n e x o s

Transcripción

n e x o s

nexos
SECOND EDITION
nexos
SECOND EDITION
Spaine Long | Carreira | Madrigal Velasco | Swanson
Making connections to the
language and cultures of
the Spanish-speaking world
through technology
The Multimedia eBook is at the heart of Nexos’ media-rich program.
Turn to pages 4–5 of this brochure to learn more.
nexos
SECOND EDITION
nexos
SECOND EDITION
Nexos, Second Edition
Sheri Spaine Long, University of Alabama at Birmingham
María Carreira, California State University, Long Beach
Sylvia Madrigal Velasco
Kristin Swanson
528 pages | Paperbound | 8 x 10 | 4-color | ©2010
Available January 2009!
ISBN-10: 0-547-17189-7 | ISBN-13: 978-0-547-17189-0
Help your students connect to the language and cultures of the Spanish-speaking world with the completely integrated print and
digital components that comprise the Nexos program. Throughout the program, cultural themes and related activities encourage
students to engage in meaningful communication using the interpersonal, interpretive, and presentational modes. Nexos’ realistic
pacing of material, easy-to-use grammar, practical vocabulary, and an engaging storyline video—which contextualizes grammar and
vocabulary—all work together to help students gain confidence and move quickly toward proficiency.
For instructors, it’s easy to make the connection to total teaching flexibility! Whether you teach a traditional classroom course, a
hybrid course (combination of classroom and online), or an online distance-learning course, Nexos, Second Edition offers solutions
through carefully integrated resources that can be combined in any way, giving you the freedom to easily use the Nexos program to
teach your course your way.
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¡Prefiero hablar de
mi tiempo libre!
¿Cuántas clases
tienes?
¿Qué clases vas a tomar?
//////////////////////////
//
> Los datos
Indica si los siguientes comentarios son ciertos o falsos, según la información de la tabla.
////////////////////////
> Investigaciones
Campos
de estudio
“Los campos (fields) de estudio más
populares de un país (country) o
región frecuentemente representan
los valores (values) de esa sociedad”.
Cuba (%)
Educación
Humanidades
En tu opinión, ¿es cierta o falsa esta
idea? ¿Representa tus valores tu
campo de estudio? Observa la tabla
de la página 73. ¿Cuáles son los
campos de estudio más populares de
cada país? ¿Qué diferencias hay?
República
Dominicana (%)
45,9
11,6
7,0
1,7
6,3
13,0
Ciencias sociales /
Negocios
7,1
31,1
30,1
Ciencias naturales
17,2
10,0
17,2
Ciencias médicas
16,2
6,0
10,3
Otros
11,9
35,0
22,4
� La educación es el campo de estudio más popular
Estos estudiantes conversan y trabajan en la
computadora antes de
ir a clase.
en EEUU.
F
� El campo de estudio menos popular en Cuba es
la educación.
F
� Las ciencias sociales y los negocios son los
////////////////////////
campos de estudio más populares en EEUU y la
República Dominicana. C
> Communication
By the end of this chapter you will be able to
> Cultures
�
talk about courses and schedules and
tell time
�
talk about present activities and future plans
�
talk about possessions
�
Puerto Rico, the Dominican Republic, and Cuba
�
ask and answer questions
�
the 24-hour clock
�
three unusual schools in the Caribbean
By the end of this chapter you will have learned about
> ¡Adivina!
¿Qué sabes de Cuba, la República Dominicana
y Puerto Rico? (Las respuestas están en la
página 98.)
OCÉANO ATLÁNTICO
La Habana
� ¿Cuál es el más pequeño? ¿Y el más grande?
� ¿Cuáles tienen una influencia africana muy
importante?
� ¿Dónde se originó (originated) la música merengue?
¿la rumba y el mambo? ¿la bomba y la plena?
5
4
2
Estados
Unidos /
Puerto Rico (%)
Standards: In this chapter students make connections and comparisons (C 4.2: Cultural Comparisons) with Caribbean communities via their exploration of
authentic websites and readings (C 5.1: School and Community) and gain insights into the Caribbean cultures (C 2.1: Practices of Culture).
CUBA
LA REPÚBLICA
DOMINICANA
San Juan
Santo
PUERTO
Domingo
RICO
Answers, ¡Adivina!: 1. Puerto Rico, Cuba
2. Puerto Rico, Cuba y República
Dominicana 3. el merengue: República
Dominicana; la rumba y el mambo: Cuba;
la bomba y la plena: Puerto Rico
Suggestion: Begin with a warm up:¿Dónde está el Caribe? ¿Está cerca de o lejos de la Florida? ¿California? ¿Nueva York? ¿Texas? ¿Canadá? To personalize,
ask students who have visited or lived in the Caribbean or have relatives there to share their experiences.
72
73
Learn more online: www.cengage.com/spanish/nexos
2
video without sound, have students jot down words to describe
types of body language
that they
Connecting
language
may observe.Words like animado,
indiferente, activo,
etc., or other
real-world
video
descriptive words can be written
on the board and students can
choose from the list.
Estrategia
Using body language to aid in comprehen
and
culture through
In video, as in life, you can gain insight by ob
the person speaking. Even if you don’t under
hear, you can get clues to a person’s meanin
sions, gestures, hand movements, and overa
woman a question
and she shrugs and walks
Vocabulario útil 2
The Nexos three-tier video connects students to the cultures of the even
Spanish- if she hasn’t uttered a single word.
As a previewing strategy to
speaking world while helping to develop early speaking skills. Relevant,
contextualized
are modeled in the storyline video, The deciphering of body language is an
help vocabulary
guide yourpresentations
comprehenin the cultural clips, and in the stunning new geographic footage.
¡Imagínate! �
sion of the video segment,read
in their daily interactions. This skill, which yo
the items in Activity 4 on page
Vocabulario
útil
2
through your
day-to-day
interactions with oth
83 before you view the video.
as you try to understand the characters in th
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¡Imagínate! �
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CHELA:
ANILÚ:
CHELA:
ANILÚ:
CAMARÓGRAFO:
CHELA:
CAMARÓGRAFO:
CHELA:
00:00:00
�
Para pedir y dar la hora
¿Qué hora es?
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1 Look at the Vocabulario útil sections on pages 74, 77, and 79 and identify the three main characters you see in the photographs. Then match the
person on the left with their concern on the right.
1.
2.
3.
b
a
c
Chela
camarógrafo
Anilú
a. Tiene que ir a clase.
b. Busca información sobre la vida universitaria.
c. Prefiere hablar sobre los fines de semana.
2
The following is a list of key words that are used in the video. Quickly
review this list.
la entrevista
la red
the interview
the Web, the Internet
transmitir
to transmit
3 It is obvious from the list in Activity 2 that the video segment will
probably include an interview. Write a list of five questions that you might
ask a university student in an interview for your university’s web page.
MODELO: ¿Cómo te llamas?
¿Qué...?
Suggestion: While watching the
video without sound, have students jot down words to describe
types of body language that they
may observe.Words like animado,
indiferente, activo, etc., or other
descriptive words can be written
on the board and students can
choose from the list.
As a previewing strategy to
help guide your comprehension of the video segment,read
the items in Activity 4 on page
83 before you view the video.
¿Cuándo...?
Estrategia
00:00:00
�
Son las cinco y
media.
¿Qué hora es?
cinco give
y
las cinco menos
To askSonforlasand
theSon
time
diez.
What time is it?
—¿Tienes tiempo para tomar un café?
—Sí, es temprano. / —¡Ay, no, ya es muy tarde!
cuarto. Faltan quince para
las cinco.
