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solo contigo

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ME ILUSIONASTE

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Listen to ”🎶 “Me Ilusionaste” 🎶
”. Genre: (Bachata romántica – estilo urbano juvenil -movida) . AI generated music on iLoveSong.ai

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Español by @team_tiglet_kevinspiration | Suno

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Listen to “EL AMOR MAS PURO”. Genre: epic, k-pop,male vocals. AI generated music on iLoveSong.ai

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Tú Na’ Más (Final Más Movido y Sensual) by CamiiiArroyo

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Modern bachata, energetic and danceable groove, strong bongo and güira, bold and sensual ending, extra rhythmic and flashy, clean melodic guitar, party closing, Latin pop production, 128 bpm

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Listen to “Me Late el Corazón
”. Genre: bachata. AI generated music on iLoveSong.ai

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Bailando en la luna

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me vuelves a encender

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Listen to “Eres mi razón”. Genre: Crea una bachata romántica con guitarras acústicas suaves, percusión tradicional, bongó y bajo cálido. Que suene melódica, tierna y con mucho sentimiento en la voz.. AI generated music on iLoveSong.ai

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Listen to “enamorado”. Genre: male vocals, bachata bailable, guitarra y bongos. AI generated music on iLoveSong.ai

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Bailar Contigo by abrahanultra (@abrahanultra). Listen and make your own on Suno.

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Listen to “Una Amistad Especial”. Genre: Bachata, bailable, movida. AI generated music on iLoveSong.ai

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Ya no hay remedio by isabellarv0627 (@isabellarv0627). Listen and make your own on Suno.

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Canción: "Mamá, Tú y Yo" by erica_uceda_m (@erica_uceda_m). Listen and make your own on Suno.

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eres mi razón by nikolassantiagoserranomendez (@yomellamoalguienrandom). Listen and make your own on Suno.

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Listen to “Boomerang ”. Genre: female vocals, Bachata bailable . AI generated music on iLoveSong.ai

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PERPLEXITY ANALIZA LAS ORACIONES COMPUESTS

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PERPLEXITY ANALIZA LAS ORACIONES COMPUESTS

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CANCIÓN DE JOSE SALCEDO

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SALCEDO JOSÉ 8C

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JOSE CARBONELL 8A

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SEBASTIAN PALLARES 8C

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Listen to “Yo te vi”. Genre: male vocals, Bachata bailable . AI generated music on iLoveSong.ai

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SALGADO GABRIELA 8A

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¿Quién dijo que no se puede? | iLoveSong.ai

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Listen to ”¿Quién dijo que no se puede?
”. Genre: female vocals, Bachata dominicana con guiro y bongo, guitarra y bajo. AI generated music on iLoveSong.ai

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MORALES MATEO

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Listen to “Cambiaré por tí ”. Genre: male vocals, Bachata . AI generated music on iLoveSong.ai

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ISABELLA CACERES 8B

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A pesar de todo yo te quiero | iLoveSong.ai

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Listen to “A pesar de todo yo te quiero”. Genre: female vocals, bachata bailable, juvenil. AI generated music on iLoveSong.ai

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rico samuel 8c

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Listen to “Mi morena heroina ”. Genre: male vocals, Bachata bailable . AI generated music on iLoveSong.ai

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VILLA GABRIELA

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Amor de madre by Gabyyy (@gabriellavillacabana). Listen and make your own on Suno.

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MATIAS VILLANUEVA

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CAMILO GARCIA 8D

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ROCHA CALLE JUAN

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SEBASTIAN GONZALEZ

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ORTIZ VERJEL JOSHUA

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CAMBIAR NOMBRE 8B

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VICTORIA SIERRA 8D

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iLoveSong.ai
ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

Copyright © 2025 - All rights reserved

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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VALERY ARENAS 8D

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Del Dolor Nacen Las Fuerzas by valxy (@v03279796). Listen and make your own on Suno.

