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Información Personal (Campus Difusión Activity)

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Información Personal (Campus Difusión Activity)

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Nombre y Apellido: Rhailyn Cunanan

Curso: Spanish 1000

Escuela: University of Lethbridge

Profesora: Diana Lucía Letts-Piedrahita

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Introducciones en español (Campus Difusión Activity)

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Introducciones en español (Campus Difusión Activity)

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Hola, me llamo Rhailyn. Yo soy estudiante en Lethbridge. Soy canadiense y filipina. Yo tengo 19(diecinueve) años.

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In our first Spanish class, I wasn’t sure what to expect—but we jumped right in with the basics, and it actually felt really fun and approachable. We started learning how to introduce ourselves and say hello, and even though the phrases were simple, it already felt like we were unlocking something new.

We practiced things like:

"Hola, ¿Cómo estás?" – to say “Hi, how are you?”

"¿Cómo te llamas?" – to ask “What’s your name?”

What really surprised me was how different Spanish can be from English—not just in the words, but in the way things are said. Like, "¿Cómo te llamas?" doesn’t literally mean “What’s your name?” It actually means “What do you call yourself?” That made me pause and realize that Spanish isn’t just about translating—it's about seeing things from a whole new angle.

We also learned three different ways to introduce ourselves:

Me llamo... (I call myself...)

Yo soy... (I am...)

Mi nombre es... (My name is...)

It was cool seeing how many ways you can say the same thing depending on the vibe or how formal you want to sound. It gave me more confidence to choose what felt most natural for me.

Later on, we started learning the names of everyday objects around us—like libro (book), mochila (backpack), and silla (chair). I caught myself looking around the room and mentally labeling everything in Spanish. It felt like a small step, but also kind of powerful—like I was beginning to see my world a little differently.

Overall, that first class wasn’t just about memorizing phrases. It felt like the beginning of learning how to actually think in Spanish—and that made me excited for what’s ahead.

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In our second Spanish class, we took the next step in building real conversations. One of the first things we worked on was how to spell our names using the Spanish alphabet. It felt a bit tricky at first, but with some practice—and a helpful YouTube video—it started to make sense. Learning to pronounce each letter helped us feel more confident, especially when answering:
"¿Cómo se escribe tu nombre?" – How do you spell your name?
We practiced replying with:
"Se escribe..." followed by the letters in Spanish.

For example, I would say:
"Se escribe erre, hache, a, i, ele, ye, ene."

We also learned the verb ser (to be), which helped us form more complete introductions. Using ser, we practiced expressing:

"Me llamo..." – My name is...

"Yo soy..." – I am...

"Yo soy de..." – I am from...

"Yo soy estudiante." – I am a student.

Then, we were put into small groups and got the chance to introduce ourselves to one another. It was a good way to actually use the new vocabulary in real conversations. After talking in our groups, we picked one person to introduce to the class using a third-person sentence like:
"Ella es..." – She is...
or
"Él es..." – He is...

That part made it feel more real—we weren’t just practicing anymore, we were really communicating in Spanish, even if it was just the basics.

Looking back, Class 2 helped us move from learning about Spanish to actually using it. And that made it feel exciting, like we’re slowly becoming able to hold small conversations and share who we are—in a whole new language.

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🔤 SPANISH ALPHABET: Pronunciations and Sounds - El alfabeto #LearnSpanish

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In this class, we explored several new grammar concepts that helped us better understand how Spanish works as a language. We focused on numbers, feminine and masculine forms, adjectives, and how to pluralize them.

Starting with numbers—I already had some knowledge because I’m Filipino and grew up learning them. But I noticed the spelling in Spanish is quite different even though some of the sounds are similar.

For example:
20 in Filipino is spelled bente, but in Spanish, it’s veinte.

Next, we focused on how to identify feminine and masculine nouns. Some of the patterns we learned were:

Nouns ending in -a, -sión, -ción, and -dad are usually feminine

Nouns ending in -o are usually masculine

We also practiced how to use the correct articles:

"la" for feminine singular nouns

"el" for masculine singular nouns

For plurals, we add -s to the noun

Feminine plural uses "las"

Masculine plural uses "los"

These rules helped us start putting together more complete and grammatically correct phrases. It made me more aware of how important it is in Spanish to match the gender and number of the noun with its article and adjective.

Overall, this class was grammar-focused, but it felt like a big step toward using Spanish more accurately. We’re slowly getting the tools to express more ideas—and ask real-life questions too.

