¡Con brío! - PROGRAM SAMPLER

102 ciento dos | CAPÍTULO 3 La familia y los amigos 3. ¿Dónde se comunican con sus amigos? ¿Prefieren hablar o chatear? 4. ¿Dónde aprenden? ¿Cómo es su atención? ¿Leen o escanean? 5. ¿Qué prefieren, trabajar para una compañía o para ellos? ¿Qué tipo de trabajo quieren? ¿Qué son más importantes para ellos, su red de contactos o los diplomas? ¡A conversar! ¡A escribir! Speaking Strategy Increasing Participation Through Questions You can contribute more actively to a conversation by asking questions, either to confirmwhat you have heard or to obtainmore information. Successwith this strategy depends on a good knowledge of question structure and interrogative words such as ¿Quién? , ¿Cuándo? , and ¿Dónde? (see Capítulo 2 , Escena 3 ). For example, if a friend says, Mi familia está enColorado , you can ask questions such as ¿Visitas a tu familia con frecuencia? or ¿Cuándo regresas a Colorado? Writing Strategy Thinking About Your Audience Think first about who might be reading your ad. In order to make a positive impression on your reader, consider how to state diplomatically the qualities of the person you seek, and how to best present yourself. Steps: 1. Prewriting: Quickly jot down your initial ideas ( ¡en español! ), keeping in mind the accompanying strategy. 2. Writing: Turn your thoughts and ideas into sentences, and for smooth transitions, be sure to use transitioning words like y, o, pero, también, tampoco . 3. Revising: Read your composition carefully. Have you included all of the information requested and checked for correct spelling and punctuation? ¡Ojo! Have you (a) made your adjectives agree in gender and number with the nouns they describe, (b) made your subjects agree with your verbs, and (c) omitted the indefinite article when using ser to indicate the profession? 4. Peer correction: Exchange papers with a classmate. On each other’s compositions, circle errors or areas where there are questions, and then talk about them. Make corrections on your own paper as appropriate. • The person’s name • Where he or she studies • If he or she works • What he or she is like • If he or she is responsible (nice, hard- working . . .) • What his or her family is like ¡ESTOY ENAMORADO/A! One student plays the role of a teenager madly in love. Two students are the parents, who want to know who the son or daughter is in love with, and what that person is like. The teenager provides the information and the parents ask questions, including questions about the person’s family. Their questions could include: