CONFIRMING PAGES

Preface

Pasaporte is a conversation-based review text designed for advanced beginning students who need a refresher course before enrolling in second-year Spanish. Courses for this population of students have always presented a myriad of challenges to instructors. In addition to dealing with the disparate knowledge base of students at this level and the time lapse since the last Spanish course taken, we are faced with teaching a year’s worth of material in one semester. With so many grammar points to cover, instructors often feel compelled to give short shrift to communicative activities and culture. This rapid treatment of so many linguistic structures leaves students with little opportunity to practice, recycle, and synthesize basic grammar or for communicative activities set in authentic cultural contexts. As we formulated the scope and sequence for Pasaporte, we considered what intermediate students should be able to do when they begin second-year Spanish. Ideally, we would like them to be able to describe and compare people and places; narrate in the present, past, and future; talk about likes and dislikes; react and make recommendations: and begin to recognize how a hypothesis is expressed. With these goals in mind, we determined that the communicative functions would be presented in an intelligent and stimulating context that would encourage discussion about real-life global opportunities in which the Spanish language would be an obvious asset. It is this real-world content featured in Pasaporte that makes grammar practice more interesting through its focus on opportunities to travel and work abroad. The book opens with a Global Opportunities Fair, attended by students, professionals, and other people exploring opportunities to travel, study, volunteer, or do internships in Spanish-speaking countries. The context of each subsequent chapter is based on one of the opportunities and the country in which it is offered, such as volunteerism in Ecuador, internships in Costa Rica, or teaching opportunities in the Dominican Republic. This cultural backdrop provides a context relevant to traditional and non-traditional students alike in a variety of educational settings. Pasaporte addresses the challenges of this first-year review course by: • Narrowing the focus of instruction to seven key communicative goals. • Providing opportunities to recycle and continually practice language functions and vocabulary. • Increasing opportunities for communicative activities through collaborative learning and a task-based approach. • Providing a culturally rich backdrop relevant to the interests of students of all ages through the context of global opportunities. • Empowering students to use the language to seek information and solve real-world problems. ix

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CONFIRMING PAGES Pasaporte’s unique approach aims to lighten the grammar load and increase opportunities for communicative practice so that students can strengthen their understanding of key grammar points and start to improve their accuracy as they become more comfortable expressing themselves in Spanish. The grammar load is lightened by narrowing the focus to seven key communicative goals: describing, comparing, expressing likes and dislikes, narrating in the past, reacting and making recommendations, talking about the future, and recognizing how a hypothesis is expressed. All exercises and activities focus on helping students perform these functions with increasing accuracy in both oral and written work. Our objective is to help students feel a tangible sense of accomplishment as they progress through the course. Therefore, a key element in this approach is to build in consistent recycling activities that provide repeated opportunities to practice these same functions over and over throughout the course. Each chapter includes activities in which students work with the previously presented communicative goals in the context of the theme of the new chapter. From the outset, students learn the relationship between these communicative goals and the grammatical structures needed to perform them with accuracy. Communicative Function Describir

Grammatical Structure • agreement • ser versus estar • participles as adjectives

Comparar

• agreement • tan... como, tanto/a/os/as... como, más/menos... que

Reaccionr y recomendar

• subjunctive in noun clauses • commands

Narrar en el pasado

• • • •

Hablar de los gustos

• gustar-type constructions • indirect object pronouns • subjunctive after me gusta que...

Hablar del futuro

• future • subjunctive in adverbial clauses

preterite imperfect present and past perfect hace... que

Hacer hipótesis (for recognition only) • past subjunctive • conditional Secondary grammar points are highlighted in the Pistas calientes, or short grammar explanations, which appear alongside the activity calling for that grammar point to be used. In the Online Learning Center (OLC) and in the Instructor’s Manual (IM) there are practice exercises and Ponerlo a prueba quizzes for each secondary point to help students ascertain their understanding of this grammar point. By doing the diagnostic Ponerlo a prueba, students will know if they need to study that particular point further. This allows them to focus on reviewing those points that are problematic for them. Expressing numbers in Spanish often presents a challenge for students. To this end, we have also included a culturally based activity in every chapter that presents numerical information relevant to the topics covered in the chapter such as dates, demographics, geographical distances, and biodiversity.

