Capítulo 3: ¿Qué clases tomas?
- Page ID
- 470806
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 3.10: ¿Qué clases tomas?
- This page covers the conjugation of regular -AR verbs in Spanish, exemplified by the verb "bailar." It includes songs from artists like Enrique Iglesias and Macaco to provide context for these verbs. Additionally, it teaches how to tell time in Spanish, featuring songs by Jesse & Joy and No Te Va Gustar. This resource effectively combines language learning with cultural elements to enrich the learning experience.
- 3.11: Vocabulario- Verbos en -ar
- This page introduces regular Spanish -ar verbs like "caminar" and "bailar," focusing on their meanings. Conjugations will be addressed later. It also emphasizes counting to 100, essential for future lessons on telling time. The main goal is to help learners recognize and understand these common verbs to build a foundational vocabulary for further language development.
- 3.12: Gramática- Conjugación de verbos en -ar
- This page covers the conjugation of regular Spanish -ar verbs, highlighting the importance of understanding infinitives and how conjugation varies with the subject. It promotes contextual learning over rote memorization, using the verb "hablar" as an example and providing a list of common -ar verbs. The text encourages practice through analysis questions on verb forms, aiming to enhance readers' comprehension of Spanish verb conjugation.
- 3.13: En contexto- Verbos regulares de -er/-ir
- This page covers the conjugation of regular -er and -ir verbs in the present tense using a dialogue between Elena and Sara at El Rastro in Madrid. They converse about buying handbags, examining colors, sizes, and inspection before purchase. The content includes questions for identifying subject pronouns and infinitives, promoting analysis of verb endings across ER, IR, and previously learned AR verbs.
- 3.14: Gramática- Conjugación de verbos regulares en -er/-ir
- This page explains the conjugation of regular -er and -ir verbs in the present tense by removing the endings to form stems and adding specific endings. It highlights similarities in conjugation, particularly noting differences in the nosotros and vosotros forms. Examples with "beber" and "vivir" demonstrate the process, and the page encourages practice to reinforce understanding of these rules.
- 3.15: Los verbos regulares "-er", "-ir"
- This page explains the conjugation of regular Spanish verbs ending in "-ar," "-er," and "-ir," detailing how to change verb endings based on subject pronouns. It provides charts for each verb type and notes similarities between "-er" and "-ir" except for "nosotros/nosotras" and "vosotros/vosotras." The page also addresses the infinitive form of the second verb when paired with another and includes examples, as well as lists common regular verbs and additional usage notes.
- 3.16: Vocabulario- Verbos regulares de -er/-ir
- This page covers the conjugation of regular verbs in the present tense, focusing on -er and -ir verbs in addition to previously learned -ar verbs. It highlights essential verbs like "aprender," "comer," "abrir," and "escribir," which are used for describing daily actions. A list of common -er and -ir verbs is provided to improve vocabulary and understanding of regular activities.
- 3.17: Putting It Together- ¿Qué clases tomas?
- This page offers an overview of essential Spanish language components, covering numbers up to 100, regular -ar verbs, conjugation rules, and basic sentence structure. It details vocabulary and present tense conjugations, outlines how to form statements, questions, and negatives, and explains time expressions with examples. It also includes a brief discussion on the use of modal verbs in sentences.
- 3.1: ¿Tienes prisa?
- This page introduces vocabulary for higher education, covering classes, majors, and university locations. It features songs by Latin American artists such as Bomba Estéreo and Wil Campa, linking their themes to education and social issues. The content emphasizes the cultural context of these songs and their connection to the educational topics discussed in the course.
- 3.2: Gramática- Todas las preguntas
- This page reviews Spanish question words, detailing their meanings, usage, and the significance of accentuation. It distinguishes between interrogative and non-interrogative forms and provides exercises for practice in identifying and using the correct question words.
- 3.3: Gramática- Preguntas con “¿qué?” y “¿cuál?”
- This page covers the Spanish question words ¿qué? (meaning "what?") and ¿cuál? (meaning "which?"), detailing their usage and differences. It highlights the importance of punctuation, such as the upside-down question mark, and offers examples for clarification. The page also features activities related to the irregular verb tener and practical exercises to reinforce understanding of the question words.
- 3.4: En contexto- El verbo tener
- This page introduces the verb "tener," focusing on its irregular conjugation and significance in communication. Through a dialogue between Roberto and Cristina, it illustrates various contexts for using "tener," such as expressing possession and emotions, particularly in relation to school life. Cristina's busy schedule highlights the challenges of her classes, while the conversation prompts analysis questions to reinforce understanding.
- 3.5: Ejercicios- El verbo tener y ¿qué/cuál?
- This page teaches the irregular Spanish verb "tener," covering its conjugation and usage across different subjects. It includes activities like fill-in-the-blanks, subject identification, and question formation using "¿qué?" and "¿cuál?". The focus is on mastering the conjugation of "tener" and applying it in conversation.
- 3.6: Gramática- El verbo tener
- This page introduces the Spanish verb "tener" (to have), detailing its irregular conjugation, particularly the yo-form "tengo" and a stem change (e>ie). It provides the singular and plural forms of the verb, and explains how to ask about and express age using the structure "tener + number + años." Examples clarify that "años" must be included when stating age, distinguishing it from English usage.
- 3.7: En contexto- Expresiones con tener
- This page focuses on the Spanish verb "tener" and its expressions, stressing contextual understanding over translation. Through a dialogue between Roberto and Cristina, it illustrates phrases like "tener que," "tener hambre," and "tener sueño" in the context of a busy semester and academic responsibilities. The content ends with analysis questions that encourage deeper comprehension of the expressions used.
- 3.8: Gramática- Expresiones con tener y tener + que
- This page of the textbook emphasizes the verb "tener" in Spanish, detailing idiomatic expressions for physical conditions like "tener hambre" and "tener miedo." It introduces the structure "tener + que + infinitive" to express obligation, exemplified by "tengo que estudiar." Activities included aim to reinforce comprehension and practical application of these expressions in context.
- 3.9: Ejercicios- Expresiones con tener y tener + que
- This page covers the verb "tener" in Spanish, focusing on its common expressions like "tener hambre" and "tener miedo." It details the structure "tener + que + infinitive" for expressing obligations, exemplified by phrases such as "tengo que hacer mi tarea." The page also offers various practice activities to help learners effectively use these concepts in conversation.