Senderos 1A-5 Brochure

Spanish for a Connected World

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The Vista Higher Learning Difference

As a specialized publisher, we focus on what we love and do best—developing world language materials that get teachers and students as excited about language and culture as we are.

"My Vista Higher Learning rep is absolutely fantastic. He is responsive to the needs of my department and colleagues."

• Superior technology support to ensure that your classes run smoothly throughout the year.

Sally Sefami, Sage High School Newport Coast, CA

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What does that mean for you?

• Unparalleled service from day one, including personalized training by nationally-renowned world language educators.

• Seamless integration of technology, content, and resources to ensure success for you and your students.

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V I S TA H I G H E R L E A R N I N G

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SENDEROS Spanish for a Connected World

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At Vista Higher Learning, we recognize that proficiency is best achieved through an articulated and extended sequence of study.

Senderos was designed with this in mind, resulting in a fully integrated and scaffolded Spanish program with a variety of print offerings and superior technology.

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With powerful and easy-to-use course management tools, you can shape Senderos to fit your instructional goals and teaching style—all while delivering an engaging, personalized learning SENDEROS 1 experience to each and every student.

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SENDEROS 1 Spanish for a Connected World

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• Empower your students to become effective communicators • Engage your students with ground-breaking digital tools SENDEROS 2 • Connect your students to the modern world • Support for your unique teaching style and instructional goals

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V I S TA H I G H E R L E A R N I N G

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Scope & Sequence: Senderos 1A & 1B

1A

contextos

cultura

estructura

adelante

Lección preliminar A preview of the contexts and grammar of Senderos 1A, including an introduction to Fotonovela and Cultura. avance/preview Greetings The alphabet Identifying yourself

avance/preview En detalle: Aquí se habla español Perfil: Los salvadoreños de Washington D.C.

avance/preview The classroom and school life School subjects Days of the week

En detalle: Saludos y besos en los países hispanos Perfil: La plaza principal

1.1 Nouns and articles 1.2 Numbers 0–30 1.3 Present tense of ser 1.4 Telling time

En pantalla: Anuncio de MasterCard (Estados Unidos) Lectura: Tira cómica de Quino Panorama: Estados Unidos y Canadá

En detalle: La escuela secundaria Perfil: El INFRAMEN

2.1 Present tense of –ar verbs 2.2 Forming questions in Spanish 2.3 Present tense of estar 2.4 Numbers 31 and higher

En pantalla: Anuncio de Jumbo (Chile) Lectura: ¡Español en Madrid!

Panorama: España

The family Identifying people Professions and occupations

En detalle: ¿Cómo te llamas?

Perfil: La familia real española

3.1 Descriptive adjectives 3.2 Possessive adjectives 3.3 Present tense of –er and –ir verbs 3.4 Present tense of tener and venir

En pantalla: Anuncio de banco Galicia (Argentina) Lectura: Gente... Las familias Panorama: Ecuador

contextos

cultura

estructura

adelante

Lección 1 Hola, ¿qué tal?

Greetings and goodbyes Identifying yourself and others Courtesy expressions

Lección 2 En la clase The classroom and school life Fields of study and school subjects Days of the week Class schedules

Lección 3 La familia

1B

Lección preliminar A review of Senderos 1A, and a preview of the contexts and grammar of Senderos 1B, including a video recap of Fotonovela and Cultura. repaso/review School life Family Occupations

avance/preview Sports Places in the city

avance/preview En detalle: El español en Latinoamérica Perfil: Día de la Independencia

Lección 4 Los pasatiempos Pastimes Sports Places in the city

En detalle: Real Madrid y Barça: rivalidad total Perfil: Miguel Cabrera and Paola Espinosa

4.1 Present tense of ir 4.2 Stem-changing verbs: e➔ie, o➔ue 4.3 Stem-changing verbs: e➔i 4.4 Verbs with irregular yo forms

En pantalla: Ejes (España) Lectura: No sólo el fútbol Panorama: México

En detalle: Las cataratas del Iguazú Perfil: Punta del Este

5.1 Estar with conditions and emotions 5.2 The present progressive 5.3 Ser and estar 5.4 Direct object nouns and pronouns

En pantalla: Anuncio de Santander LANPASS (Chile) Lectura: Turismo ecológico en Puerto Rico Panorama: Puerto Rico

En detalle: Los mercados al aire libre Perfil: Carolina Herrera

6.1 Saber and conocer 6.2 Indirect object pronouns 6.3 Preterite tense of regular verbs 6.4 Demonstrative adjectives and pronouns

En pantalla: Anuncio de Juguettos (España) Lectura: ¡Real Liquidación en Corona!

Panorama: Cuba

Lección 5 Las vacaciones Travel and vacation Months of the year Seasons and weather Ordinal numbers

Lección 6 ¡De compras!

Clothing and shopping Negotiating a price and buying Colors More adjectives

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Scope & Sequence: Senderos 1

1

contextos

cultura

estructura

adelante

En detalle: Saludos y besos en los países hispanos Perfil: La plaza principal

1.1 Nouns and articles 1.2 Numbers 0–30 1.3 Present tense of ser 1.4 Telling time

En pantalla: Anuncio de MasterCard (Estados Unidos) Lectura: Tira cómica de Quino Panorama: Estados Unidos y Canadá

En detalle: La escuela secundaria Perfil: El INFRAMEN

2.1 Present tense of –ar verbs 2.2 Forming questions in Spanish 2.3 Present tense of estar 2.4 Numbers 31 and higher

En pantalla: Anuncio de Jumbo (Chile) Lectura: ¡Español en Madrid!

Panorama: España

En detalle: ¿Cómo te llamas?

Perfil: La familia real española

3.1 Descriptive adjectives 3.2 Possessive adjectives 3.3 Present tense of –er and –ir verbs 3.4 Present tense of tener and venir

En pantalla: Anuncio de banco Galicia (Argentina) Lectura: Gente... Las familias Panorama: Ecuador

En detalle: Real Madrid y Barça: rivalidad total Perfil: Miguel Cabrera and Paola Espinosa

4.1 Present tense of ir 4.2 Stem-changing verbs: e➔ie, o➔ue 4.3 Stem-changing verbs: e➔i 4.4 Verbs with irregular yo forms

En pantalla: Ejes (España) Lectura: No sólo el fútbol Panorama: México

En detalle: Las cataratas del Iguazú Perfil: Punta del Este

5.1 Estar with conditions and emotions 5.2 The present progressive 5.3 Ser and estar 5.4 Direct object nouns and pronouns

En pantalla: Anuncio de Santander LANPASS (Chile) Lectura: Turismo ecológico en Puerto Rico Panorama: Puerto Rico

En detalle: Los mercados al aire libre Perfil: Carolina Herrera

6.1 Saber and conocer 6.2 Indirect object pronouns 6.3 Preterite tense of regular verbs 6.4 Demonstrative adjectives and pronouns

En pantalla: Anuncio de Juguettos (España) Lectura: ¡Real Liquidación en Corona!

Panorama: Cuba

Lección 1 Hola, ¿qué tal?

Greetings and goodbyes Identifying yourself and others Courtesy expressions

Lección 2 En la clase The classroom and school life Fields of study and school subjects Days of the week Class schedules

Lección 3 La familia The family Identifying people Professions and occupations

Lección 4 Los pasatiempos Pastimes Sports Places in the city

Lección 5 Las vacaciones Travel and vacation Months of the year Seasons and weather Ordinal numbers

Lección 6 ¡De compras!

Clothing and shopping Negotiating a price and buying Colors More adjectives

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Scope & Sequence: Senderos 2

2

contextos

cultura

estructura

adelante

En detalle: La siesta Perfil: El mate

1.1 Reflexive verbs 1.2 Indefinite and negative words 1.3 Preterite of ser and ir 1.4 Verbs like gustar

En pantalla: Anuncio de Asepxia (Argentina) Lectura: ¡Qué día!

Panorama: Perú

En detalle: Frutas y verduras de América Perfil: Ferran Adrià: arte en la cocina

2.1 Preterite of stem-changing verbs 2.2 Double object pronouns 2.3 Comparisons 2.4 Superlatives

En pantalla: Anuncio de Sopas Roa (Colombia) Lectura: Menú y crítica: La feria del maíz Panorama: Guatemala

En detalle: Semana Santa: vacaciones y tradición Perfil: Festival de Viña del Mar

3.1 Irregular preterites 3.2 Verbs that change meaning in the preterite 3.3 ¿Qué? and ¿cuál?

3.4 Pronouns after prepositions

En pantalla: Fiestas patrias: Chilevisión (Chile) Lectura: Vida social Panorama: Chile

En detalle: Servicios de salud Perfil: Curanderos y chamanes

4.1 The imperfect tense 4.2 The preterite and the imperfect 4.3 Constructions with se 4.4 Adverbs

En pantalla: Asociación Parkinson Alicante (España) Lectura: Libro de la semana Panorama: Costa Rica

En detalle: Las redes sociales Perfil: Los mensajes de texto

5.1 Familiar commands 5.2 Por and para 5.3 Reciprocal reflexives 5.4 Stressed possessive adjectives and pronouns

En pantalla: BOOK (España) Lectura: Una tira cómica Panorama: Argentina

En detalle: El patio central Perfil: Las islas flotantes del lago Titicaca

6.1 Relative pronouns 6.2 Formal (usted/ustedes) commands 6.3 The present subjunctive 6.4 Subjunctive with verbs of will and influence

En pantalla: Anuncio de Carrefour (España) Lectura: Bienvenidos al Palacio de las Garzas Panorama: Panamá

Lección preliminar A brief overview of the contexts and grammar from Level 1

Lección 1 La rutina diaria Daily routine Personal hygiene Time expressions

Lección 2 La comida Food Food descriptions Meals

Lección 3 Las fiestas Parties and celebrations Personal relationships Stages of life

Lección 4 En el consultorio Health and medical terms Parts of the body Symptoms and medical conditions Health professions

Lección 5 La tecnología Home electronics Computers and the Internet The car and its accessories

Lección 6 La vivienda Parts of a house Household chores Table settings

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Scope & Sequence: Senderos 3

3

contextos

cultura

estructura

adelante

En detalle: ¡Los Andes se mueven!