x ■ Preface

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CONFIRMING PAGES National Standards Communication Pasaporte gives students the opportunity to use the language to complete a variety of real-world, task-based exercises. For example, in Capítulo 5, Su pasaporte al Ecuador: Trabaje como voluntario, students work with a partner to furnish the missing information in medical charts at a clinic in Ecuador and assume the role of a supervisor who must place volunteers in positions for which they are the most suited. In this same chapter, students are asked to communicate in written form as they compose cover letters to submit with their applications to a volunteer program in Ecuador. Finally, students interpret oral and written messages as they listen to native speakers describe past experiences as volunteers and read short cultural notes, advertisements, and course descriptions. Culture The premise of Pasaporte is to pique students’ curiosity about opportunities to travel, work, and study abroad. As previously mentioned, the preliminary chapter is set at the Global Opportunities Fair, where various groups recruit people for their programs to study, work, volunteer, or participate in cultural or adventure tours abroad. Each chapter explores one such program in a particular country. The chapter opens with a cultural photo and a map-based activity that highlights ten fascinating places in the target country. These places appear again in the chapters and are used to provide the context for the grammar presentation and practice. Vocabulary scenes and activities related to the chapters’ countries are found throughout the text. Each chapter closes with several pages of cultural photos and culturally contextualized activities targeting listening, speaking, reading, and writing skills. Connections Pasaporte connects the Spanish language to other content areas through the premise of the Global Opportunities Fair and the different programs highlighted in each chapter. Content from other subject areas is integrated with Spanish as students follow the participants of the Global Opportunities Fair as they seek to explore study, work, and volunteer opportunities or practice their favorite pastimes in other countries. For example, in Capítulo 5, students travel with medical professionals and volunteers to Ecuador, where they learn to use Spanish to describe illnesses, injuries, and the remedies often prescribed. In the second half of the chapter, the students take on the roles of volunteers who, in the process of applying to different programs, must describe their qualifications—relevant coursework in their majors, work experience, and their hobbies and interests—thereby using Spanish to connect diverse content to students’ interests. Comparisons Throughout Pasaporte, students are prompted to make comparisons between the new information they are learning about the Hispanic world and what they already know about their own world. For example, many vocabulary exercises ask students to compare a picture with a similar context from their reality. Several activities are designed to prompt personal reactions to new cultural information. Finally, the first activity of Oportunidades globales is often a cultural comparison activity. Community Pasaporte offers many opportunities to extend learning beyond the classroom and into the global community. Students explore the Spanishspeaking world and complete real-world tasks using the Internet. For example, in Capítulo 3, they are asked to explore course offerings in universities abroad and familiarize themselves with the Sister City program as they research potential sister cities for their own town.

Preface ■

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CONFIRMING PAGES

A Guided Tour of Pasaporte

¡Vamos a... !

These materials are designed to be used in a quarter or semester intensive course for students who have had previous Spanish courses or significant contact with the language but, due to a lapse of time or other circumstances, are not quite ready for an intermediate course. These may be students who took Spanish many years prior or who took some courses at the high school level but not enough to match a first year of college-level language instruction. We have tried to design a book that is intellectually stimulating for students of all ages and backgrounds.

This map activity familiarizes students with the geography of the country of focus and presents tidbits of history and cultural information. It also sets the tone of collaborative learning as it is the first partnered task activity. Students must work together to match the ten icons on the map with the description of the city or region they represent.

a! la Argentin ¡Vamos a

Chapter Opener

ne with Argenti Argentina? t you familiar é sabe de la entina? Are e a list of wha A. A ver, ¿qu w about Arg partner, mak already kno ory? With a What do you foods, customs, or hist es, people, plac w. kno ady _ you alre ____________ ocemos... ____________ _ Nosotros con ____________ ____________ ____________ estos lugares: _ ____________ ____________ s: ____________ esas persona ____ ____ ____ culturales: ctos aspe s esto tes? inan fasc lugares están estos B. ¿Dónde

The first page of every chapter presents a photo of the country of focus. A brief self-test asks students to quickly assess their preexisting knowledge of the linguistic functions and grammatical points that will be used throughout the chapter to complete tasks. This serves to activate the students’ previous cultural and linguistic knowledge and raise their cultural and linguistic awareness.

