4.3.2: Conversación
- Page ID
- 282975
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Preparación comunicativa 1: ¿Qué te gusta hacer?
Paso 1. Trabaja con un compañero. Usa las opciones a continuación y compara tus gustos y los gustos de tu compañero. You can also talk about other likes and dislikes. Remember to ask your instructor for help! Discuss 5 or 6 likes and dislikes.
Opciones: Usar Instagram, los mensajes de texto, estudiar, mi(s) clase(s) de..., tomar fotos, presentar en mis clases, leer, jugar videojuegos, escuchar música, mirar shows
Modelo:
E1: ¿Qué te gusta hacer?
E2: Me gusta twittear. ¿Y a ti?
E1: No me gusta twittear. Me gusta Instagram.
Paso 2. ¿Con quién?
Now write the persons with whom you like/dislike to do the activities in Paso 1. Use con (with) to help you formulate your responses.
Modelo:
E1: No me gusta twittear con mis padres.
E2: Me gusta usar Instagram con mis amigos.
Paso 3. ¿Por qué?
Now write a reason why you like or dislike the activities in Paso 1. Use porque to expand your sentences.
Modelo:
E1: No me gusta twittear con mis padres porque son aburridos.
E2: Me gusta usar Tik Tok con mis amigos porque es divertido.
Preparación comunicativa 2: BINGO
Paso 1. Create a 5x5 Bingo board with things or activities you think your classmates will like. An example is started below:
| los perros | la música rock | tomar café | ||
Paso 2. Now, go around the room and ask whether or not your classmates like the things you wrote down. Only write down their name if they like it. Try to get 5 in a row!
Modelo:
Estudiante 1: ¿Te gustan los gatos?
Estudiante 2: Sí, me gustan. ¿Te gustan los gatos?
Estudiante 1: No, no me gustan. ¿Te gusta la clase de español?
Estudiante 2: ¿Te gusta la clase de español?
Estudiante 1: Sí me gusta. ¿Te gusta la clase de español?
Estudiante 2: Sí, me gusta mucho.
Preparación comunicativa 3: El fin de semana
Habla con tu compañero/a para saber qué le gusta hacer durante el fin de semana.
Modelo:
los viernes por la noche
Estudiante 1: ¿Qué te gusta hacer los viernes por la noche?
Estudiante 2: Me gusta comer en un restaurante con mis amigos.
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Actividad |
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los viernes por la noche |
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los sábados por la mañana |
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los sábados por la tarde |
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los sábados por la noche |
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los domingos por la mañana |
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los domingos por la tarde |
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los domingos por la noche |
Attribution: El fin de semana by Community College of Baltimore County is licensed under CC BY-NC 4.0
Preparación comunicativa 4: Tres verdades y una mentira
Part 1. Write four sentences about things or activities that you like and dislike, as indicated below. Three of the sentences should be true and one should be false.
- Something you like: ________________
- Something you like a lot: ________________
- Something you don’t like: ________________
- Something you don’t like at all: ________________
Part 2. In a group of four or five people, take turns reading your four sentences. Your group members must determine which of your sentences is a lie. Use Spanish as much as possible. For instance, if you say “Me gusta levantar pesas,” your group members can ask, “¿Realmente te gusta levantar pesas?” (Do you really like to lift weights?) or “¿De veras?” (Really?). Be ready to report on the likes and dislikes of your group to the class.
Preparación comunicativa 5: Compañero de cuarto
Trabaja con un compañero y practica tu español en esta situación social. You need to use the vocabulary and structures you have learned so far. Change roles and partners after practicing each situation once.
Estudiante 1. Call your best friend from high school and tell them about your new roommate and apartment off campus. Describe your roommate and apartment, including:
- Their age and appearance;
- Their personality (e.g., what they like and dislike);
- Why they are a good roommate (e.g., describe the household chores they do).
- Apartment: Talk about its location, number of rooms (describe each room—talk about furniture).
- Say why you like it. Ask questions and share as much information as possible.
Estudiante 2. Your best friend from high school calls you to tell you about their new roommate and apartment in college. Ask questions about:
- Your friend’s roommate, and
- What they like about their new city and university.
- Their new apartment.
- Tell your friend about your new girlfriend/boyfriend or friend.
- Describe their age, personality, and appearance. Ask questions and share as much information as possible.