Español 101 Portafolio Gaby Arifin Dr. Talaya-Manso · Español 101/ Talaya-Manso PORTAFOLIO Leer...
Transcript of Español 101 Portafolio Gaby Arifin Dr. Talaya-Manso · Español 101/ Talaya-Manso PORTAFOLIO Leer...
Español 101/ Talaya-Manso PORTAFOLIO
TABLA de CONTENIDOS Portafolio
Número y categoría
(number and category)
Título de la obra (title of the work)
Leer (reading)
1. La Comida Hispana
2. El Día de Muertos Fotonovela
3. Lectura Sección of Midterm Capítulos 1-5
Escuchar (listening)
4. Examen Capítulos 3-4
5. Examen Capítulos 6-7
Escribir (writing)
6. 6.2 Indirecto Objeto Pronouns
7. Halloween
8. Sesión de Tutoría
Hablar (speaking)
9. El Programa de Entrevistas
Español 101/ Talaya-Manso PORTAFOLIO Leer #1
1. Why did you select this piece of work as evidence of this particular skill?
When I was first handed this assignment, I was immediately daunted by how many words
were on both the front and back pages. I was ready to open the Spanish translator online
to help me translate what the sentences meant. However, when I started slowly through
each of the paragraphs, I was pleasantly surprised that I understood most of the text. The
only texts that I was uncertain about were the numerous, assorted foods.
2. What did you learn from doing it (about the language, about your learning process, etc)? This content opened my eyes to how varied Hispanic food is according to the
geographical location. Mexican food is my favorite type of food, so I enjoyed learning
google searching images of foods that did not sound familiar to me such as el gazpacho,
an Andalusian soup made from tomatoes, peppers, cucumbers and bread, served chilled. I
plan on searching for this soup when I go back home. More importantly, I learned that it
is imperative for me not to be discouraged by how long passages are. I spent a majority of
the time memorizing terminology on the vocabulario page. This studying paid off as I
encountered many of the words on different readings. For example, the La Comida
Hispana worksheet contained many delicious foods that I committed to memory from the
textbook such as los frijoles, los mariscos, los jamones, y los ajos.
Español 101/ Talaya-Manso PORTAFOLIO Leer #2 1. Why did you select this piece of work as evidence of this particular skill?
Chapter 9 Fotonovela is the last fotonovela we read together in class. I have always had
difficulty reading the fotonovelas. Nonetheless, after reading this particular one, I
comprehended the entire text.
2. What did you learn from doing it (about the language, about your learning process, etc)? I have accumulated several lessons when it comes to the fotonovelas. I have learned that
there is a reason we go over the expresíones útiles section before reading the main body.
Reading the useful expressions ahead of time clarified many of the vocabulary terms we
had not learned yet. Moreover, what also helped me was going on Supersite ahead of
time and watching the fotonovela not only once, but at least three times. At least one time
without the caption, one time with the caption, and several times after without the
caption. Reading the captions largely assisted me in the learning what messages the
actors were conveying. By the time we read the fotonovela in class, I could summarize in
Spanish what each text box was saying without having to constantly ask the person next
to me. Lastly, I learned that reading aloud instead of reading in my head can help me
understand certain phrases.
Español 101/ Talaya-Manso PORTAFOLIO Leer #3
1. Why did you select this piece of work as evidence of this particular skill?
I selected this piece of work because I felt as though I was reading a real pamphlet and
could easily see myself attempting to read a similar one in real life.
2. What did you learn from doing it (about the language, about your learning process, etc)? Reading in any language one is not acquainted with is undeniably difficult. As much as
reading Spanish strains my brain and eyes, the more I was exposed to the language, the
more vocabulary, more confidence, and more enjoyment I gained. Although I had no idea
what a couple of the words were in this pamphlet, I kept on going regardless. In a test
such as this one, I could not rely on an online Spanish dictionary, so I had to work it out
from context first. By not only reading words, but phrases, I could work out from the
context what they really meant. For example, I forgot what the term huéspedes meant.
However, I recognized the rest of the sentence which was “also our __________ can dine
at the poolside bar.” I came to the conclusion that huéspedes must mean guests since it is
a pamphlet promoting a hotel. Additionally, I missed a point because I missed the two
sentences on the top of the second page. It reminded me that I need to be more careful
while taking tests. The other .25 point I got marked off was misattributing when to use la
and en which is still at times confusing for me, but makes more sense when reading it
aloud.
