Unidad 1

Vocabulario 1-1
LOS PERFILES PROFILES YO SOY… I AM…
el calendario de eventos calendar of events generoso/a generous
la cronología timeline inteligente intelligent
el estado status sedentario/a sedentary
la foto/la fotografía picture/photograph tímido/a timid
el perfil profile trabajador/a hard-working
la red social the social network activo/a active
el video video atlético/a athletic
LAS ACCIONES ACTIONS aventurero/a adventurous
actualizar to update cómico/a funny, comical
crear to create estudioso/a studious
editar to edit AHORA ESTOY… RIGHT NOW I AM…
mandar un mensaje (de to send a (text) message aburrido/a bored
texto)
cansado/a tired
LA INFORMACIÓN BASIC INFORMATION
contento/a happy
BÁSICA
emocionado/a excited, emotional
el apellido/los apellidos last name/s
enojado/a angry
la dirección de correo email address
electrónico/el e-mail nervioso/a nervous
la edad age ocupado/a busy, occupied
el nombre first name relajado/a relaxed
el (número de) teléfono telephone number AHORA TENGO… RIGHT NOW I’M…
LA BIOGRAFÍA BIOGRAPHY (…) años (…) years old
la ciudad city calor hot
el cumpleaños birthday frío cold
la escuela secundaria high school hambre hungry
el estado state miedo scared
la fecha de nacimiento birthdate sueño sleepy
el país country sed thirsty
el trabajo work vergüenza embarrassed
la universidad university/college

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1
Unidad 1
Vocabulario 1-2
Los números Numbers 0–20 Los números Numbers 31–39
del 0 al 20 del 31 al 39
0 cero zero 31 treinta y uno thirty-one
1 uno one 32 treinta y dos thirty-two
2 dos two 33 treinta y tres thirty-three
3 tres three 34 treinta y cuatro thirty-four
4 cuatro four 35 treinta y cinco thirty-five
5 cinco five 36 treinta y seis thirty-six
6 seis six 37 treinta y siete thirty-seven
7 siete seven 38 treinta y ocho thirty-eight
8 ocho eight 39 treinta y nueve thirty-nine
9 nueve nine Los números Numbers 10–90
del 10 al 90
10 diez ten
10 diez ten
11 once eleven
20 veinte twenty
12 doce twelve
30 treinta thirty
13 trece thirteen
40 cuarenta forty
14 catorce fourteen
50 cincuenta fifty
15 quince fifteen
60 sesenta sixty
16 dieciséis sixteen
70 setenta seventy
17 diecisiete seventeen
80 ochenta eighty
18 dieciocho eighteen
90 noventa ninety
19 diecinueve nineteen
Los números Numbers 100–900
20 veinte twenty
del 100 al 900
Los números Numbers 21–39
100 cien one hundred
del 21 al 39
200 doscientos two hundred
21 veintiuno twenty-one
300 trescientos three hundred
22 veintidós twenty-two
400 cuatrocientos four hundred
23 veintitrés twenty-three
500 quinientos five hundred
24 veinticuatro twenty-four
600 seiscientos six hundred
25 veinticinco twenty-five
700 setecientos seven hundred
26 veintiséis twenty-six
800 ochocientos eight hundred
27 veintisiete twenty-seven
900 novecientos nine hundred
28 veintiocho twenty-eight
29 veintinueve twenty-nine
30 treinta thirty

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1
Unidad 1
Vocabulario 1-2
Los números Numbers
del 1.000 al 10.000 1,000–10,000
1.000 mil one thousand
2.000 dos mil two thousand
3.000 tres mil three thousand
4.000 cuatro mil four thousand
5.000 cinco mil five thousand
6.000 seis mil six thousand
7.000 siete mil seven thousand
8.000 ocho mil eight thousand
9.000 nueve mil nine thousand
10.000 diez mil ten thousand
Los números Numbers
del 10.000 a 2.000.000 10, 000–2,000,000
10.000 diez mil ten thousand
20.000 veinte mil twenty thousand
30.000 treinta mil thirty thousand
40.000 cuarenta mil forty thousand
50.000 cincuenta mil fifty thousand
60.000 sesenta mil sixty thousand
70.000 setenta mil seventy thousand
80.000 ochenta mil eighty thousand
90.000 noventa mil ninety thousand
1.000.000 un millón one million
2.000.000 dos millones two million

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2
Unidad 1
Resumen gramatical 1-1 Ser and estar: singular forms and uses

• Ser and estar are verbs that mean to be in English.