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SIERRA HERNANDEZ SOFÍA

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ANDRES MARTINES 8C

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Listen to “Vamo’ a bailar”. Genre: male vocals, bachata, bachata dominicana. AI generated music on iLoveSong.ai

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DANIEL SOLANO 8C

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MARIANA SANCHEZ 8D

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GUTIERREZ PUPO ALEJANDRO 8D

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GUSTAVO FONSECA 8A

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ISABELLA PEREZ 8A

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NATALY BLANCO 8A

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PAULA DIAZ 8A

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Bachata by mailyrivera718 (@mailyrivera718). Listen and make your own on Suno.

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BOLIVAR MARIANA 8B

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Listen to “huella de tu amor”. Genre: Bachata dominicana . AI generated music on iLoveSong.ai

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BACHATA DE HERAZO 8A

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Listen to “te lo digo de frente ”. Genre: male vocals, bachata , estilo romeo santos como la de propuesta indecente . AI generated music on iLoveSong.ai

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BACHCATA DE ANGEL SANTIAGO 8°A

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BACHATA DE ANTONIO SERJE 8°A

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In ELT, forms of CLIL have previously been known as ' Content-based instruction', 'English across the curriculum' and 'Bilingual education'.

Why is CLIL important?
With the expansion of the European Union, diversity of language and the need for communication are seen as central issues.

Even with English as the main language, other languages are unlikely to disappear. Some countries have strong views regarding the use of other languages within their borders.

With increased contact between countries, there will be an increase in the need for communicative skills in a second or third language.

Languages will play a key role in curricula across Europe. Attention needs to be given to the training of teachers and the development of frameworks and methods which will improve the quality of language education

The European Commission has been looking into the state of bilingualism and language education since the 1990s, and has a clear vision of a multilingual Europe in which people can function in two or three languages.

How does CLIL work?
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.

Knowledge of the language becomes the means of learning content

Language is integrated into the broad curriculum

Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate

CLIL is based on language acquisition rather than enforced learning

Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning

CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual programme

Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes

Reading is the essential skill.

CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

CLIL in the classroom
CLIL assumes that subject teachers are able to exploit opportunities for language learning. The best and most common opportunities arise through reading texts. CLIL draws on the lexical approach, encouraging learners to notice language while reading. Here is a paragraph from a text on fashion:

The miniskirt is a skirt whose hemline is high above the knees (generally 200-300 mm above knee-level). Its existence is generally credited to the fashion designer Mary Quant, who was inspired by the Mini Cooper automobile, although André Courrèges is also often cited as its inventor, and there is disagreement as to who invented it first.

The language to be looked at in a passage like this falls into three categories - subject specific, academic and other lexis including fixed expressions and collocations:

The treatment of this lexis has the following features:

Noticing of the language by the learners

Focus on lexis rather than grammar

Focus on language related to the subject. Level and grading are unimportant

Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.

The future of CLIL
There is no doubt that learning a language and learning through a language are concurrent processes, but implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. The immediate obstacles seem to be:

Opposition to language teaching by subject teachers may come from language teachers themselves. Subject teachers may be unwilling to take on the responsibility.

Most current CLIL programmes are experimental. There are few sound research-based empirical studies, while CLIL-type bilingual programmes are mainly seen to be marketable products in the private sector.

CLIL is based on language acquisition, but in monolingual situations, a good deal of conscious learning is involved, demanding skills from the subject teacher.

The lack of CLIL teacher-training programmes suggests that the majority of teachers working on bilingual programmes may be ill-equipped to do the job adequately.

There is little evidence to suggest that understanding of content is not reduced by lack of language competence. Current opinion seems to be that language ability can only be increased by content-based learning after a certain stage.

Some aspects of CLIL are unnatural; such as the appreciation of the literature and culture of the learner's own country through a second language.

Until CLIL training for teachers and materials issues are resolved, the immediate future remains with parallel rather than integrated content and language learning. However, the need for language teaching reform in the face of Europeanisation may make CLIL a common feature of many European education systems in the future.

Where is CLIL happening?
CLIL has precedents in immersion programmes (North America) and education through a minority or a national language (Spain, Wales, France), and many variations on education through a 'foreign' language. Euro-funded projects show that CLIL or similar systems are being applied in some countries, but are not part of teacher-training programmes. There has been an increase in the number of schools offering 'alternative' bilingual curricula, and some research into training and methodology. Several major European organisations specialising in CLIL projects have emerged, including UNICOM, EuroCLIC and TIE-CLIL (see web references for details).

In the UK the incentive comes from the Content and Language Integration Project (CLIP) hosted by CILT, (the National Centre for Languages) which is the UK government's centre of expertise on languages. CILT monitors a number of projects covering the 7-16 age range and involving innovations in language teaching such as the integration of French into the primary curriculum. Other research is based at the University of Nottingham, while teacher training and development courses in CLIL are available through NILE (the Norwich Institute for Language Education).

Further reading
Translanguage in Europe www.tieclil.org
Centre for Information on Language, Teaching and Research www.cilt.org.uk
Forum for Across the Curriculum Teaching www.factworld.info
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.

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Content and Language Integrated Learning

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In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important? How does CLIL work? The advantages of CLIL CLIL in the classroom The future of CLIL Where is CLIL happening?

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SANDRA MENDOZA NIEBLES

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LEARNING A POEM STRUCTURE

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Oops. Something went wrong. Please try again. | Khan Academy

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Uh oh, it looks like we ran into an error. You need to refresh. If this problem persists, tell us.

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1. How did the feeling initially manifest?

Answer: C) As a silent thought

2. What did the speaker realize about their partner?

Answer: B) They are the light and color of their life

3. What emotion does the speaker reflect on each day?

Answer: C) Love

4. What helps the speaker feel alive despite hardships?

Answer: D) Love

What is the primary purpose of argumentation?

Answer: C) To persuade or inform an audience

Which of the following is a key component of a strong argument?

Answer: C) Evidence and reasoning

What fallacy involves attacking the person instead of their argument?

Answer: B) Ad hominem

Which method is often used to strengthen an argument?

Answer: B) Providing statistical data

Why is it important to address counterarguments?

Answer: C) To show understanding of different perspectives

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ISABELA DORIA

Let's create a fun quiz based on a similar song style:

1. How did the feeling initially manifest?

A) As a song

B) As a hope

C) As a silent thought

D) As a scream

2. What did the speaker realize about their partner?

A) They are a dreamer

B) They are the light and color of their life

C) They are unpredictable

D) They are a stranger

3. What emotion does the speaker reflect on each day?

A) Excitement

B) Fear

C) Love

D) Confusion

4. What helps the speaker feel alive despite hardships?

A) Hope

B) Money

C) Music

D) Love

What is the primary purpose of argumentation?

A) To confuse the audience

B) To share personal stories

C) To persuade or inform an audience

D) To entertain the audience

Which of the following is a key component of a strong argument?

A) Emotional language

B) Unsupported opinions

C) Evidence and reasoning

D) Irrelevant details

What fallacy involves attacking the person instead of their argument?

A) Straw man

B) Ad hominem

C) Red herring

D) Slippery slope

Which method is often used to strengthen an argument?

A) Ignoring opposing viewpoints

B) Providing statistical data

C) Using ambiguous language

D) Relying on anecdotes

Why is it important to address counterarguments?

A) To make your argument weaker

B) To confuse the audience

C) To show understanding of different perspectives

D) To avoid discussing the main point

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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Cuál es la métrica predominante en el poema? a. Octosílaba b. Endecasílaba c. Heptasílaba d. Hexasílaba Respuesta: a. Octosílaba

¿El poema tiene algún caso de sinalefa? a. Sí, varios casos b. Solo uno c. Ninguno d. No se puede determinar Respuesta: a. Sí, varios casos

¿Qué recurso literario se encuentra en "El sol brilla en tus ojos"? a. Metáfora b. Símil c. Aliteración d. Personificación Respuesta: a. Metáfora

¿La estructura de las estrofas es: a. Regular b. Irregular c. Libre d. Estrófica Respuesta: a. Regular