Notice: It takes a lot of practice for true
beginners to be able to tell time efficiently.Practice random hours.Use a
clock prop with movable arms or list
times on a board and practice: 5:35, 2:15,
1:12, 10:45, 6:17, 7:07, 8:56, 3:32, 4:47,
9:25, 11:20, 12:05, 7:48, 10:10, 1:16, etc.
Take advantage of all digital clocks on
computers, organizers, and phones.
Compare the following two questions and responses.
¿Qué hora es? (What time is it?)
77
Page 98
Chela
is asking the stu
Are they responding positively or negative
The humorous storyline video follows the adventures of six university students
in Costa Rica
they cross paths,
(in some Anilú
cases) fail tois
meet.
Well2. asWhat
do meet,
youandthink
like?
received by students and instructors alike, the engaging episodes are closely
integrated 3.
in theWhat
text from the
beginning
chapter, while supporting
does
theof every
cameraman’s
body languag
Es la una. (It’s one o’clock.)
¿A qué hora es la clase de
español? ([At] what time is Spanish
class?)
Es a la una. (It’s at one o’clock.)
In video, as in life, you can gain insight by observing the body language of
the person speaking. Even if you don’t understand every word that you
hear, you can get clues to a person’s meaning by watching facial expressions, gestures, hand movements, and overall body motion. If you ask a
woman a question and she shrugs and walks away, her meaning is clear
even if she hasn’t uttered a single word.
The deciphering of body language is an automatic habit all people use
in their daily interactions. This skill, which you have already developed
through your day-to-day interactions with other people, will come in handy
as you try to understand the characters in the video.
Point out: When you ask the time, use
¿qué? and when asking what time
something takes place, use ¿a qué?
¡Explora y expré
Now watch the video segment for Chapter 3 without sound. Pay special attention to the body language of the characters as you watch.
82
Compare the following two questions and responses.
Now watch the video segment for Chapter 3 w
Para pedir y dar la hora
tention
to the body language of the characters
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PM
1. What
do you
think
Using body language to aid in comprehension
El video
El video
Es la una.
Antes de ver el video
To ask for and give the time
What time is it?
¿Qué hora es? (What time is it?)
CHELA:
¿Qué haces los sábados?
Es la una. (It’s one o’clock.)
ANILÚ: Por la mañana, corro
por el parque. A las
¿A qué hora es la clase de
([At] what
time is Spanish
dos de la tarde, español?
tengo
clase
de danza
class?)
afrocaribeña.
Es a la una. (It’s at one o’clock.)
CHELA: ¿Y por la noche?
ANILÚ: Por la noche escucho
música
mis
Point out: When
you ask the time,con
use
¿qué? and when asking what time
amigos o vamossomething
al cine
o use
a ¿aun
takes place,
qué? restaurante.
Preparation:
Some students
will prefer
CAMARÓGRAFO:
¿qué
hora es?
¡Tengo
que
irme!
Son las dos.
Son Uy,
las cinco
y cuarto.
practicing with an old-fashioned clock
las cinco¿adónde
y quince.
CHELA:Son Pero,
vas?
otra
face.Draw ¡Necesito
a large circle on the board,
add numbers to clock and clock hands;
entrevista!
you can quickly erase to change the
time.To the right side of the clock write
CAMARÓGRAFO: ¡Tengo clase a las
once!
y (+) and to the left write menos (–).
Outside the clock
face, label cuartoEspera
and
CHELA: Son las once menos
cuarto.
un
media and draw a sun on the upper
right and a moon to the upper left.
minuto, por favor.
Page 82
A ver
¿Qué haces los sábados?
Por la mañana, corro por el parque. A las
dos de la tarde, tengo clase de danza
afrocaribeña.
¿Y por la noche?
Por la noche escucho música con mis
amigos o vamos al cine o a un restaurante.
Uy, ¿qué hora es? ¡Tengo que irme!
Pero, ¿adónde vas? ¡Necesito otra
entrevista!
¡Tengo clase a las once!
Son las once menos cuarto. Espera un
minuto, por favor.
1. What do you think Chela is asking the students that are walking by?
Are they responding positively or negatively to her?
2. What do you think Anilú is like?
3. What does the cameraman’s body language indicate?
Preparation:and
Some students will prefer
activities in the AEsver
viewing section
interpretive
la una.
Son emphasize
las dos.
Son las cinco ycommunication
cuarto.
practicing with an old-fashioned clock
Son las cinco y practice.
quince.
practice of viewing strategies, as well as pre- and post-viewing
Carefully
face.Draw a large circle on the board,
add numbers to clock and clock hands;
structured to integrate chapter vocabulary and grammar, the video segments
you can quickly erase to change the
time.To the right side of the clock write
progress in level of difficulty across the fourteen episodes.
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82
¡Explora y exprésate!
y (+) and to the left write menos (–).
Outside the clock face, label cuarto and
media and draw a sun on the upper
right and a moon to the upper left.
Notice: It takes a lot of practice for true
beginners to be able to tell time efficiently.Practice random hours.Use a
clock prop with movable arms or list
times on a board and practice: 5:35, 2:15,
Son las cinco y
Son las cinco y
Son las cinco menos
1:12, 10:45, 6:17, 7:07, 8:56, 3:32, 4:47,
media.
diez.
cuarto. Faltan quince para
9:25, 11:20, 12:05, 7:48, 10:10, 1:16, etc.
Puerto Rico,
las Cuba,
cinco.
advantage of all digital clocks on
—¿Tienes tiempo para tomar un café?
la República Dominicana Take
computers, organizers, and phones.
Los países hispanohablantes del Caribe Can you guess which text is about
Exploraciones cultur
Exploraciones culturales
Additional cultural material is included after every
even-numbered chapter and new geocultural footage
accompanied by descriptive narratives expands on
information presented in the Exploraciones culturales
sections of the textbook. All activities related to the
video segments are included in the text.
—Sí, es temprano. / —¡Ay, no, ya es muy tarde!
¿Adivinaste? (Did you guess
correctly?) Answers to the questions
on page 73: 1. Puerto Rico; Cuba
Dominicana 3. el merengue:
República Dominicana; la rumba y
el mambo: Cuba; la bomba y la
plena: Puerto Rico
which island or country? Don’t try to understand every word; simply skim
¿Qué
clases
vas
rapidly through each passage until you’ve gathered enough
clues
to make an
identification.
77
el Estado Libre Asociado (Commonwealth) de Puerto Rico
la República Dominicana
la República de Cuba
Una visita a
los países del Caribe
2 Standards: Here students
gain knowledge and understanding of Caribbean culture (C 2.1:
Practices of Culture) and explore cultural products such as dance (C 2.2:
Products of Culture).
Available in DVD format with Spanish
closed captioning, the video’s
episodes and cultural
are73:
also
onclips
page
1.Puerto Rico; Cuba
completely integrated with the eBook
Puerto
Rico, Cuba y República
(see next page) and2.the
Nexos
Premium Website.
Dominicana 3.el merengue:
plena: Puerto Rico
a tomar?
Puerto Rico, Cu
la República Do
2
3
1
1 ¡Aquí escuchamos la música de la
rumba día y noche! La rumba tiene su
origen en los ritmos folclóricos africanos y
europeos y ha afectado mucho el estilo y
el espíritu de la música tan famosa y popular de este país (country). Además de
las influencias culturales africanas y europeas, también hay una población china
significante, resultado de la inmigración
china a Norteamérica y al Caribe durante
los años 1800. Cada año, miles de turistas
visitan la capital del país, La Habana. En
1982 la parte antigua de esta ciudad fue
declarada Patrimonio de la Humanidad por
la UNESCO.
Los países hispanohablantes del Ca
which island or country? Don’t try to
rapidly through each passage until yo
identification.
Optional: The video Buena Vista Social
Club and its sequel, Música cubana, can
be rented at many commercial centers
or online, and will serve as an example
of Afro-Cuban musical rhythms. Bring
to class or students can be assigned to
view it outside of class.
