1 nic48703_fm_xi 10/2/02 10:36 AM Page xi autopage1 Autopage1:0sheri:8547d: REFACE To the Instructor Welcome to the sixth edition of Motivos de conversación! This brief Spanish textbook for beginners presents the essentials of Spanish grammar and the vocabulary needed for effective communication in everyday situations. Its attention to the four skills is complemented by an enhanced focus on the culture, people, and geography of the Spanish-speaking world. The title reflects the book s primary goal: to motivate students to use Spanish actively in different situations and cultural contexts. Each of the fifteen regular lessons of Motivos de conversación features illustrated thematic core vocabularies, real-life situations in the form of dialogues or narrative passages, and concise grammatical explanations. Abundant form-focused exercises and open-ended communicative activities help students learn structures and vocabulary, while encouraging them to be creative. Each lesson culminates with an excursion to one or more Hispanic countries, introducing students to some of the people, places, and customs that make the Spanish-speaking world so culturally diverse. Thus, proficiency is promoted not only in listening, speaking, reading, and writing, but in culture as well. Allowing for a variety of teaching and learning styles, Motivos de conversación is designed with flexibility in mind; it is easily adapted to programs that meet from three to five times a week, whether they are on a semester or quarter system. Moreover, all the core vocabulary and essential grammar are covered in the first two sections of each chapter, thus allowing the instructor the option of selecting as much of the material in the third section as appropriate for the given course. Motivos de conversación has several other features that make it an ideal learning aid for Spanish: a manageable vocabulary load; Estudio de palabras boxes that help students develop their skills in word building; Memopráctica boxes that offer students suggestions on how to study, memorize, and create their own learning aids; and five reading and review sections (Ampliaciones) that provide additional guided reading practice, targeted review of vocabulary and structures, and a test for self-assessment. Motivos de conversación consists of a preliminary lesson, fifteen regular lessons, and five review lessons (Ampliaciones). Each of the fifteen regular lessons is developed around a principal theme and has the following organization: Gráficos Gramática esencial Comunicación Cultural collages (Viaje por el mundo hispánico), containing photographs, readings, and poetry excerpts, appear after each lesson. xi
2 nic48703_fm_xii 10/2/02 4:24 PM Page xii autopage1 Autopage1:0sheri:8547d: Verbs CHAPTER OPENING PAGES preview the chapter themes with a still photo from the chapter s video episode and accompanying introductory text and questions. Lexical and grammatical goals for the chapter are highlighted, and the web icon encourages students to visit the Motivos de conversación web site. PARA REÍR, a new feature, is intended to pique students linguistic curiosity and encourage their general cultural awareness. This section includes one or two riddles and, on occasion, a tongue twister. GRÁFICOS introduces basic vocabulary through illustrations and brief dialogues or narrative passages. Abundant communicative activities follow each topic. The CD-ROM icon on this page lets students know that they can find additional practice with vocabulary, grammar, and communication on the accompanying CD-ROM. RÁFICOS ª La ropa en el supermercado. El precio Adjectives de los comestibles subió mucho. 1. el traje* 11. los pantalones cortos llevar, usar to wear 2. la camisa 12. la camiseta combinar to go with, to match 3. la corbata 13. la sandalia 4. los pantalones 14. la blusa 5. el zapato 15. la falda cómodo/a comfortable 6. el vestido 16. el calcetín incómodo/a There uncomfortable are two simple past 7. tenses el abrigo in Spanish: the preterite and 17. the el imperfect tenis (presented in Lección 7). 