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Learn Spanish | Beginner Grammar Lesson: el verbo "ser" (verb: to be) by LinguaTV.com

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In this class, we participated in the In-Class Workshop Activities. We formed a group of three and discussed the progress we’ve made on our Spanish portfolios, including the resources we’ve been using to support our learning. Each group member took notes, actively participated in the discussion, and contributed to answering the assigned questions. We worked through several examples provided by the instructor and then collaborated to create our own activity. This involved writing our own questions and answering them, which greatly enhanced our Spanish reading comprehension and overall understanding of the language. The workshop not only helped reinforce key grammar and vocabulary concepts but also gave us the opportunity to practice speaking and listening in a collaborative environment. Everyone in the group also gave our own reflection feedback.

My Reflection Feedback: Everyone collaborated effectively by engaging with one another and offering support in recalling key Spanish phrases and vocabulary. It was clear that the group had developed a strong understanding of how to hold a basic conversation in Spanish, as we were able to confidently and naturally during the activities. Each person contributed equally to the workshop, and the atmosphere felt supportive and inclusive. Ayesha and Paula were particularly helpful in bringing me up to speed on the lecture that I missed. They took the time to explain the objectives and helped clarify some of the concepts I had been struggling with.

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In this class, we focused on building conversation skills and expressing what we want to do. We began by continuing our practice with numbers, especially in useful, real-life situations. One important phrase we learned was:
"¿Cuál es tu número de teléfono?" – What is your phone number?
We practiced both asking and answering this question, which helped reinforce our pronunciation and comfort with numbers.

The main focus of the class was learning the verb querer, which means to want or to love. We learned how to conjugate querer in the present tense:

Yo → quiero

Tú → quieres

Él / Ella / Usted → quiere

Nosotros(as) → queremos

Vosotros(as) → queréis

Ellos / Ellas / Ustedes → quieren

Using this verb, we practiced how to ask questions like:

"¿Qué quieres hacer este fin de semana?" – What do you want to do this weekend?

"¿Qué quieren hacer este fin de semana?" – What do you all want to do this weekend?

And we practiced answering with real examples, such as:

"Yo quiero hacer deporte." – I want to do sports.

"Yo quiero ir a Lethbridge." – I want to go to Lethbridge.

"Quiero ir a Lethbridge este fin de semana." – I want to go to Lethbridge this weekend.

We also learned how to express affection or interest using "Yo quiero a..." for people or pets:

"Yo quiero a (name)."

"Yo quiero a mi (pet)."

The class also covered the differences between some small but essential Spanish words that are easy to confuse:

¿Por qué? – Why

Porque – Because

Por – By / For / Because of

Para – For / In order to

Con – With

De – Of / From

A – To / At

Understanding how these words function helped us build better sentences. We even used them to explain our motivations for learning Spanish, like:

"Porque quiero hablar con mis amigos hispanos."

"Para aprender sobre la cultura hispana."

"Por mi trabajo."

"Porque es un requerimiento."

One interesting grammar point we covered was preposition contractions, specifically when a or de is followed by el (the masculine article):

a + el → al → "Ellos quieren ir al cine."

de + el → del

These little changes make Spanish sound more natural and correct.

We finished with more examples of using querer in different contexts, like:

"Quiero vivir en México." – I want to live in Mexico.

"Quiero dormir esta noche porque estoy cansado." – I want to sleep tonight because I’m tired.

"Ella quiere nadar." – She wants to swim.

"Ustedes quieren estudiar." – You all want to study.

Overall, this class helped us move from simple identity phrases to actually expressing desires, plans, and reasons. It made conversations feel more real and gave us the tools to talk about things that matter to us.

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Presente regular en español - Spanish Regular Verbs in Present Tense

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In this class, we focused on the verb estar, which I learned is used to talk about temporary conditions, emotions, and locations. At first, I found it a little confusing because in English we just use “to be” for everything, but in Spanish, estar is used only in certain situations. What helped me understand was seeing how it connects to things that can change, like how you feel or where you are.

From my notes, I remembered writing:

“Yo estoy en la universidad” – I am at the university.
This helped me understand that estar is used when you’re saying where something or someone is at a specific moment.

We also practiced how to ask and answer how someone is feeling.

¿Cómo estás? – How are you?
Some possible answers were:

“Estoy feliz” – I am happy

“Estoy cansada” – I am tired

“Estoy estresada” – I am stressed

“Estoy agobiada” – I am overwhelmed

What stood out to me is that these expressions show how someone feels right now, and that’s why we use estar, not ser. We even reviewed the full conjugation of estar:

yo estoy

tú estás

él/ella/usted está

nosotros/as estamos

vosotros/as estáis

ellos/ellas/ustedes están

I also learned to make simple questions using estar, like:

“¿Dónde estás tú?” – Where are you?

“¿Dónde están ustedes?” – Where are you all?