Español 101/ Talaya-Manso PORTAFOLIO Escuchar #4
1. Why did you select this piece of work as evidence of this particular skill?
I chose the listening part of my Chapter 3 and 4 test because it I missed all of my points
on it. Only one of my true/false answers were right.
2. What did you learn from doing it (about the language, about your learning process, etc)?
When I first glanced at the listening part of the test with the -8 points, I was truly
enraged. I could not help but think how I could have earned an A if I had gotten all of the
true/false questions correct. It seemed like simple sentences to look out for, but when I
carefully listened to the audio, it once again, sounded like meaningless jumbles of noises
to me. I could not untangle the puzzle quick enough because by the time I was halfway
done figuring out what the sentence mean, the speakers had already moved onto the next
sentence. This section prompted me to ask you how I can improve my Spanish listening
skills. You mentioned going on the Supersite listening sections of the chapters. I carefully
listened to fotonovelas and other lessons. Although it was a workout for my brain, the
more I exercised my brain, the stronger it slowly got it. Knowing how to make words
plural, gender rules, vocabulary, and where to add accent marks, is not the only
components you need have to understand what Spanish speakers are saying. One must
pay attention to various Spanish listening activities.
Español 101/ Talaya-Manso PORTAFOLIO Eschuchar #5 1. Why did you select this piece of work as evidence of this particular skill?
I chose another listening part of a test to reflect on my improvements. I took what I
learned from my chapter 3 listening part and implemented my experiences onto the
consequent tests.
2. What did you learn from doing it (about the language, about your learning process, etc)? Considering the fact that I only knew what zapatos were before this Spanish course, I am
proud that I have learned many more different articles of clothing. My memorization of
colors and shopping vocabulary paid off because I identified many words such as
guantes, chaquetas y cinturones. The first time listening to the speaker, I was not as
confused as I was in previous tests. Yet I became more confused when I heard the audio
for the second time and noticed that he mentioned many more articles of clothing than the
answers that I circled. Looking over the choices, I realized there was more than one
answer to a couple of the questions. My accurate decisions reiterated the fact that I need
to concentrate not only what the listener is saying, but also look for key terms from the
questions. Watching at least one entertaining movie in Spanish with Spanish subtitles is
one of my goals for winter break. I may not understand the majority of what the
actors/actresses are saying, but at least I will be able to enhance my pronunciation from
listening to native Spanish speakers.
Español 101/ Talaya-Manso PORTAFOLIO Escribir #6 1. Why did you select this piece of work as evidence of this particular skill?
I chose this indirect object worksheet we worked in class because writing the answers in
Part A helped me gain a better understanding of which indirect object pronouns to use.
Writing rough draft of Part B that we worked on in small groups made me realize that I
needed much more reviewing of 6.2.
2. What did you learn from doing it (about the language, about your learning process, etc)? Differentiating when to use direct objects and indirect objects was challenging to me.
This activity tested my knowledge on the indirect object pronouns in singular forms: me,
te, le as well as plural forms: nos, os, les. It has become more natural for me to use both
an indirect object pronoun and the noun to which it refers in the same sentence to
emphasize to whom the pronoun refers. This writing activity made me be careful of
placing indirect object pronouns before the conjugated form of the verb. The pronoun is
placed between now and the conjugated verb in negative sentence. Perhaps one of the
rules in Spanish that I forget most is that when a conjugated verb is followed by an
infinitive or present progressive, the indirect object pronoun may be placed before the
conjugated verb or attached to the present participle or infinitive. Another tedious rule to
remember is that when an indirect object pronoun is attached to a present participle, an
accent mark is added to maintain the proper stress. I found it interesting how many of my
friends who have taken Spanish admit that they do not pay much attention to placing
Español 101/ Talaya-Manso PORTAFOLIO accent marks. I try to put accent marks wherever needed because it changes the
pronunciation of words.
Español 101/ Talaya-Manso PORTAFOLIO Escribir #7 1. Why did you select this piece of work as evidence of this particular skill?
Out of all the writing assignments we have turned in, this piece is the one that I am most
proud of. I feel as though I successfully incorporated the cumulative grammar lessons I
learned onto this essay.