La música de la rumba es muy
popular aquí.
Suggestion: For more practice, have students read the descriptions and respond
to true-false questions on main ideas: La
rumba incorpora ritmos africanos y
europeos. El Yunque es un parque
nacional de los EEUU.Tiene poca flora
y fauna porque es desértico, etc.
2
3
1
el Estado Libre Asociado
la República Dominican
3
Unos músicos tocan la plena durante
una celebración callejera (street).
98
Capítulo 3
2 En este país los ritmos más populares
son la bomba y la plena, formas musicales
que reflejan las culturas africanas e indígenas del país. Esta isla tropical es famosa
por su arquitectura colonial, sus playas
(beaches) tropicales y su naturaleza abundante. Tal vez la atracción natural más importante es el bosque (forest) tropical El
Yunque. El Yunque es el único en su clase
dentro del sistema nacional de parques
de Estados Unidos y exhibe una exótica e
increíble variedad de flora y fauna.
The Multimedia eBook is at the heart of
Nexos’ media-rich program, connecting any
With the Nexos, Second Edition Multimedia eBook, you and your students have access to the entire media-enhanced text online.
The eBook links to a wide variety of resources designed to help your students succeed—from audio pronunciations of active
vocabulary to video clips, Web-based expansion activities, and interactive practice.
A true-to-page version of the printed text, the Nexos eBook guides students and instructors through a familiar visual presentation,
making it easy to transition between traditional text format and an online learning environment. By clicking on a link at the
relevant point in the text, students can immediately practice and reinforce what they’ve learned. The Multimedia eBook is a
completely interactive experience that lets students study their way.
Video
An engaging storyline video as well as
geographic and cultural footage brings the
language and culture to life. Video play buttons
are strategically placed on the on-screen page,
right where students need them, providing
direct access to video clips and accompanying
video dialogues. Turn to page 3 of this brochure for
additional details about the video program.
Audio Pronunciation Models
If students have difficulty pronouncing a
particular word, they simply click on the word
as many times as needed to hear the correct
pronunciation.
Listening-Based Grammar Activities
Audio clips that accompany listening
comprehension activities in the text can be
launched directly from the page for immediate
access.
Web Links Expansion
Algo más icons open to a page of web links and
En la red icons connect to expansion material
based on the subject of the section.
Real-Time Text and Voice Chat
A synchronous voice chat feature powered by
Wimba allows students to communicate in real
time. With Wimba, students can participate
in pair and group activities, and communicate
with you—allowing you to immediately assess
their speaking skills. This feature is available with
Eduspace. Visit www.cengage.com/eduspace for
more information.
4
To package eBook access with new copies of the text,
please contact your local Heinle sales representative for
packaging and pricing information.
type of class setting and any type of
learner with the Spanish language and cultures.
Interactive Practice
Repaso icons at the end of each section take
students to flashcard packs to check their
knowledge and review for tests. Más práctica
icons throughout the chapter take learners to
media-rich interactive exercises with immediate
feedback for additional vocabulary, grammar,
and skills practice. The Mini-prueba prompts
encourage students to test their knowledge of
the video as well as vocabulary and grammar
topics.
Grammar Video Tutorials
Embedded Gramática en acción icons access
a virtual instructor who explains structures
whenever students need additional support.
In-Text Activities
Every in-text activity in the eBook is
interactive, providing learners with support
regardless of the topic. Students can answer
many questions multiple times and receive
immediate feedback on their answers. Openended answers must be graded by instructors.
5
Nexos connects students to the vibrancy and diversity of
contemporary Hispanic culture in North America and throughout
the Spanish-speaking world.
With seamless integration of the National Standards for Foreign Language Learning, the Second Edition presents diverse cultural
perspectives to connect students to the politics, art, science and all aspects of the Spanish-speaking world. Students are introduced to
and asked to assess their previous knowledge of, as well as think critically about, the cultures of all 21 Spanish-speaking countries. In
every chapter, culture is presented in small, digestible chunks (paralleling the experience of reading a web page) that allow students
to process the new information and compare the similarities and differences between Spanish and their own language and culture.
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¡Imagínate!
Voces de la comunidad
8
Voces de la comunidad features include highly relevant and inspiring
quotes from new personalities, showcasing Hispanic achievements
in the U.S. and Canada. Students can listen to recordings of these
quotes recorded via the eBook or In-Text Audio CD.
NAME
Web Links
Erick Carreira
‘‘
Though English is the international language of
science, as a bilingual Hispanic, I take great pleasure
and pride in my ability to communicate with my colleagues throughout Latin America and Spain, in my
native language—Spanish. My Hispanic identity has
enabled me to forge alliances with these colleagues
that extend beyond the confines of science to encompass a long and rich array of shared cultural, social,
and personal experiences.
’’
‘‘
Estudiar, aprender y explorar son actividades
esenciales para mi felicidad y satisfacción personal.
En mi opinión, estas actividades forman parte de un
instinto exploratorio que define a los seres humanos.
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A Erick Carreira, ¿qué le gusta hacer? What do you like to do? How do your studies reflect your interests and career choice?
Note: Organizations such as the Hispanic Association of Colleges and Universities (HACU) champion the cause of Hispanics in higher
education and offer resources (scholarships, internships, and more) to support students of Hispanic heritage.
Exploraciones culturales
Point out: As in the case of Erick Carreira, although much scientific research is published in English, many scientific research teams
Puerto Rico, Cuba,
on page 73: 1.Puerto Rico; Cuba
Dominicana 3.el merengue:
plena: Puerto Rico
Los países hispanohablantes del Caribe Can you guess which text is about
which island or country? Don’t try to understand every word; simply skim
rapidly through each passage until you’ve gathered enough clues to make an
identification.
2
3
1
Suggestion: For more practice, have students read the descriptions and respond
to true-false questions on main ideas:La
rumba incorpora ritmos africanos y
europeos. El Yunque es un parque
nacional de los EEUU.Tiene poca flora
y fauna porque es desértico, etc.
98
Capítulo 3
are composed of multilingual researchers from all over the world. Knowing multiple languages facilitates many professions.
Exploraciones
culturales readings highlight varied aspects of the chapter’s
country or region of focus and include little-studied areas with Spanishspeaking populations such as Andorra, Equatorial Guinea, and Belize. New to
this edition, integrated geocultural video footage brings the readings to life.
el Estado Libre Asociado (Commonwealth) de Puerto Rico
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Una visita a
los países del Caribe
2 Standards: Here students
gain knowledge and understanding of Caribbean culture (C 2.1:
Practices of Culture) and explore cultural products such as dance (C 2.2:
Products of Culture).
Optional: The video Buena Vista Social
Club and its sequel, Música cubana, can
be rented at many commercial centers
or online, and will serve as an example
of Afro-Cuban musical rhythms.Bring
to class or students can be assigned to
view it outside of class.
’’
Erick José Carreira es investigador y profesor de química en
el Instituto ETH, un centro de investigaciones científicas en
Zurich, Suiza. Este cubanoamericano recibe fama
internacional por su trabajo relacionado con el colesterol. Tiene un doctorado en química de la Universidad
de Harvard. Sus honores académicos incluyen el Premio Nóbel Signature, el Premio Pecase de la Fundación
Nacional de Ciencias (NSF) y el premio Thieme-IUPAC de la Unión Internacional de Química Pura y Aplicada.
Entre sus últimas publicaciones figura el libro Classics in Stereoselective Synthesis, publicado en el 2007.
La música de la rumba es muy
popular aquí.
12:33 PM
Page 99
1 ¡Aquí escuchamos la música de la
rumba día y noche! La rumba tiene su
3 Santoorigen
Domingo
es ritmos
el centro
urbano más
vital y
en los
folclóricos
africanos
de este país.