8. The el preterite bolso / la expresses bolsa / la a cartera past action 18. that la had chaqueta a definite beginning and end. The 9. el duration sombrero of the action is unimportant; 19. el suéter the essential thing is that the action 10. is la viewed bota by the speaker as being 20. over los and (pantalones) done vaqueros / los jeans with. Compare the preterite and the present tenses as shown below. Los colores rojo/a azul claro (light) rosado/a 1 (yo) compro I buy, (yo) compré I bought, do buy, did buy am buying (él) escribe amarillo/a he writes, color (él) escribió gris he wrote, verde does write, café did write is writing Knowing all the words related to one basic form will greatly increase your vocabulary. azul oscurolook anaranjado/a at the following word morado/a families and try de to rayas guess what de all cuadros the words (dark) mean. / Can you conjugate all of them? Hint: Think of the English suffixes -pose azul marino and -tain. poner tener componer oponer contener obtener deponer proponer detener retener disponer suponer mantener sostener *El traje may also refer to a woman s gown or a tailored suit. La bolsa is used in Mexico and Central America. La cartera is common in the rest of Spanish America; it can also mean wallet ª 9 10 Sí, y gasté demasiado dinero opage1:0sheri:8547d: 5.1 The Preterite Tense PRESENT PRETERITE In the Gráficos section of this lesson, you used the yo, tú, and Ud. (él/ella) preterite forms of some verbs. Here are the complete conjugations of -ar, -er, and -ir verbs in the preterite. Note that the preterite endings are added to the stem of the infinitive In the CD-ROM to accompany Motivos de conversación you will find additional practice with vocabulary, grammar, listening, and speaking. Note: Students should also learn to use the verb usar to mean to use, because this usage appears frequently in Motivos. Suggestion: Model the pronunciation Note: You may want to add of that all regular el jersey is the preferred word for preterite forms; emphasize sweater the stress on the yo and Ud. in Spain. Another version of forms. blue jeans is los bluyines Gráficos expansion: Students state (or write down) whether the item of clothing is generally used by a woman (mujer), a man (hombre), or both (hombre y mujer): 1. falda 2. blusa 3. zapatos 4. pantalones 5. corbata 6. calcetín 7. bolso 8. vestido 9. botas 10. camisa RAMÁTICA ESENCIAL ESTUDIO DE PALABRAS gastar correr subir (to spend) (to run) (to go up) gasté corrí subí gastaste corriste subiste gastó corrió subió page1:0sheri:8547d: é por la mañana. Mi amiga Denise toma café por la mañana, por la tarde y por la noche! 1. hacer la tarea (homework) 2. leer el periódico 3. tener la clase de español 4. comer un sándwich ºB Cómo son? Answer a friend s questions about the following things, using the correct possessive adjective and the correct forms of the adjectives in parentheses. MODELO: Cómo es tu amiga Patricia? (bonito, inteligente, generoso) Mi amiga Patricia es bonita, inteligente y generosa. 1. Cómo son las clases de la profesora Jiménez? (interesante, difícil) 2. Cómo son tus nuevos compañeros de casa? (inteligente, cómico) 3. Cómo son las fiestas de Esteban? (bueno, grande) 4. Cómo es la comida del restaurante de don Tomás? (delicioso, caro) 5. Cómo son los exámenes del profesor Montiel?(difícil, complicado) 6. Cómo es tu apartamento? (pequeño, feo) para ver de veras 5. tomar un examen 6. hablar por teléfono 7. mirar la televisión 8. venir a la universidad Vuelva a mirar la foto de la página 44 para contestar estas preguntas. 1. Dónde está la señorita? Con quién habla? 2. Qué desea ella saber (to know)? Qué pregunta? 3. Quién es el señor? Dónde trabaja él? 4. Le gusta a Ud. estar en la calle? Hay seguridad en las calles de una ciudad grande? 5. Habla Ud. con otras personas en la calle? Cuándo? 6. Con qué otras personas habla Ud. cuando realmente necesita saber Presentation: Explain that all these verbs are conjugated like tener and poner. Ask students at random to give forms for different persons in the present tense. This will serve as a review of tener and at the same time facilitate the use of new verbs in the future. Expansion: Practice the three verbs given in the box with short questions and answers. Write a basic sentence in each case on the board. 