• They are irregular verbs, which means they don’t follow the regular patterns of verb formation that
you will learn in upcoming units.
• But to use these or any other verb, you will also need to learn the subject pronouns. A subject pronoun
is a word that replaces the name or title of a person or thing, and it functions as the subject of the verb.
• Examine and memorize the singular forms of the subject pronouns as well as their corresponding
conjugations for the verbs ser and estar. The plural forms have been grayed out as you will
study them in a later unit.

• Note that there are two subject pronouns that mean you. Use tú when addressing someone informally,
such as a friend, a family member, a child, or a peer. Use usted when addressing someone formally,
such as an instructor, someone superior at work or an organization, or whenever you think it’s important
to establish a formal tone.
• In Spanish, after the subject has been mentioned or clearly understood, it is not necessary to explicitly
include the subject (who or what the sentence is about) because the verb provides this information.

Soy Lucas. I am Lucas.

Eres inteligente. You are intelligent.
Es de México. She/He is from Mexico. You
(formal) are from Mexico.

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1
Unidad 1
Resumen gramatical 1-1 Ser and estar: singular forms and uses

• Subject pronouns are used only to emphasize who or what the sentence is about or when the context
makes the subject ambiguous.

Emphasis Tú no eres el favorito;

yo soy el favorito.
You are not the favorite;
I’m the favorite.
Clarification Ella es de Perú.
She is from Perú.

• Compare the different meanings and uses of ser and estar.

• To make a statement negative, add no before the verb.

David no es de Nueva York. Es de Tejas.
David isn’t from New York. He is from Texas.
No estoy cansada ahora.
I am not tired right now.

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2
Unidad 1
Resumen gramatical 1-2 Gender agreement with nouns and adjectives

Agreement with definite articles

• In English, the is the only definite article. In Spanish, there are four forms of the definite article.
They vary in form because they agree in gender and number with the nouns they modify.

Agreement with nouns and adjectives

• Unlike English, Spanish adjectives usually go after the noun they modify. And they also agree in
gender and number.

la mujer inteligente the intelligent woman

los perfiles cómicos the funny profiles

• To make a noun plural, add -s if the noun ends in a vowel. Add -es if the noun ends in a consonant.

el estudiante los estudiantes

el chico los chicos
la fotografía las fotografías
el perfil los perfiles

• To make an adjective plural, add -s if the adjective ends in a vowel. Add -es if the adjective ends in
a consonant.

activo activos
aventurera aventureras
trabajador trabajadores

• In Spanish, all nouns have gender, either grammatical or biological. Grammatical gender means that they’ve
been arbitrarily assigned. Biological gender means that the noun has an inherent biological gender or sex.

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1
Unidad 1
Resumen gramatical 1-2 Gender agreement with nouns and adjectives

• To refer to a group that includes both male and female individuals, use the masculine plural form.

el chico y la chica los chicos

el estudiante y la estudiante los estudiantes
el perfil los perfiles

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CONVERSAR 1-1 LOS COGNADOS.
Before doing this activity, you should have completed the
Estrategia de comprensión: Leer and the Contraseña:
Texto sections.

In small groups, create as many words as possible, using these roots and/or
suffixes. You may use a dictionary. Share them with the rest of the class.

Raíces Sufijos
abund- -ante
acept- -ar
brill- -bilidad
-eza
curi-
MISSION
estudi- -ista
instruc- -oso
labor- -ción
responsa- -tud

2023
CONVERSAR 1-2 ¡YO TAMBIÉN!
Before doing this activity, you should have completed the
Estrategia de comprensión: Leer and the Contraseña:
Texto sections.

In groups of four or six, you will answer these questions: How much do you have in
common with John and María? How much do you and your classmates have in
common? Follow the steps to complete this activity.

Paso 1
Take turns making statements about yourselves by choosing from the list, which is
based on John and María’s profiles. When one student says something that you have
in common, say ¡Yo también! (Me, too!). If nobody says ¡Yo también!, choose another
statement, and so on.

MISSION

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Paso 2
Complete the phrases with your own information and based on Paso 1.
Mi nombre es ______________________________________.
Mi apellido es ______________________________________.

Yo soy de ______________________________________.
MISSION
Trabajo en ______________________________________.

Yo soy ______________________________________ y ______________________________________.

No soy ______________________________________.

2023
CONVERSAR 1-3 MÍMICA
Before doing this activity, you should have completed the
Vocabulario section.

In groups of four, form two teams of two players each, Equipo A and Equipo B.
You’re going to practice describing descriptive adjectives by playing a game of
charades!