La ciudad,
famosa mucho
por suselclubes
europeos
y ha afectado
estilo y
de salsaely espíritu
merengue,
esmúsica
alegre, tan
hospitalaria,
de la
famosa y pomodernapular
y antigua
a lapaís
vez.(country).
Es la primera
ciu-de
de este
Además
dad del Nuevo
Mundo culturales
(New World)
y, a causa
las influencias
africanas
y eurode los ataques
constantes
en 1503
peas, también
hay de
unapiratas,
población
china
se inicia significante,
la construcción
de la Fortaleza
de
resultado
de la inmigración
Santo Domingo.
Como
todos
los
países
del
china a Norteamérica y al Caribe durante
Caribe, lalosinfluencia
africana
evidente
años 1800.
Cadaesaño,
miles aquí,
de turistas
especialmente
la música
la cocina.
visitan en
la capital
del ypaís,
La Habana. En
1982 la parte antigua de esta ciudad fue
declarada Patrimonio de la Humanidad por Una pareja (couple) baila
la UNESCO.
el merengue.
81
¡Explora y exprésate! �
¡Conéctate! sections encourage learners to
explore the Internet and report back to the
class to present their findings.
2 En este país los ritmos más populares
Web Links
¡Conéctate!
son la>>
bomba
y la plena, formas musicales
Web Search
que reflejan las culturas africanas e indígePráctica
into
groups. Each group should choose
nas del país.
Esta islaDivide
tropical
esthree
famosa
por
sutwo
arquitectura
sus (Cuba
playas and the Dominican Republic) or the
one of
the
countriescolonial,
mentioned
Commonwealth
of Puertoy Rico.
Find theabunanswers to the questions shown, and
(beaches) tropicales
su naturaleza
reportdante.
back Tal
to the
with a natural
brief summary.
vez class
la atracción
más im- Follow links on the Nexos website toportante
see a list
suggested
websites.
es of
el bosque
(forest)
tropical El
Yunque. El Yunque es el único en su clase
dentro del sistema nacional de parques
de Estados Unidos y exhibe una exótica e
Unos músicos tocan la plena durante
Estado
Libre
Asociado
de Puerto Rico (Group 1)
increíble
variedad
de flora y fauna.
una celebración callejera (street).
1. Why are Puerto Ricans U.S. citizens?
2. Do they have all of the same rights as the other citizens of this country?
3. How many Puerto Ricans live in the United States?
Standards/Preparation: If you
5
plan ahead, this presents an
opportunity to connect students with the
music and dance community (C 5.1:
School and Community) in your area.
Have students research local music and
dance studios that offer classes in dances
and music of the Spanish-speaking
world. Arrange music and dance
demonstrations.
In the Tú en el mundo hispano sections,
students are directed to a wealth of online
resources for study abroad, internship and
volunteer opportunities and student exchanges
in the region of focus, tapping into the
millennial concept of the international citizen.
Cuba (Group 2)
1. How many Cuban Americans live in the United States? How does that
number compare to the total population of Cuba?
2. When did Cuba gain its independence from Spain?
3. Who is Fidel Castro and when did he rise to power?
La República Dominicana (Group 3)
1. How did Haiti and the Dominican Republic come to share the same island?
2. Who is the current head of state in the Dominican Republic?
3. How many Dominicans live in the United States? Do they live in a particular
area?
Standards: In the ¡Conéctate!
5
sections, students are encouraged to do independent web research on
topics that will gradually require more
Spanish to carry out the assignments by
introducing more participation with
Spanish-speaking communities on the
web (C 5.1: School and Community).
Students are encouraged to listen to the music
of different Hispanic cultures in the Ritmos del
mundo hispano sections, which lead them to
an iTunes playlist as well as more music and
video links on the Nexos Companion Website.
>>Tú en el mundo hispano
To explore opportunities to use your Spanish to study, volunteer, or do internships in Puerto Rico, Cuba, and the Dominican Republic, follow the links on
the Nexos website.
Ritmos del mundo hispano
�
To listen to the music of Puerto Rico, Cuba, and the Dominican Republic,
follow the links on the Nexos website.
Interactive Practice /
Ace the Test
6
99
iTunes is a trademark of Apple, Inc. registered in the U.S.
and other countries
Contextualized grammar and vocabulary
Praised by Nexos users, contextualized multi-tiered activity chains follow every vocabulary and grammar presentation, providing
opportunities for students to focus on accuracy and creative use of the language. These activity chains are sequenced to help students
build toward proficiency.
Succinct, easy-to-understand explanations in English—where form, Cómo formarlo, follows function, Cómo usarlo—are presented
through a variety of contexts including usage examples, realia, charts, video excerpts and stills, and humorous, thought-provoking
Sonrisas cartoons. A range of thematic practice progresses from structured to transitional practice and features two listening-based
activities per chapter.
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¡Prepárate!
Gramática útil 4
>> Actividades
Indicating destination and future plans: The verb ir
I
Cómo usarlo
14 Vamos a... Say what the people indicated plan to do and where they are
going to do it.
MODELO: yo (estudiar: biblioteca)
Voy a estudiar. Voy a la biblioteca.
You can use the Spanish verb ir to say where you and others are going. You can
also use it to say what you and others are going to do in the near future.
Quiero hacerle una entrevista
para un programa que
vamos a transmitir en la
página web de la
Universidad.
You have already used similar
expressions: necesitar + infinitive
(to need to do something), tener
que + infinitive (to have to do
something), and dejar de + infinitive (to stop doing something).
New! For students who need
additional support, integrated
video grammar tutorials
feature a virtual instructor
explaining a particular issue
or concept relating to a
specific grammatical structure.
Video grammar tutorials for
every grammar topic covered
in the textbook are available
via the eBook and on the
Premium Website.
Flashcards
Suggestion: Emphasize that él (he /
him) does not contract. Point out that
contraction takes place only with the
article el (the).
Suggestion: In pairs, have students
interview each other to get as much
information about a classmate’s afterclass plans as possible. First, model interview questions with a student: Después
de la clase de español, ¿adónde vas?
¿Con quién vas? ¿Quién es? ¿Por qué
vas? ¿A qué hora vas?
96
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Vamos a la bibloteca mañana.
We’are going to the library tomorrow.
Vamos a estudiar.
We’re going to study.
1. Pedro y Rafael (levantar pesas: gimnasio)
2. mi compañero de cuarto y yo (correr: parque)
3. Fabiola (escuchar los CDs de español: centro
de comunicaciones)
4. Tomás, Andrea y yo (tomar un refresco: cafetería)
Cómo formarlo
�
An irregular verb is one that does not follow the normal rules, such as
tener, which you learned in Chapter 1.
�
A preposition links nouns, pronouns, or noun phrases to the rest of the
sentence. Prepositions can express location, time sequence, purpose, or
direction. In, to, after, under, and for are all English prepositions.
¡Pobre Miguel! Listen as Miguel describes his schedule to his best friend
Cristina. As you listen, write down where he goes on each day of the week.
M
Then use ir + a to create seven complete sentences that describe his schedule.
tener that you have already learned, is an irregular verb.
ir (to go)
yo
voy
nosotros / nosotras
vamos
tú
Ud. / él / ella
vas
va
vosotros / vosotras
Uds. / ellos / ellas
vais
van
16
I’m going to the cafeteria.
Encuesta #3 You need to get more information about student life for the
can about your partner’s leisure activities. Ask questions such as the following
and take notes. Then, as a class, tally the information you collected.
formula: ir + a + infinitive.
We’re going to eat at 5:00 today.
Afterward, we’re going to go to the concert.