¿Qué falacia argumentativa podría estar presente en "Bailando contigo pierdo la razón"? a. Ad Hominem b. Apelación a la emoción c. Falsa causa d. Generalización apresurada Respuesta: b. Apelación a la emoción

¿Qué recurso poético se evidencia en "Te vi llegar y el mundo se detuvo"? a. Hiperbatón b. Hipérbole c. Anáfora d. Sinécdoque Respuesta: b. Hipérbole

¿Qué figura retórica se observa en "cada paso que damos es como un poema"? a. Símil b. Metáfora c. Paradoja d. Antítesis Respuesta: a. Símil

¿El verso "El ritmo nos envuelve en un abrazo sutil" es un ejemplo de: a. Prosopopeya b. Anáfora c. Aliteración d. Onomatopeya Respuesta: c. Aliteración

¿Qué tipo de rima predomina en el poema? a. Consonante b. Asonante c. Libre d. Ninguna Respuesta: a. Consonante

¿Qué función cumple el estribillo en el poema? a. Reforzar la temática b. Crear ritmo c. Subrayar el sentimiento d. Todas las anteriores Respuesta: d. Todas las anteriores

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1. ¿Qué recurso literario se usa en la línea "Tus sentimientos son tan dulces como un atardecer"? a. Símil b. Metáfora c. Hipérbole d. Personificación 2. En el verso "Tus curvas, mi perdición, son una obra divina", la frase "obra divina" es un ejemplo de: a. Sinalefa b. Hiperbatón c. Anáfora d. Alegoría 3. ¿Cuál de las siguientes líneas contiene una sinalefa? a. "Lo que siento en el pecho no se puede ocultar" b. "Eres mi luna, mi sol, mi amanecer" c. "Cada palabra que digo es un paso hacia ti" d. "Eres mi amor eterno, la que en mis sueños vi" 4. La afirmación "Eres mi todo, mi razón de ser" es un ejemplo de qué falacia? a. Falacia ad hominem b. Apelación a la emoción c. Falso dilema d. Petición de principio 5. ¿Cuál de las siguientes líneas del poema puede considerarse un ejemplo de hipérbole? a. "Mírame, que al verte mi mundo se paraliza" b. "Tus sentimientos son tan dulces como un atardecer" c. "Eres mi luna, mi sol, mi amanecer" d. "Contigo, mi vida, quiero renacer" 6. En qué línea el poeta usa personificación? a. "Tu sonrisa me mata, me lleva a otra vida" b. "Te bajo la luna, el cielo, lo que quieras pedir" c. "Mis sentidos se apagan, solo tú me llenas el alma" d. "Es hora de que lo sepas, no lo puedo detener" 7. La repetición de "Eres mi amor eterno" en el coro es un ejemplo de: a. Metáfora b. Anáfora c. Sinalefa d. Onomatopeya 8. ¿Qué falacia argumentativa podría estar presente si las declaraciones del poeta parecen exageradas y no están respaldadas por pruebas? a. Falacia de generalizaciónb. Falso dilema c. Argumentum ad populum d. Apelación a la emoción 9. En la línea "Que no hay distancia, ni nada que me aleje de verte", la frase "ni nada" es un ejemplo de: a. Lítotes b. Aliteración c. Paradoja d. Pleonasmo 10. ¿Qué tipo de relación se expresa entre "mi luna" y "mi sol" en la línea "Eres mi luna, mi sol, mi amanecer"? a. Comparación b. Contraste c. Enumeración d. Paralelismo Respuestas: 1. a. Símil 2. b. Hiperbatón 3. c. "Cada palabra que digo es un paso hacia ti" 4. b. Apelación a la emoción 5. a. "Mírame, que al verte mi mundo se paraliza" 6. a. "Tu sonrisa me mata, me lleva a otra vida" 7. b. Anáfora 8. d. Apelación a la emoción 9. d. Pleonasmo 10. d. Paralelismo