Overall, this class helped me feel more confident using estar because I now understand the situations where it’s appropriate. Whether I’m saying where I am or how I feel, I now have the tools to express myself more clearly in Spanish.

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In this class, we focused on two really important verbs: haber (in the form hay) and tener (in the form tengo). These verbs helped me learn how to talk about what exists and what I or someone else has.

From my notes, I learned that hay is used to express existence—it means “there is” or “there are.” What’s helpful is that hay doesn’t change no matter what the subject is. Some of the examples I wrote down were:

“No, en Lethbridge no hay un río.” – No, there is no river in Lethbridge.

“¿Cuántos ríos hay en Lethbridge?” – How many rivers are there in Lethbridge?

“En Leth hay un río.” – There is a river in Lethbridge.

These examples helped me understand how to describe what’s in a place like a city, school, or home by using hay with things like numbers, un/una, or general nouns.

Then we worked with the verb tener, specifically tengo, which means “I have.” I used it to talk about personal belongings or relationships. In my notes, I wrote questions like:

“¿Tú eres canadiense?” – Are you Canadian? (used with ser, but good for intro)

“¿Cuál es tu nombre y apellido?” – What’s your name and surname?

“¿Cuál es tu número de teléfono?” – What is your phone number?

Then to answer and talk about what someone has, we used tengo:

“Tengo una hermana.” – I have a sister.

“Tengo una mochila.” – I have a backpack.

“Tengo una casa en Lethbridge.” – I have a house in Lethbridge.

Using both hay and tengo in class helped me practice not just vocabulary, but also how to talk about my life and surroundings in Spanish. It’s getting easier to say what’s around me and what I have without always translating in my head first. I’m starting to feel more comfortable using full sentences with confidence.

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In this class, we had a special visit from Luz Janeth Ospina, a Spanish-speaking guest speaker. It was our first time interacting with a native Spanish speaker in class, and to be honest—I was really nervous. Since it was our first speaker, I wasn’t exactly sure what to expect or what to do, and that made me feel even more unsure of myself.

We were told to prepare five questions ahead of time using the grammar and vocabulary we’ve learned so far—things like ser, estar, tener, querer, haber, along with numbers, names, and weekend plans. But when the time came, and everyone before me started asking questions, I got even more nervous. A lot of the questions I had prepared were already being asked, and I wasn’t sure what I could add that hadn’t already been said.

Even though I was anxious, I still paid close attention and took notes in Spanish about everything I learned from her. It actually helped me realize that I was understanding more than I thought. Here’s what I gathered about Luz Janeth:

Ella es Luz Janeth Ospina.

Su nombre se escribe: ele, u, zeta.

Ella es de Colombia.

Ella habla inglés, francés y español.

Tiene sesenta y un años.

Ella vive en Lethbridge desde hace diecisiete años, y ha vivido en Canadá por veinticinco años.

Ella es profesora.

Su nacionalidad es colombiana.

Sobre su familia:

Tiene una hermana que se llama Alexia.

Su hermana es la menor y ella es la mayor.

Su hermana vive en Montreal, Quebec y tiene cincuenta y nueve años.

Su esposo se llama Alejandro.

Sobre su fin de semana:

"Vamos a ir con mi esposo y unos amigos al Chinook Lake."

Sobre sus gustos:

Su color favorito es el verde.

No tiene mascotas, pero tiene muchas plantas.

Su comida favorita en general es la sopa.

Quiere leer, nadar y compartir con su familia y amigos.

Su animal favorito es el caballo.

"Esta noche voy a comer un pescado frito."

"Me gusta (quiero) bailar, pero no sé bailar."

Su esposo sabe bailar muy bien.

Sobre la música:

Su canción favorita se llama “Los Caminos de la Vida.”

Recomendaciones de música: música española

Cantantes recomendados: Natalia Lafourcade, Lila Downs, Carin León y El Legado.

Y finalmente, su número de teléfono es 403-795-3217.

Even though I was nervous, I’m proud that I pushed through and was still able to understand and write down so much. This experience showed me how far I’ve come—and gave me a better idea of what to expect next time.

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In this class, we focused on two really useful verbs in Spanish: tener que (to have to) and preferir (to prefer). These helped me express what I need to do and what I like more between different options.

First, we practiced tener que to talk about responsibilities and obligations. Some examples from my notes included:

“Tengo que limpiar mi cuarto.” – I have to clean my room.

“Tengo que mercar.” – I have to get groceries.

“Tengo que estudiar español para tener éxito.” – I have to study Spanish to be successful.

It helped to use this with everyday things I actually say, like needing to call, clean, or study. We also reviewed regular tener for things like age, family, and expressions:

“Yo tengo hambre.” – I’m hungry.