Follow these guidelines to play:

The first player (silently) decides on a descriptive adjective and acts it out.
That player’s teammate gets one chance to guess the correct word.
If s/he can’t guess, the other team gets a chance.
Each correctly guessed word item earns one point for that team.
Take turns by teams and players until one team gets to 10 points, or you run out
of time.

2023
CONVERSAR 1-4 ¡EL PRECIO ES CORRECTO!
Before doing this activity, you should have completed the
Vocabulario section.

Paso 1
In small groups, find an interesting product for sale online (for example, on
Amazon’s Spanish site). Include:

The name of the product

The price (and how to say it in Spanish!)
A photo

Paso 2
Each group presents the photo and name of their product to the class, without
saying the price. The other groups have one minute to deliberate how much they
think the product costs. After the minute is up, each group announces its best
guess; whichever guess is closest without going over wins a point! The group with
the most points after all groups have presented their products wins.

Modelo
Grupo 1: La tableta
Grupo 2: ¡95 euros!
Grupo 3: ¡100 euros!
Grupo 4: ¡96!
Grupo 1: El precio correcto es 99,43 euros. ¡Un punto para Grupo 4!

2023
CONVERSAR 1-5 CONVERTIR EL DINERO.
Before doing this activity, you should have completed the
Vocabulario section.

Paso 1
In Vocabulario 1-10 you learned how much $10 converts to in the currency
of a variety of Spanish-speaking countries. Now, in pairs, one student will be
the Tourist and ask about the conversion rate for different amounts of
money. The other student will be the Banker and use an online currency
converter and some math to say how many dollars the following figures are
worth. The Tourist should write out the Banker's responses.

Modelo
Turista: 98 pesos de Argentina
Banquero/a: 98 pesos de Argentina valen_5 (cinco)__ dólares de
Estados Unidos.

1. 450 córdobas
2. 2.000 pesos mexicanos
3. 360.000 guaraníes
4. 75 pesos colombianos
5. 2.500 euros
6. 140.500.000 pesos argentinos
7. 62 soles
8. 202 quetzales

Paso 2
Working together, create a list ordering the different currencies from most
to least valuable.

2023
CONVERSAR 1-6 AGOSTO, UN MES MUY
OCUPADO.

Before doing this activity, you should have completed the

Vocabulario section.

Paso 1
August is a very busy month for Ana! Each of you has half of her completed
calendar, as well as a list of events. With your partner, you need to find the right
date for each event.

Modelo
Estudiante A: ¿Cuándo (When) es el cumpleaños de Ana?
Estudiante B: Es el cuatro (de agosto).

ESTUDIANTE A
FECHA EVENTO
el cumpleaños de Ana
el viaje (trip)
el cumpleaños de mamá
la fiesta (party) del club
la clase de tenis
20 de agosto la cita (appointment) con el doctor
22 de agosto el registro de clases
26 de agosto la orientación estudiantil (student orientation)
27 de agosto el comienzo de clases (beginning of classes)
30 de agosto la visita de Amy

2023
 ESTUDIANTE B
FECHA EVENTO
4 de agosto el cumpleaños de Ana
8 de agosto el viaje (trip)
11 de agosto el cumpleaños de mamá
13 de agosto la fiesta (party) del club
16 de agosto la clase de tenis
la cita (appointment) con el doctor
el registro de clases
la orientación estudiantil (student orientation)
el comienzo de clases (beginning of classes)
la visita de Amy

Paso 2
¿Es tu horario (schedule) similar?

2023
CONVERSAR 1-7 LOS AFROLATINOS.
Before doing this activity, you should have completed the
Vocabulario section.

Did you know that a large portion of the population of Latin America is of African
descent? Complete the steps to learn more.

Paso 1
With a partner, read the following information about the first Afro-Latinos in the
Americas. Use cognates and the drawings to help you understand the main ideas.

2023
Paso 2
Write a two-sentence summary in English.

Paso 3
Now, one person will be the Experto/a with information about the Afro-Latino
populations in Latin America, and the other will be the Investigador/a with questions
they will ask the Experto/a. The Investigador/a should write out their answers.

Modelo
Investigador/a: ¿Qué país tiene la población de afrolatinos más grande?
Experto/a: El país que tiene la población de afrolatinos más grande es
Colombia.