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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¿Qué figura literaria se encuentra en la frase "Antes nos mirábamos, todo fluía"? a) Metáfora b) Hipérbole c) Sinalefa d) Ironía

¿Qué recurso retórico se utiliza en "El frío en mi cama nunca se va"? a) Alegoría b) Anáfora c) Hipérbole d) Paradoja

¿Cuál de las siguientes opciones es una falacia argumentativa? a) Ad Hominem b) Ironía c) Metáfora d) Sinalefa

En el verso "Y el frío constante en mi corazón", ¿qué figura retórica está presente? a) Oxímoron b) Símil c) Hipérbole d) Sinalefa

¿Qué tipo de falacia es la siguiente afirmación: "Todos los políticos son corruptos, por lo tanto, este político también lo es"? a) Falacia de composición b) Falacia de división c) Generalización apresurada d) Apelación a la autoridad

¿Qué figura retórica se encuentra en "Me pierdo en el beat, pensando en lo que fue"? a) Metonimia b) Aliteración c) Sinalefa d) Hipérbole

¿Cuál de estas afirmaciones contiene una falacia de apelación a la emoción? a) "Si no haces esto, vas a arrepentirte toda tu vida." b) "Los estudios muestran que esta es la mejor opción." c) "La mayoría de las personas piensan que es correcto." d) "El gobierno debe intervenir en esta situación."

En la línea "Entre humo y recuerdos, palpita la canción", ¿qué figura literaria está presente? a) Metonimia b) Anáfora c) Hipérbole d) Prosopopeya

¿Qué tipo de falacia es la siguiente afirmación: "Si no estás conmigo, estás contra mí"? a) Falsa dicotomía b) Apelación a la emoción c) Generalización apresurada d) Falacia de composición

¿Qué figura retórica se encuentra en la frase "Y ahora todo es humo, solo queda el dolor"? a) Hipérbole b) Metáfora c) Sinalefa d) Paradoja

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iLoveSong.ai
ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

Copyright © 2024 - All rights reserved

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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La Tristeza

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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sera que encontrare tu amor

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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La Tristeza

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ilovesong.ai is the official website of Song AI. Explore ilovesong.ai for the revolutionary Song AI Music Generator V3. Create unique Song AI MP3 songs instantly. Download and enjoy innovative music now!

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DPTO DE LENGUAJE-SAMENI 2024

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PRFESENTACIÃ_N CRITERIOS SOCIALIZACIÃ_N  EXPERIENCIAS DE AULA EPC

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Some content questions for this song's lyrics:

1. What emotions does the narrator express in the first verse regarding the farewell?

2. How are the "mil aventuras" (thousand adventures) described in the chorus, and what do they signify?

3. What does the narrator mean by “es difícil complementar en un mundo de atuendos” in the second verse?

4. How does the narrator’s heart change over time, according to the lyrics?

5. In what way does the narrator show understanding and forgiveness towards the person they are singing about?

6. What significance do "los claveles" (the carnations) have in the context of the song?

7. How does the narrator reflect on their own development and feelings in the final verse?

8. What role do “los sentimientos de la mujer” play in the narrator’s perspective on relationships?

Hope these get you thinking. The lyrics are packed with raw emotion and vivid imagery—plenty to explore!

PREGUNTAS SOBRE LA CANCIÓN CON CUATRO OPCIONES DE RESPUESTAS

1. ¿Qué siente el narrador después de la despedida?

A. Felicidad

B. Tristeza

C. Indiferencia

D. Alegría

2. ¿Qué representan "mil aventuras" en el coro?

A. Momentos felices y recuerdos

B. Viajes alrededor del mundo

C. Desafíos y problemas

D. Sueños no cumplidos

3. ¿Qué significa "es difícil complementar en un mundo de atuendos" en el segundo verso?

A. La dificultad de vestirse bien

B. La dificultad de ser auténtico

C. La moda como una expresión artística

D. La competencia en el mundo de la moda

4. ¿Cómo se describe el corazón del narrador a lo largo de la canción?