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Vocabulario del tema There are two vocabulary presentations in Capítulos 1–7. Active vocabulary is presented by a culturally rich drawing that depicts a scene in the country of focus. The subsequent vocabulary activities correspond to the scenes in the picture. The first is a listening comprehension activity in which students hear one of the characters in the drawing use everyday language to describe the scene. More activities and personalized questions follow, asking students to describe the picture and finally to make some comparisons with a similar context in their own country.

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CONFIRMING PAGES Punto gramatical There are two main grammar points presented in Capítulos 1–7. In the Gramática en contexto section, the grammar point is presented by means of a conversation or short dialogue between characters depicted in the vocabulary picture and activities. The Explicación gramatical is given in English so that students can quickly review the specific linguistic points. What makes our Explicación stand out is that students are redirected to the Gramática en contexto. They are asked to focus on form and underline examples of each point of the explanation to demonstrate comprehension of the concept. Finally, there is a short diagnostic exercise, Ponerlo a prueba, to verify comprehension before moving on to more communicative activities targeting the use of the grammar point.

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Reciclaje gramatical and Reciclaje comunicativo

aporte

Capítulo 48 ■

Appearing in odd-numbered chapters, Reciclaje gramatical is dedicated to reviewing the communicative goals presented in previous and current chapters. Each exercise is identified by its communicative function. Appearing in even-numbered chapters, Reciclaje comunicativo is a picture-based activity in which students are asked to recycle all previously presented communicative tasks as they describe the image.

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Oportunidades globales In this section, students are provided with an opportunity to use all four skills to explore, describe, and react to the culture of the country of focus. Oportunidades globales is divided into four sections. Preceding these sections, Introducción gives an overview of the theme of the chapter. This paragraph is followed by two or three short comprehension questions, one of which usually asks students for a personal reaction or to draw comparisons with his or her own culture. The next section, ¡A escuchar!, is a listening activity in which students hear a native speaker relate his or her experience with the program in which he or she is participating. Students then answer simple questions to demonstrate comprehension. In ¡A leer!, students are presented with four beautiful photos and four short paragraphs about the places or events depicted in the photographs. To demonstrate comprehension, students must match the paragraph with the appropriate photograph and answer comprehension questions. ¡A conversar! presents students with two oral proficiency situations to enact. In addition to recycling the grammar and vocabulary highlighted in the chapter,

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nts Have stude t ¡A escuchar!:ions before doing Audioscrip false quest read the true/activity. o en the listening do su tiemp de les haya gusta Espero que Mañana vamos a salir . explorar Buenos Aires ver otros paisajes y excursión para de la cultura argentina. una tos otros aspec s a pasar tres días en Primero vamo Pampa. Allí vamos a de los la rutina diaria estancia en 6:00 poco de la aprender un s a despertarnos a las unar gauchos. Vamotodos los días, y desay s a na os. Vamo de la maña os de los gauch fuerte, al estilo lo y observar a los gauch cabal los. en r cabal pasea y los las el ganado trabajar con ién vamos a compartir Nosotros tamb gauchos. Es , tareas de los pantalones necesario llevar sombrero buen un en el botas y mucho sol porque hace final la Pampa. A tar verano en vamos a disfru de de cada día tradicional de un asado cordero. Los y carne de res pueden pedir os de vegetarian ada una ensal una pasta o ués de la cena, Desp a. de la cocin nsar al lado a los vamos a descamientras escuchamos una hoguera la guitarra y cantar. Mar dos días en gauchos tocar vamos a pasar a hacer nada s Finalmente r en e no vamo del Plata dond nsar, tomar el sol y nada de traje más que desca que deben llevar un Así el océano. ien. tamb baño

tulo 2: Su 62 ■ Capí

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la : La divers conocidos de o cterísticos y com ctos más cara to los paisajes de los aspe or. argentina. Tan tango es uno país encantad la identidad Aunque el o, ntes de este una parte de tang ona y es resi ñol sólo imp cciones os de espa Argentina, ntina son atra cursos intensiv tos culturales imporla cultura arge r dos semanas dando ocer otros pun ina la pasa diantes a con o días. A Nora le fasc Después de clientes cinc lleva a los estu sus de pre n con rsió siem re) a excu (sha Nor durante una rtunidad de compartir opo tantes del país vecha cada . historia y apro su propio país historia de algo de la rica s lugares a conocer otro estudiantes Comprensión ta llevar a sus a Nora le gus intere1. ¿Por qué órico que le na? interés hist de la Argenti vive algo de Ud. de ciudad don 2. ¿Tiene la a? Explique. saría a Nor

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A Guided Tour of Pasaporte ■

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CONFIRMING PAGES the context of each situation is culturally based so that students are encouraged to use the cultural knowledge gained in the chapter to complete the task. To help students acquire sociocultural competence in everyday situations, the particular conversational skill, or destreza conversacional, required in each situation is called out to the student and a list of Expresiones útiles is provided. Finally, in ¡A escribir!, students are asked to communicate in written form to complete a task.