“Yo tengo un hermano.” – I have a brother.

“¿Cuántos primos tienes?” – How many cousins do you have?

“Yo tengo éxito con mis amigos.” – I’m successful with my friends.

Then we moved on to preferir, which means to prefer. We practiced asking and answering questions like:

“¿Qué prefieres, té o café?” – What do you prefer, tea or coffee?

“Yo prefiero el té.” – I prefer tea.

“¿Qué prefieren, salir de compras o dormir?” – What do you all prefer, going shopping or sleeping?

“Mi mejor amiga prefiere la pasta.” – My best friend prefers pasta.

We also practiced verbs with similar patterns like cerrar, pensar, comenzar, entender, which helped us see how many verbs follow the same kind of change (e → ie).

To end the class, we read a short article called “Número Pequeño.” Using tener, I described the character like this from my notes:

“Él tiene una abuela y un abuelo.”

“Él tiene que contar hasta cien.”

“Él tiene una tía.”

“Él tiene mal olor.”

“Él tiene cinco años.”

The story was a fun way to use everything we learned—especially combining tener and tener que in a real description. Overall, this class helped me practice how to talk about preferences, obligations, and personal details all in one session. I’m starting to feel more confident using these in real conversations.

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This class was packed with learning! We started with a communication workshop where we worked in groups and used AI as a learning tool. Using AI helped me create sentences, review vocabulary, and double-check verb conjugations. I talked about this in my video reflection, where I shared that AI is helpful for support and brainstorming, though I still need to rely on practice and memorization. The tools made me feel more independent when creating and correcting sentences.

After that, we reviewed how to describe what we are wearing using the verb llevar. This was useful because it helped me combine colors, clothing vocabulary, and grammar. Some examples we practiced included:

Yo llevo una camisa blanca. – I’m wearing a white shirt.

Tú llevas un pantalón negro. – You are wearing black pants.

Ella lleva una chaqueta roja. – She is wearing a red jacket.

Nosotros llevamos zapatos marrones. – We are wearing brown shoes.

Ellos llevan camisetas azules. – They are wearing blue t-shirts.

I also practiced how colors and clothing nouns change depending on gender and number (like una blusa verde vs. unos pantalones grises), and it helped reinforce earlier grammar rules we learned.

Later in the class, we moved on to talking about weather (el tiempo) using only the verb hacer, which was surprisingly versatile. Some examples from my notes:

Hace frío. – It’s cold.

Hace calor. – It’s hot.

Hace sol. – It’s sunny.

Hace viento. – It’s windy.

Hace buen tiempo. – The weather is nice.

Hace 25 grados. – It’s 25 degrees.

Hace menos cinco grados. – It’s -5 degrees.

Hace mucho frío en el invierno. – It’s very cold in winter.

I found it helpful to connect these expressions to seasons and temperature in real life, like describing what the weather is like in Lethbridge. It made the vocabulary more meaningful and practical.

Overall, this class helped me grow in multiple ways—communicating with classmates, using tech tools like AI, and learning how to describe what I wear and what the weather is like. It felt like everything we’ve been learning is starting to come together.

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Spanish Clothing Poster - Italian, French and Spanish Language Teaching Posters

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This activity was a good refresher for basic personal questions. It felt pretty easy to match the questions with the answers, like name, age, and job. It helped me realize that I’ve gotten more comfortable with these types of questions in Spanish.

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I liked this activity because it helped me practice forming full questions. It made me more confident in asking things like “¿Cuántos años tienes?” or “¿En qué trabajas?”. Seeing the parts side-by-side helped me connect the sentence structure more clearly in my head.

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Numbers are something I feel confident with, maybe because of my background as a Filipino—we use similar number systems, so it feels familiar. Still, I had to slow down a bit and double-check my spelling, especially for numbers like dieciséis or catorce. It’s a good reminder that even when I understand the concept, spelling in Spanish still takes some practice.

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This activity was more of a challenge for me. It made me think harder about gender endings and how professions and nationalities change in Spanish. I had to match not just the meaning but also the grammar. It’s tricky, but I’m starting to recognize the patterns better now.

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This activity helped me understand how word endings change based on gender and nationality. It was pretty satisfying to get them right, but I still have to pay attention to endings like -o, -a, or -ense. It’s a small detail, but it really changes the meaning and correctness of the sentence.

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This activity was about matching the way names sound to the correct spelling patterns, like Carlos vs. Celia. It made me pay close attention to the beginning letters and how certain names are spelled in Spanish. It wasn’t about listening, but more about recognizing patterns and understanding how pronunciation matches spelling. It was a helpful way to train my eye and memory.