1. Yo gasté 26 dólares ayer. a. Cuánto nic48703_ch03.qxd 8/30/02 12:27 PM Page 70 mac34 Pdrive 01:es%0:mcgraw:8547d:n In the CD-ROM to accompany Motivos de conversación you will find additional practice with vocabulary, grammar, listening, and speaking. L E C C I Ó N M E T A S Comunicación: In this lesson you will learn vocabulary and expressions related to clothes and accessories. You will talk about the way you dress and shop for clothes. In addition, you will learn to describe the conditions and characteristics of people and objects. You will also learn about shopping and fashions in Spanish-speaking countries, and will see a regional costume and dance from Cuba. Estructuras: 3.1 More Irregular Present Tense Verbs: estar, ser, dar, ir 3.2 Ser Used to Express Identification, Origin, Material, and Possession 3.3 Estar Used to Express Location 3.4 Ser and estar with Adjectives 3.5 Present Participles and Progressive Forms LA ROPA QUE LLEVO Note: This paragraph previews the video episode for the chapter and presents some of the chapter themes. Make sure that students understand the text, and encourage them to answer the questions. En este episodio del vídeo visitamos una tienda muy bonita en el centro de Quito, capital de Ecuador. José Miguel acompaña a Paloma, que busca un par (pair) de jeans. Tiene Ud. que (Do you have to) ir de compras hoy? Qué quiere comprar? Quién va a acompañarlo/la? Va de compras con frecuencia? P A R A R E Í R Adivinanzas 1. Verde en el monte, negro en la plaza y coloradito en casa. Answers: 1. el carbón 2. el color amarillo 2. Detesto el color azul pues siempre que estoy con él me pongo verde. 1. Green in the mountain, / black in the plaza, / and red at home. 2. I detest the color blue, / because everytime I am with it / I turn green. Visit the Motivos de conversación web site at GRAMÁTICA ESENCIAL presents three or more concise explanations of essential, first-year grammar. Form-focused exercises and communicative activities follow each grammar point. PARA VER DE VERAS, in the Para resumir y repasar section, consists of a series of questions about the video still on the chapter opening page. Students refer to that photo to answer the questions, speculate about what is happening in the photo, and discuss the cultural elements visible in the photo and/or related topics from their own culture. algo (something)? con una mujer? con un hombre? Explique. gasté? b. Cuándo gasté yo 26 gastamos corrimos subimos gastasteis corristeis subisteis gastaron corrieron subieron dólares? c. Gastó esa cantidad (name of student)? 2. Elvira corrió por la calle. a. Quién corrió? b. Por dónde corrió ella? c. Corrieron Uds. por la calle? 3. Alberto, Juan y Ud subi a
3 nic48703_fm_xiii 10/2/02 4:24 PM Page xiii autopage1 Autopage1:0sheri:8547d: c48703_ch04_116 10/2/02 2:40 PM COMUNICACIÓN is an optional section that gives students an additional opportunity to express themselves more freely through a series of communicative activities for pair and group work. ª De la vida real OMUNICACIÓN In the CD-ROM to accompany Motivos de conversación you will find additional practice with vocabulary, grammar, listening, and speaking. Videotemas, in the Comunicación section, assesses students understanding of the chapter video episode and allows them to discuss their own experiences related to the video themes with a partner. b c a a por... above all b lo... they have a great time c Lo... The only bad thing d todo... as often as they would like e más... more often d Viaje Viaje por el mundo hispánico, following every main chapter, highlights basic facts and figures about the Spanish-speaking countries featured; offers photographic and narrative insights into the history, geography, culture, and people of the Hispanic world; and reproduces a brief poetic selection from the region. The headphones icon with each Poesía section reminds students that these selections are also recorded on the Listening Comprehension Program, available on audio CD, that accompanies their textbook. por el mundo 4. De qué servicio es so 5. Qué descuento hay con el plan Multicarrier? 6. Cómo se llama la compañía de larga distancia? ª Videotemas ºA Lo puedes adivinar? (Can you figure it out?) You already know that using cognates and context will help you figure out unfamiliar words and phrases. Can you guess the meaning of the following expressions from the advertisement using those two strategies? Reread the ad, then match each expression with its English equivalent. 1. unidos 2. llamar por teléfono 3. naturalmente 4. socio 5. descuento 6. sin costo 7. Círculo FamiliAmigos 8. larga distancia Mire el episodio del vídeo de esta lección y después haga las actividades que siguen. ºA Comprensión. Conteste las siguientes preguntas sobre el episodio del vídeo. 116 a. discount b. Family and Friends Circle c. free, without cost d. close, together e. to call on the phone f. long distance g. member h. naturally 1. Dónde está Elisa? Qué mira? Por qué dice «Esto es imposible»? 