Perfil: La Sierra Nevada de Santa Marta

1.1 The subjunctive with verbs of emotion 1.2 The subjunctive with doubt, disbelief, and denial 1.3 The subjunctive with conjunctions

En pantalla: Anuncio de Ecovidrio (España) Lectura: Dos fábulas de Félix María Samaniego y Tomás de Iriarte Panorama: Colombia

En detalle: Paseando en metro Perfil: Luis Barragán: arquitectura y emoción

2.1 The subjunctive in adjective clauses 2.2 Nosotros/as commands 2.3 Past participles used as adjectives

En pantalla: Anuncio de Banco Ficensa (Honduras) Lectura: Inventario secreto de La Habana (fragmento) de Abilio Estévez Panorama: Venezuela

En detalle: Spas naturales Perfil: La quinua

3.1 The present perfect 3.2 The past perfect 3.3 The present perfect subjunctive

En pantalla: Iker pelos tiesos (México) Lectura: Un día de éstos de Gabriel García Márquez Panorama: Bolivia

En detalle: Beneficios en los empleos Perfil: César Chávez

4.1 The future 4.2 The future perfect 4.3 The past subjunctive

En pantalla: Sinceridad (España) Lectura: A Julia de Burgos de Julia de Burgos Panorama: Nicaragua y La República Dominicana

En detalle: Museo de Arte Contemporáneo de Caracas Perfil: Fernando Botero: un estilo único

5.1 The conditional 5.2 The conditional perfect 5.3 The past perfect subjunctive

En pantalla: Anuncio de TV Azteca (México) Lectura: Tres poemas de Federico García Lorca Panorama: El Salvador y Honduras

En detalle: Protestas sociales Perfil: Dos líderes en Latinoamérica

6.1 Si clauses 6.2 Summary of the uses of the subjunctive

En pantalla: Anuncio sobre elecciones chilenas (Chile) Lectura: Don Quijote de la Mancha de Miguel de Cervantes Panorama: Paraguay y Uruguay

Lección preliminar A brief overview of the contexts and grammar from Levels 1 and 2

Lección 1 La naturaleza Nature The environment Recycling and conservation

Lección 2 En la ciudad City life Daily chores Money and banking At a post office

Lección 3 El bienestar Health and well-being Exercise and physical activity Nutrition

Lección 4 El mundo del trabajo Professions and occupations The workplace Job interviews

Lección 5 Un festival de arte The arts Movies Television

Lección 6 Las actualidades Current events and politics The media Natural disasters

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Scope & Sequence: Senderos 4

4

contextos

el mundo hispano

estructura

videos y lecturas

En detalle: Parejas sin fronteras Perfil: Isabel Allende y Willie Gordon

1.1 The present tense 1.2 Ser and estar 1.3 Progressive forms

En pantalla: Di algo Literatura: Poema 20 de Pablo Neruda Cultura: Sonia Sotomayor: la niña que soñaba

En detalle: El nuevo cine mexicano Perfil: Gael García Bernal

2.1 Object pronouns 2.2 Gustar and similar verbs 2.3 Reflexive verbs

En pantalla: El tiple Literatura: Idilio de Mario Benedetti Cultura: El toreo: ¿cultura o tortura?

En detalle: La Familia Real Perfil: Letizia Ortiz

3.1 The preterite 3.2 The imperfect 3.3 The preterite vs. the imperfect

En pantalla: Adiós mamá Literatura: Último brindis de Nicanor Parra Cultura: El arte de la vida diaria

En detalle: De abuelos y chamanes Perfil: La ciclovía de Bogotá

4.1 The subjunctive in noun clauses 4.2 Commands 4.3 Por and para

En pantalla: Ayúdame a recordar Literatura: Mujeres de ojos grandes de Ángeles Mastretta Cultura: Colombia gana la guerra a una vieja enfermedad

En detalle: La ruta del café Perfil: El canal de Panamá

5.1 Comparatives and superlatives 5.2 Negative, affirmative, and indefinite expressions 5.3 The subjunctive in adjective clauses

En pantalla: La autoridad Literatura: La luz es como el agua de Gabriel García Márquez Cultura: La ruta maya

En detalle: Los bosques del mar Perfil: Parque Nacional Submarino La Caleta

6.1 The future 6.2 The subjunctive in adverbial clauses 6.3 Prepositions: a, hacia, and con

En pantalla: Playa del Carmen: Tiburón Toro Literatura: El eclipse de Augusto Monterroso Cultura: La conservación de Vieques

Lección preliminar A brief overview of the contexts and grammar from Levels 1, 2, and 3

Lección 1 Las relaciones personales La personalidad Los estados emocionales Los sentimientos Las relaciones personales

Lección 2 Las diversiones La música y el teatro Los lugares de recreo Los deportes Las diversiones

Lección 3 La vida diaria En casa De compras Expresiones La vida diaria

Lección 4 La salud y el bienestar Los síntomas y las enfermedades La salud y el bienestar Los médicos y el hospital Las medicinas y los tratamientos

Lección 5 Los viajes De viaje El alojamiento La seguridad y los accidentes Las excursiones

Lección 6 La naturaleza La naturaleza Los animales Los fenómenos naturales El medio ambiente

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Scope & Sequence: Senderos 5

5

contextos

el mundo hispano

estructura

videos y lecturas

1.1 The present perfect 1.2 The past perfect 1.3 Diminutives and augmentatives

En pantalla: Generación web: Smartcities Literatura: Ese bobo del móvil de Arturo Pérez-Reverte Cultura: Hernán Casciari: arte en la blogosfera

2.1 The conditional 2.2 The past subjunctive 2.3 Si clauses with simple tenses

En pantalla: Hispanos en la economía de los Estados Unidos Literatura: La abeja haragana de Horacio Quiroga Cultura: Gustavo Dudamel: la estrella de “El Sistema”

Lección preliminar A brief overview of the contexts and grammar from Levels 1, 2, 3, and 4

Lección 1 La tecnología y la ciencia La tecnología La astronomía y el universo Los científicos La ciencia y los inventos

En detalle: Argentina: tierra de animadores Perfil: Innovar

Lección 2 La economía y el trabajo El trabajo Las finanzas La economía La gente en el trabajo

En detalle: Las telenovelas Perfil: Carolina Herrera

Lección 3 La cultura popular y los medios de comunicación La televisión, la radio, y el cine La cultura popular Los medios de comunicación La prensa

En detalle: El mate Perfil: Las murgas y el candombe

3.1 The present perfect subjunctive 3.2 Relative pronouns 3.3 The neuter lo

En pantalla: Sintonía Literatura: Dos Palabras de Isabel Allende Cultura: Guaraní: la lengua vencedora

4.1 The future perfect 4.2 The conditional perfect 4.3 The past perfect subjunctive

En pantalla: Jóvenes valientes Literatura: Continuidad de los parques de Julio Cortázar Cultura: De Macondo a McOndo

5.1 The passive voice 5.2 Uses of se 5.3 Prepositions: de, desde, en, entre, hasta, sin

En pantalla: Hiyab Literatura: La noche de Tlatelolco (fragmento) de Elena Poniatowska Cultura: Cómo Bolivia perdió su mar

6.1 Uses of the infinitive 6.2 Summary of the indicative 6.3 Summary of the subjunctive

En pantalla: Ramona Literatura: El milagro secreto de Jorge Luis Borges Cultura: El Inca Garcilaso: un puente entre dos imperios

Lección 4 La literatura y el arte La literatura Los géneros literarios Los artistas El arte Las corrientes artísticas

En detalle: Las casas de Neruda Perfil: Neruda en el cine

Lección 5 La política y la religión La religión Las creencias religiosas Los cargos públicos La política

En detalle: El Carnaval de Oruro Perfil: Evo Morales

Lección 6 La historia y la civilización La historia y la civilización Los conceptos Las características Los gobernantes La conquista y la independencia

En detalle: La herencia de los incas Perfil: Machu Picchu

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Flexibility with Senderos

SENDEROS vs. SENDEROS PRIME

At Vista Higher Learning, we recognize that classrooms and districts across the country are at different stages in the implementation of technology. That's why we offer two levels of technology with Senderos: Prime or Supersite. Regardless of a school's resources and readiness, Senderos is the perfect fit with any curriculum and infrastructure. It meets customers where they are, and will take them where they want to be.

For the Teacher C o mp o nent

W h at is it ?

Teacher’s Edition

Teacher support for core instruction

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Activity Pack (with Answer Key)

Supplementary activities, including: • Additional structured language practice • Additional activities using authentic sources • Communication activities for practicing interpersonal speaking • Lesson review activities • ¡Atrévete! Board Game

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Assessment Program (with Answer Key)

Quizzes, tests, and exams; includes IPAs

Assessment Program Audio

Audio to accompany all tests and exams

Audio files

Audio files for all textbook and Practice Workbook activities

Audio and Video Scripts

Scripts for all audio and video selections: • Textbook audio • Assessment Program audio • Video Virtual Chat scripts

• Fotonovela, Flash cultura, En pantalla, and Panorama cultural • Grammar Tutorials

Digital Image Bank

Images and maps from the text to use for presentation in class, plus a bank of illustrations to use with the Instructor-Created Content tool

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Grammar Presentation Slides

Grammar presentation reformatted in PowerPoint

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I Can Worksheets

Lesson Objectives broken down by section and written in student-friendly “I Can” statement format

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Implementation Guides

In-depth support for every stage of instruction—from planning and implementation, to assessment and remediation

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Index to AP® Themes and Contexts

Overview chart on where you can explore the various themes and contexts with students

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Learning Templates

Pre-built course templates that provide flexible options for On-level, Above-level, and Heritage Speaker classes

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Middle School Activity Pack

Hands-on vocabulary and grammar practice design for younger learners, but effective for kinesthetic instruction for all level 1 students

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Pacing Guides

Guidelines for how to cover the level’s instructional material from a variety of scenarios (standard, block, etc.)

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Teacher’s DVD Set

Flash cultura/Fotonovela/Panorama cultural DVD, Teacher Resources DVD

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For the Student C o mp o nent

W h at is it ?

Student Edition

Core instruction for students

Audio-sync Readings

Audio to accompany all Lecturas

Dictionary

Easy digital access to dictionary

eCompanion

Online version of the Student Edition

En pantalla Video

Authentic TV clips from across the Spanish-speaking world

Enhanced Diagnostics

Embedded assessment activities provide immediate feedback to students

Flash cultura Video

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Young broadcasters from the Spanish-speaking world share cultural aspects of life

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Fotonovela Video

Engaging storyline video

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Grammar Tutorials

Animated tutorials feature embedded quick checks to engage students and ensure comprehension

Grammar Tutorials with Diagnostics

Animated tutorials feature embedded quick checks and a diagnostic activity at the end with real-time feedback and remediation

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Learning Progression

Unique learning progression logically contextualizes lesson content

My Vocabulary

A variety of tools to practice vocabulary

News and Cultural Updates

Monthly posting of authentic resource links with scaffolded activities

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Online Information Gap Activities

Pairs of students work synchronously to record a conversation as they negotiate for meaning to complete a task

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Panorama cultural Video

Short video showcases the nations of the Spanish-speaking world

Partner Chat Activities

Pairs of students work synchronously to record a conversation in Spanish

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Personalized Study Plan

Personalized prescriptive pathway highlights areas where students need more practice

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Practice Tests with Diagnostics

Students get feedback on what they need to study before a test or exam

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Pronunciation Tutorials

Interactive presentation of Spanish pronunciation and spelling with Speech Recognition

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Speech Recognition

Innovative technology analyzes students’ speech and provides real-time feedback

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vText

Virtual interactive textbook for browser-based exploration

Video Virtual Chat Activities

Students create simulated conversations by responding to questions delivered by video recordings of native speakers

Vocabulary Tutorials (Animated)

Animated tutorials allow students to practice vocabulary at their own pace

Vocabulary Tutorials (Interactive)

Lesson vocabulary taught in a cyclical learning sequence—Listen & repeat, Match, Say it—with Speech Recognition and diagnostics

•

Web-enhanced Readings

Dynamic presentation with audio

•

•

•

• •

• •

•

• •

• •

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Flexibility with Senderos

For the Teacher C o mp o nent

W h at is it ?