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 EXPERTO/A
PAÍS POBLACIÓN AFROLATINA
Colombia 4.671.160
Venezuela 2.641.481
Estados Unidos Mexicanos* 1.386.556
Cuba 1.126.894
Ecuador 1.041.559
República Dominicana 1.029.535
Puerto Rico 1.000.000
Perú 828.841
Panamá 623.053
Nicaragua 600.000
Costa Rica 390.000
Uruguay 300.000
Honduras 284.000
Argentina 149.493
Guatemala 100.000
Chile 100.000
Bolivia 40.000

*The official name of México is Estados Unidos Mexicanos.

Source: Wikipedia https://en.wikipedia.org/wiki/Afro–Latin_Americans

INVESTIGADOR/A
1. ¿Qué país tiene la población de afrolatinos más grande?
2. ¿Qué país tiene la población de afrolatinos más pequeña?
3. ¿En qué país hay 300.000 afrolatinos?
4. ¿En qué país hay aproximadamente 2.500.000 de residentes afrolatinos?
5. ¿Cuántos países tienen más de 1.000.000 de residentes afrolatinos? ¿Cuáles son?
6. ¿Cuántos países tienen menos de 100.000 residentes afrolatinos? ¿Cuáles son?
7. ¿Cuál es la población afrolatina en Argentina?
8. ¿Cuál es la población afrolatina en Perú?

2023
CONVERSAR 1-8 ¿SE ATRAEN LOS
OPUESTOS? (DO OPPOSITES ATTRACT?)
Before doing this activity, you should have completed the
Vocabulario section.

In Vocabulario 1-14 you helped Esteban recommend a potential partner for his
grandmother’s friend, Lola. She was looking for someone who was similar to her,
not opposite. Is this true for the class, or is the trend to think opposites attract?
Work in small groups and follow the steps to complete this activity.

Paso 1
Individually, list five adjectives that describe your own personality. Consult the list
of Vocabulario activo as well as the dictionary for new words. Share them with your
group, explaining any words that are new or hard to understand.

Paso 2
Individually, list five adjectives to describe your current or ideal partner. Consult the
list of Vocabulario activo as well as the dictionary for new words. Share them with
your group, explaining any words that are new or hard to understand.

2023
Paso 3
In your group, analyze the patterns of attraction. Do most of the group members
have or want a partner who is like them or a partner who is different? For your
group, which of these two statements is true?

Sí, se atraen los opuestos.

No, no se atraen los opuestos.

2023
Conversar 1-9 ¿De qué color es?
Before doing this activity, you should have completed the
Gramática I section.

In pairs, look for the following items around you (finding a photo online if you can’t
find an example nearby) and take turns describing their color. Follow the model.

Modelo
Estudiante A: ¿De qué color es la pizarra interactiva?
Estudiante B: Es blanca.

1. la pizarra
2. la computadora
3. la tableta
4. el teléfono inteligente
5. el libro (book)
6. el mapa (map)
7. el lápiz (pencil)
8. la silla (chair)

2023
CONVERSAR 1-10 ¿QUÉ IMAGEN ES?
Before doing this activity, you should have completed the
Gramática I section.

Work in groups of four and form two teams. One team describes one of the images
using ser or estar and the appropriate adjective. The other team guesses which
image is being described. Then switch roles so the other team describes a different
image.
Modelo

La persona de la foto es aventurera. No está aburrida…

2023
1. 2.

4.
3.

5. 6.

2023
CONVERSAR 1-11 DICTOGLOSS.
Before doing this activity, you should have completed the
Gramática I section.

Follow the steps to complete this activity.

Paso 1
In pairs, each person will have one half of a short text. Your partner will read their
half of the text aloud so you can write it down as precisely as possible. By the end of
this step, you should have a complete text.

If a word is unclear, you can ask your partner to spell it by asking “¿Cómo se escribe?”
Be sure to pronounce the letters in Spanish when answering!

Julio es un nuevo estudiante Es un chico trabajador y

universitario. La universidad es aventurero y por eso está muy
grande y está en el estado de emocionado. Mañana es el primer
Kentucky. Julio es de Lima, Perú. día de clases y Julio está nervioso.
Normal, ¿no?

ESTUDIANTE A ESTUDIANTE B

Paso 2
Now that you have the full text, work together to answer the following comprehension
questions.

1. ¿De dónde es Julio?

2. ¿Dónde está la universidad?
3. ¿Cómo es Julio?
4. ¿Cómo está Julio?

2023
Paso 3
Write a similar text about your partner. Ask him or her these questions and then write
a summary based on the answers and the information about your university that you
already know.
¿Cómo es la universidad? ¿Dónde está?
¿De dónde eres?
¿Cómo eres?
¿Cómo estás ahora?