2. Qué dice José Miguel cuando llega (he arrives)? Cómo debe (should he) separar las fotos? 3. Quién es Paloma? Cómo es? 4. Quién es Gustavo? A qué hora llegan él y Paloma? Adónde van después? ºB En parejas. Comente lo siguiente con un compañero / una compañera. 1. Traiga tres o cuatro fotos de su propia familia a la clase. Describa las fotos. Quién(es) está(n) en cada foto? Cómo se llama(n)? Cómo es cada persona? Qué lleva? Vive todavía? Dónde vive? 2. Cuál es la relación entre Ud. y las personas de las fotos? Le gustan esas personas? Por qué (no)? 3. Si las personas todavía viven, cuándo las ve? Ve Ud. cambios (changes) en ellas? Qué cambios ve (de pelo, de peso, de altura)? Cuántos años tienen las personas en las fotos? Y ahora? 4. Tiene Ud. novio/a (esposo/a)? Cómo se llama? Cómo es? Tiene una foto de él/ella? Sale Ud. con él/ella con frecuencia? Cuándo salen? Adónde van, generalmente? Presentation: Have students look over the ad for 15 seconds, then ask them to guess what it is for. Have students read the text aloud while you point out Chile, Montevideo, and Uruguay on a map. Once the topic and context have been established, continue with the reading activities. e CUBA REPÚBLICA DOMINICANA PUERTO RICO hispánico :es%0:mcgraw:8547d:nic48703_pagefiles: 01:es%0:mcgraw:8547d:nic48703_pagefiles: CUBA, PUERTO RICO Y LA REPÚBLICA DOMINICANA* J POESÍA osé Martí ( ), periodista 1 y escritor 2 cubano, luchó 3 por la independencia de Cuba. Los versos de su famoso poema «Yo soy un hombre sincero» se oyen 4 hoy en día 5 en la canción «Guantanamera». Igual que 6 ese poema, el siguiente viene de su libro de poesía Versos sencillos. XXXVII Aquí está el pecho, 7 mujer, Porque noto, alma torcida, 11 que ya sé que lo herirás 8 que en mi pecho milagroso, 12 más grande debiera ser, 9 mientras más honda 13 la herida, 14 para que lo hirieses 10 más! es mi canto más hermoso journalist 2 writer 3 fought 4 se... are heard 5 hoy... today 6 Igual... Just like 7 chest (breast) 8 lo... you will hurt it 9 debiera... it should be 10 para... so that you could hurt it alma... twisted soul miraculous mientras... the deeper wound 15 es... the more beautiful (is) my song DATOS ESENCIALES NOMBRE OFICIAL: República de Cuba CAPITAL: La Habana POBLACIÓN: habitantes ÁREA: km 2 ( millas 2 ) FIESTA NACIONAL: el 20 de mayo, Día de la Independencia NOMBRE OFICIAL: Estado Libre Asociado de Puerto Rico CAPITAL: San Juan ÁREA: km 2 (3.425 millas 2 ) FIESTA NACIONAL: el 24 de junio, Día de San Juan Bautista NOMBRE OFICIAL: La República Dominicana CAPITAL: Santo Domingo POBLACIÓN: habitantes ÁREA: km 2 ( millas 2 ) El Castillo del Morro y la Fortaleza en San Juan MOSAICO HUMANO U na manera fenomenal de aprender algo sobre la historia de Puerto Rico y conocer a su gente es hacer una visita al Viejo San Juan, el barrio colonial de la capital de Puerto Rico. Está situado en una península pequeña entre el Mar Caribe y la Bahía 16 de San Juan. Allí hay casas, iglesias y edificios antiguos algunos del siglo 17 XVI restaurados a su condición original. Además de los elegantes edificios de arquitectura colonial (todos pintados de colores pastel: azul, amarillo, rosado, verde lima), en el Viejo San Juan hay varios museos interesantes. En el Centro Nacional de Artes Populares y Artesanía 18 se pueden admi rar obras 19 de artistas puertorriqueños d l i l sente. El Muse P b José Martí A VER SI SABÍAS QUE... xiii los taínos, un pueblo indígena del Caribe, llamaban 24 «Borinquen» a la isla de Puerto Rico. Los puertorriqueños todavia 25 se llaman «boricuas» o «borinqueños». el nombre del dios 26 taíno de los vi
4 nic48703_fm.qxd 9/1/02 9:52 PM Page xiv mac34 Mac34: JLD_099: xiv PREFACE Other features of Motivos de conversación: A video still from the corresponding episode of the Video to accompany Motivos de conversación, Sixth Edition, appears on each chapter-opening page, along with introductory text and questions that serve as a pre-viewing activity and introduce students to the chapter themes. Motivo cultural (cultural note) provides insights into cultural phenomena and customs in the Hispanic world. Situaciones presents and practices useful conversational idioms related to the lesson s vocabulary. Para resumir y repasar, concluding each Grámatica esencial section, synthesizes the vocabulary and grammar of the current and previous lessons. Para ver de veras poses questions