Teacher’s Edition

Teacher support for core instruction

Assessment Program (with Answer Key)

Quizzes, tests, and exams; includes IPAs

Assessment Program Audio

Audio to accompany all tests and exams

Audio files

Audio files for all textbook and Practice Workbook activities

Audio and Video Scripts

Scripts for all audio and video selections: • Textbook audio • Assessment Program audio • Video Virtual Chat scripts

• Fotonovela, Flash Cultura, and En pantalla • Grammar Tutorials

• • • •

• • • •

•

•

Digital Image Bank

Images and maps from the text to use for presentation in class, plus a bank of illustrations to use with the Instructor-Created Content tool

•

•

Grammar Presentation Slides

Grammar presentation reformatted in PowerPoint

•

•

I Can Worksheets

Lesson Objectives broken down by section and written in student-friendly “I Can” statement format

•

•

Implementation Guides

In-depth support for every stage of instruction—from planning and implementation, to assessment and remediation

•

•

Index to AP® Themes and Contexts

Overview chart on where you can explore the various themes and contexts with students

•

•

Learning Templates

Pre-built course templates that provide flexible options for On-level, Above-level, and Heritage Speaker classes

•

Pacing Guides

Guidelines for how to cover the level’s instructional material from a variety of scenarios (standard, block, etc.)

•

•

Teacher’s DVD Set

Flash Cultura/Fotonovela/Panorama cultural DVD, Teacher Resources DVD

•

•

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For the Student C o mp o nent

W h at is it ?

Student Edition

Core instruction for students

Audio-sync Readings

Audio to accompany all Lecturas

Dictionary

Easy digital access to dictionary

eCompanion

Online version of the Student Edition

En pantalla Video

• • • •

• • •

Authentic short films, documentaries, and TV segments from across the Spanish-speaking world

•

•

Enhanced Diagnostics

Embedded assessment activities provide immediate feedback to students

•

Flash Cultura Video

Young broadcasters from the Spanish-speaking world share cultural aspects of life

•

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Fotonovela Video

Engaging storyline video

•

•

Grammar Tutorials

Animated tutorials feature embedded quick checks to engage students and ensure comprehension

Grammar Tutorials with Diagnostics

Animated tutorials feature embedded quick checks and a diagnostic activity at the end with real-time feedback and remediation

•

Learning Progression

Unique learning progression logically contextualizes lesson content

My Vocabulary

A variety of tools to practice vocabulary

News and Cultural Updates

Monthly posting of authentic resource links with scaffolded activities

Partner Chat Activities

Pairs of students work synchronously to record a conversation in Spanish

• • • •

Personalized Study Plan

Personalized prescriptive pathway highlights areas where students need more practice

•

Practice Tests with Diagnostics

Students get feedback on what they need to study before a test or exam

•

Speech Recognition

Innovative technology analyzes students’ speech and provides real-time feedback

•

vText

Virtual interactive textbook for browser-based exploration

Video Virtual Chat Activities

Students create simulated conversations by responding to questions delivered by video recordings of native speakers

•

Vocabulary Tutorials (Interactive)

Lesson vocabulary taught in a cyclical learning sequence—Listen & repeat, Match, Say it—with Speech Recognition and diagnostics

•

Web-enhanced Readings

Dynamic presentation with audio

•

•

• • •

•

• •

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Senderos Prime

Teacher-Driven Technology Senderos Prime allows your unique teaching style to shine through. With convenient, ready-made Learning Templates, you’ll have the time and flexibility to create and incorporate your own activities, videos, assignments, and assessments. Adding your own voice is easy—and your students will hear your unique accent loud and clear.

So what are Learning Templates?

Learning Templates are pre-built lesson plans that provide flexible options to suit your On-level, Above-level, or Heritage Speaker Spanish classes.

Once you've selected a Learning Template as a base for your course, Senderos Prime will automatically set all of the assignments for the entire year, as well as create your gradebook. You can then add or delete activities, change due dates, and customize assessments. You can even add your own personal touches, including activities, videos, and notes to students.

Student-Directed Learning To effectively learn a new language, students need opportunities for meaningful practice—both inside and outside of the classroom. Senderos Prime provides students with the interactive tools and engaging content they need to stay motivated and on track throughout the school year.

Senderos Prime is unique in its organization and delivery of lesson content.

Each color-coded strand features a progression that contextualizes the learning experience for students by breaking lesson content into comprehensible language chunks.

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Learning Progression Students start with Explore activities that introduce them to a particular topic, followed

by Learn activities that explain the topic in more detail. Next they move to Practice exercises, which lead into Communicate activities where they can apply what they have learned. Finally, students complete a Self-Check activity prior to completing an Assessment about the topic.

Explore Explore activities activate students' prior knowledge and connect them with the material they are about to learn.

Contextos Explore features a multimodal presentation with audio, text, illustrations, and contemporary photos that immerses students in an engaging learning environment.

Contextos Spotlights* capture and focus students' attention on key vocabulary from the lesson. *Available in Senderos

Fotonovela Explore mini video clips in an easy-to-follow storyboard format set the context for the entire episode.

Estructura Explore features carefully designed charts and diagrams that call out key grammatical structures as well as additional active vocabulary. Audio and point-of-use photos from the Vocabulary Tutorials and Fotonovela episode provide additional context.

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Senderos Prime Learn Learn activities shift from purely receptive to interactive learning, inviting students to be active participants and take ownership of their learning. Embedded quick checks give students immediate feedback, without grading or demotivating them.

Vocabulary Tutorials feature a cyclical learning sequence that optimizes comprehension and retention: • Listen & repeat: How does the word look and sound?

• Match: Which picture represents the word?

• Say it: Do you recognize the picture? Do you know how to say the word?

Audio hints and cognate/false cognate icons help students understand and remember new vocabulary.

Speech Recognition identifies student utterances in real time and objectively determines whether a student knows the word.

This innovative technology increases student awareness of pronunciation through low-stakes production practice.

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Learn

Pronunciation Tutorials* require students to engage with the material via interactive quick checks throughout each tutorial.

Real-time feedback via embedded Speech Recognition gives students an opportunity to reflect on their language patterns and increases their awareness of pronunciation for more effective speaking and listening skills. *Available in Senderos

En detalle features a dynamic web-enhanced presentation of the reading with audio to engage 21st century learners.

Practice Practice activities are carefully scaffolded—moving from discrete to open-ended—to support students as they acquire new language. This purposeful progression develops students' confidence and skills as they master new vocabulary and structures.

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Senderos Prime Communicate Communicate activities provide opportunities for students to develop their oral skills and build confidence, reducing the affective filter. Scaffolded activities build on the three modes of communication: interpretive, interpersonal, and presentational.

Online Information Gap* activities engage student partners in interpersonal communication as they negotiate meaning to solve a real-world task. They also provide opportunities for students to learn how to ask for clarification, request information, and use circumlocution or paraphrasing when faced with misunderstandings. *Available in Senderos

Self-check Self-check activities support the self-directed nature of learning by enabling students to gauge their performance every step of the way. These low-stakes activities feature real-time feedback and personalized remediation that highlights areas where students may need more practice.

Autoevaluación is a Self-check activity that provides students with low-stakes diagnostic opportunities for vocabulary and each grammar point. Depending on their performance, students are provided with opportunities to review the vocabulary or each grammar point.

Assessment A variety of formative and summative assessments allow for varied and ongoing evaluation of student learning and progress. Tailor these assessments to meet the needs of your students.

Prueba de práctica is a multi-question practice test that provides students with a low-stakes opportunity for assessing their knowledge of the vocabulary and grammar points covered in each lesson.

A Personalized Study Plan highlights areas where students need additional support and recommends remediation activities for completion prior to the lesson test.

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ACTFL Standards

World-Readiness Standards for Learning Languages Senderos blends the underlying principles of the World-Readiness Standards with features and strategies tailored specifically to build students’ language and cultural competencies.

This icon provides information on the specific standard(s) addressed in each section.

T h e Five C ’ s o f F o reign L anguage L earning Communication

Students: 1. Interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. (Interpersonal mode) 2. Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

(Interpretive mode) 3. Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. (Presentational mode)

Cultures

Students use Spanish to investigate, explain, and reflect on: 1. The relationship of the practices and perspectives of the culture studied.

2. The relationship of the products and perspectives of the culture studied.

Connections

Students: 1. Build, reinforce, and expand their knowledge of other disciplines while using Spanish to develop critical thinking and to solve problems creatively.

2. Access and evaluate information and diverse perspectives that are available through Spanish and its cultures.

Comparisons

Students use Spanish to investigate, explain, and reflect on: 1. The nature of language through comparisons of the Spanish language and their own.

2. The concept of culture through comparisons of the cultures studied and their own.

Communities

Students: 1. Use Spanish both within and beyond the school to interact and collaborate in their community and the globalized world.

2. Set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

Adapted from ACTFL’s Standards for Foreign Language Learning in the 21st Century

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Lesson Walkthrough Senderos is built around Vista Higher Learning’s proven six-step instructional design. Each lesson is organized into color-coded strands that present new material in clear, comprehensible, and communicative ways. With a focus on personalization, authenticity, cultural immersion, and the seamless integration of text and technology, Spanish-language learning comes to life in ways that are meaningful to each and every student.

1

Context Provide students with a place to start. Let them share their own experiences with and about the lesson topic.

2

Vocabulary Give students a new linguistic code to express what they already know and experience in the context of the lesson theme.

3

Media Once students see that Spanish is a tool for expressing their own ideas, media helps them relate their own experiences to those of native speakers.

4

Culture Bring students into the experience of contemporary Spanish-speaking culture as seen from the perspective of those living it.

5

Structure The formal presentation of relevant grammar and scaffolded, personalized activities help students leverage grammar as a tool for building confidence, fluency, and accuracy.

6

Synthesis Pulling everything together, students integrate context, personal experience, communication tools, and cultural products, perspectives, and practices.

Icons Familiarize yourself with these icons that appear throughout Senderos.

Listening activity/section

E

Walkthrough Legend Point-of-Use Suggestions  support the presentation of new material and in-class implementation of activities and group work.

Pair activity Group activity Interpretive activity

Online Features  describe digital material integral to the instruction of each strand.

Interpersonal activity Presentational activity

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Step 1: Context

En la clase

2

Communicative Goals You will learn how to: • Talk about your classes and school life • Discuss everyday activities

Make it personal

• Ask questions in Spanish • Describe the location of people and things

pages 44–47 Felipe takes Marissa around Mexico City. Along the way, they meet some friends and discuss the upcoming semester.

Lesson Goals provide an at-a-glance view of the vocabulary, grammar, and cultural topics covered in each lesson. Lesson strands are color-coded for easy use and navigation.

cultura

academic subjects

• Class schedules

Lesson Openers outline the content of each lesson.

fotonovela

academic life

• Days of the week • Fields of study and

contextos

pages 40–43 • The classroom and

Communicative Goals introduce the lesson’s learning objectives.

pages 48–49 • Secondary school in the

Spanish-speaking world

• The INFRAMEN

in Spanish • Present tense of estar • Numbers 31 and higher • Recapitulación

estructura

pages 50–67 • Present tense of -ar verbs • Forming questions

A primera vista questions jump-start the lesson, allowing students to use the Spanish they already know to talk about the photo.

pages 68–75

¿Hay un chico y una chica en la foto? ¿Hay una computadora o dos? ¿Son turistas o estudiantes? ¿Qué hora es, la una de la mañana o de la tarde?

adelante

A PRIMERA VISTA • • • •

Lectura: A brochure for a summer course in Madrid Escritura: A description of yourself Escuchar: A conversation about subjects En pantalla Flash cultura Panorama: España

Integrated Performance Assessments (IPAs) begin with a real-life task that engages students’ interest. To complete the task, students progress through the three modes of communication: they read, view, and listen for information (interpretive mode); they talk and write with classmates about what they have experienced (interpersonal mode); and they share formally what they have learned (presentational mode).