2. What did you learn from doing it (about the language, about your learning process, etc)? Halloween and the Day of the Dead are notably similar to one another. Before this
assignment, I was only aware that Day of the Dead is a widely popular celebration to
remember friends and family who are dead. I also remembered that skulls complemented
this day. However, I became cultured by reading a much more in depth explanation of
what Day of the Dead entailed. By comparing these two holidays, I sharpened my skills
of using comparisons of inequality and equality. To state that I think Halloween is as fun
as Day of the Dead, I wrote, “Creo Halloween es tan divertido como el dia de los
muertos.” One mistake I made was missing a ‘que’ after ‘creo.’ This exercise forced me
to review 8.3 and remembering to note that unlike tan, tanto acts as an adjective and
therefore agrees in number and gender with the noun it modifies. This piece of work also
aided me in practicing using the preterite tense of regular verbs because I explained what
I did last Halloween. I remember the professor stating that this tense is particularly
difficult for students. It is still tricky for me to switch back and forth from present and
past tense, but practicing writing both in one essay is important. Writing an essay as long
Español 101/ Talaya-Manso PORTAFOLIO as this one still takes a long time for me to accomplish. Even so, I eventually managed to
apply my grammatical skills onto an essay.
Español 101/ Talaya-Manso PORTAFOLIO Escribir #8 1. Why did you select this piece of work as evidence of this particular skill?
Although this piece of work was not assigned during class, the tutor session Katya
generously held was helpful for honing my writing skills. Filling in the blanks made me
more prepared for the final test.
2. What did you learn from doing it (about the language, about your learning process, etc)? Constructing a sentence in the preterite tense using the person and given verb helped me
practice writing irregular preterites. There is a good deal of irregular preterites in the
Spanish language. The endings of these verbs are the regular preterite endings of –ir/-er
verbs, except for the yo and usted/él/ella forms. Those two endings are unaccented. Verbs
that have similar stem changes to venir, decier, and tener, require meticulous
memorizing. Writing them out numerous times on a blank sheet of paper helped me
notice the patterns more easily. Replacing the direct object and indirect object in the
following sentences helped me once again understand the necessary placement of each
object. Translating each sentence using the correct comparison reminded me to place que
after más/menos + adjective/adverb/noun. Overall, writing the correct answers for each
section was a great reassessment of what I studied in chapters 8 and 9. I hope that future
students have the opportunity to attend review sessions such as this one to not only
practice writing skills, but test their understanding of various grammatical concepts.
Español 101/ Talaya-Manso PORTAFOLIO Hablar #9 1. Why did you select this piece of work as evidence of this particular skill?
I selected this piece of work as evidence of speaking because I was much more satisfied
with my speaking skills in this assignment compared to the one we performed in class. I
feel as though I did not adequately showcase my improved speaking abilities in class, but
hopefully you can see that I attempted my best to in the video.
2. What did you learn from doing it (about the language, about your learning process, etc)? From day one, speaking Spanish has always been a struggle for me. Going through the
alphabet in class was way too fast for me and I quickly observed that the people around
me were pronouncing correctly due to their previous Spanish class experiences. I became
dismayed when I attempted to speak Spanish outside of class to my other friends who had
taken several years of Spanish because they simply laughed at how I was speaking. They
joked how I should “stick to English.” My accent and pronunciation was far from what I
was supposed to sound like. My friends’ comments reduced my confidence to speak in
class. I knew it was ridiculous to be afraid my efforts would be seen as weak and failed
pursuits. Speaking in another language, let alone learning another language in general
takes immense patience. I spent a lot of time being disappointed and frustrated at my test
grades because I feel as though they did not accurately reflect just how much effort and
time I spent outside of class working on my Spanish. Nonetheless, the time I consumed in
Spanish tutor sessions and reading the Spanish textbook for hours on end did not go to
waste. The longer I listened to the professor and other students speak, the more I picked
Español 101/ Talaya-Manso PORTAFOLIO up on how I was “supposed” to sound. This video project required me to practice great
patience because although we barely knew each other and butted heads on several ideas,
we ended up with a final product that we were all more than satisfied with. We spent a
great deal of time on our script and imagining our lines acted out before our film day. We
helped each other memorize lines, reminding each other of simple rules that we
accidentally forgot such as ‘g’ being pronounced ‘he’ and ‘h’ being silent. Speaking in
Spanish still feels awkward for me. I am still slower than many other students at speaking
the language, but it is definitely a skill I plan on refining.