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I actually liked this one—it was like a mini puzzle. I sometimes second-guess myself on spelling, especially with c and qu, but doing this helped me recognize some word patterns better, like arquitectura or marroquí. I still have to think about it, but I’m starting to trust my instincts more.

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This activity helped me practice using the verbs ser, tener, and llamarse, which I’ve seen a lot but still mix up sometimes. I liked that the story was simple and easy to follow. It reminded me how important it is to know the right verb for the right situation, especially when talking about age, names, and where someone is from.

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Listening is still one of the hardest parts for me. Even though I got the answers right, I had to replay the audio a couple of times to really understand what they were saying. The conversation felt fast again, but I'm trying to train my ear to pick up more words with each try. It’s a good challenge for me.

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I liked this one a lot—it was fun to match words with images. It felt more visual and reminded me of real-life connections to Spanish culture, like beaches (una playa) or museums (un museo). It’s a nice break from just text, and it helped me remember vocabulary better.

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This activity was fun because it felt like a real conversation. I liked choosing what they wanted to do in the city—it helped me practice everyday vocabulary like playa, concierto, and compras. The prepositions were a bit tricky though, like when to use a, de, or a la. I had to slow down and think about what made sense.

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Sorting the feminine words helped me see patterns, like how many end in -a, but not all of them do! Words like ciudad or gente are feminine even if they don’t follow the typical rule. It made me realize I need to memorize some of them and not just rely on endings.

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This one was easier for me than the feminine version. Most of the masculine words were more familiar to me, like cine, idioma, and teatro. Still, a few like arte surprised me—I thought it might be feminine. It was a good reminder that gender in Spanish doesn’t always match how a word "feels" in English.

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This activity helped me understand how to switch between singular and plural nouns, and reminded me not to forget the articles like el, la, los, and las. It wasn’t too hard, but I had to be careful with matching the right article to the gender and number. It felt like good grammar practice, especially for everyday objects like libro and serie.

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Actividades de ocio y de la clase de lengua

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Actividades de ocio y de la clase de lengua

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I enjoyed this one because it was more about real-life actions, like jugar al tenis or aprender un idioma. It made me think about which verbs naturally go with each phrase. It was a nice way to build vocabulary and verbs at the same time, and it made me feel more ready to talk about hobbies in Spanish.

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Actividades de ocio y de la clase de lengua

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Actividades de ocio y de la clase de lengua

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This activity was simple but helpful. Matching actions like leer un libro or escuchar música felt very intuitive, but it still helped reinforce the structure of using verbs with direct objects. These are things I actually do, so it felt useful for real conversations.

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This was a good refresher for me on how to conjugate regular verbs in the present tense. I’ve seen these before, but I still mix them up sometimes—especially with vosotros/as forms like bailáis. Practicing different subjects side by side helped me get a better grip on the patterns.

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This one involved listening, but it felt easier than other audio activities I’ve done. I didn’t need to understand every single word—just catch the key ones like leer, trabajo, or viajar. That made it less stressful and helped boost my confidence. It showed me that even if I don’t catch everything, I can still understand the main idea if I listen for the right words.

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This one was tricky at first. I still confuse por and para, and figuring out when to use porque takes some thinking too. But reading the full sentences helped me understand the context better. I feel like I’m slowly getting the hang of it by seeing real examples instead of just rules.

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I already had a basic understanding of how to conjugate querer, but this activity helped me see how it’s used in different situations and with different subjects. Seeing forms like queréis and quieren used in full sentences made it easier to remember when to use which version. It’s one thing to memorize conjugations and another to actually apply them in context.

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I liked this matching activity—it was pretty intuitive. Pairing verbs with phrases like escuchar la radio or aprender un idioma helped me review vocabulary in a more meaningful way. It also reminded me how useful these combinations are for everyday conversation. It felt less like grammar and more like real-life language building.

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This was my first video, and I kept it really simple just to get used to speaking Spanish out loud. I was a bit nervous, but I’m proud that I gave it a try. Even though it was short, it helped me practice basic pronunciation and build confidence. Starting with something easy made me feel more comfortable for the next videos.

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In this video, I started reading the short story Número Pequeño. I noticed that I struggled with some of the pronunciation, especially with longer words. I paused a few times and had to go slower, but I pushed through. It wasn’t perfect, but I know that reading out loud like this is helping me improve. I’m glad I didn’t give up, and I learned which words I needed to work on.

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In this video, I read Número Pequeño for the first time. I was still having a hard time pronouncing a lot of the words, and my reading felt a little shaky. I hesitated on some parts and didn’t feel totally confident yet, but I tried my best to get through it. This video reminded me that pronunciation takes practice, and I knew I needed to keep working on it to get better.