For instructors and for students: Online Learning Center (www.mhhe.com/pasaporte) Students can find additional practice online through this free website dedicated to Pasaporte. Activities to practice and test their knowledge of the vocabulary, grammar, and cultural facts are presented in each chapter at the McGraw-Hill Online Learning Center (OLC). The Audio Program that corresponds to the listening comprehension activities found in the text are located on the OLC. In addition to the material specific to each chapter of Pasaporte, students will find coursewide content such as grammar tutorials to provide extra review of grammar points. Audio Program The Audio Program to accompany Pasaporte corresponds to Actividad A of each vocabulary presentation as well as to the ¡A escuchar! activity found in the Oportunidades globales section. Students and instructors can access the Audio Program on the Online Learning Center. Supplementary Materials to accompany Pasaporte: Grammar Exercises and Speaking Activities This workbook provides a wide range of imaginative, classroom-tested materials that include listening comprehension activities, pronunciation practice, grammar worksheets, integrative activities, games, communicative goals practice, and many picture-based conversation activities. Although activities in the textbook are more challenging and task-based, this workbook provides additional form-focused exercises. Estampillas musicales (Music CD) The Estampillas musicales music CD contains six songs from the various regions featured in Pasaporte—Spain, the Caribbean (Dominican Republic), Mexico, the Southern Cone (Argentina and Chile), the Andes (Ecuador), and Central America (Costa Rica).

For instructors: Instructor’s Edition The Instructor’s Edition contains detailed suggestions for executing activities in class. It also offers options for expansion and follow-up. Instructor’s Manual Available on the Instructor’s Edition of the Online Learning Center, the Instructor’s Manual (IM) contains sample syllabi and lesson plans as well as sample chapter exams, which instructors can edit and customize to meet the testing needs of their particular program. Audioscript The complete transcript of the Audio Program is available electronically in the Instructor’s Edition of the Online Learning Center.

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Acknowledgments

We would like to thank everyone who has helped us in a myriad of ways to bring this project to fruition. First of all, William Glass’s support of this book from the outset was very important to us. Working closely with such a committed and encouraging sponsoring editor as Katie Crouch and an equally enthusiastic development editor as Jenni Kirk made the process so much easier. We thank our friend and colleague, Jose Luis Mendiara, who contributed early editing advice and sincere encouragement, and all of the friends who gave us amazing photographs to enhance the presentation of each and every chapter: Tony Barlow, Frank Foerster, Cecilia Lanata Briones, Esteban Lardone, Sharla Milligan, Reyna Morris, and Adam and Jessica Dailey. We thank the rest of the McGraw-Hill editorial team, especially David Blatty (Production Editor), Emma Ghiselli (Art Editor), Violeta Díaz (Designer), and Natalia Peschiera (Photo Research Coordinator). We are grateful to Laura Chastain for her careful review of the manuscript for matters of style, clarity, and linguistic and cultural authenticity. Thanks to Jorge Arbujas, Executive Marketing Manager for World Languages, and the rest of the marketing team, for helping to make Pasaporte a success. We would also like to thank the following experts and instructors for their invaluable feedback and suggestions in the planning stages of this project. Their comments were instrumental in the shaping of this text. The appearance of their names does not necessarily constitute an endorsement of the text or its methodology. Frances Matos-Schultz, University of Minnesota Robert Cameron, Florida State University Erin McCabe, George Mason University Ann Hilberry, University of Michigan Leticia L. McGrath, Georgia Southern University Margarita García Notario, Plattsburgh State University Teresa Pérez-Gamboa, University of Georgia Finally, a very special thanks to our husbands and families for their support and encouragement every step of the way. Malia LeMond Cynthia Barlow Sharon Foerster

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