A critical step in administering the IPA is to define and share rubrics with students before beginning the task. They need to be aware of what successful performance should look like.

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Step 2: Vocabulary 2

Put it into words

contextos

En la clase

el reloj

Más vocabulario la biblioteca la cafetería la casa

Contextos presents theme-related vocabulary through expansive, full-color illustrations and easy-to-use references.

school stadium

el laboratorio

laboratory

la librería

bookstore university; college classmate

la clase

class

el curso

course

el examen

test; exam

el horario

schedule

la prueba

test; quiz

el semestre

semester

la tarea el trimestre el arte la biología las ciencias

el estudiante

la profesora

la mesa

trimester; quarter art

la calculadora

biology sciences computer science

la contabilidad

accounting

la economía

economics

el español

Spanish

la física

physics

la música

la puerta

homework

la computación

la geografía

la ventana

house; home

el estadio

el/la compañero/a de clase

Variación léxica highlights linguistic diversity in the Spanish-speaking world by presenting alternate words and expressions.

cafeteria

la escuela

la universidad

Más vocabulario calls out active, theme-related vocabulary in easy-to-reference Spanish-English lists.

library

geography

el libro

music

Variación léxica pluma pizarra

bolígrafo tablero (Col.) la pluma

Ë Return to Activities Ë Return to Dashboard contextos || substrand Lección 1 | Contextos Conversar Activities

ü

Conversar

1

Choose a partner online. Then, record a conversation between a customer and a salesperson in an open-air market. Õ Vocabulary list

Õ Flashcards

üShow my video

9

Open vText

5:00 p.m. (late)

| Test settings

Chat with Rick Ebert REC

together? Can you hear me okay?

Rick: Yep, let’s get started!

With your partner, plan the conversation. You are the "Cliente" and your partner is the "Vendedor(a)". Use these expressions.

Modelo:

me: Sounds good. Which roll do you want to play?

Rick: Huesped.

0:32 / 0:46

Expresiones útiles

me: I’m hitting record, get ready to go.

¿Qué desea?

Estoy buscando...

recording started

Prefiero el/la rojo/a. ¿Qué talla usa?

Uso talla grande/mediana/ chica ¿Cuánto cuesta?

Invite

0:15

Play back

¡Es demasiado caro!

Está de moda.

Select reference tools

attempts remaining

JAN

106 - 113

~

What would you like?

I’m looking for...

I prefer the red one.

Partner Chat activities allow students to work in pairs to synchronously record a conversation in the target language. This collaborative activity allows for spontaneous and creative communication in a safe environment.

What size do you wear?

I wear a large/medium/small How much does it cost?

It’s too expensive!

It´s in fashion.

submit

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65

sesenta y cinco

el mapa

Práctica

la pizarra

1 LAS MATERIAS la historia las humanidades el inglés las lenguas extranjeras la literatura las matemáticas la química

Escuchar Listen to Ms. Morales talk about her Spanish classroom, then check the items she mentions.

COURSES

puerta ventanas pizarra borrador

history humanities English foreign languages literature

2

mathematics

tiza escritorios sillas libros

chemistry

Personas el estudiante

Lugares el estadio

la profesora

la biblioteca

el compañero de clase

la tiza la papelera

3

✔ ❍ ❍ ✔ ❍ ✔ ❍

Materias la química las lenguas extranjeras el inglés

1.

2.

3.

4.

5.

¿Qué clase es? d a. Hay veinticinco. ¿Quiénes son? g b. Es un reloj. c. Es de Perú. cuarenta y tres ¿Quién es? e ¿De dónde es? c d. Es la clase de química. ¿A qué hora es la clase e. Es el señor Bastos. de inglés? f f. Es a las nueve en punto.

Horario6.Read Cristina’s description of her schedule. whether the following conclusions g. Son los profesores. ¿Cuántos estudiantes hay? aThen indicate

Comunicación 8 ¡ AT E N C I Ó N !

la mochila

Use el + [day of the laweek] estudiante when an activity occurs on a specific day and los + [day of the week] when an activity occurs regularly.

El lunes tengo un examen.

On Monday I have an exam.

Los lunes y miércoles tomo biología.

On Mondays and Wednesdays I take biology.

••• Except for sábados and domingos, the singular and plural forms for days of the week are the same.

la silla

9

10

Práctica begins with listening exercises and continues with activities to practice new vocabulary in meaningful contexts. The practice sections always move from closed-ended and directed practice to more open-ended activities that require students to produce language.

Emparejar Match each question with its most logical response. ¡Ojo! (Careful! ) One response will not be used.

el escritorio

En la clase

plumas mochilas papel reloj

✔ ❍ ✔ ❍ ❍ ✔ ❍

Identificar You will hear a series of words. Write each one in the appropriate category.

el papel

el borrador

✔ ❍ ✔ ❍ ✔ ❍ ❍

are lógico or ilógico, based on what you read.

4

Identify the word that does son notabelong each) hora group.

LasEscoger clases de inglés, matemáticas, español, e historia la mismain(same cada (each ) día, de lunes a viernes. El professor Núñez enseña (teaches ) la clase de inglés. Empieza 1. examen • casa • tarea • prueba casa (It starts ) a las ocho. Tomo (I take ) matématicas a las nueve menos diez, y español a las diez menos Me gusta (I•like ) la profesora Salazar que enseña la•clase de historia.

Los lunes 2.veinte. literatura matemáticas • biblioteca historia biblioteca y miércoles, voy (I go ) al laboratorio para biología a la una. Los martes, jueves y viernes, tomo librería 3. pizarra • tiza • borrador • librería la clase de música. ¡Me gusta mucho la clase de música!

1.

4. lápiz • cafetería • papel • cuaderno cafetería 5. veinte • diez • pluma • treinta pluma Lógico Ilógico ✔ ❍ ❍ Cristina es estudiante.• laboratorio • autobús • pasajero laboratorio 6. conductor

2. Cristina toma seis clases durante la semana.

5 3.

¿Quétoma clase es? los Name class associated Cristina una clase lunesthe a las tres de la tarde.

✔ ❍

❍

✔ with❍the subject matter. ❍

4. La profesora Salazar enseña la clase de historia.

✔ ❍

❍

5. El profesor Núñez enseña la clase de español.

❍

✔ ❍

6. Cristina toma clase de música los sábados.

❍

✔ ❍

modelo

los elementos, los átomos Es la clase de química.

1. Abraham Lincoln, Winston Churchill Es la clase de historia.

La semana Write a paragraph about what a typical week likedeforarte. you. Describe your schedule Es lalooks clase 2. Picasso, Leonardo da Vinci for the week, including classes, times, and teachers. Answers will vary.

3. Newton, Einstein Es la clase de física. modelo 4. África, el océano Pacífico Es la clase de geografía.

El lunes tomo la clase de matemáticas a las nueve 5. la cultura de España, verbos Es la clase de español. con el profesor Smith. A las diez...

6. Hemingway, Shakespeare Es la clase de literatura.

7. geometría, calculadora Es la clase de matemáticas.

43

Comunicación provides scaffolded activities built around the three modes of communication:

Interpretive communication activities

target students’ reading and listening comprehension skills.

Interpersonal communication activities

target the development of students' skills in real-time negotiation of meaning with one or more partners in both spoken and written communication settings.

Presentational communication activities

target students' skills in producing a variety of written and spoken language.

Nuevos amigos During the first week of class, you meet a new student in the cafeteria. With a partner, prepare a conversation using these cues. Answers will vary.

Estudiante 1

Estudiante 2

Greet your new acquaintance.

Introduce yourself.

Find out about him or her.

Tell him or her about yourself.

Ask about your partner’s class schedule.

Compare your schedule to your partner’s.

Say nice to meet you and goodbye.

Say nice to meet you and goodbye.

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Step 3: Media 2

Bridge experiences

fotonovela

¿Qué estudias?

Felipe, Marissa, Juan Carlos y Miguel visitan Chapultepec y hablan de las clases.

PERSONAJES

MARISSA

FELIPE

1

FELIPE Dos boletos, por favor.

Fotonovela is an episodic video series that combines new vocabulary and grammar with previously taught language, exposing students to a variety of authentic accents along the way.

Fotonovela storyboards set the context for the video. Dialogue boxes reinforce new vocabulary and preview the language structures that will be covered in the lesson.

EMPLEADO Dos boletos son 64 pesos.

2

FELIPE Aquí están 100 pesos.

MIGUEL Marissa, hablas muy bien el español... ¿Y dónde está tu diccionario?

EMPLEADO 100 menos 64 son 36 pesos de cambio.

MARISSA En casa de los Díaz.

Felipe necesita practicar inglés.

MIGUEL ¡Ay, Maru! Chicos, nos vemos más tarde.

3

5

3 4

6

4

FELIPE Juan Carlos, ¿quién enseña la clase de química este semestre?

FELIPE Ésta es la Ciudad de México.

FELIPE Oye, Marissa, ¿cuántas clases tomas?

MARISSA Tomo cuatro clases: español, historia, literatura y también geografía. Me gusta mucho la cultura mexicana.

JUAN CARLOS El profesor Morales.

Ah, ¿por qué tomo química y computación?

FELIPE Porque te gusta la tarea.

Fotonovela Episodes bridge language and culture, providing a glimpse into everyday life in the Spanishspeaking world. Each episode presents and reviews vocabulary and structures in accurate cultural contexts for effective training in both comprehension and personal communication.

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JU

cuarenta y cinco

JUAN CARLOS

MIGUEL

EMPLEADO

MARU

FELIPE Los lunes y los miércoles, economía a las 2:30. Tú tomas computación los martes en la tarde, y química, a ver...

Los lunes, los miércoles y los viernes ¿a las 10? ¡Uf!

7

8

FELIPE Y Miguel, ¿cuándo regresa?

JUAN CARLOS Hoy estudia con Maru.

MARISSA ¿Quién es Maru?

9

MIGUEL ¿Hablas con tu mamá?

MARU Mamá habla. Yo escucho.

Es la 1:30.

MIGUEL Ay, lo siento. Juan Carlos y Felipe...

9

45

MARU Ay, Felipe.

Expresiones útiles Talking about classes ¿Cuántas clases tomas?

How many classes are you taking?

Tomo cuatro clases.

I’m taking four classes.

Este año, espero sacar buenas notas y, por supuesto, viajar por el país.

This year, I hope / I’m hoping to get good grades. And, of course, travel through the country.

Talking about likes/dislikes Me gusta mucho la cultura mexicana.

I like Mexican culture a lot.

Me gustan las ciencias ambientales.

I like environmental science.

Me gusta dibujar.

I like to draw. ¿Te gusta este lugar?

Do you like this place?

Personajes show the main characters who appear in the episode.

Expresiones útiles highlight active vocabulary from the episode. Lists are organized by language function, demonstrating their real, practical use.

Paying for tickets Dos boletos, por favor.

Two tickets, please.

Dos boletos son sesenta y cuatro pesos.

Two tickets are sixty-four pesos.

Aquí están cien pesos.

Here’s a hundred pesos.

Son treinta y seis pesos de cambio.

That’s thirty-six pesos change.

Talking about location and direction

10

MARU Y ahora, ¿adónde? ¿A la biblioteca?

MIGUEL Sí, pero primero a la librería. Necesito comprar unos libros.

¿Dónde está tu diccionario?

Where is your dictionary?

Está en casa de los Díaz.

It’s at the Díaz house.

Y ahora, ¿adónde? ¿A la biblioteca?

And now, where to? To the library?