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This one was harder for me. I thought I was getting better at understanding Spanish, but when I heard a native speaker talk, it felt fast and overwhelming. I know it was a normal speed for them, but I still struggled to catch all the details. It reminded me that I still need more practice with listening—especially with natural, fluent speech.

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In this video, I was still struggling with pronunciation. I hesitated on a few words and didn’t feel fully confident yet, but I was starting to get more comfortable with the flow of the story. Even though it wasn’t perfect, I could tell I was starting to remember more of the vocabulary. I kept practicing because I knew it would help me improve.

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By this video, I started to notice a bit of improvement. I was able to pronounce some of the words more clearly and read with more confidence. I still made small mistakes, but I didn’t stop or pause as much. This felt like real progress, and it motivated me to keep practicing.

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This was my most stable reading so far. I felt more confident and smoother while speaking. My pronunciation had definitely improved compared to the earlier videos. I was able to read more naturally and with better rhythm. Watching this video showed me how much progress I’ve made through consistent practice.

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In this video, I started reading a different part of the story, so it wasn’t as solid yet. I was still getting used to the new words and how they sounded. Even though I had a few hesitations, I think it was still an adequate performance. It was a good starting point for the new section.

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In Class 11, we reviewed and expanded on many of the topics we’ve been building throughout the course. We started by continuing with el tiempo (the weather), this time incorporating all three key verbs: hacer, hay, and estar.

From my notes, I practiced phrases like:

Hace viento. – It’s windy.

Hay tormenta. – There’s a thunderstorm.

Hay niebla. – There’s fog.

Está nublado. – It’s cloudy.

Está lloviendo. – It’s raining.

Está nevando. – It’s snowing.
We also used expressions like “Hace el mismo tiempo que en Lethbridge” to compare weather between cities. It was useful to notice that when we’re describing weather in the moment, we use estar, hay, and hacer, but when describing facts, we use ser — like in “El verano es caluroso.”

After the weather review, we revisited the verb llevar (to wear) and practiced describing clothing in different seasons. We answered questions like:

¿Qué llevas en el verano?
– Llevo pantalones cortos, gafas de sol, y una gorra.

¿Qué llevas en el invierno?
– Llevo un abrigo, bufanda, guantes y botas de cuero.

We also practiced vocabulary related to clothing materials and colors. For example:

una blusa de color rosado y blanco – a pink and white blouse

unos pantalones de color negro – black pants

seda, algodón, sin mangas – silk, cotton, sleeveless
It helped reinforce how gender and number affect both clothing nouns and their colors.

Next, we practiced the verb gustar (to like). I reviewed how to say what I like using phrases like:

Me gusta tu sombrero. – I like your hat.

Me gustan las plantas. – I like plants.

Nos gusta estudiar. – We like to study.
We also looked at stronger versions like encantar, amar, and adorar for expressing deeper preference:

Me encantan los gatos. – I love cats.

Adoro a mi familia.

Finally, we welcomed our second guest speaker on Zoom. Just like with our previous speaker, we had to prepare and ask questions using the verbs we’ve learned — like ser, estar, tener, querer, and now gustar. We listened closely and wrote down notes about their answers in Spanish. Compared to our first speaker, I felt much more confident and prepared this time. I was proud of how I handled the activity—especially because I had written out 33 questions in advance. I think the structure helped too, since we were each allowed to ask only one or two questions, which meant no one ran out of things to say or felt rushed. I understood more of what Ileana said and had an easier time listening and taking notes in Spanish.

Here are the things I learned about Ileana during our conversation:

Ella se llama Ileana.

Ella tiene dos apellidos: el primero es García y el segundo es Ortegón.

Ella tiene 29 años.

Ella es mexicana y es de México.

Su color favorito es el verde y a veces el rosa.

Ella tiene muchos tíos, como veinte tíos.

A ella le gustan las películas románticas.

Ella prefiere los dos: el café y el té.

Café en la mañana y té en la noche.

A ella le gusta más el verano.

En México, hay 20 grados centígrados.

Ella prefiere los perros.

Tiene un hermano.

Su película favorita es The Lorax.

Su profesión es filántropa.

Ella tiene muchas plantas.

Ella prefiere la playa.

Ella prefiere la pizza.

Ella habla español, inglés y un poco de francés.

Ella enseña filantropía en la universidad.

Su temporada favorita es el otoño.

A ella le gusta escuchar música jazz y pop.

Ella no canta.

Su dulce favorito es el chocolate.

A ella le gustan las canciones de los Gipsy Kings.

Ella prefiere el verano porque hace calor.

Ella planea hacer jardinería este fin de semana.