to students that take them back to the chapter-opening video still in order to discuss it in more detail. De la vida real presents realia from Hispanic publications that illustrate the grammatical points and vocabulary of the lesson in context and provide a point of departure for personalized communicative activities. Videotemas contains individual comprehension questions as well as a partner/pair discussion about the video episode. Poetry selections in Viaje por el mundo hispánico are also recorded on the Listening Comprehension Program (available on audio CD) packaged with the student text. Ampliaciones contain authentic readings, Repasos visuales (visually cued reviews), and Exámenes de repaso (self-tests). Each reading includes a prereading section (Antes de leer) that presents reading hints and strategies and a postreading section (Después de leer) with comprehension exercises. Useful appendices include verb charts (Appendix 1); information on punctuation, capitalization, and syllabication (Appendix 2); and answers to Para resumir y repasar and Exámenes de repaso exercises (Appendix 3). Spanish-English and English-Spanish vocabularies are found at the end of the book. Changes in the Sixth Edition Motivos de conversación has been revised and updated in large part based on the valuable suggestions received from instructors and students across the country who have used the Fifth Edition. The changes we have made to the textbook are minimal in accordance with the reviewers suggestions. Following is a brief description of the major changes to the student text. The chapter-opening page now includes a brief humorous feature called PARA REÍR. There is always a riddle sometimes two and, on occasion, a tongue twister. Related to the chapter theme and vocabulary, these ADIVINANZAS and TRABALENGUAS are intended to pique students linguistic curiosity and encourage their general cultural awareness. The GRÁFICOS section now includes new colorized art that makes illustrations much more appealing and improves the pedagogy of the text. PINTAR CON PALABRAS appears at the conclusion of the Vocabulario activo in many lessons. It offers students a final creative activity (to show mastery of current vocabulary) before proceeding on to new words and context. This section varies considerably in form from one lesson to another as it promotes provocative summaries and recreations in different formats. INFORMES CULTURALES is a culture-based exercise that now concludes every Examen de repaso in all five AMPLIACIONES. This activity requires students to recall key cultural information from the previous three lessons. Several poems in the Viaje por el mundo hispánico sections have been amplified or changed completely, providing students an exciting introduction to Spanish literature. The readings in AMPLIACIONES 3 and AMPLIACIONES 5 are new, as are, of
5 nic48703_fm_xv 10/2/02 10:37 AM Page xv autopage1 Autopage1:0sheri:8547d: PREFACE xv course, their accompanying explanations and activities. The Viaje por el mundo hispánico section following Chapter 12 has been revised completely and focuses on Panamá, Honduras, and El Salvador. All cultural notes and comments names, dates, census figures, and so forth have been updated with the latest information. The WORKBOOK has been revised to make it correspond completely to all changes and modifications in the sixth edition of Motivos de conversación, resulting in a tightly integrated program of materials. The Viaje por el mundo hispánico sections after every regular chapter often contain a brief poetry selection by a poet native to the region under discussion. These selections, which are also provided in audio CD format on the accompanying Listening Comprehension Program, are preceded by a brief introduction to the poet and his or her works, and are glossed to facilitate reading. This feature gives students an excellent opportunity to read authentic materials almost from the beginning of their study of Spanish, and may stimulate their interest in reading additional poetic or narrative works by the featured author or other authors. Multimedia Video. Motivos de conversación offers an exclusive, integrated 60-minute video that consists of sixteen episodes, correlated thematically to the Lección preliminar and each of the fifteen regular chapters in the textbook. Students will enjoy watching the diverse characters from around the Spanish-speaking world who populate