Sí, pero primero a la librería.

Está al lado.

Yes, but first to the bookstore.

It’s next door.

Video Virtual Chat activities provide students with opportunities to develop their listening and speaking skills. They also help build students’ confidence as they practice with video recordings of native speakers.

Students also benefit from nonverbal and articulatory cues that are essential for production and pronunciation.

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Step 3: Media 72

En pantalla features a complete instructional sequence that engages students through personal reflection, discussion, and real-world application of what they have seen and heard.

Post-viewing activities engage students with interesting and personal applications of the topics covered in the videos.

setenta y dos

Lección 2

Anuncio de

Jumbo

Preparación Answer the following questions in English. Answers will vary.

1. For what occasions do you give and get gifts?

2. When did you get a very special or needed gift?

What was the gift?

Calendarios

Senderos TV clips from around the Spanish-speaking world connect the language, vocabulary, and theme of the lesson.

Senderos Award-winning short films by contemporary Hispanic filmmakers, as well as documentaries and current events selections from television, connect the language and theme of the lesson.

During the months of cold weather and snow in North America, the southern hemisphere enjoys warm weather and longer days.

Since Chile’s summer lasts from December to February, school vacation coincides with these months. In Chile, the school year starts in early March and finishes toward the end of December. All schools, from preschools to universities, observe this scholastic calendar, with only a few days’ variation between institutions.

Viejito Pascuero Santa Claus (Chile)

Comprensión Answer the following questions, using both English and Spanish as directed.

Viejito Pascuero°...

Vocabulario útil ahorrar

to save (money)

Navidad

Christmas

pedirte

to ask you

quería

I wanted

te preocupa

it worries you

1. In the video, what was the young boy doing?

Writing a letter to Santa Claus.

2. Who else is in the video? How do you know who he is?

His father. The boy says, “Papá.”

3. What did the boy ask? Give both the Spanish and the English equivalent. He asked “¿Cómo se escribe mountain bike?” In

Vocabulario presents words and expressions that will help students understand the video.

English: How do you spell “mountain bike”?

4. What answer was he given? Give both the Spanish and the English equivalent.

He was told “mochila.” In English: “backpack.”

Conversación With a partner, take turns asking for something and being sure of the spelling. Each of you should ask for four different things. Follow the model. Answers will vary.

Conversación discussion questions invite student partners to expand on the themes explored in the video and to make connections with their own experiences and opinions.

Aplicación With a partner, describe your school calendar and vacations. Then research and describe the same for a Spanish-speaking culture. Include the following elements: at what age students start school, the first and last days of the school year, and the dates of school vacations. Present your descriptions to the class, comparing the two as you present.

Answers will vary.

modelo

Estudiante Estudiante Estudiante Estudiante

1: ¿Qué quieres?

2: Quiero un diccionario.

1: ¿Cómo se escribe “diccionario”?

2: D-I-C-C-I-O-N-A-R-I-O

En pantalla videos are a great tool for exposing students to target language discourse. This authentic input provides evidence of the correct formulations of the language so that students can form hypotheses about how it works.

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Antes de ver el corto guides students as they prepare to watch the film.

Después de ver el corto activities check students’ comprehension and guide them as they interpret and react to the film.

Mejor cortometraje 2013 s FICCI 53-Cartagena de India

Después de ver el corto 1

Oraciones Indica si estas oraciones son ciertas o falsas. Luego, corrige las falsas. Some answers will vary.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

La esposa de Pastor está enferma. Cierto.

Pastor encuentra dinero en su cartera para pagar las medicinas de su esposa.

Falso. Pastor no tiene dinero para pagar las medicinas.

La mujer joven que aparece al principio del cortometraje es una amiga de la familia.

Falso. La mujer joven que aparece al principio del cortometraje es hija de Pastor.

Pastor llama a Campo Elías para venderle el tiple. Cierto.

A la esposa de Pastor le gusta escucharlo tocar el tiple. Cierto.

Pastor compró el tiple el año pasado. Falso. Pastor compró el tiple hace cuarenta años.

Al final, Pastor decide no vender el tiple. Falso. Pastor le vende el tiple a Campo Elías.

A la esposa de Pastor no le hicieron efecto las pastillas que le recetaron. Cierto.

Pastor compra las inyecciones con el dinero que consiguió con la venta del tiple.

Falso. La hija de Pastor ya había conseguido el dinero con la venta de los plátanos y las mazorcas.

Gladys va a casa de Pastor a llevarle la medicina a su esposa.

ucido por DIANA PÉREZ MEJIA Guión y dirección de IVÁN D. GAONA Prod Interpretar En grupos pequeños, contesten las preguntas.

2 de fotografía ANDRÉS ARIZMENDY Dirección 1. Pastor le vende su tiple a Campo Elías por ciento veinte mil pesos, pero ¿qué valor NDIA VELA EDSON para nalinstrumento origi ica tiene el tiple realidad? ese él?

Músrepresenta AL ¿Qué BERN D en DAVI Diseño de producción JUAN 2. ¿Por qué Pastor no le dice a su esposa que va a vender el tiple? INA, MAR NICA ROMERO, LUZ VERÓ CADA,la salud qué mejora de la esposa cuando Pastor toca el tiple?

Actores JUSTO PAST3.OR¿PorMON 4. ¿Por qué crees que Gladys devuelve el tiple a la familia?

GLADYS GARZÓN, BERCELÍ VARGAS

t

Falso. Gladys va a casa de Pastor a llevarle el tiple.

5. ¿Cómo es Gladys? ¿Qué importancia tiene en el desenlace (outcome) de la historia?

6. ¿Crees que el cortometraje podría tener un mejor final? ¿Por qué?

Las diversiones

3

Comunicación no verbal En grupos de tres, observen las imágenes de Gladys, de Pastor y de la esposa de Pastor en la página 80. Comenten qué comunican las miradas en cada uno de los tres personajes.

4

Citas En parejas, comenten la importancia que tiene cada una de estas citas en el argumento de la historia.

setenta y nueve 79

PASTOR A la orden el plátano y la mazorca.

TRANSEÚNTES No, señor, muchas gracias.

CONDUCTOR Señor, ¡buenas tardes!

Hágame un favor: ¿la salida para Bogotá?

HIJA DE PASTOR Un señor que iba para Bogotá se equivocó de camino y me compró todo el huerteado.

5

¿Qué habrías hecho tú? Imagina que estás en la situación de Pastor. Escribe un párrafo en el que cuentes qué habrías hecho tú en su lugar y por qué.

Las diversiones

ochenta y uno 81

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Step 3: Media setenta y tres

En la clase

Esp

Los estudios Flash cultura videos feature young broadcasters from across the Spanish-speaking world sharing aspects of life related to each lesson’s theme.

Pre-viewing activities activate students’ knowledge by asking about their own experience with topics related to the Flash cultura segment.

2

73

El p

Área cuad cuad Balea  Pobl  Capi  Ciud Valen  Mon  Idiom valen 

Mexican author and diplomat Octavio Paz (March 31, 1914–April 19, 1998) studied both law and literature at the Universidad Nacional Autónoma de México (UNAM), but after graduating he immersed himself in the art of writing. An incredibly prolific writer of novels, poetry, and essays, Paz solidified his prestige as Mexico’s preeminent author with his 1950 book El laberinto de la soledad, a fundamental study of Mexican identity. Among the many awards he received in his lifetime are the Premio Miguel de Cervantes (1981) and Nobel Prize for Literature (1990). Paz foremost considered himself a poet and affirmed that poetry constitutes “la religión secreta de la edad° moderna”.

1

—¿Qué estudias?

—Ciencias de la comunicación.

Gal

Vocabulario útil

Comprehension activities practice students’ basic comprehension of the cultural information presented in the episode.

¿Cuál es tu materia favorita? ¿Cuántos años tienes? ¿Qué estudias? el/la alumno/a la carrera (de medicina) derecho reconocido

What is your favorite subject?

How old are you?

2

What do you study? student

Estudio derecho en la UNAM.

(medical) degree program, major

Españ  Migu  Pedr  Rosa  Fern  Paz V  Seve 1959

law well-known

Preparación What is the name of your school? What classes are you taking this semester? Answers will vary.

Emparejar Match the first part of the sentence in the left column with the appropriate ending in the right column.

1. Los estudiantes Mexicanos de la UNAM viven en c 2. México, D.F. es d 3. La UNAM es a 4. La UNAM ofrece b

a. b. c. d.

3

¿Conoces a algún° profesor famoso que dé° clases... en la UNAM?

una universidad muy grande.

74 carreras de estudio. sus casas con sus padres. la ciudad más grande (biggest) de Hispanoamérica.

¡Incre

En Buñ tomate Cada a Durant tomate varias

edad age ¿Conoces a algún...? Do you know any...? que dé that teaches

Flash cultura videos provide valuable cultural insights as well as linguistic input, while introducing students to a variety of accents and vocabulary.

The similarities and differences among Spanishspeaking countries that come up through their adventures will challenge students to think about their own cultural practices and values.

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millas cua Idiomas L corredor d Cada año se tiran th

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so

2

73

panorama

España ÁFRICA

La Sagrada Familia en Barcelona Plaza Mayor en Madrid

*Available in Senderos Mar Cantábrico La Coruña •

Catalán

Valenciano

Regiones lingüísticas

PORTUGAL

Euskera

• San Sebastián

✪

Madrid

Valencia •

rra

Sie • Ceuta

Bandera de España

ANDORRA

Pirineos Zaragoza Río Ebro • • Barcelona ESPAÑA Menorca

Salamanca •

Sevilla • Estrecho de Gibraltar

FRANCIA

ada Nev

Ibiza

Mallorca Islas Baleares

Mar Mediterráneo

El país en cifras presents almanac information that orients students to key facts for each country or region, offering opportunities for comparison to their own community.

• Melilla

MARRUECOS e

Islas Canarias La Palma

ot

¡Increíble pero cierto! highlights an intriguing, and often little-known fact about the featured country or its people.

ar

El baile flamenco

ife Gran Canaria

er Ten

nz

Españoles célebres  Miguel de Cervantes, escritor° (1547–1616)  Pedro Almodóvar, director de cine° (1949– )  Rosa Montero, escritora y periodista° (1951– )  Fernando Alonso, corredor de autos° (1981– )  Paz Vega, actriz° (1976– )  Severo Ochoa, Premio Nobel de Medicina, 1959; doctor y científico (1905–1993)

La

Español

Panorama cultural* videos present authentic documentary and travelogue footage of the featured Spanish-speaking country, exposing students to the sights and sounds of an aspect of its culture.

ESPAÑA

Área: 505.370 km2 (kilómetros cuadrados) o 195.124 millas cuadradas°, incluyendo las islas Baleares y las islas Canarias  Población: 47.043.000  Capital: Madrid—5.762.000  Ciudades° principales: Barcelona—5.029.000, Valencia—812.000, Sevilla, Zaragoza  Moneda°: euro  Idiomas°: español o castellano, catalán, gallego, valenciano, euskera 

Gallego

EUROPA

OCÉANO ATLÁNTICO

El país en cifras

Gomera Hierro

millas cuadradas square miles Ciudades Cities Moneda Currency Idiomas Languages escritor writer cine film periodista reporter corredor de autos race car driver actriz actress pueblo town Cada año Every year Durante todo un día All day long se tiran throw at each other varias toneladas many tons

¡Increíble pero cierto!

En Buñol, un pueblo° de Valencia, la producción de tomates es un recurso económico muy importante.