Depende de su día, pero a veces le gusta salir con amigos y otras veces le gusta dormir.

Uno de sus lugares favoritos en México es Campeche.

A ella no le gusta el hockey.

This activity made me feel really accomplished. I was proud of how much I understood in Spanish, and that I could keep up with the flow of conversation. It also showed me how useful our class vocabulary has become—especially with gustar, tener, preferir, and weather expressions like hay 20 grados or hace calor. I’m grateful we had this experience and they're helping me build both language skills and confidence.

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This activity was very visual, which made it easier. The pictures helped me guess the right weather expressions like llueve mucho or hace sol. Even though it had an audio part, it wasn’t too hard because I just had to connect key weather words with the images. It was actually kind of fun and helped me learn weather terms without too much pressure.

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This activity was interesting because I had to read a weather map and decide if the sentences were true or false. It felt a bit like solving a puzzle, which I liked. I had to focus on directions (like noroeste, este, sur) and weather words like llueve and hace sol. It helped me practice both vocabulary and reading visual information.

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I usually get confused between es, está, and hay, so this activity was helpful. Seeing them used in different types of sentences made it clearer when to use each one. I still mix them up sometimes, but this gave me a better sense of the differences. It’s helpful to see real examples, not just explanations.

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This activity was mostly filling in the blanks with vocabulary like población, clima, and lagos, which felt pretty manageable. The audio helped confirm my answers—since the key words were clear and repeated, I didn’t have to catch everything, just the important parts. It made me feel more confident about listening for context and using clues to check my work.

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This activity helped me practice how to form different types of questions using words like qué, cuál, and cuántas. It was a good reminder that even small changes like cuál vs. cuáles really matter depending on the sentence. I liked that it was focused on facts about the Spanish-speaking world—it made grammar feel more connected to culture.

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This one felt easier since the structure was clear, and the question words were familiar. It was mostly about placing the right word at the start of each sentence. Still, it helped reinforce which word fits with what kind of information, like using dónde for places and cuántas for quantities. It’s simple, but good practice.

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I liked this activity because it used real facts about Mexico and helped me see how words like mucho, muchos, and muy are used. I sometimes get confused about when to use each form, but this made it clearer through examples. Plus, learning about the climate and geography of Mexico was interesting!

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This was a fun and visual activity. Matching the images to words like cordillera, isla, selva, and río helped me remember geography vocabulary better. It’s easier for me to learn when I can see pictures, so this felt more natural than just reading definitions.

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I always get a little nervous when ser and estar come up, but this activity helped clear things up. It was easier to see that ser is used for identity or description, like la capital del país, while estar is used for location, like en la costa del Pacífico. I still mix them up sometimes, but this made it feel more understandable.

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This one was a good challenge. I sometimes overthink when to use qué or cuál, but reading full sentences helped a lot. Seeing both used in real questions made me realize how context changes everything—like asking for a definition (qué) vs. choosing from options (cuál). It’s something I’ll keep practicing.

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This one was super easy for me because we had just gone over clothing vocabulary and the verb llevar. I recognized everything right away—pantalones, falda, vestido, and so on. It felt good to see that I’m remembering the words we practiced.

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This activity was also pretty simple since I just had to look at the picture and check if the sentences matched. I like these kinds of tasks because they’re straightforward and help reinforce vocabulary like colors and clothing through visuals.

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This one was a bit trickier. I had to slow down and really think about what combinations made sense and which ones didn’t. It was basically a process of elimination. I liked that it made me think more critically about how adjectives and clothing terms go together.

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This activity was straightforward once I got the hang of it. I’ve practiced tener before, but this helped me focus on the difference between just tengo (I have) and tengo que (I have to). It made me realize how common and useful tener que is for talking about daily responsibilities.

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This was pretty easy for me because it just involved picking the clothing item that matched the conversation. Since we’ve worked a lot on clothing vocabulary, I felt confident with options like camisa, vestido, and zapatos. It was a nice way to apply what I already knew.

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This listening activity felt manageable, even though the audio was a bit fast in some places. I focused on picking out the key details, like the size, color, or price. It helped me practice listening for specific information rather than trying to understand everything. I'm slowly getting more comfortable with this skill.

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This activity was actually kind of fun—it felt like a spelling challenge. It helped me notice when to use rr versus just r, which is something I don’t always pay attention to when speaking. It made me realize how many everyday words use these sounds, and how important they are in pronunciation.

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This was useful for practicing when to use llevar vs. llevarse. It’s a small difference, but it changes the meaning. I liked seeing it in full sentences—it helped me understand it better than just reading a rule. I’m starting to recognize when someone is talking about wearing something vs. taking something with them.