ANILÚ:
Notice that many of the courses of
study are cognates of their English
equivalents.Be sure to notice the
difference in spelling, accentuation,
and pronunciation, for example:
geografía: geography
___.
Suggestion: When presenting the
vocabulary, ask students about their
classes, majors, and minors to familiarize
and create a personalized context for
these words.Ask questions: ¿Es más fácil
la ingeniería o la psicología? ¿Te gusta
más la historia o la biología? ¿Qué
estudias? ¿Cuál es tu especialidad?
¿Tienes otra concentración de estudios? You may also want to ask about
subjects they like to study using gustar
estudiar: ¿Te gusta estudiar ciencias
políticas? Also survey students on ¿Cuál
es tu clase favorita?
Capítulo 3
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Para empezar, dime, ¿cuántas clases tienes?
Ay, ¡qué aburrido!, ¿no crees? Si voy a salir por
Internet, quiero hacer más que recitar mis clases:
computación, diseño gráfico, psicología, bla,
bla, bla…
Comprendo que no son las preguntas más interesantes del mundo, pero…
Prefiero hablar de mi tiempo libre, los sábados, por
ejemplo.
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12:33 PM
[Miguel]: Bueno, descanso un poco los
domingos.Voy al parque a leer el periódico
y a tomar un refresco.
Interactive Practice /
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97
Page 75
Los cursos básicos
la arquitectura
las ciencias políticas
la economía
la educación
la geografía
la historia
la ingeniería
la psicología
Las humanidades
la contabilidad
(accounting)
el mercadeo (marketing)
Las matemáticas
La comunicación
pública
Las ciencias
la biología
la filosofía
la física
las lenguas / los idiomas la medicina
la literatura
la química (chemistry)
Las lenguas /
la salud (health)
Where does your . . . class meet?
In the computer center.
. . . the media center.
. . . the gymnasium.
la cafetería
la librería
la residencia estudiantil
the cafeteria
the bookstore
the dorm
el periodismo
(journalism)
la publicidad
Las artes
el arte
el baile
el diseño gráfico
la música
la pintura
Los días de la semana
lunes
8
martes
9
miércoles
10
jueves
11
viernes
12
sábado
13
domingo
14
>> Actividades
I
1 Las carreras Say what course you would take if you were interested in a
certain career.
1. psychologist
la psicología
4. architect
la arquitectura
2. accountant la contabilidad
5. graphic designer el diseño gráfico
3. software programmer la computación / 6. teacher la educación
la informática
2
Las clases de Mariana With a partner, say on which days Mariana has
M each of her classes, based on her class schedule.
MODELO: economía
Mariana tiene economía los lunes, los miércoles y los viernes.
1. psicología
4. contabilidad
2. literatura
3. francés
5. pintura
6. música
Los negocios
la administración de
empresas
Notice that the week begins on
Monday in most Spanish-speaking
countries.Also notice that the days
of the week are not capitalized in
Spanish as they are in English.
To say that something happens on a
certain day, use the singular article
with the day of the week: La fiesta
va a ser el sábado.
el periodismo
el francés
el inglés
el japonés
el cálculo
la computación /
la informática
la estadística
¿Dónde tienes la clase de…?
En el centro de computación.
…el centro de comunicaciones.
…el gimnasio.
MODELO: journalist
Campos de estudio
Heritage Learners: Use this vocabulary to review some basic rules of orthography and accentuation in Spanish. Point
out to students that many names of disciplines end in -ía. However, not all words ending in -ia require an accent. Ask
students to raise their hand if the word requires an accent:geología, ecología, dislexia, primaria, historia, carpintería, secundaria, antropología, fotografía, astronomía, bacteria, librería, astrología, magia, enciclopedia,
biología, hotelería, farmacia, secretaria, comedia. Elicit spelling correspondences between English and Spanish:
farmacia, pharmacy (f v. ph); antropología, anthropology (t v. th); ciencias, sciences (c v. sc); comercio, commerce
(m v. mm); administración, administration (ción v.tion); química, chemistry (qu v. ch).
Capítulo 3
[Cristina]: Dios mío, hombre, ¿cuándo
descansas?
¡Imagínate! �
Suggestion: To prepare students to recite their classes, preview that y � e before words beginning with i and hi:
Tengo clase de arquitectura e ingeniería. Estudio geografía e historia.
el alemán
el chino
el español
[Miguel]: Uy, no, ¿estás loca? Los viernes y
los sábados trabajo en la biblioteca por la
tarde. Necesito el dinero para comprar mis
libros y cubrir mis otros gastos.
Suggestion: Point out to students Anilú’s classes and ask: ¿Estudias computación, diseño gráfico
o psicología? Reinforce pronunciation as needed.
Los idiomas
[Cristina]: ¿Tienes los viernes libres?
[Cristina]: No sé cómo vas a sobrevivir este
semestre.
Vocabulario útil: un club, una discoteca, el cine (movie theater), un restaurante,
un centro comercial (mall), un partido (game) de fútbol americano / de
básquetbol / pasar tiempo en línea, ir a una fiesta, etc.
Voy a la biblioteca y luego al gimnasio. Después, al mediodía, voy a estudiar
en la biblioteca del centro de comunicaciones.
Lugares en la universidad
00:00:00
[Miguel]: Espera, todavía no termino.
Luego, los jueves por la noche tengo que ir
al laboratorio de lenguas para practicar
francés.
3. ¿...?
de � el � del
Vocabulario útil 1
�
[Cristina]: Ay, ¡hombre! Me canso sólo
escuchándote.
1. ¿Adónde vas los viernes y los sábados por la noche? ¿Con quién vas?
2. ¿Adónde vas entresemana cuando no estudias? ¿Con quién vas?
for de + el: del.
¡Imagínate!
CHELA:
[Miguel]: Sí, entonces, los martes y los
jueves tengo clase de música por la
mañana y clase de psicología por la tarde.
El tiempo libre
4. When you use a together with el, it contracts to al. The same holds true
Page 74
CHELA:
ANILÚ:
Answers, Act. 15: 1. Los lunes va a la(s) clase(s) de español,
(de) biología y (de) química. 2. Los martes va a la clase de
música por la mañana y a la clase de psicología por la tarde.
3. Los miércoles va a la(s) clase(s) de español, (de) biología y
(de) química. 4. Los jueves va a la clase de música por la
mañana, a la clase de psicología por la tarde y al laboratorio
de lenguas por la noche. 5. Los viernes va a la biblioteca a trabajar por la tarde. 6. Los sábados va a la biblioteca a trabajar
por la tarde. 7. Los domingos va al parque a leer el periódico y
a tomar un refresco.
C description you will be writing later in this chapter. Find out as much as you
3. When you want to use the verb ir to say what you are going to do, use this
a � el � al
los jueves:
los viernes:
los sábados:
los domingos:
4.
5.
6.
7.
2. Use the preposition a with the verb ir to say where you are going.
Vamos a comer a las cinco hoy.
Después, vamos a ir al concierto.
[Cristina]: Uy, biología y química. ¡Qué
difícil!
15
1. los lunes:
2. los martes:
3. los miércoles:
New! Activity labels
(I, M, C) within the
Annotated Instructor’s
Edition make lesson
planning simple: activities
are clearly identified as
I (input/receptive), M
(meaningful/mechanical),
or C (open ended/
communicative).
[Miguel]: Pues, los lunes y los miércoles
tengo tres clases: español, biología y
química.
8. David y Patricia (comer: restaurante argentino)
10
1. Here is the verb ir in the present indicative tense. Ir, like the verbs ser and
Voy a la cafetería.
Audioscript, Act. 15, ¡Pobre Miguel!:
[Cristina]: ¿Ah, sí? A ver, cuéntame.
5. tú (comprar libros: librería)
6. Lourdes (descansar: residencia estudiantil)
7. tú (leer libros: biblioteca)
Lo básico
Video Tutorial
Answers, Act. 14: 1.Van a levantar
pesas.Van al gimnasio. 2.Vamos a correr.