the video. The video is integrated into the textbook in three places. On every chapter opener there is a video still along with introductory text and questions that serve as a video pre-viewing activity and introduction to the chapter themes. This text is accompanied by the video icon shown here. Later in the chapter, Para ver de veras asks a number of questions that encourage students to refer back to the photo on the chapter-opening page. After they answer questions about what they see in the photo and what they can speculate about it, students talk about personal experiences and, finally, try to relate the cultural aspects they see in the photo to aspects of their own culture. In the Comunicación section of each chapter is the Videotemas feature, also accompanied by the video icon to remind students that they need to have watched the episode in order to do these activities. Students first answer comprehension questions about the segment individually, then discuss personalized questions related to the video themes with a partner. Each time students revisit the video episode they will gain further insight into its content, the lives of the characters, Hispanic culture, and, by extension, their own culture. Additional information on using the video in the classroom, as well as a complete videoscript, is included in the Instructor s Manual. CD-ROM. Available in both IBM and Macintosh formats, the interactive CD-ROM that accompanies Motivos de conversación provides students with additional practice in each of the three main areas of their study of Spanish: vocabulary, grammar, and communication. Vocabulary displays from each of the regular chapters are reproduced on the CD-ROM in formats that help students bind meanings to the new words they are learning. Engaging grammar activities reinforce the structures that students have learned in the chapter, and communication activities give them the opportunity to record a conversation with a native speaker and play it back so that they can compare their pronunciation with the native speaker s! The CD-ROM also contains the McGraw- Hill Electronic Language Tutor (MHELT), which includes most of the form-focused vocabulary and grammar activities from the main text. Finally, the CD-ROM has a link to the Motivos website on the World Wide Web. The CD-ROM icon shown here appears with each main section head in each chapter to remind students to use the CD-ROM
6 nic48703_fmaie_xvi 9/18/02 4:30 PM Page xvi mac27 Mac27: sew/568: The A leer! Easy Reader Series features two short readers: Cocina y comidas hispanas, on regional Hispanic cuisines; and Mundos de fantasía: Fábulas, cuentos de hadas y leyendas. These readxvi PREFACE for further practice with vocabulary, grammar, and communication. World Wide Web. Bringing the Spanishspeaking world more directly into the classroom, the Motivos Web site provides links to other culturally authentic sites that students can explore on their own to gather further information about the topics explored in the text. This page also includes additional grammar practice activities in addition to other resources for students and instructors. Visit the site at The icon shown here appears on the chapter-opening pages to remind students to access the Web site; you should also encourage them to utilize this valuable resource! Supplementary Materials As a full service publisher of quality educational products, McGraw-Hill does much more than just sell textbooks to your students. We create and publish an extensive array of print, video, and digital supplements to support instruction on your campus. Orders of new (versus used) textbooks help us to defray the cost of developing such supplements, which is substantial. Please consult your local McGraw-Hill representative to learn about the availability of the supplements that accompany Motivos de conversación. The Workbook/Laboratory Manual provides additional form-focused and open-ended opportunities to practice the vocabulary and grammatical structures presented in the text. The workbook section also provides guided writing practice that helps students develop their expository writing skills, activities to accompany the Viaje por el mundo hispánico sections in the text, and a self-quiz at the end of every Workbook chapter that students can use to evaluate their own progress in the language. The laboratory section offers practice in pronunciation, listening comprehension, and