Cada año° se celebra el festival de La Tomatina.

Durante todo un día°, miles de personas se tiran° tomates. Llegan turistas de todo el país, y se usan varias toneladas° de tomates.

Senderos 1A/1B/1

Senderos 2

Senderos 3

Lesson 1

USA and Canada

Peru

Colombia

Lesson 2

Spain

Guatemala

Venezuela

Lesson 3

Ecuador

Chile

Bolivia

Lesson 4

Mexico

Costa Rica

Nicaragua and the Dominican Republic

Lesson 5

Puerto Rico

Argentina

El Salvador and Honduras

Lesson 6

Cuba

Panama

Paraguay and Uruguay

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Step 4: Culture 2

cultura

Cultural perspective

EN DETALLE

La escuela

secundaria Manuel, a 15-year-old student in Mexico, is taking an intense third level course focused on la química. This is a typical part of the studies for his grade. Escuela secundaria (secondary school), which in Mexico begins after six years of escuela primaria (primary school), has three grades for students between the ages of 12 and 15.

Students like Manuel must study courses in mathematics, science, Spanish, foreign languages (English or French), music, and more every year. After that, students choose a plan de estudio (program of study) in preparatoria, the three years (or two, depending on the program) of school after escuela secundaria and before university studies.

The program of study that students choose requires them to study specific materias that are needed in preparation for their future career.

Some bachilleratos (high school degrees) are terminales, which means that when students graduate they are prepared with all of the skills and requirements to begin their field of work.

Cultura offers theme-driven coverage of cultural products, practices, and perspectives from throughout the Spanish-speaking world.

Comprehension, open-ended, and projectbased activities check students’ understanding of the material and lead to further exploration.

En detalle articles explore topics related to the lesson’s theme. These contextual readings are supported by photos, maps, and graphical features.

These students are not expected to continue studying. Some modalidades (programs of study) that are terminal include: • Educación Tecnológica Agropecuaria (Agriculture and Fishing) • Comercio y Administración (Commerce, for administrative work) Other programs are designed for students who plan to continue their studies in a carrera universitaria (college major). Some programs that prepare students for university studies are: • Ciencias Biológicas • Ciencias Contables, Económicas y Bancarias (Economic and Banking Sciences) • Música y Arte Each program has courses that are designed for a specific career. This means that although all high school students may take a mathematics course, the type of mathematics studied varies according to the needs of each degree.

La escuela y la universidad Some Mexican high schools are designed and managed by universities as well as by the Secretary of Education. One university that directs such schools is the Universidad Nacional Autónoma de México (UNAM), Mexico’s largest university.

ACTIVIDADES

1

¿Cierto o falso? Indicate whether each statement is cierto or falso. Correct the false statements.

1. High schools are specialized in certain areas of study. Cierto.

2. Students in Mexico cannot study art in school. Falso. Música y arte is a preparatoria program of study.

3. Students do not need to complete primary school before going to escuela secundaria. Falso. Students must complete primary school as a prerequisite for escuela secundaria.

4. The length of high school planes de estudio in Mexico varies between two and three years. Cierto.

5. Students need to go to college to study to do administrative work.

Falso. Comercio y Administración is a terminal program of study.

6. All students must take the same mathematics courses at the high school level. Falso. Mathematics courses differ depending on the program of study a student follows.

7. La escuela secundaria is for students from the ages of 16 to 18 years old. Falso. Escuela secundaria primarily serves students

who are 12 to 15 years old, followed by the preparatoria.

8. All students in Mexico complete university studies.

Falso. Some students do not study beyond preparatoria.

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cuarenta y nueve

En la clase

ASÍ SE DICE

PERFIL

Clases y exámenes

El INFRAMEN

aprobar el colegio/la escuela la escuela secundaria/ la preparatoria (Méx.)/ el liceo (Ven.)/ el instituto (Esp.) el examen parcial el horario la matrícula reprobar sacar buenas/ malas notas

to pass school high school

Perfil focuses on high-interest Spanish-speaking people and places related to the lesson’s theme.

midterm exam schedule enrollment (in school) to fail to get good/ bad grades

EL MUNDO HISPANO

La ciudad de San Salvador

La escuela en Latinoamérica

The Instituto Nacional Francisco Menéndez (INFRAMEN) is the largest public high school in El Salvador.

So it should be: it is named after General Francisco Menéndez, an ex-president of the country who was the founder of enseñanza secundaria (secondary studies ) for the entire country! The 1,900 students at the INFRAMEN can choose to complete one of four kinds of diplomas: general studies, health care, tourism, and business. The institution has changed locales (and even cities) many times since it was founded in 1885 and is currently located in the capital city of San Salvador. Students at the INFRAMEN begin their school year in mid January and finish in early November.

• In Latin America, public secondary schools are free of charge. Private schools, however, can be quite costly. At la Escuela Campo Alegre in Venezuela, annual tuition is about $25,000 a year.

• Argentina and Chile are the two Latin American countries with the most years of required schooling at 13 years each.

• In Chile, students begin the school year in March and finish in December. Of course—Chile lies south of the equator, so while it is winter in the United States, Chilean students are on their summer break!

49

Así se dice presents familiar words and phrases related to the lesson’s theme that are used in everyday spoken Spanish.

Conexión Internet challenges students to find additional cultural information online. Search terms guide students to sites that help them respond to the topical questions.

Conexión Internet

How do dress codes vary in schools across Latin America?

Go to vhlcentral.com to find more cultural information related to this Cultura section.

ACTIVIDADES

2

Comprensión Complete these sentences.

1. The INFRAMEN was founded in

3

.

2. The programs of study available in the INFRAMEN are .

3. There are

students in the INFRAMEN.

4. General Francisco Menéndez was a El Salvador.

5. El

¡A estudiar! All students have classes they like and classes they don’t. What are your favorite classes? Which are your least favorite? With a partner, discuss what you like and don’t like about your classes and make a short list of what could be done to improve the classes you don’t like.

of

is a student’s schedule.

News and Cultural Updates provide real-world connections to language and culture via authentic articles and videos. From online newspaper articles to TV news segments, each source is chosen for its age-appropriate content, currency, and high interest to students.

Each selection includes scaffolded pre-, during, and post-reading and viewing activities for a wide range of learning abilities.

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Step 4: Culture

El toreo:

¿Cultura o tortura?

Lecturas: Literatura* showcases literary readings by well-known writers from across the Spanish-speaking world. *Available in Senderos

Sobre el/la autor(a) places the writing and its author in historical and cultural context.

5

Hay pocas cosas tan emblemáticas en el mundo hispano, y a la vez tan polémicas, como el toreo. Los días de corrida, hasta cuarenta mil aficionados se sientan en la Plaza Monumental de México, la plaza de toros más grande del mundo. Sin embargo, la opinión pública está profundamente dividida: algunos defienden con orgullo esta tradición que sobrevive desde tiempos antiguos y otros se levantan en protesta antes del final.

88 ochenta y ocho

Lección 2

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?

origins

10

slaughter

developed 15

20

rite

25

weighs

30

risk goring 35

jugar con él, una falta de respeto al animal, al Las raíces° del toreo son diversas. Los público y a la tradición. celtibéricos dejaron en España restos de Quienes se oponen a las corridas dicen 40 templos circulares, precursores de las plazas que es una lucha injusta y cruel. Hay gente actuales, donde sacrificaban animales. Los griegos y romanos practicaban la matanza° que piensa que el toreo es una barbarie° similar a la de los juegos de los romanos, una ritual de toros en ceremonias públicas costumbre primitiva que no tiene sentido en sagradas. Sin embargo, fue en la España del una sociedad moderna y civilizada. Protestan 45 siglo XVIII donde se desarrolló° la corrida contra la crueldad de una muerte lenta y que conocemos y se introdujeron la muleta, prolongada, dedicada al entretenimiento. En una capa muy fácil de manejar, y el estoque, respuesta a las protestas, en la espada del matador. algunos países ha aparecido El aficionado de hoy El toreo es cabeza una alternativa, la “corrida sin 50 considera que el toreo es más un rito° que un y plasticidad, porque sangre°”, donde no se permite hacer daño físico° al toro. espectáculo, ciertamente no a fuerza siempre Pero otros sostienen que esta un deporte. Es una lucha corrida tortura igualmente a desigual, a muerte, entre gana el toro. la bestia y, por tanto, han 55 una persona —armada con prohibido el toreo por completo. En julio sólo la capa la mayor parte del tiempo— de 2010, el Parlamento catalán abolió las y el toro, bestia que pesa° hasta más de media corridas de toros en Cataluña, España, con 68 tonelada. El torero se prepara para el duelo votos a favor de la prohibición y 55 en contra. como para una ceremonia: se viste con el Por último, a algunas personas les indigna 60 traje de luces tradicional y actúa dirigido por la idea machista de que sólo un hombre tiene el ritmo de la música. Se enfrenta al animal la fuerza y el coraje para lidiar. Las toreras con su arte y su inteligencia, y generalmente pioneras como Juanita Cruz tuvieron que gana, aunque no siempre. El riesgo° de una Vocabulario propio cornada° grave forma parte de la realidad delbullfight coserse° suel ruedo arenatraje de luces, con falda en la corrida torear to fight bulls lidiar to fight (bulls) vez de pantalón, y cruzar océanos para poder 65 torero, que en su baile peligroso muestra su el/la matador(a)/el/la torero(a) el toreo bullfighting ejercer talento y su belleza. Para el defensor de las who kills el/laprofesión. torero/a bullfighterIncluso en tiempos bullfighter the bull su traje de lucestoreros bullfighter’s célebres outfit de toros bullring recientes, elalgunos como el corridas, no matar al toro al final esla plaza como (lit. costume of lights) español Jesulín de Ubrique se han negado° a mujer.

El toreo Completa las oraciones conlidiar palabrasjunto y frasesadeluna vocabulario. ¿Dónde hay corridas? toreo más corridas La altorera famosa de nuestra época, 70 1. Ernest Hemingway era un aficionado . Asistió a muchas y las Toreo legalizado: España, México, Colombia, describió en detalle en sus obras.

Cristina Sánchez, sostiene que no es necesario Ecuador, Perú, Venezuela, Francia matador 2. El es la persona que mata al toro al final. Siempre lleva un traje de luces de ser hombre para lidiar con éxito: “El toreo Corridas sin sangre: Bolivia, Nicaragua, colores brillantes.

Estados Unidos, Portugal torero es cabeza y plasticidad°, porque fuerza 3. Manolete fue un español muy famoso que fue herido por un toro yaque Toreo ilegalizado: Argentina, Chile, Cuba, Uruguay murió al poco tiempo. siempre gana el toro.” En su opinión, el ruedo 4. No se permite que el público baje al porque los toros pueden ser derecho de torear es incuestionable, una 75 ¡Olé! ¡Olé!muy peligrosos. parte de la cultura hispana. No obstante, El público también tiene su papel en las corridas: Conexión personal ¿Conoces alguna costumbre local o alguna tradición estadounidense que evalúa el talento del torero. La interjección “¡olé!” su profesión provoca tanta división que cause mucha controversia? ¿Hay deportes que resultan muy problemáticos o controvertidos para se oye frecuentemente para celebrar una acción algunas personas? ¿Por qué? ¿Cuál esa tu opinión vecesal respecto? el duelo entre la bestia y la particularmente brillante y expresar admiración. persona es empequeñecido° por la batalla De origen árabe, contiene la palabra “alá” (Dios) Contexto cultural y significa literalmente “¡por Dios!”. entre las personas.

