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Exam Review and Cultural Discussions

Common Exam Errors

  • Not enough time: Students often run out of time during the exam.
  • Not reading instructions carefully: It is crucial to read instructions, for example, distinguishing between tasks asking for the present tense and others.
  • Vocabulary: Many students found the vocabulary challenging, especially collocations, which are more difficult.
    • Vocabulary points are generally considered easy if known and constitute 15 or more points on the exam.
    • It is important to study vocabulary as it can be the easiest and most automatic part of the test. Students facing difficulties with vocabulary should speak to the instructor.
  • Culture section: This section is worth 10 points and requires understanding the assigned readings.
    • While points were given generously this time for partially understood answers, future exams will require grammatically correct responses.
    • The instructor will be less lenient on subsequent cultural sections, emphasizing the need for prepared and accurate answers.
  • Pronouns: There was significant confusion between indirect object pronouns and reflexive pronouns, with students often interchanging them.

Specific Writing Issues

  • "Aficionados": Many students incorrectly used "aficionados" (fans) to refer to players who score goals, indicating a misunderstanding of the vocabulary. "Los aficionados no marcan goles, los jugadores marcan goles." (Fans don't score goals, players score goals.)
  • "Jugar a": Correct usage with sports requires the preposition "a" (e.g., "jugar al tenis," "jugar al fútbol," "jugar al billar," "jugar al boliche").
  • Time of day expressions: Use "por la mañana/tarde/noche" (in the morning/afternoon/night), not "en la mañana."
  • Specific days: "Los lunes" means "on Mondays" (habitual action), while "el lunes" means "on Monday" (a specific Monday). Different prepositions are necessary for different temporal contexts.

Composition 1

  • The first composition is scheduled for this Wednesday.
  • Students must read the instructions carefully.

Grammar Review: Subjunctive and Indicative

  • A check-in activity focused on distinguishing between the present subjunctive and indicative, emphasizing the importance of understanding context and verb endings.
  • Example 1: "Es" (indicative). For instance, "Es importante que…" often leads to the subjunctive in the dependent clause, but the main verb itself is indicative.
  • Example 2: "Hay" (there is/are). In English, both "there is" and "there are" exist, but in Spanish, only "hay" is used. Depending on the context, if uncertainty or desire is implied, the subjunctive form "haya" is needed.
  • Example 3: "Yo pienso que" and "yo creo que" (I think that / I believe that) are followed by the indicative. However, their negative forms, "yo no pienso que" and "yo no creo que," are followed by the subjunctive. This is not logical for English speakers and must be memorized as a rule in Spanish.
  • Example 4: Impersonal expressions like "Es importante que…" or "Es buena idea que…" require the subjunctive in the dependent clause.
  • Example 5: Verbs similar to "gustar" (e.g., "me gusta," "me molesta," "me sorprende") typically trigger the subjunctive in the dependent clause.

Vocabulary Practice: Health

  • Students worked in groups to categorize a list of health-related words into semantic categories: symptoms, diseases, medicines, or treatments.
  • The goal was to associate vocabulary with semantic categories for better recall.
  • Symptoms (síntomas):
    • Malestar: discomfort, feeling unwell. It's a symptom of a potentially more serious problem.
    • Desmayarse: to faint. Fainting is a symptom that warrants medical attention.
  • Diseases (enfermedades):
    • La obesidad: obesity.
    • La gripe: the flu.
  • Medicines (medicamentos):
    • La aspirina: aspirin.
    • Los antibióticos: antibiotics.
    • Analgésicos: painkillers (as in "analgesics").
  • Treatments (tratamientos):
    • La venda: bandage.
    • El yeso: plaster cast.

Vocabulary Practice: Most Prescribed Medicines in the US

  • Students discussed and ranked what they believed were the most prescribed pills ("pastillas") in the United States.
  • The instructor revealed that, while rankings fluctuate yearly, hormones and blood pressure medication usually occupy the top two spots.
  • This indicates a common issue in the US with blood pressure and cholesterol.

Practicing Medical Advice

  • Students practiced giving medical recommendations using the subjunctive mood for different patient scenarios.
  • Patient 1: Isabella (22 years old, female, pregnant, headache, dizzy, foot wound):
    • Recommendations included: "Le recomiendo que descanse." (I recommend that she rest). It was crucial to avoid recommending aspirin due to her pregnancy.
  • Patient 2: Alfredo (33 years old, male, toothache, flu, finger infection, dislikes traditional/commercial medicine):
    • Recommendations for Alfredo, who prefers natural remedies, included:
    • "Que tome jarabe natural." (That he take natural syrup).
    • "Que se lave las manos." (That he wash his hands – using a reflexive pronoun).
    • "Que beba muchos fluidos." (That he drink many fluids).
    • "Que visite el consultorio del médico." (That he visit the doctor's office).

Cultural Discussion: Traditional vs. Non-Traditional Medicine

  • The class revisited a reading about non-traditional medicine and home remedies, which are very common in Hispanic cultures.
  • This discussion connected to Alfredo's case, highlighting that such patients are common in future medical consultations.
  • True/False Statements Review:
    • Statement about a husband preferring traditional medicine was false; he prefers it over non-traditional methods.
    • Statement about another aspect was true.
    • Statement implying interpretation was true, with the text's ending being open to the reader's interpretation (ambiguous).
    • The text featured two characters: one who believes in non-traditional medicine (the mother/aunt) and her partner who believes in traditional medicine. The resolution of how the character recovers is left for the reader to interpret.
  • Discussion Points:
    • Whether Tía José's attitude (trying natural remedies first) is appropriate.
    • The prevalence of home remedies in the US (less common) versus Hispanic countries (very common), where "parafarmacias" (pharmacies selling natural/herbal products without active chemical components) are popular.
    • Other cultures, such as Native American cultures, also have strong traditions of natural remedies.

Short Film: "Atrapado" (Trapped)

  • Discussion about the short film "Atrapado" (meaning "trapped").
  • Plot Details:
    • The film illustrates the complexities of society when one's job doesn't cover basic needs.
    • The relationship between characters (Roldán and Víctor) is described as "tensa" (tense), not friendly or comfortable.
    • Roldán waits for Víctor to give him pills.
    • Roldán feels "agobiado" (overwhelmed) and questions his decision.
    • He returns home to save the money.
  • Tone: The short film has a sad tone.
  • Setting and Language: The film is set in Cuba, featuring Caribbean Spanish, which is considered one of the most difficult Spanish dialects to understand due to its fast pace and occasional omission of final consonants.
  • Cultural Reflection: A discussion on the US relationship with money and opinions on Roldán's decision was initiated.

Composition 1 Preparations

  • Date: This Wednesday.
  • Duration: 50 minutes in class.
  • Resources: No notes or apuntes allowed. A dictionary can be used during the last 10-15 minutes.
  • Topic: The past.
  • Length: Students must write 200 to 250 words.
  • Process: There will be two versions: the first written in class, and a second, improved version after receiving instructor feedback.
  • A possible practice topic was provided: writing a draft for feedback. Another practice option involved narrating events in images, focusing on the use of preterite and imperfect tenses.