Español 101 Portafolio Gaby Arifin Dr. Talaya-Manso · Español 101/ Talaya-Manso PORTAFOLIO Leer...

Español 101/ Talaya-Manso PORTAFOLIO

Español 101 Portafolio

Gaby Arifin Dr. Talaya-Manso


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


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


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.


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.


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.

Español 101/ Talaya-Manso PORTAFOLIO https://www.youtube.com/watch?v=iL-yr8mUUwI

Español 101 Portafolio Gaby Arifin Dr. Talaya-Manso · Español 101/ Talaya-Manso PORTAFOLIO Leer...

Documents

Transcript of Español 101 Portafolio Gaby Arifin Dr. Talaya-Manso · Español 101/ Talaya-Manso PORTAFOLIO Leer...