2023
CONVERSAR 1-12 UNA ENTREVISTA.
Before doing this activity, you should have completed the
Gramática I section.

Follow the steps to complete this activity.

Paso 1
In pairs take turns finding out this information about each other in Spanish. Take
notes in Spanish as best as you can. Use the tú form of the verbs ser and estar to
complete the questions and the yo form to answer.
¿De dónde…? (Where are you from?)
¿Dónde…? (Where are you now?)
¿Cómo…? (What are you like?)
¿Cómo… en la clase de español ahora? (How do you feel (are you) in Spanish
class right now?)

2023
Paso 2
Write a summary and present the information about your partner to the class using
the él or ella form of verbs ser and estar.

Modelo
Mi compañera es Janelle. Es de…

2023
CONVERSAR 1-13 ¿QUIÉN ERES?
Before doing this activity, you should have completed the
Vocabulario, Gramática I, and Gramática II sections.

Follow the steps to complete this activity.

Paso 1
Each student in the class will complete the following sentences. After selecting
your pronoun, pay attention to the gender of the adjectives you use to describe
yourself.

Soy… (tu nombre).

Mi pronombre es… (él/ella/elle).
Soy de… (tu lugar de origen).
Soy… (adjetivo que describe tu personalidad). ¡OJO! El adjetivo debe
concordar con tu pronombre elegido.
Estoy… en la clase de español hoy. (adjetivo que describe tu humor
en este momento)

Modelo
Soy AJ.
Mi pronombre es elle.
Soy de Chicago.
Soy cómique.
Estoy contente.

2023
Paso 2
Share your sentences with the class and listen as they share their sentences. If you
do not hear what a classmate says, ask them to “¡Repite, por favor!”

Paso 3
Working in pairs, reconstruct each classmate’s introduction. Is there a pair that
remembers everyone’s introductions?

Modelo
Es AJ.
Su pronombre es elle.
Es de Chicago.
Es cómique.
Está contente en la clase de español hoy.

2023
CONVERSAR 1-14 ¿QUIÉN ES?
Before doing this activity, you should have completed the
Vocabulario, Gramática I, and Gramática II sections.

Are you ready to get to know some of your classmates better? Follow the steps to
complete this activity.

Paso 1
Write at least three sentences describing yourself with ser and estar and the
adjectives that you have learned so far.

Modelo
Soy aventurera y activa. No soy atlética. Hoy (today) estoy ocupada.

2023
Paso 2
Give your description to your instructor. S/he will mix up and redistribute the
descriptions. Once you have access to a description that is not your own, read it out
loud to the class. The class should try to guess whose description is being read.

2023
CONVERSAR 1-15 ¿CÓMO?
Before doing this activity, you should have completed the
Vocabulario, Gramática I, and Gramática II sections.

Follow the steps to complete this activity.

Paso 1
In pairs, take turns choosing at least five different adjectives from the list and asking
each other questions to see if each of you identifies with that description. ¡OJO! Use
the correct verb (ser or estar) and make the needed changes to express adjective
agreement in gender and number. Follow the model.

Modelo
Estudiante A: ¿Eres atlética? / ¿Eres atlético?
Estudiante B: Sí, soy atlética. / No, no soy atlético.
Estudiante A: ¿Estás aburrida? / ¿Estás aburrido?
Estudiante B: Sí, estoy aburrido. / No, no estoy aburrida.

2023
Paso 2
Create at least two sentences, one using ser and one using estar, that summarize
your answers. Follow the model and make the needed adjustments to express
agreement in gender and number.

Modelo
Steve es atlético y yo soy atlética también.
Steve está aburrido en la clase de español, pero (but) yo no estoy
aburrida.

2023
Paso 3
Share your sentences with the class. And as you listen to your classmates’
responses, take notes and then write as many sentences as you can in order to
describe your class as a whole. Are there any characteristics or emotional states that
you and your classmates all have in common?

Modelo
La clase es atlética.

2023
CONVERSAR 1-16 ENCUENTRA A ALGUIEN
QUE… (FIND SOMEONE WHO…)
Before doing this activity, you should have completed the
Vocabulario, Gramática I, and Gramática II sections.

Working with your classmates, ask the following questions until you find someone
who can answer each one affirmatively and write that person’s name on the
corresponding line. You will also be asked questions. When answering, make sure
you and your classmates use complete sentences. The first person to complete the
table wins!