80 En Fresnillo, México, en 1940 una mujer tomó una espada

Las diversiones

“

barbarity

Lecturas: Cultura* provides informational readings about products, practices, and perspectives of the Spanish-speaking world in both historical and contemporary contexts. *Available in Senderos

bloodless bullfight to hurt

”

CULTURA

Antes de leer and Después de leer activities provide context, vocabulary practice, personalization, and cross-cultural connections that give students tools to be successful reading authentic material. These activities also present new avenues for using the lesson’s grammar and vocabulary.

Antes de leer

to sew

Vocabulario calls out vocabulary key to understanding the reading. have refused

agility

Conexión personal activities activate students’ knowledge by asking about their own experience with topics related to the reading.

dwarfed

y se puso un traje de luces —una blusa y falda bordadas de adornos brillantes— para promover la causa de la igualdad en un terreno casi completamente dominado por los hombres: el ochenta y nueve 89 toreo. Juanita Cruz había nacido en Madrid en 1917, cuando aún no se permitía a las mujeres torear a pie en el ruedo. En batalla constante contra obstáculos legales, Cruz consiguió lidiar en muchas corridas de toros en su país. Pero cuando terminó la guerra civil española, al ver que Franco imponía estrictamente las leyes de prohibición del toreo a las mujeres, Cruz dejó España y emigró a México, donde se convirtió en torera profesional. Fue todo un fenómeno, la primera gran matadora de la historia, y abrió camino para otras mujeres, como las españolas Cristina Sánchez y Mari Paz Vega. Hoy día la presencia de toreras añade otro nivel de controversia al debate constante y a veces apasionado del toreo. ¿Cuál es tu impresión? ¿Crees que la igualdad de sexos en el toreo es algo positivo o negativo? ¿Por qué?

Las diversiones

ochenta y siete 87

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Step 5: Structure 2

Grammar as a tool

2.1

estructura Present tense of -ar verbs In order to talk about activities, you need to use verbs. Verbs express actions or states of being. In English and Spanish, the infinitive is the base form of the verb. In English, the infinitive is preceded by the word to: to study, to be. The infinitive in Spanish is a one-word form and can be recognized by its endings: -ar, -er, or -ir.

ANTE TODO

-ar verb

Estructura provides a formal presentation of relevant grammar and scaffolded activities for building confidence, fluency, and accuracy.

Grammar explanations are written in clear, easy-to-understand language for reference both in and out of the classroom.

estudiar

-er verb

to study

comer

-ir verb escribir

to eat

to write

 In this lesson, you will learn the forms of regular -ar verbs.

The verb estudiar (to study)

SINGULAR FORMS

yo tú Ud./él / ella

PLURAL FORMS

nosotros/as vosotros/as Uds./ellos/ellas

estudio estudias estudia

I study you (fam.) study you (form.) study; he/she studies

estudiamos estudiáis estudian

we study you (fam.) study you study; they study

Juan Carlos estudia ciencias ambientales.

Y tú, ¿qué estudias, Miguel?

Colorful, easy-to-read charts and diagrams highlight key grammar structures and related vocabulary.

 To create the forms of most regular verbs in Spanish, drop the infinitive endings (-ar, -er, -ir). You then add to the stem the endings that correspond to the different subject pronouns. This diagram will help you visualize verb conjugation.

Conjugation of -ar verbs INFINITIVE

VERB STEM

estudiar bailar trabajar

estudibailtrabaj-

T t a n q n ¿ N

C O N J U G AT E D F O R M

yo estudio tú bailas nosotros trabajamos

Animated Grammar Tutorials feature guided instruction to keep students on track and ensure comprehension. These short videos entertain and inform students by pairing grammar rules with fun explanations and examples.

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cincuenta y tres

En la clase

53

Práctica 1

Completar Complete the conversation with the appropriate forms of the verbs in parentheses.

JUAN

¡Hola, Linda! ¿Qué

LINDA

(2)

llevo

(1)

llevas

(llevar) en la mochila?

(llevar) las cosas que

(3)

necesito

(necesitar) para la clase

de español.

JUAN

(4)

necesitas

(necesitar) el libro de español?

LINDA Claro que sí.

JUAN

¿Los estudiantes en tu clase de español

LINDA Sí, nosotros

(6)

practicamos (practicar) y

(5)

estudian

(estudiar) mucho?

Práctica guided exercises weave current and previously learned vocabulary together with the current grammar point.

(7) conversamos (conversar) en español

treinta minutos todos los días (every day).

2

Oraciones Form sentences using the words provided. Remember to conjugate the verbs and add any other necessary words.

1.

2.

3.

4.

5.

6.

3

ustedes / practicar / vocabulario Ustedes practican el vocabulario. ¿preparar (tú) / tarea? ¿Preparas la tarea? clase de español / terminar / once La clase de español termina a las once. ¿qué / buscar / ustedes? ¿Qué buscan ustedes? (nosotros) buscar / pluma Buscamos una pluma. (yo) comprar / calculadora Compro una calculadora.

Comunicación provides scaffolded activities built around the three modes of communication:

Gustos Read what these people do. Then use the information in parentheses to tell what cincuenta y cuatro they like. 54

Comunicación Yo enseño en la escuela. (las clases) Me gustan las clases.

modelo

1.

2.

3.

4.

5.

5 Actividades Talk about the different activities you and your friends do in your daily life. Then specify which of those activities you to do and which you don’t. at least five of the -ar verbs Tú deseas mirar cuadros (paintings) delikePicasso. (el arte) Te Use gusta el arte. you have learned. Answers will vary.

Soy estudiante de química. (estudiar) Me gusta estudiar. modelo Tú estudias italiano y español. (las lenguas extranjeras) Te gustan las lenguas extranjeras.

Yo bailo hip hop en una academia. Mary dibuja...

Te gusta cantar y bailar.

No descansas los sábados. (cantar bailar) Me gusta bailar.

No mey gusta dibujar.

Busco una computadora. (la computación) Me gusta la computación.

6 Describir Write a description of what you see in each picture using the given verbs.

Actividades GetAlso together a classmate take turns asking Answers willeach vary. other if you do these mention with whether or not you likeand the activities. activities. Which activitiesmodelo does your classmate like? Which do you both like? Answers will vary.

4

enseñar

modelo

La profesora enseña química. A mí me gusta la química.

tomar el autobús AY U D A

▲

The Spanish no translates to both no and not in English. In negative answers to questions, you will need to use no twice: ¿Estudias geografía?

No, no estudio geografía.

Estudiante 1: ¿Tomas el autobús?

Estudiante 2: Sí, tomo el autobús, pero (but) no me gusta./ No, no tomo el autobús.

bailar merengue cantar en público dibujar bien

escuchar música rock estudiar física mirar la televisión

practicar el español hablar italiano viajar a Europa

1. caminar, hablar, llevar

2. buscar, descansar, estudiar

3. dibujar, cantar, escuchar

4. llevar, tomar, viajar

Lección 2

Interpretive communication activities

target students’ reading and listening comprehension skills.

Interpersonal communication activities

target the development of students’ skills in real-time negotiation of meaning with one or more partners in both spoken and written communication settings.

Presentational communication activities

target students’ skills in producing a variety of written and spoken language.

Sidebar boxes appear when there’s an interesting cultural or linguistic note to give students even more real-world context as they communicate.

Síntesis 7

Conversación With a classmate, pretend that you are friends who have not seen each other for a few days. Have a conversation in which you catch up on things. Mention how you’re feeling, what classes you’re taking, which teachers teach those classes, and which classes you like and don’t like.

Answers will vary.

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Step 6: Synthesis 2

Pulling it all together

adelante

Lectura

¡ E S PA Ñ O L E N M A D R I D !

Antes de leer

EIM

Estrategia Predicting content through formats

Lectura develops reading skills in the context of the lesson theme.

Context-based readings pull all of the lesson elements together, recycling vocabulary and grammar that students have learned.

Estrategia features reading strategies and pre-reading activities that strengthen students’ reading abilities in Spanish.

Recognizing the format of a document can help you to predict its content. For instance, invitations, greeting cards, and classified ads follow an easily identifiable format, which usually gives you a general idea of the information they contain. Look at the text and identify it based on its format.

Período 1 2 3 4 Almuerzo 5 6 7

Hora 7:45 – 8:37 8:43 – 9:30 9:36 – 10:23 10:29 – 11:16 11:16 – 12:06 12:12 – 12:59 1:05 – 1:52 1:58 – 2:45

Programa de Cursos Intensivos de Español

Escuela de Idiomas de Madrid

Clase

Matemáticas Español Inglés Historia Biología Arte Música

If you guessed that this is a page from a student’s schedule, you are correct. You can now infer that the document contains information about a student’s weekly schedule, including days, times, and activities.

Cognados Make a list of the cognates in the text and guess their English meanings. What do cognates reveal about the content of the document?

v

Después de leer Correspondencias Provide the letter of each item in Column B that matches the words in Column A. Two items will not be used.

A Examinar el texto Look at the format of the document entitled ¡Español en Madrid! What type of text is it?

What information do you expect to find in this type of document?

1.

2.

3.

4.

5.

6.

B

profesores f a. (34) 91 523 4500 vivienda h b. (34) 91 524 0210 Madrid d c. 23 junio–30 julio número de teléfono a d. capital cultural de Europa Español 2B c e. 16 junio–22 julio número de fax g f. especializados en enseñar español como lengua extranjera g. (34) 91 523 4623 h. familias españolas

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¿ I T

69

sesenta y nueve

Escuela de Idiomas de Madrid

!

Madrid, la capital cultural de Europa, y la EIM te ofrecen cursos intensivos de verano ° para aprender° español.

¿Dónde?

En el edificio de la EIM, cerca a la Plaza de Cibeles.

Cursos

Empieza°

Termina

Español 1A

16 junio

22 julio

¿Quiénes son los profesores?

Son todos hablantes nativos del español especializados en enseñar el español como lengua extranjera.

Español 1B

23 junio

30 julio

Español 1C

30 junio

10 agosto

Español 2A

16 junio

22 julio

Español 2B

23 junio

30 julio

¿Qué niveles se ofrecen?

Se ofrecen tres niveles° básicos: 1. Español Elemental, A, B y C 2. Español Intermedio, A y B 3. Español Avanzado, A y B

Español 3A

16 junio

22 julio

Español 3B

23 junio

30 julio

Visual elements, such as charts, graphic organizers, and photos, support reading comprehension.

Después de leer activities include comprehension checks and post-reading expansion exercises.

Información Para mayor información, sirvan comunicarse con la siguiente° oficina:

Viviendas Para estudiantes extranjeros se ofrece vivienda° con familias españolas.

Escuela de Idiomas de Madrid Programa de Español como Lengua Extranjera Calle del Barquillo 1, 28005, 28039 Madrid, España Tel. (34) 91 523 4500, Fax (34) 91 523 4623 www.uae.es

¿Cuándo?

Este verano desde° el 16 de junio hasta el 10 de agosto. Los cursos tienen una duración de 6 semanas.

verano summer aprender to learn edificio building niveles levels vivienda housing desde from Empieza Begins siguiente following

¿Cierto o falso?

Indicate whether each statement is cierto or falso.

Then correct the false statements.