A. Siempre roto

B. En crecimiento

C. Frío e insensible

D. Alegre y lleno de amor

5. ¿Qué simbolizan "los claveles" en la canción?

A. Un regalo

B. Recuerdos pasados

C. Una nueva relación

D. Olvido y perdón

6. ¿Cómo muestra el narrador su comprensión y perdón hacia la otra persona?

A. Culpa a la otra persona por todo

B. Expresa resentimiento y rabia

C. No culpa a la otra persona y muestra entendimiento

D. Ignora los sentimientos de la otra persona

Ahí lo tienes. ¡A ver cómo te va con estas!

Usted

7. ¿Qué implica "no es momento de arrepentimiento" en el segundo verso?

A. El narrador se arrepiente de todo

B. El narrador no se arrepiente y sigue adelante

C. El narrador quiere pedir perdón

D. El narrador no tiene remordimientos

8. ¿Qué expresa el narrador sobre su corazón en el segundo verso?

A. Está roto para siempre

B. Está en crecimiento

C. Está congelado

D. Está lleno de amor

9. ¿Qué significa "hoy sigo en desarrollo" en el último verso?

A. El narrador ha terminado su crecimiento

B. El narrador está en proceso de crecimiento personal

C. El narrador ha olvidado todo

D. El narrador está perdido

10. ¿Cuál es la actitud del narrador hacia la otra persona en el coro?

A. Resentimiento

B. Desprecio

C. Nostalgia y anhelo

D. Indiferencia

11. ¿Cómo se describe el papel de “los sentimientos de la mujer” al final de la canción?

A. Como irrelevantes

B. Como algo muy importante para el narrador

C. Como un obstáculo

D. Como una traición

1. ¿Cuál de las siguientes figuras literarias está presente en la frase “día y noche de placeres” en el coro?

A. Hipérbole

B. Metáfora

C. Anáfora

D. Aliteración

2. ¿Qué figura literaria se utiliza en la frase “mi corazón está en crecimiento” en el segundo verso?

A. Personificación

B. Símil

C. Metonimia

D. Hipérbole

3. En la frase “siempre te quise como a nadie,” ¿cuál es la figura literaria predominante?

A. Oxímoron

B. Comparación

C. Paradoja

D. Aliteración

4. ¿Qué figura literaria se puede identificar en “es difícil complementar en un mundo de atuendos”?

A. Metáfora

B. Hipérbole

C. Ironía

D. Sinécdoque

Estas preguntas no solo te ayudarán a identificar las figuras literarias en la canción, sino que también te permitirán analizar más profundamente su uso y su efecto en el significado y el tono del texto

Aquí tienes las respuestas a las preguntas sobre las figuras literarias en la canción:

1. Tristeza

2. Momentos felices y recuerdos

3. La dificultad de ser auténtico

4. En crecimiento

5. Recuerdos pasados

6. No culpa a la otra persona y muestra entendimiento

7. El narrador no se arrepiente y sigue adelante

8. Está en crecimiento

9. El narrador está en proceso de crecimiento personal

10. Nostalgia y anhelo

11. Como algo muy importante para el narrador

1. Aliteración está presente en la frase “día y noche de placeres” en el coro.

2. Personificación se utiliza en la frase “mi corazón está en crecimiento” en el segundo verso.

3. Comparación es la figura literaria predominante en “siempre te quise como a nadie”.

4. Metáfora se puede identificar en “es difícil complementar en un mundo de atuendos

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VIDEO PRESENTACIÓN ANÁLISIS DE CANCIONES

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VIDEO PRESENTACIÓN ANÁLISIS DE CANCIONES

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8°

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ANÁLISIS CANCIÓN INÉDITA 8 IDDI SAMENI ‐ Hecho con Clipchamp

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Copyright © 2024 - All rights reserved

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Login to access and create your next design.

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Ariana Torres

Falling for you

Pop

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Santiago Vides (that beach)

Balada

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"Vida en la esquina"

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¿Qué fue?

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Hecha por: Juan Esteban Domínguez Pérez

10°C

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amor de estrellas.

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