Modelo
Estudiante A: ¿Eres generoso?
Estudiante B: Sí, soy generoso. / No, no soy generoso.

2023
CONVERSAR 1-17 ¿QUIÉN SOY?
Before doing this activity, you should have completed the
Vocabulario, Gramática I, and Gramática II sections.

In groups of three or four, come up with a list of ten famous people. Then one
member of the group chooses a famous person from the list but doesn’t tell the
other group members who s/he has chosen. The group members ask questions,
which the student has to answer as if s/he were that person. When the group
guesses who it was, it’s the next group member’s turn to choose from the list.

Modelo
Estudiante A: ¿Eres mujer?
Estudiante B: Sí, soy mujer.
Estudiante C: ¿Eres cómica?
Estudiante B: Sí, soy cómica.
Estudiante D: ¿Eres de Estados Unidos?
Estudiante B: No, no soy de Estados Unidos.

HINT: You may want to look up more descriptive adjectives in your dictionary but be
sure to share the meaning with the rest of the group when you ask the question. If you
didn’t know how to say it, it is very likely that the other team members will not
understand it!

2023
2023
CONVERSAR 1-18 CONVERSACIÓN GUIADA.
Before doing this activity, you should have completed the
Vocabulario, Gramática I, and Gramática II sections.

2023
 CONVERSAR 1-19 LAS REDES SOCIALES EN
EL MUNDO HISPANO.
Before doing this activity, you should have
completed the Vocabulario, Gramática, and
Exploración cultural sections.
In pairs, discuss the main ideas of the presentation. Follow the steps to complete
this activity.

Paso 1
Summarize the perspectives presented by the four cultural collaborators featured
in Perspectivas del mundo hispano. How can you characterize social media use
where they live? Are you surprised by what they said? Why or why not?

Bismarck Felipe Mario Enrique Pedro Gabriela Mosquera, Mónica Pacas

Molina, Mateo, Colombia Mejía,
Nicaragua Guatemala El Salvador

2023
Paso 2
Look at the chart with information about popular applications and the percentage
of users in Latin America and answer these questions.

Which is the most popular social media network? Which countries have the most
and least users? Is this information in line with the information provided by the
collaborators? Why? Give examples.

2023
CONVERSAR 1-20 LAS BÚSQUEDAS EN
INTERNET.
Before doing this activity, you should have
completed the Vocabulario, Gramática, and
Exploración cultural sections.

In pairs, talk about your experiences searching in English and in Spanish. Which search
was easier to carry out? Which results were easier to work with? Why? Share some tips
with each other for how you might carry out Internet searches in future units.

2023
 CONVERSAR 1-21 EL PODER DEL HASHTAG.
Before doing this activity, you should have
completed the Vocabulario, Gramática, and
Exploración cultural sections.

Social media sites are being used now for more than connecting with friends. Follow
the steps of the activity to learn about digital activism.

Paso 1
Summarize the perspectives presented by the four cultural collaborators featured
in Perspectivas del mundo hispano. How can you characterize social media use
where they live? Are you surprised by what they said? Why or why not?

MOVIMIENTO DESCRIPCIÓN

#15-M Consiste en tirarse un cubo de agua casi helada con el

propósito de pedir donaciones para la enfermedad ALS.

#BlackLivesMatter El propósito es para que los hombres también luchen

para los derechos de las mujeres.

#HeForShe Empieza después de que un policía mata a un joven

afroamericano para protestar el racismo y la brutalidad
policiaca.

#IceBucketChallenge Empieza el 15 de mayo del 2011 para protestar las medidas

de austeridad y la crisis económica en España.

#LoveWins Reúne a musulmanes que se declaran en contra de todo

acto de violencia o terrorismo.

#MeToo .Celebra la decisión de la Corte Suprema que legaliza el

matrimonio gay.

#NotInMyName Se usa al compartir historias de acoso o abuso sexual para

elevar la consciencia sobre estos incidentes

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Paso 2
Discuss your own experiences participating in these or other movements. Follow
the model.

Modelo
Yo uso el hashtag _______ cuando publico contenido sobre _________.
Yo uso el hashtag #socialjustice cuando publico contenido sobre la
diversidad y la igualdad.

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CONVERSAR 1-22 LAS REDES SOCIALES.
Before doing this activity, you should have
completed the Vocabulario, Gramática, and
Exploración cultural sections.

In the Exploración cultural section you were asked to research social media use
among Spanish speakers in a specific country or countries. Now you will share what
you learned with your classmates and listen to what they found out. Follow the steps
to complete this activity.

