Chapter 6
- Page ID
- 353118
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 6.1: Vocabulario- Adjetivos de emoción y condición
- This page covers two main topics: recognizing and responding to adjectives of condition and emotion through examples like "interesado" and "feliz," along with phrases for conversational responses; and a compilation of visual and informational resources, including educational content and images, many under Creative Commons licenses, highlighting the accessibility of online media and educational tools.
- 6.2: (LO 6.1) Estar + emociones
- This page discusses the verb "estar" with adjectives for describing conditions and emotions through a conversation between classmates Luz and Jesús. Luz feels tired from noise, while Jesús is anxious about their presentation. They agree to practice together and the content includes analysis questions on "estar" and the gender implications of the adjectives used.
- 6.3: En contexto- Ser y Estar I
- Luz y Jesús trabajan en una presentación de estudios latinoamericanos. Luz está cansada por el ruido de sus compañeras, mientras que Jesús se preocupa por la organización. Deciden que Luz comenzará la introducción y Jesús se encargará de los datos. Se reúnen para ensayar al día siguiente. Las preguntas de análisis en la clase abordan la comparación del uso de "ser" y "estar" en descripciones de personalidad, emociones, características permanentes y condiciones.
- 6.4: (LO 6.2) El presente progresivo
- This page features a conversation between Rosa and Patricia in a youth hostel lobby. They discuss tourist information offices, with Rosa expressing excitement about visiting Oviedo. Patricia suggests they go together since it's near Rosa's appointment with Carlos. The dialogue showcases the present progressive tense, highlighting relevant verbs for deeper analysis.
- 6.5: (LO 6.3) Saber y conocer
- This page presents a conversation between Rosa and Patricia at a youth hostel in Oviedo, focusing on the verbs "saber" and "conocer." They discuss the location of tourist information offices, with Rosa admitting she is unfamiliar due to her newness to the city. They also mention meeting Carlos and the proximity of locations. The analysis questions emphasize understanding the usage of "saber" and "conocer" in relation to knowledge and familiarity.
- 6.6: (LO 6.4) Ser y Estar II
- This page explains the differences between the Spanish verbs "ser" and "estar," focusing on their specific uses related to time, definition, origin, location, and present progressive. It features a conversation between Rosa and Patricia at a youth hostel about finding tourist information offices, alongside Rosa’s plans with Carlos.