Vamos al parque. 3.Va a escuchar los CDs
de español.Va al centro de comunicaciones. 4.Vamos a tomar un refresco.
Vamos a la cafetería. 5.Vas a comprar
libros.Vas a la librería. 6.Va a descansar.
Va a la residencia estudiantil. 7.Vas a leer
libros.Vas a la biblioteca. 8.Van a comer.
Van al restaurante argentino.
lunes
8:00
economía
10:00
11:30
psicología
francés
3:00
4:00
martes
miércoles
psicología
francés
contabilidad
pintura
jueves
economía
literatura
francés
viernes
economía
literatura
francés
Flashcards
To say that something happens on
the same day every week, use the
plural article with the day of the
week: Los sábados visito a mi
madre.
Note that on many Spanish calendars,
the days of the week are abbreviated:
L M M J V S D or Lu, Ma, Mi, Ju, Vi, Sa,
Do. In Spain it is more common to use
L M X J V S D.
Expansion: Name other careers to
prompt additional associations:
pharmacist � la química,trainer �
la salud,public relations executive �
el mercadeo,writer � la literatura,
zoologist � la biología,etc.
Answers, Act. 2: 1.Mariana tiene
psicología los lunes y los miércoles.
2.Mariana tiene literatura los martes y
los jueves.3.Mariana tiene francés los
lunes, los martes, los miércoles, los jueves
y los viernes.4.Mariana tiene contabilidad los martes y los jueves.5.Mariana
tiene pintura los lunes y los jueves.
6. Mariana tiene música los miércoles y
los viernes.
francés
Relevant themes, colorful
illustrations, and video
narratives portraying
everyday situations provide
a context for presenting
vocabulary. The Actividades
provide a range of supporting
practice, from controlled
exercises to communicative
activities, and encourage
students to build vocabulary
and communicate
interpersonally in Spanish.
contabilidad
música
pintura
música
75
7
Connecting skills development to meaningful
communication through learning strategies
The new ¡Explora y exprésate! section allows students to put it all together—and make the connections between what they have
studied and practiced to further cultural explorations and meaningful communication. The ¡Explora y exprésate! encompasses cultural
content as well as viewing, listening, speaking, reading, and writing practice.
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A leer presents and practices specific techniques designed to help
learners process authentic materials as they become more proficient
readers. Readings include magazine and literary selections covering
a range of contemporary topics.
A leer
Antes de leer
Estrategia
Using visuals to aid in comprehension
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Depending on what you are reading, there are often visuals that accompany the text. Looking at the visuals
first can give you a good idea of what the text is about. When you approach a reading, it’s a good idea to
look first at the visuals and any captions that accompany them to see if you can figure out their content.
¡Explora y exprésate! �
Heritage Learners: Encourage heritage
learners to share with the class samples
of music, art, and films from their country of origin.
1
Look at the following articles about three different schools (escuelas) in
the Caribbean. Focus on the photos, captions, and headlines, then match the
general information on the right with the photos on the left.
Foto A
a. Aquí los estudiantes estudian técnicas para filmar
programas de televisión y cine.
2.
c
Foto B
b. Los estudiantes de esta escuela toman clases de
música.
3.
a
Foto C
c. Esta escuela ofrece cursos de bellas artes, ilustración,
diseño gráfico y diseño digital.
La Escuela Libre1
de Música Ernesto Ramos Antonini
The following are some unknown words and phrases you will encounter in
the reading passages. Although not all the words are cognates, they are somewhat similar to their English counterparts. See if you can match them up.
En Puerto Rico muchos estudiantes
de música
toman cursos sin pagar nada, gracias
a cinco escuelas públicas de educación musical. Establecidas a finales
de los años 40 por un político local,
estas escuelas han graduado a miles2
de estudiantes. Entre los graduados
famosos están el saxofonista de jazz
David Sánchez y el cantante salsero
Gilberto Santa Rosa.
1.
c
pagar nada
a. was inaugurated
2.
i
se han graduado
b. village
3.
h
está afiliada con
c. to pay nothing
4.
e
se admiten
d. editing
5.
f
construyó
e. are admitted
6.
b
villa
f. constructed
7.
a
fue inaugurado
g. have received
8.
j
se ofrecen
h. is affiliated with
9.
d
edición
i. have graduated
10.
g
han recibido
j. are offered
3
Now, using the information you gained from looking at the visuals, read
the article, and focus on getting the main idea. Don’t forget to use cognates and
active vocabulary to help you understand the content. Try not to worry about
unknown words and just focus on getting the main information.
Capítulo 3
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Tres escuelas
interesantes del Caribe
b
2
100
Lectura
1.
12:33 PM
Page 103
o David
rriqueñ
puerto
dos
fonista
gradua
El saxo
de los 1
z, uno
”
Sánche
a Libre
“L
de
famosos
La escuela más grande es la de San
Juan, que está afiliada con el prestigioso
Berklee College of Music en Boston. Los
Unos estudiantes de arte
cursos de estudio incluyen la música
de La Escuela de Diseño
clásica, rock, jazz, contemporánea y tradiUn estudi
ante de la
cional, y el currículum prepara a los estudiantes para esEICTV
tudiar cursos más avanzados en el Conservatorio de
Música de Puerto Rico. En San Juan sólo se admiten
La Escuela Internacional
100 estudiantes al año, aunque se reciben solicitudes3
de Cine y Televisión
de más de 600 personas, así que los estudiantes de la
En la Escuela Internacional de Cine y Televisión (EICTV)
escuela son unos de los más talentosos de la isla.
de San Antonio de los Baños, Cuba, se ofrecen cursos
La Escuela de Diseño Altos de Chavón
de formación audiovisual para estudiantes cubanos e
Esta escuela data de los años 70 cuando la República
internacionales. La EICTV fue inaugurada en 1986 y es
Dominicana construyó un centro cultural en la pequeña
presidida por el famoso escritor colombiano Gabriel
villa de Altos de Chavón. La Escuela de Diseño, que
García Márquez. Los profesores, además de ser insforma parte del centro, fue inaugurado por Frank Sinatructores, son cineastas profesionales que dirigen
tra en 1982 y está afiliada con el famoso Parsons The
películas6 y documentales a nivel mundial7.
New School for Design en la ciudad4 de Nueva York.
Los estudiantes de la EICTV estudian siete espeLos 110 estudiantes de La Escuela de Diseño se
especializan en campos de estudio como bellas artes e
ilustración, diseño gráfico, diseño de modas5, diseño
digital y diseño de interiores. Más de 1.000 estudiantes
dominicanos e internacionales se han graduado de la
escuela. Los graduados de la escuela son elegibles
para transferirse directatmente a Parsons en Nueva
York o París.
1Free; 2thousands; 3aunque...:
cialidades en el curso regular: guión8, producción, dirección, fotografía, sonido9, edición y documentales.
También se presentan unos veinte talleres10 especializados cada año. Más de 1.500 estudiantes de unos
treinta países se han graduado de la EICTV desde su
incepción y los graduados de la escuela han recibido
más de 100 premios11 en varios festivales nacionales
e internacionales.
although they receive applications; 4city; 5fashion;
6dirigen...:
they direct movies; 7a...: worldwide; 8script;
9sound; 10workshops; 11prizes
A escribir
101
Antes de escribir
Estrategia
Prewriting—Brainstorming ideas
When you are planning to write and need ideas, brainstorming is a good technique to use. You can do this verbally with a partner, writing down your ideas, or on your own, writing freely and without restriction. The important thing is to write down ideas as they occur, without evaluating them. Once you have created a list, you can
go over each idea and see if it is feasible.