Cierto

Falso

1. La Escuela de Idiomas de Madrid ofrece (offers) cursos intensivos de italiano.

❍

✔ ❍

2. La lengua nativa de los profesores del programa es el inglés.

❍

✔ ❍

3. Se ofrecen dos niveles básicos de español.

❍

✔ ❍

4. Los estudiantes pueden vivir (can live) con familias españolas.

✔ ❍

❍

Ofrece cursos intensivos de español.

La lengua nativa de los profesores es el español.

Se ofrecen tres niveles básicos.

Cierto

Falso

5. La escuela de idiomas que ofrece los cursos intensivos está en Salamanca.

❍

✔ ❍

6. Español 3B termina en agosto.

❍

✔ ❍

7. Si deseas información sobre (about) los cursos intensivos de español, es posible llamar al (34) 91 523 4500.

✔ ❍

❍

❍

✔ ❍

Está en Madrid.

Termina en julio.

8. Español 1A empieza en julio.

Empieza en junio.

Lectura readings provide students with an opportunity to listen to native speakers as auto-sync highlighting of sentences guides their eyes.

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Step 6: Synthesis 70

setenta

Lección 2

Escritura Escritura helps students develop writing skills in the context of the lesson theme.

Estrategia offers strategies for preparing and executing the writing task related to the lesson theme. This writing task allows students to present information, concepts, and ideas to inform, explain, or persuade on a variety of topics.

Estrategia Brainstorming How do you find ideas to write about? In the early stages of writing, brainstorming can help you generate ideas on a specific topic. You should spend ten to fifteen minutes brainstorming and jotting down any ideas about the topic. Whenever possible, try to write your ideas in Spanish.

Express your ideas in single words or phrases, and jot them down in any order.

While brainstorming, don’t worry about whether your ideas are good or bad.

Selecting and organizing ideas should be the second stage of your writing. Remember that the more ideas you write down while you’re brainstorming, the more options you’ll have to choose from later when you start to organize your ideas.

Me gusta

bailar viajar ón mirar la televisi ñol la clase de espaología la clase de psic

No me gusta

cantar dibujar trabajar ica la clase de quím gía la clase de biolo

Tema Una descripción Write a description of yourself to post in a forum on a website in order to meet Spanish-speaking people. Include this information in your description: 

your name and where you are from, and a photo (optional) of yourself



where you go to school



the courses you are taking



where you work (if you have a job)



some of your likes and dislikes

¡Hola! Me llamo Alicia Roberts. Estudio matemáticas y economía. Me gusta dibujar, cantar y viajar.

My Vocabulary enables students to identify, practice, and retain vocabulary for each lesson.

Students can print bilingual word lists. They can also create personalized word lists.

Interactive Flashcards featuring the Spanish word or expression (with audio) and the English translation are available for fast and effective review and practice.

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setenta y uno

En la clase

71

Escuchar Escuchar builds students’ listening skills with a recorded conversation and narration.

Estrategia Listening for cognates You already know that cognates are words that have similar spellings and meanings in two or more languages: for example, group and grupo or stereo and estéreo. Listen for cognates to increase your comprehension of spoken Spanish.

Ahora escucha offers a variety of scaffolded activities to support listening comprehension.

These activities provide students with an opportunity to understand, interpret, and analyze what they hear on a variety of engaging topics.

To help you practice this strategy, you will now listen to two sentences. Make a list of all the cognates you hear.

Preparación Based on the photograph, who do you think Armando and Julia are? What do you think they are talking about? Answers will vary.

Ahora escucha Now you are going to hear Armando and Julia’s conversation. Make a list of the cognates they use.

Armando

Preguntas Answer these questions about Armando and Julia’s conversation.

1. ¿Qué clases toma Armando?

Toma italiano, músca y matemáticas.

2. ¿Qué clases toma Julia?

Julia

Toma química, inglés, historia e italiano.

clases, biología

inglés

matemáticas, música

química, italiano

italiano

historia, clase

Based on your knowledge of cognates, decide whether the following statements are cierto or falso.

1. Armando y Julia hablan de la familia.

2. Armando y Julia toman una clase de italiano.

3. Julia toma clase de historia.

4. Armando estudia lenguas extranjeras.

5. Julia toma una clase de religión.

Comprensión

Seleccionar Choose the answer that best completes each sentence. b 1. Armando toma clases. a. cuatro b. tres c. seis c 2. Julia toma dos clases de . a. matemáticas b. ciencias c. idiomas b 3. Armando toma italiano y . a. historia b. música c. química

Cierto

Falso

❍

✔ ❍

✔ ❍ ✔ ❍

❍ ❍

1. ¿Cuántas clases tomas?

✔ ❍ ❍

❍ ✔ ❍

3. ¿Qué clases te gustan y qué clases no te gustan?

Preguntas personales Answers will vary.

2. ¿Qué clases tomas?

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Step 6: Synthesis 66

sesenta y seis

Recapitulación

Recapitulación provides diagnostic, scaffolded activities for targeted review of the lesson’s key grammar points. *Available in Senderos

Expansión activities offer suggestions for more complex communication. Pair and group activities engage students as they collaborate and build fluency, while individual activities extend application.

Lección 2

RESUMEN GRAMATICAL

Review the grammar concepts you have learned in this lesson by completing these activities.

1

Completar Complete the chart with the correct verb forms.

Present tense of -ar verbs

2.1

24 pts.

yo

tú

nosotros

ellas

compro

compras

compramos

compran

deseo

deseas

deseamos

desean

miro

miras

miramos

miran

pregunto

preguntas

preguntamos

preguntan

pp. 50–52

estudiar estudio estudiamos estudias estudiáis estudia estudian

The verb gustar (no) me gusta + el/la + [singular noun] (no) me gustan + los/las + [plural noun] (no) me gusta + [infinitive(s) ] Note: You may use a mí for emphasis, but never yo.

2

Números Write these numbers in Spanish.

16 pts.

To ask a friend about likes and dislikes, use te instead of me, but never tú. ¿Te gusta la historia?

modelo

645: seiscientos cuarenta y cinco

Forming questions in Spanish

2.2

1.

2.

3.

4.

5.

6.

7.

8.

Resumen gramatical provides a handy summary of the grammatical points presented in the lesson.

3

49: cuarenta y nueve 97: noventa y siete

113: ciento trece 632: seiscientos treinta y dos 1.781: mil setecientos ochenta y uno 3.558: tres mil quinientos cincuenta y ocho 1.006.015: un millón seis mil quince

¿Ustedes trabajan los sábados?

¿Trabajan ustedes los sábados?

Preguntas Write questions for these answers.

Ustedes trabajan los sábados, ¿verdad?/¿no?

¿Adónde? ¿Cómo? ¿Cuál(es)? ¿Cuándo?

67.224.370: sesenta y siete millones doscientos veinticuatro mil trescientos setenta

pp. 55–56

Interrogative words ¿Por qué? ¿Cuánto/a? ¿Qué? ¿Cuántos/as? ¿Quién(es)? ¿De dónde? ¿Dónde?

12 pts.

1. —¿ De dónde es Patricia?

—Patricia es de Colombia.

2. —¿ Quién es él?

—Él es mi amigo (friend).

3. —¿ Cuántos idiomas hablas (tú)?

—Hablo dos idiomas (languages). (ustedes)?

4. —¿ Qué desean (tomar) —Deseamos tomar café.

5. —¿ Por qué tomas biología ?

—Tomo biología porque me gustan las ciencias.

6. —¿ Cuándo descansa Camilo ?

—Camilo descansa por las mañanas.

Present tense of estar

2.3

2.4

pp. 59–60

estar: estoy, estás, está, estamos, estáis, están

Numbers 31 and higher 31 treinta y uno 32 treinta y dos (and so on) 40 cuarenta 50 cincuenta 60 sesenta 70 setenta 80 ochenta 90 noventa 100 cien, ciento

101 200 500 700 900 1.000 2.000 5.100 100.000 1.000.000

pp. 63–64 ciento uno doscientos/as quinientos/as setecientos/as novecientos/as mil dos mil cinco mil cien cien mil un millón (de)

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Atando cabos ¡A conversar!

Atando cabos* develops students’ speaking and writing skills.

La música y el deporte Trabajen en grupos de cuatro o cinco para preparar una presentación sobre un(a) cantante o deportista latino/a famoso/a.

*Available in Senderos

Presentaciones Tema: Pueden preparar una presentación sobre un(a) cantante o deportista famoso/a que les guste.

Investigación: Busquen información en Internet o en la biblioteca. Una vez reunida la información necesaria, elijan los puntos más importantes y seleccionen material audiovisual.

Informen a su profesor(a) acerca de estos materiales para contar con los medios necesarios el día de la presentación.

Organización: Hagan un esquema (outline ) que los ayude a planear la presentación.

Presentación: Traten de promover la participación a través de preguntas y alternen la charla con los materiales audiovisuales. Recuerden tener a mano los materiales de la investigación para responder preguntas adicionales de sus compañeros.

!A conversar! features interpersonal speaking activities focused on the contexts found throughout the lesson. Step-by-step tasks and problem-solving situations engage students in discussion in pairs, small groups, or with the entire class.

¡A escribir!

Correo electrónico Imagina que tus abuelos vienen a visitar a tu familia por un fin de semana.

Llevas varios días planeando una fiesta donde les presentarás tus amigos a tus abuelos. Mándales un correo electrónico a tus amigos para recordarles los planes para la fiesta y lo que deben y no deben hacer para causar una buena impresión.

!A escribir! has two parts: first, an extended presentational writing task based on personalization; and second, a plan de redacción that provides a sequence of steps in a process to plan, execute, and review written work.

Plan de redacción Un saludo informal: Comienza tu mensaje con un saludo informal, como: Hola, Qué tal, Qué onda, etc.

Contenido: Organiza tus ideas para no olvidarte de nada.

1. Escribe una breve introducción para recordarles a tus amigos qué cosas les gustan a tus abuelos y qué cosas les molestan. Puedes usar estas expresiones: (no) les gusta, les fascina, les encanta, les aburre, (no) les interesa, (no) les molesta.

2. Recuérdales que tus abuelos son formales y elegantes, y explícales que tienen que arreglarse un poco para la ocasión. Usa expresiones como: quitarse el arete, afeitarse, vestirse mejor, peinarse, etc.

3. Recuérdales dónde van a encontrarse.

Despedida: Termina el mensaje con un saludo informal de despedida.

Las diversiones

noventa y uno 91

Composición reinforces writing skills in the context of the lesson theme. This writing task allows students to present information, concepts, and ideas to inform, explain, or persuade on a variety of topics.

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Assessment: Options Tailor a variety of formative and summative assessments to meet the needs of your students. Assessments include downloadable and printable grammar and vocabulary quizzes, lesson tests, and multi-lesson exams.

Minipruebas assess students’ knowledge of lesson vocabulary and each grammar point. These open-ended quizzes provide students with an opportunity to demonstrate their understanding and proficiency with the lesson content.

Pruebas focus on the grammar, vocabulary, and theme of a lesson. These formal assessments consist of different sets of testing material per lesson.

Exámenes are cumulative assessments that encompass the vocabulary, grammar points, and language functions. Each Examen begins with a listening comprehension, continues with achievement and proficiency-oriented vocabulary and grammar checks, and ends with a reading activity and/or writing activity.

Pruebas de comprensión de lectura* are optional reading tests for each lesson.

The passages test students’ reading skills and relate thematically to the corresponding lessons. The readings can be appended to any corresponding test or exam, or they can be used independently to assess reading skills. Each passage is followed by a set of comprehension questions, as well as a writing activity that emphasizes presentation, communication, and self-expression. *Available in Senderos

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