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I swear I spelled trescientas ochenta y siete correctly… but the system still marked it wrong. Now I’m doubting myself—even though I know I was right 😅. Jokes aside, this activity was great for practicing big numbers and remembering to match gender with the nouns. I’ll keep watching out for those sneaky -as and -os endings.

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This was a fun and realistic activity. It felt like an actual conversation I might have in a store, which made the practice more useful. I liked working with phrases like ¿Qué desea? and me las llevo. It reminded me how helpful it is to know common shopping expressions in Spanish.

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This was pretty simple but still good review. It helped reinforce family terms like sobrina, hermana, and abuela. I feel like I’ve seen these a lot, but it’s still nice to double-check I’m matching them correctly with who they are in the family tree.

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This one was a bit longer but really helped me practice describing people. The audio helped me hear how the adjectives are used naturally in context. Words like aventurera, sociable, and tímida are more memorable when they’re part of a story or personality. It felt like real-life Spanish, which I liked.

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This was an easy one since we just went over how gustar works. I already knew that me gusta goes with singular things and verbs, and me gustan goes with plurals. It felt more like a quick review than something new, which was nice.

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This one was also pretty easy. It helped reinforce how to respond when someone shares their opinion or feeling. I liked how it included both agreeing (a mí también) and disagreeing (a mí no, a mí sí), which makes conversations feel more real.

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This activity was a bit harder because a lot of the phrases could go with more than one subject. I had to pay close attention to the pronouns and verb endings to make sure everything matched. But I got it all correct, so that felt really good and satisfying!

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This activity was pretty fun and felt relatable since it was about personality traits. I had to pay attention to gender endings like activo/activa or hablador/habladora, which helped reinforce the small changes that matter in Spanish. I liked seeing how these adjectives fit into everyday descriptions.

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This was a good refresher on words like mi, tu, su, mis, and sus. It helped me see how they change depending on who is speaking and what noun they’re describing. The context made it easier to choose the right word, and I feel more confident using them now in my own sentences.

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This one was a little tricky at first because the words look so similar—like tu vs. tú or como vs. cómo. But it helped me understand why accents matter for meaning, not just pronunciation. It was a good reminder to always look at the role of the word in the sentence.

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This activity helped me practice when to use ser and when to use tener for physical descriptions. I already knew some of them, but it was helpful to sort things like guapo/a with ser and things like el pelo blanco with tener. It reminded me that in Spanish, you “have” features like hair or eyes instead of “being” them, which is different from English.

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I really liked this one—it felt like writing a mini biography. The context made it easier to choose the right verbs like le gusta, escucha, or toca. It also helped reinforce sentence structure and gave me new ways to talk about someone I admire. It made grammar feel more meaningful and personal.

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Here, I started to have a better flow. I felt more familiar with the words and was able to read with more confidence. My pronunciation was getting smoother, and I didn’t need to pause as often. I could tell I was getting more comfortable with this part of the story.

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By this video, I was able to go faster with the parts I had been practicing. My pronunciation felt stronger, and I was more fluent overall. It showed that repeated practice really helped me feel more natural while reading out loud. This was one of my most confident recordings.

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In this video, I read a different part of the story again, but it felt more stable than before. There was more fluidity in how I spoke, and I could tell that my overall pronunciation and pacing were improving. I was able to stay more consistent, even though it was new content.

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Here, I felt very comfortable reading. I had already practiced this section a bit, so I was confident with most of the words. Still, I stumbled a little at the beginning because I got tongue-tied, but I kept going. It was a reminder that even when I'm comfortable, I need to warm up and stay focused.

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This was one of my strongest readings. I stayed consistent and confident from start to finish. My pronunciation and rhythm were much better, and I didn’t get stuck on any words. I can see how much progress I’ve made compared to my earlier videos, and it’s exciting to feel so much more fluent.

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Singing No Me Queda Más by Selena really helped me with my Spanish pronunciation. At first, I chose the song because I liked how emotional and beautiful it sounded, but as I practiced it more, I realized how useful it was for learning. The way Selena sings is clear and slow, so it made it easier for me to hear the words and repeat them correctly.

Every time I sang along, I paid close attention to how the words were pronounced—especially the vowels and the endings of each word. I also noticed how the rhythm helped me speak more naturally, instead of in a robotic way. Singing helped me feel more connected to the language, and it gave me confidence to speak out loud without being afraid of making mistakes.

This song made learning pronunciation fun and meaningful for me. I wasn’t just studying—I was feeling the music and using it as a tool to improve. I feel proud that I can now sing it with better pronunciation, and it motivates me to keep practicing Spanish in creative ways.

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I was not aware that this does not have a sound but I did feel like I had a huge improvement starting from the beginning to the end.