Paso 1
In pairs, take a few minutes to review and share the information that you
researched. Help each other clarify doubts and express ideas, including how to say
numbers.

Modelo
En Nicaragua la red social más popular es Facebook. El porcentaje de
usuarios es de…

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Paso 2
Share what you learned and use the chart to write down the information that your
classmates contribute. Complete the chart as best as you can.

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Paso 3
In pairs, summarize in at least three sentences what you learned about the various
regions from your peers’ reports: What are the most popular social networks in
various Spanish-speaking countries/regions? Which ones are the least popular? Be
prepared to present your findings. You may use English.

Modelo
La red social más (more) popular en [país] es __________.
La red social menos (least) popular en [país] es ________.
Mucha gente usa [red social] en [país].
Poca gente usa [red social] en [país].
Las redes sociales son más populares en [país] que en Estados Unidos.
Las redes sociales son menos populares en [país] que en Estados Unidos.

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CONVERSAR 1-23 ¿QUIÉNES SOMOS?
Before doing this activity,
you should have completed
the entire unit.
Conversar 1-19 ¿Quiénes somos? You will discuss your personal descriptions in Publicar
and introduce yourself to the classmates with whom you have things in common.
Follow the steps to complete this activity.

Paso 1
In pairs, review four or five of your classmates’ personal descriptions and take turns
explaining what you have in common with those students. Follow the model.

Modelo
Mi cumpleaños es en febrero y el de Andrew también (also).
Yo soy de Allentown PA y Macie también.
Yo tengo hambre y Mark también.

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Paso 2
Individually, identify the students with whom you have the most things in common
based on Paso 1. Then, introduce yourself to them and tell them what you have in
common. Follow the model.

Modelo
Jill: Hola, Andrew. Soy Jill.
Andrew: Hola, Jill. Mucho gusto.
Jill: Mucho gusto. Mi cumpleaños es en febrero.
Andrew: Mi cumpleaños es en febrero también.

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CONVERSAR 1-24 FORO DE
CONVERSACIÓN.
Before doing this activity,
you should have completed
the entire unit.

Read the situation and answer the question. Then, post two comments on two of your
classmates’ responses stating what impressed you about their posts.

You arrive for the first time in León, Nicaragua to spend a semester
learning Spanish at the local university. The coordinator mixed up the
papers and seems confused about who you are. Answer his question with
as much detail as possible: ¿Quién eres tú?

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 CONVERSAR 1-25 CONVERSACIÓN
SIMULADA.
Before doing this activity, you should have completed
the Vocabulario, Gramática I, and Gramática II
sections.

Listen to what Blake says and follow the instructions to record your responses.

Blake MISSION
Tu respuesta: [Say your name.]

Blake
Tu respuesta: [Say where you're from and state where you
work.]

Blake
Tu respuesta: [Tell Blake how old you are and name some
of your qualities.]

Refer to the Foro y Conversación Simulada section in

Conversar at the end the unit to complete this
activity.

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CONVERSAR 1-26 ¿QUIÉN ES MI
ENTRENADOR/A?
Before doing this activity, you should have
completed the LinguaMeeting Coaching
Session.
In small groups, discuss what you now know about your LinguaMeeting coach. Follow
the steps.

Paso 1
Individually, create a short profile for your coach. Use your notes from the
conversation as a guide. You can also review your coach’s profile on the
LinguaMeeting portal to add any more information to the profile of your coach,
including your coach’s photo.

Nombre
Apellido(s)
Edad
Cumpleaños
Ciudad
País
Universidad o Trabajo
Personalidad (tres palabras descriptivas)
Redes sociales que usa

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 Paso 2
In small groups, take turns asking each other questions about your coaches. Take notes.
Note: Don’t show the profile to your classmates until they ask you all the questions.
Then, you can show it to confirm what they wrote and to share more information.

Guía de conversación

Pregunta Respuesta

Nombre Apellido(s) ¿Cómo se llama tu Mi entrenador/a se llama...

entrenador/a?

Edad ¿Cuántos años tiene? Tiene # años.

Cumpleaños ¿Cuándo es el cumpleaños El cumpleaños de mi coach el (#) de

de tu entrenador/a? (enero/febrero/marzo/abril/mayo/
junio/julio/agosto/septiembre/
octubre/noviembre/diciembre)

Ciudad ¿Dónde vive? Mi entrenador/a vive en…

País ¿De dónde es? Es de…

Universidad o Trabajo ¿Dónde estudia (o trabaja) Estudia en…

tu entrenador/a? Trabaja en…

Personalidad (Tres ¿Cómo es? Mi entrenador/a es…

palabras descriptivas)

Redes sociales ¿Cuáles redes sociales usa Usa …

tu entrenador/a?

