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Presenta objetivos de aprendizaje para describir casas y sus habitaciones, expresar acciones y estados, hablar de “hay/ es necesario” y comunicar sobre la vida en casa. Incluye preguntas de comprensión, datos culturales y secciones de Comunicación I con estándares de interacción, interpretación y presentación. Presenta vocabulario de La casa y desarrolla gramática con verbos irregulares y patrones verbales.",{"@graph":59,"@context":115},[60,77,98],{"@type":61,"itemListElement":62},"BreadcrumbList",[63,68,71,74],{"item":64,"name":65,"@type":66,"position":67},"https://docshare.wps.com","Home","ListItem",1,{"item":69,"name":9,"@type":66,"position":70},"https://docshare.wps.com/es/document/",2,{"item":72,"name":47,"@type":66,"position":73},"https://docshare.wps.com/es/document/tecnología/",3,{"item":75,"name":55,"@type":66,"position":76},"https://docshare.wps.com/es/document/chapter-3-2-carmona-a-town-in-the-south-3-we-are-at-home-introduction-to-communication-and-grammar/414663/",4,{"url":75,"name":55,"@type":78,"image":79,"author":84,"headline":55,"publisher":87,"fileFormat":90,"inLanguage":53,"description":57,"dateModified":91,"datePublished":92,"encodingFormat":90,"isAccessibleForFree":93,"interactionStatistic":94},"DigitalDocument",{"url":80,"@type":81,"width":82,"height":83},"https://docshare.wps.com/thumbnails/chapter-3-2-carmona-a-town-in-the-south-3-we-are-at-home-introduction-to-communication-and-grammar/414663.png","ImageObject",300,407,{"name":85,"@type":86},"gewufjwa","Person",{"url":64,"name":88,"@type":89},"DocShare","Organization","application/pdf","2026-10-02","2026-09-28",true,{"@type":95,"interactionType":96,"userInteractionCount":73},"InteractionCounter",{"@type":97},"ViewAction",{"@type":99,"mainEntity":100},"FAQPage",[101,107,111],{"name":102,"@type":103,"acceptedAnswer":104},"¿Qué se aprende en el Capítulo 3 sobre “Estamos en casa”?","Question",{"text":105,"@type":106},"Se aprende a describir hogares y sus habitaciones, expresar acciones y estados, y comunicar sobre la vida en casa mediante estructuras como “there is/there are” y “it’s necessary to…”. Además, se fomenta el intercambio de información y datos sobre vivienda y vida en España.","Answer",{"name":108,"@type":103,"acceptedAnswer":109},"¿Qué tipo de comunicación trabajan en la sección Comunicación I?",{"text":110,"@type":106},"Las actividades se enfocan en comunicación interpersonal mediante conversaciones sobre casas; también en comunicación interpretativa comparando información; y en comunicación presentacional creando resúmenes, diagramas o narraciones usando el vocabulario nuevo.",{"name":112,"@type":103,"acceptedAnswer":113},"¿Qué verbos y temas gramaticales aparecen en la sección de Gramática?",{"text":114,"@type":106},"Aparecen algunos verbos irregulares para expresar acciones, con atención a patrones en la forma “yo” y el trabajo con verbos como conocer y otros irregulares mencionados en la sección de objetivos.","https://schema.org",{"og:url":75,"og:type":117,"og:title":55,"og:site_name":88,"og:description":57},"article",{"robots":119,"canonical":75},"index,follow",{"doc_id":121,"site_id":52},414663,1790910130,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":85,"user_avatar":126,"doc_module":4,"category_id":46,"category_name":47,"doc_title":55,"doc_description":57,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":73,"is_deleted":4,"is_public":67,"is_downloadable":67,"audit_status":67,"page_count":132,"language":133,"language_code":53,"site_id":52,"html_lang":53,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":57,"update_tm":137,"read_time":138},3985747882900,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","CAPÍTULO 3  \n2  \nCarmona, un pueblo del sur  \n3 Estamos en casa  \nFrom modern skyscrapers in large cities to the narrow streets of medieval towns and small farms in rural areas, homes in Spain reflect the varied climate, history, and lifestyles of the Spanish people. Homes in southern cities like Córdoba or Sevilla have a Mediterranean feel, while in big cities like Madrid or Barcelona residents may opt to be in the middle of the action in a downtown apartment or choose a quieter, less expensive home on the outskirts of the city.  \nPreguntas  \n1. Is there Spanish-inspired architecture in the region where you live?  \n2. How do you think that geography and environment affect the design and construction of homes?  \n3. Observe the housing styles shown in the photos. How are these similar or different from those in your area?  \n¿Sabías que...?  \nFifty percent of Spaniards between 20-25 years old live with their parents.  \nApartamentos en Barcelona  \nFPO  \n3  \nFPO  \nFPO  \nVista de Madrid, capital de España  \nLearning Outcomes  \nFPO  \nBy the end of this chapter you will be able to:  \n✔ describe homes and elaborate on their rooms.  \n✔ express actions.  \n✔ share information about household chores.  \n✔ depict states of being and state there is / there are and it’s necessary to…  \n✔ communicate about homes and life at home.  \n✔ create an ad.  \n✔ exchange interesting facts about housing, food, and other information regarding life in Spain.✔ read a blog and view contemporary video from Spain.  \nCAPÍTULO 3  \nCAPÍTULO 3  \n INSTRUCTOR RESOURCES  \n• Textbook images, PPT  \nSECTION GOALS for Comunicación I  \nBy the end of the Comunicación I section, students will be able to:  \n• compare the features of their houses with the houses of others.  \n• explain how floors or stories of buildings are numbered in other countries.  \n• form the irregular verbs dar, conocer, hacer, poner, salir, traer, and ver.  \n• recognize patterns in the verbs with irregular yo forms.  \n• state the forms of the stem-changing verbs decir, oír, poder, venir, and querer.  \n• express preferences using querer.  \n• combine poder with other infinitives.  \n• report on the activities of classmates.  \n• share about the housing options available in Spain.  \n• describe the interior and exterior spaces of a house.  \nWORLD-READINESS STANDARDS  \nComunicación I  \nThe activities in this Comunicación section address Interpersonal Communication. Students can partner with classmates and engage in conversations about their houses. A simple summary sheet containing the vocabulary related to a house, the number of rooms, and/or its square footage can provide the basis for giving and obtaining information and exchanging opinions. Students can draw diagrams or write inventories of the things in their houses and present short narrations to the class using the new vocabulary (Presentational Communication) . The students in their seats can listen to the presenter and compare their summary sheets with the information given by the speaker (Interpretive Communication) .  \nNOTE for La casa  \nRemind students that across the Spanish-speaking world there are many variations in vocabulary depending on where you are and with whom you are speaking. For example, the English word “bedroom” can mean el dormitorio, la alcoba, la habitación, la recámara, etc.  \nMETHODOLOGY • Teaching Vocabulary  \nWith beginning language students, we believe in presenting vocabulary that is the most commonly used, and giving few, if any, country/regional variations. Presenting several ways to say the same thing becomes too complicated for the novice learner. Having said that, as Spanish language instructors, we all know it is difficult to determine exactly which words have the highest frequency of usage among Spanish speakers in the world. In ¡Anda! Curso elemental, we have attempted to select words that appear to be the most commonly used, but please feel free to use whatever words you may prefer. We encourage you to direct studen","cbCaiuDwWI3PTy1B","https://ap.wps.com/l/cbCaiuDwWI3PTy1B","pdf",11395179,36,"Spanish","# CAPÍTULO 3\n## Preguntas\n## ¿Sabías que...?\n## Learning Outcomes\n## SECTION GOALS for Comunicación I\n## WORLD-READINESS STANDARDS (Comunicación I)\n## NOTE for La casa\n## METHODOLOGY • Teaching Vocabulary\n## 1 VOCABULARIO\n## 2 GRAMÁTICA (Algunos verbos irregulares)","[{\"question\":\"¿Qué se aprende en el Capítulo 3 sobre “Estamos en casa”?\",\"answer\":\"Se aprende a describir hogares y sus habitaciones, expresar acciones y estados, y comunicar sobre la vida en casa mediante estructuras como “there is/there are” y “it’s necessary to…”. Además, se fomenta el intercambio de información y datos sobre vivienda y vida en España.\"},{\"question\":\"¿Qué tipo de comunicación trabajan en la sección Comunicación I?\",\"answer\":\"Las actividades se enfocan en comunicación interpersonal mediante conversaciones sobre casas; también en comunicación interpretativa comparando información; y en comunicación presentacional creando resúmenes, diagramas o narraciones usando el vocabulario nuevo.\"},{\"question\":\"¿Qué verbos y temas gramaticales aparecen en la sección de Gramática?\",\"answer\":\"Aparecen algunos verbos irregulares para expresar acciones, con atención a patrones en la forma “yo” y el trabajo con verbos como conocer y otros irregulares mencionados en la sección de objetivos.\"}]","CAPÍTULO 3 - 2 - Carmona, un pueblo del sur - 3 - Estamos en casa - Introducción a la comunicación y gramática | PDF",1790598266,55]