Speaking Survival Guide: 10th Grade Spanish Interpersonal and Presentational Communication

Providing and Obtaining Information Exchanging information and asking or answering questions is a fundamental skill highlighted at the start of these notes. At $8:09\,PM$ on Tuesday, May $12$, with a device battery of $49\%$, the following interrogative terms are identified as essential for communication: Who? (¿Quién?), What? (¿Qué?), When? (¿Cuándo?), Where? (¿Dónde?), and Why? (¿Por qué?). Additional terms for obtaining specifics include because (porque), how? (¿Cómo?), with whom? (¿Con quién?), how is it? (¿Cómo es?), How many? (¿Cuántos?), What is it? (¿Qué es?), and which? (¿Cuál?). These are listed as items $1$ through $12$ on slides $6$ of $25$ and onwards. A brief side note includes the phrase 'problema!, me gustaria pero no puedo…).'# Persuasion and Expressing Opinions Persuasion is defined as the act of changing someone's mind, convincing someone else to do something else, or encouraging them to think like you. Essential technical phrases for persuasive speech and expressing points of view include: 'In my opinion… / for me….' (En mi opinión … / Para mí…), 'I recommend….' (Recomiendo…), 'I advise…' (Te aconsejo que …), 'I think so../ i don't think so….' (Creo que sí … / Creo que no …), and 'do me a favor…' (Hágame un favor…). The transcript also notes 'TTI' on slide $7$ of $25$.# General Utility Expressions and Grouped Contexts Several expressions are categorized for general use during interactions. For seeking assistance or expressing consensus, students use: 'Help!' (¡Ayúdame!), 'I agree' (Estoy de acuerdo), 'Its a good idea' (Es buena idea), and 'its a bad idea' (Es mala idea). For emphasizing importance or admitting confusion, phrases such as 'its important' (Es importante), 'i don't understand' (Yo no comprendo), and 'Thank you for..' (Gracias por …) are utilized. These utility phrases are part of the broader communication strategy to maintain the flow of conversation.# Expressing Feelings, Emotions, and Needs Expressing internal states is divided into likes, dislikes, and physiological needs. Phrases include: 'i hate' (Yo odio/detesto), 'i like' (Me gusta), 'i prefer' (Yo prefiero), 'i desire' (Yo deseo), 'i love' (Me encanta), 'I want' (Yo quiero), and 'I would like' (Me gustaría …). To express personal interest or physical states, one uses 'i am not interested' (No me interesa …), 'i am hungry' (Tengo hambre), and 'i am thirsty' (Tengo sed). Additionally, the guide includes obligations: 'i must' (Yo debo…) and 'you must' (Tú debes …). These phrases were recorded between $8:09\,PM$ and $8:10\,PM$ as the battery dropped to $48\%$.# Interpersonal Task 1: School and Class Schedules In this scenario, a new student joins a class, and participants discuss school life and schedules. Key phrases include asking 'Cual es tu clase favorita?', stating 'Tengo matemáticas a primera hora', or asking 'A qué hora almuerzas'. Other useful vocabulary items are 'Mi horario está muy ocupado', 'Participas en actividades extracurriculares?', and 'La profesora de ciencias es muy simpática.'. These tasks generally require a response of $5-6$ words per statement.# Interpersonal Task 2: Healthy Lifestyle and Recommendations This task involves a friend seeking suggestions on how to lead a healthy lifestyle. Recommendations include 'Comer comidas saludables todos los días', 'es importante dormir por ocho horas', and 'Hago ejercicio después de la escuela'. Specific advice given is 'Te recomiendo beber agua y pequeño refrescos'.# Interpersonal Task 3: Travel Plans in Spain Discussions regarding summer vacations in Spain include asking 'Qué planes tenemos para las vacaciones de verano?' and suggesting activities like 'Yo visto ciudades famosas como Madrid y Barcelona' or 'Me gustaría ir a la playa y como la comida típica de España'. Inquiries about duration include 'Cuanto tiempo tu vamos a allí?', alongside the hope 'Espero que podemos hacer'.# Interpersonal Task 4: Technology for School This communication task focuses on the need for a technological device for school purposes. It covers explanations such as 'Necesito una computadora para la escuela' and 'Lo necesito para hacer mi tarea y estudiar para la clases'. Practical details include the question 'Cuanto cuesta una computadora portátil?' and the preference 'Quiero computadora que rápida y fácil de usar'.# Interpersonal Task 5: Invitations and Weekend Planning Friends deciding on weekend activities utilize phrases such as 'Qué quieres hacer este fin de semana?' and 'Podemos ir al cine y al centro de comercial'. Logistical questions involve 'A qué hora quieres encontrarte?', 'También podemos salir a comer después', and 'Quien va a venir con nosotros?'.# Interpersonal Task 6: Leisure and Free Time Activities In a discussion about favorite leisure activities, participants might ask 'Cual es tu actividad favorita en tu tiempo libre?' or state 'En mi tiempo libre, me gusta escuchar la música favorita.'. Other responses include 'Practicas algún deportes?', 'Me encanta salir con mis amigos los fines de semana', and 'Prefieres actividades tranquilas'.# Interpersonal Task 7: Food and Cafeteria Preferences In the cafeteria setting, students discuss favorite foods with phrases like 'Cual es tu comida favorita' and 'a mi me encanta la pizza y las hamburguesas'. Inquiries about school food quality include 'Te gusta la comida de la cafetería de la escuela', while personal preferences can be stated as 'Prefiero la comida dulce como el helado' or 'Qué comer en el almuerzo?'.# Interpersonal Task 8: Planning Celebrations Planning a surprise party for a mutual friend involves discussing ideas such as 'Qué podemos hacer para la fiesta de nuestro amigo?' and 'Podemos organizar una fiesta grande por en ellas familia'. Logistical planning includes 'Quién debería invitar a la fiesta?', 'Creo que debemos comprar un regalo', and 'Dónde quieres que hagamos la'.# Interpersonal Task 9: House and Home This task involves describing a home during a first-time visit. Key descriptions include 'Mi casa es grande y muy cómoda' and the interest check 'Que quieres ver llegas a mi casa ?'. Emotional expressions include 'como te gusta está decorada en el casas?' and 'Yo estoy emocionada por tu en visitar en mi cases', as well as personal preferences like 'me gusta mi dormitorio porque'.# Presentational Communication Tasks and Future Goals Task $9$ in presentational format focuses on communities: 'Mi ciudad es tranquila pero tiene muchas cosas intresantes', 'hay muchos parques, tiendas y restaurantes de aquí.', and 'es un muy buena para vivir porque hacer en muchos actividades.'. It concludes with the question 'creas que tu la cuidad?'. Task $10$ looks at the future in $10$ years, discussing professions: 'Qué crees que haciendo en diez años.', 'yo me trabajando en una profesión que me gusta mucho, gusta la doctora.', and asking 'quieres ir a la universidad o empezar a trabajar?'. A goal mentioned is 'tener un buen trabajo y hago en mucho dinero'. Final practice instructions invite students to pick a task from slides $12$ to $22$, greet each other, and ask related questions.