Mi entrenador/a…

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 El/la entrenador/a de mi compañero/a…

El/la entrenador/a de mi compañero/a…

Paso 3
As a group, review all the information you know about your coaches. What do they
have in common? What do you have in common with your coaches?

Modelo Modelo
Dos entrenadores son de Guatemala. Dos entrenadoras y nosotros
Los entrenadores son activos. usamos TikTok.

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CONVERSAR 1-27 MI ESTADO DURANTE LA
PRIMERA CONVERSACIÓN.
Before doing this activity, you should have
completed the LinguaMeeting Coaching
Session.

In small groups, you will talk about how you felt during your first LinguaMeeting
conversation. Follow the steps.

Paso 1
Individually, pick the word that best describes how you felt before the first
conversation:

aburrido/a cansado/a contento/a emocionado/a

nervioso/a ocupado/ relajado/a enojado/a

Paso 2
Individually, pick the word that best describes how you felt before the first
conversation:

aburrido/a cansado/a contento/a emocionado/a

nervioso/a ocupado/ relajado/a enojado/a

Paso 3
In pairs, use gestures only to show each other how you felt before the conversation
and after the conversation. Your partner will name the emotions.

Paso 4
In pairs, use one of the words in Paso 2 to identify how you want to feel at the end
of the next conversation. Together, act out a strategy you can do in the hopes of
feeling that way. Use any words in Spanish you know to help you do this activity,
but you can also use only gestures. Use the model as an example.

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 Modelo
“Quiero estar contento(a),” (gives a thumbs up) “así que voy a …” (makes
gesture with “talking hands” to show they are going to speak more).

Paso 5
Present the actions you can take to feel a specific emotion by the end of the next
conversation.

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CONVERSAR EN LA RED 1-1 MI NOMBRE
Before doing this activity, you should have completed
the Contraseña: Estrategia y Texto section.

Paso 1
Individually, review your answers from Preparar: Conexión.

Paso 2
With a partner, share your answers to Preparar: Conexión and discuss the questions
below:

Are your names similar or different?

Are they from the same country or region?
Do you know why you were given the names that you have?
How do you feel about your names?

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CONVERSAR EN LA RED 1-2 Y TÚ, ¿QUIÉN
ERES?
Before doing this activity, you should have completed
the Contraseña: Estrategia y Texto section.

Paso 1
With a partner, review the poem “Y tú, ¿quién eres?” by José González. What do you
think is the author’s message?

Paso 2
Individually, write a one-sentence summary of the poem in English.

Paso 3
Compare your summary with a partner. Are they similar or different? How could
you combine your summaries?

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CONVERSAR EN LA RED 1-3 YO SOY DE…
PERO TAMBIÉN DE…
Before doing this activity, you should have completed
the Contraseña: Estrategia y Texto section.

In his poem, José González describes his identity as his ancestors’ memories and
dreams. He also mentions that he is from both “here” and “there.” As a Mexican-
American, González has a mixed identity, with influences from both Mexican and
American culture.

Now, you will write your own poem describing your identity.

Paso 1
Think about who you are as part of a global community. With what groups or
cultures do you associate? What people, places, ideas, or things are part of your
identity?

Paso 2
Write a poem about who you are and where you are from. Include comparisons of
your past vs. your present, or one culture vs. another. Try to keep your language
simple, and describe yourself using places, ideas, objects, etc. that form part of your
identity.

Modelo
Yo soy de México, pero también de Estados Unidos.
Yo soy de los tacos, pero también del pollo frito (fried chicken).
Yo soy de Thalía, pero también de Taylor Swift.
Yo soy de los Rayos, pero también de los Steelers…

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 Comparison Ideas:
where you were born or where you lived as a child vs. where you
live now
favorite food you had as a child vs. a current favorite food
a song, artist, or genre of music you liked as a child vs. a song, artist
or genre of music you like now
something important in your home as a child vs. something
important in your home now
a language you spoke as a child vs. a language you speak now
a sports team you liked as a child vs. a sports team you like now
an activity or hobby you enjoyed as a child vs. an activity or hobby
you enjoy now
…

Paso 3
Share your poem with a partner. What do the poems have in common? How are
they different?

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