speaking. The Audio Program, available on CD (for student purchase or free to adopting institutions), corresponds to the Laboratory Manual and contains activities for reviewing vocabulary and grammatical structures, passages for extensive and intensive listening practice, and guided pronunciation practice. The Audioscript contains a complete transcript of the Audio Program. Packaged with every new student text is a free Listening Comprehension Program, available in audio CD format. It contains the poetry selections and biographical information about the poets from the Viaje por el mundo hispánico sections of the text, enabling students to listen to the selections while following along in their book or at other times to improve their pronunciation and listening comprehension skills. The Instructor s Edition is a replication of the student text that contains extensive notes on vocabulary, grammar, and culture and suggestions for additional exercises and activities, including listening comprehension and oral practice. The Instructor s Manual contains lesson plans, a short sample text for each chapter, supplementary class aids, and methodological suggestions. It includes various approaches to difficult grammar points, more detailed explanations (when appropriate), rationales for the organization of class materials, hints on varying the presentation of the lessons, and aids for presenting students with strategies for avoiding common pitfalls and clarifying areas of confusion. It also contains a complete videoscript and a section on using multimedia (video, CD-ROM, Web site) in the classroom. Available in both IBM and Macintosh formats, the McGraw-Hill Electronic Language Tutor (MHELT) includes most of the form-focused vocabulary and grammar activities from the main text. It is also included on the CD-ROM that accompanies Motivos de conversación. The Storyteller s Series offers high-interest fiction (novellas and short stories) designed for advanced-beginning or intermediate students.
7 nic48703_fm.qxd 9/1/02 9:52 PM Page xvii mac34 Mac34: JLD_099: PREFACE xvii ers, developed to reinforce vocabulary acquisition, can be used as early as the second semester and are intended for use outside the classroom. The El mundo hispano reader features five major regions of the Hispanic world, as well as a section on Hispanics living in the United States. A selection of top-quality Spanish-language videos, including the Destinos Video Modules, can be used with Motivos de conversación. Acknowledgments We wish to thank all of the instructors who participated in the development of the previous editions of Motivos de conversación. Their comments, both positive and critical, were instrumental in the shaping of those editions. We would also like to express our gratitude to the instructors who completed surveys indispensable to the development of the sixth edition. The appearance of their names does not necessarily constitute an endorsement of the test or its methodology. Yaw Agawu-Kakraba Grand Valley State University Man-Lih Chai Notre Dame College Nancy Crane Tompkins Cortland Community College Reyes Fidalgo University of Massachusetts Leslie J. Ford Graceland College John de Francesco Camden County College Kay Kringlie Valley City State University Eduardo Mitre Canahuati Saint John s University Susan Murga Bucks County Community College Elvira Pirraglia Herbert S. Lehman College Beth Spragins Wake Technical Community College Special thanks is owed Eduardo Neale-Silva, many of whose contributions to previous editions of Motivos de conversación can still be found in these pages, and to Laura Chastain, for her careful native reading of new Spanish materials. Finally, the authors would like to express their appreciation to the McGraw-Hill editorial and production staff: William R. Glass, Max Ehrsam, Fionnuala McEvoy, Jennifer Chambliss, and Violeta Díaz. We would also like to thank Nick Agnew in Marketing and the McGraw-Hill sales force for their continued support. Finally, we would like to extend a special thank you to Thalia Dorwick for her inspiration and support throughout the years.
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University of Florida, College of Liberal Arts and Sciences Fall 2011 Message from the Chair Keep in touch! We love to know what our students, alumni and friends are up to. You can contact our department
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