1 Retrieve the information from the three Encuesta activities (Activity 4 on
p. 87, Activity 8 on p. 91, and Activity 16 on p. 97). With a partner, study the results and brainstorm ideas to describe the life of a typical student at your university.
2 Look at the following partial diary entry, and organize your information
into a similar format. Try to use only words you’ve already learned.
viernes, 10 de octubre
¡Tengo muchas actividades hoy! A las ocho, tengo clase de
química. Luego, voy a ir al café para estudiar para el examen de
historia a las diez...
Por la tarde, tengo que... Por la noche, voy a...
It is important to try to brainstorm
in Spanish.This will get you to start
“thinking”in Spanish, which in turn
will lead to increased comfort and
ease with the language.
Suggestion: If class time will not
permit this series of activities, it may
be modified and assigned to teams to
do outside of class as a group project.
Have students report on results of
surveys in class.
Composición
3 Using the previous model, work with your partner on a rough draft of
your diary entry. For now, just write freely without worrying about mistakes.
Here are some additional words and phrases that may be useful as you write.
primero
luego
entonces
después
first
later
then
after that
finalmente
mucho que hacer
un día (muy) ocupado
con
finally
a lot to do
a (very) busy day
with
Después de escribir
4
Now, with your partner, go back over your diary entry and revise it.
Did you . . .
�
�
�
�
�
look for misspellings?
check to make sure the verbs are conjugated correctly?
watch to make sure articles, nouns, and adjectives agree?
use possessive adjectives correctly?
make sure you included all the necessary information?
Notice: Sharing writing in class is
an important part of the process
approach to writing that helps
build class community and editing
skills, while providing an audience
for student writing.
Interactive Practice
8
103
A escribir (in odd-numbered chapters) offers process-based
writing strategies—ranging from brainstorming to peer editing
and revision—supported by pre- and post-writing activities,
models of good writing, and guided writing practice.
Table of Contents
Capítulo preliminar: ¡Bienvenidos a la clase de español!
The alphabet • Numbers 0-100 • People • Classroom objects •
The textbook • Classroom commands
Capítulo 1: ¿Cómo te llamas?
Cultura: Introducción a los países de habla española; Hispanos
en Estados Unidos y Canadá
Comunicación • exchange addresses, phone numbers, and e-mail
addresses • introduce yourself and others, greet and say goodbye • make a phone call • tell your and others’ ages • address
friends informally and acquaintances politely • write a personal
letter
¡Prepárate! Gramática útil
1 Identifying people and objects: Nouns and articles
2 Identifying and describing: Subject pronouns and the
present indicative of the verb ser
3 Expressing quantity: Hay + nouns
4 Expressing possession, obligation, and age: Tener, tener que,
tener + años
Capítulo 2: ¿Qué te gusta hacer?
Cultura: Hispanos en Estados Unidos
Comunicación • express likes and dislikes • compare yourself
to other people and describe personality traits • ask and
answer questions • talk about leisure-time activities • indicate
nationality
1 Describing what you do or are doing: The present indicative
of –ar verbs
2 Saying what you and others like to do: Gustar + infinitive
3 Describing yourself and others: Adjective agreement
Capítulo 3: ¿Qué clases vas a tomar?
Cultura: Puerto Rico, Cuba y la República Dominicana
Comunicación • talk about courses and schedules and tell time
• talk about present activities and future plans • talk about
possessions • ask and answer questions
1 Asking questions: Interrogative words
2 Talking about daily activities: -er and -ir verbs in the present
indicative
3 Talking about possessions: Simple possessive adjectives
4 Indicating destination and future plans: The verb ir
Capítulo 4: ¿Te interesa la tecnología?
Cultura: España
Comunicación • talk about computers and technology
• identify colors • talk about likes and dislikes • describe
people, emotions, and conditions • talk about current activities
• say how something is done
1 Expressing likes and dislikes: Gustar with nouns and other
verbs like gustar
2 Describing yourself and others and expressing conditions
and locations: The verb estar and the uses of ser and estar
3 Talking about everyday events: Stem-changing verbs in the
present indicative
4 Describing how something is done: Adverbs
Capítulo 5: ¿Qué tal la familia?
Cultura: Honduras y El Salvador
Comunicación • talk about and describe your family • talk about
professions • describe daily routines • indicate current actions
1 Describing daily activities: Irregular yo verbs in the present
indicative
2 Describing daily activities: Reflexive verbs
3 Describing actions in progress: The present progressive tense
Capítulo 6: ¿Adónde vas?
Cultura: México
Comunicación • talk about means of transportation • say where
things are located • talk about where you are and where you
are going • give directions • agree and disagree • indicate and
talk about what you plan to buy • make polite requests and
commands • refer to objects located close to you, farther away,
and at a distance
1 Indicating location: Prepositions of location
2 Telling others what to do: Commands with usted and
ustedes
3 Affirming and negating: Affirmative and negative
expressions
4 Indicating relative position of objects: Demonstrative
adjectives and pronouns
Capítulo 7: ¿Cuáles son tus pasatiempos preferidos?
Cultura: Costa Rica y Panamá
Comunicación • talk about sports and leisure-time activities •
talk about seasons and the weather • say how you feel using
tener expressions • describe your recent leisure-time activities •
suggest activities and plans to friends
1 Talking about what you did: The preterite tense of regular
verbs
2 Talking about what you did: The preterite tense of some
common irregular verbs
3 Referring to something already mentioned: Direct object
pronouns
4 Telling friends what to do: Tú command forms
Continued on next page
9
Table of Contents continued
Capítulo 8: ¿En qué puedo servirle?
Cultura: Perú y Ecuador
Comunicación • talk about clothing and fashion • shop for
various articles of clothing and discuss prices • describe recent
purchases and shopping trips • talk about buying items and
doing favors for friends • make comparisons
1 Talking about what you did: The preterite tense of more
irregular verbs
2 Talking about what you did: The preterite tense of -ir
stem-changing verbs
3 Saying who is affected or involved: Indirect object
pronouns
4 Making comparisons: Comparatives and superlatives
Capítulo 9: ¿Qué te apetece?
Cultura: Bolivia y Paraguay
Comunicación • talk about food and cooking • shop for food
• order in a restaurant • talk about what you used to eat and
cook • say what you do for others
1 Talking about what you used to do: The imperfect tense
2 Talking about the past: Choosing between the preterite
and the imperfect tenses
3 Avoiding repetition: Double object pronouns
4 Indicating for whom actions are done, and what is done
routinely: The uses of se
Capítulo 10: ¿Dónde vives?
Cultura: Guatemala y Nicaragua
Comunicación • talk about your childhood • describe houses
and apartments and their furnishings • talk about household
tasks • indicate numerical order • talk about the duration of
past and present events • say what people want others to do •
emphasize ownership
1 Expressing hopes and wishes: The subjunctive mood
2 Emphasizing ownership: Stressed possessives
3 Expressing ongoing events and duration of time: Hace /
Hacía with time expressions
4 Choosing between por and para
Capítulo 11: ¿Qué quieres ver?
Cultura: Venezuela y Colombia
Comunicación • talk about popular and high culture • express
preferences and make suggestions about entertainment •
express emotion and wishes • express doubt and uncertainty •
express unrealized desires and unknown situations
10
1 Expressing emotion and wishes: The subjunctive with
impersonal expressions and verbs of emotion
2 Expressing doubt and uncertainty: The subjunctive with
expressions of doubt and disbelief
3 Expressing unrealized desires and unknown situations: The
subjunctive with nonexistent and indefinite situations
Capítulo 12: ¿Qué síntomas tienes?
Cultura: Argentina y Uruguay
Comunicación • talk about health and illness • describe aches
and parts of the body • express probable outcomes • express
yourself precisely with the subjunctive and the indicative •
talk about future activities
1 Expressing possible outcomes: The subjunctive and
indicative with conjunctions
2 Expressing yourself precisely: Choosing between the
subjunctive and indicative moods
3 Talking about future activities: The future tense
Capítulo 13: ¿Te gusta trabajar con la gente?
Cultura: Chile
Comunicación • talk about current events • interview for a job
and talk about your skills and experience • talk about things
you have done and had done in the past • express doubt,
emotion, uncertainty, and opinions about recent events and
actions
1 Talking about what has occurred: The present perfect
tense
2 Talking about events that took place prior to other events:
The past perfect tense
3 Expressing doubt, emotion, and will: The present perfect
subjunctive
Capítulo 14: ¿Te gustaría ir conmigo?
Cultura: Countries with large Spanish-speaking communities:
Andorra, Belice, Filipinas, Guinea Ecuatorial y Marruecos
Comunicación • talk about travel and make travel plans •
describe animals and geography • hypothesize and speculate •
express doubt, emotion, and reactions about past events
1 Expressing doubt, emotion, volition, and nonexistence in
the past: The imperfect subjunctive
2 Saying what might happen or could occur: The
conditional
3 Expressing the likelihood that an event will occur: Si
clauses with the subjunctive and the indicative
The integrated, interconnected
components of the Nexos program
Instructor Components
Annotated Instructor’s Edition
(with In-Text Audio CD)
ISBN-10: 0-547-17183-8 •
ISBN-13: 978-0-547-17183-8
The Annotated Instructor’s Edition (AIE)
provides marginal annotations with classroom
tips, ideas for additional activities, and answers to
textbook activities. It also includes annotations
that highlight particular National Standards and goal areas and that
provide ideas for working with heritage learners in the classroom.
The Instructor’s Guide material at the beginning of the Annotated
Instructor’s Edition provides information about the program, ideas for
teaching with Nexos, and possible course configurations across varying
numbers of semesters or quarters.
student Components
In-Text Audio CD . . .
packaged with new student copies of
the text
The In-Text Audio CD contains the recorded
material for the in-text listening-based grammar activities as well as the
quotes included in each chapter’s Voces de la comunidad feature. The intext audio is also available as .mp3 files on the Premium Website.
Multimedia eBook
Available through Eduspace and via Premium Website passkey.
See pages 4–5 for description.
Student Activities Manual (SAM): Workbook / Lab
Manual
Instructor Resource Testing Program
ISBN-10: 0-547-17186-2 • ISBN-13: 978-0-547-17186-9
ISBN-10: 1-4240-5175-4 • ISBN-13: 978-1-4240-5175-5
The Student Activities Manual (SAM) includes out-of-class practice
of the material presented in the text. It is divided into a Workbook
(Cuaderno de práctica), which focuses on written vocabulary and
grammar practice, reading, and writing, and a Lab Manual (Manual
de laboratorio), which focuses on pronunciation and listening
comprehension.
This testing package contains the Instructor Testing CD-ROM,
a text-specific test generator program, which allows you to create
customized tests for your class. The recorded material corresponding
to the listening portions of the testing program is also included. The
non-audio portions plus .mp3 downloads can be found on the passwordprotected instructor’s portion of the Companion Website. See the next
page for a description of the Companion Website.
Video Program on DVD
ISBN-10: 0-547-17174-9 • ISBN-13: 978-0-547-17174-6
See page 3 for description.
SAM Audio CD Program
ISBN-10: 0-547-17187-0 • ISBN-13: 978-0-547-17187-6
The SAM Audio CD Program contains the
pronunciation and listening practice that corresponds
to the audio portion of the SAM. The SAM Audio is also available in
.mp3 format on the passkey-protected area of the Premium Website.
Eduspace® powered by Blackboard
QUIA™ eSAM
Instant Access Code ISBN-10: 0-547-17180-3 •
ISBN-13: 978-0-547-17180-7
Printed Access Card ISBN-10: 0-547-17181-1 •
ISBN-13: 978-0-547-17181-4
Instant Access Code ISBN-10: 0-495-79787-1 •
ISBN-13: 978-0-495-79787-6
Eduspace provides powerful course management tools and text-specific
content that make it easy for instructors to teach all or part of a course
online. Visit http://www.cengage.com/eduspace for more information.
To create your perfect course package, please
contact your local Heinle representative.
http://books.quia.com
Designed specifically for foreign language educators and today’s
computer-savvy students, QUIA™ is an advanced easy-to-use course
management system and e-learning platform for delivering activities
over the web to students. This online workbook/lab manual with audio
allows students to get immediate feedback on their work and access a
variety of tutorial services.
Turn the page to learn more about the Nexos
Companion Website and Premium Website!
11
Choose the online support option that is
right for your course!
Companion Website
www.cengage.com/spanish/nexos
This complimentary-access website features a wealth of online resources
and practice to be used as students work through each lesson or as review
for quizzes and exams, including:
• ACE the Test includes vocabulary and grammar practice tests, with
automatic feedback that helps students understand errors and pinpoints
areas for review.
• ACE Video Activities include practice based on short clips from the DVD.
Completed activities can be printed or e-mailed directly to instructor.
• Improve Your Grade features audio flashcards for additional practice of
vocabulary, pronunciation, and verb conjugations; web search activities
provide practice with lesson vocabulary and grammar while exploring
authentic Spanish-language websites. Cultural web links relate to the
Voces de la comunidad, ¡Fíjate!, and ¡Conéctate! activities as well as two new features: Tú en el mundo hispano, which covers volunteer, study
abroad, and internship opportunities throughout the Hispanic world, and Ritmos del mundo hispano, a section that explores traditional and
contemporary Hispanic music through music and video links. A book-specific iTunes playlist is also available.
For instructors, the following password-protected resources are provided, including:
• Instructor’s Guide
• Sample syllabi
• PowerPoint® slides and overhead transparencies of vocabulary and
grammar charts from the text
• Situation cards and guides • Complete Testing Program (in PDF or in Word), Testing Program
Notes, Testing Audioscript, and Testing Program Answer Key
• Integration guide
•
•
•
•
•
•
Sample lesson plans
Videoscripts
Audioscript for the In-Text Audio CD
Optional cultural questions
SAM (Workbook/Lab Manual) Answer Key
Audioscript for the SAM (Workbook/Lab Manual) Audio CD
Program
The Nexos Premium Website
Premium Website Printed Access Card ISBN-10: 1-4240-5174-6 • ISBN-13: 978-1-4240-5174-8
Premium Website Instant Access Card ISBN-10: 1-4240-5173-8 • ISBN-13: 978-1-4240-5173-1
Premium Website (with eBook) Printed Access Card ISBN-10: 1-4240-5177-0 • ISBN-13: 978-14240-5177-9
Premium Website (with eBook) Instant Access Card ISBN-10: 1-4240-5176-2 • ISBN-13: 978-1-4240-5176-2
This new online suite of digital resources makes it easy for your students to access all of the eResources you select using this one-stop
online portal. You will find all of the teaching and learning resources mentioned above plus all premium digital content for the course in
one place.
Passkey-protected premium content consists of the SAM Audio Program in .mp3 format; the complete three-tier Video Program in .mp4
format; the In-Text Audio Program in .mp3 format; video grammar tutorials for every grammar topic covered in the text; and interactive
multimedia activities. In addition, the Nexos Premium Website offers direct links to a variety of online tutorial services. An eBook option is
also available. Students may access the Premium Website or Premium Website with eBook via a passkey when packaged with new copies of
the text. Please contact your local Heinle representative for details.
Learn more about Nexos, 2nd Edition, online at www.cengage.com/spanish/nexos
ORDER YOUR REVIEW COPY TODAY
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12
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n e x o s

Transcripción

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