Ambientes 1st Edition Sawyer Solutions Manual Download

Ambientes 1st Edition Sawyer 1260000222
9781260000221
Instructor’s Manual: Table of
Contents
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1260000222-9781260000221/
Chapter 6
Communication 1.1 - Learners interact and negotiate meaning in spoken and
written conversation to share information, reactions, feelings, and opinions about rural
life, civil wars, activism, and resistance. Through open-ended activities in Anticipación
and Vocabulario, learners express their opinions about agrarian life, farm animals, crops,
weapons, armed conflict, the Colombian Civil War, and types of social and political
activism. For example, learners read about the history of the Kalashnikov rifle and then
share their reactions as well as their community’s opinions about the use and possession
of weapons. In addition, after reading about agriculture in Latin America, readers

converse to share information about agrarian life and express their reactions about rural
living. Learners collaborate with a partner to complete and share information in an
information-gap activity about the origin of plants and animals in Latin America. In
open-ended paired or group activities, learners share information and opinions about
political tendencies, the history of guerrilla warfare, the roots of civil wars in Colombia,
Spain, El Salvador, and Nicaragua. Learners use vocabulary related to agrarian life,
armed conflict, activism and resistance to share their reactions, feelings, and opinions
about the short film “Kalashnikov.” After reading more about the Colombian Civil War,
learners use the past subjunctive to share their reactions, feelings, and opinions. Learners
also use the past subjunctive to share information about what characters in the short film
wanted and expected from other characters.
Communication 1.2 - Learners understand and analyze agrarian life, armed
conflict, resistance and activism in the Spanish-speaking world. Learners interpret and
analyze attitudes about the civil war in Colombia, guerrilla warfare, and the Kalashnikov
rifle in the short film “Kalashnikov.” Learners interpret the cliff-hanger scene of the film
to make predictions about the characters’ actions and decisions. Learners analyze images
from the film before they view it in its entirety to infer what happens after a mysterious
box of weapons falls from the sky and lands on the characters’ property. Learners analyze
armed conflict, rural life, and rituals surrounding First Holy Communion as they are
presented in the short film. Through the short film, readings and discussions, learners
interpret and understand how armed conflicts and resistance movements affect
individuals within a culture or society. By seeing the network of people and groups
involved in and affected by the civil war in the short film “Kalashnikov,” learners
understand, analyze, and interpret the complexity and tragedy of the conflict. For
example, learners understand and analyze how one character’s economic hardship
unwittingly leads him into dangers caused by the armed conflict. Learners interpret the
implications of inadvertent involvement in armed conflict among citizens who are not
actively involved in it. In discussions, learners draw conclusions about the effectiveness
of various types of activism around the Spanish-speaking world. Learners interpret texts
in which the chapter vocabulary is presented in context and in small chunks to facilitate
comprehension. Through reading, film viewing, and listening activities, learners
understand, interpret, and analyze the forms and uses of the past subjunctive.
Communication 1.3 - Learners create written and oral presentations in order to
inform and explain concepts and ideas related to social and political activism, agrarian
life and agriculture, past or current armed conflicts, or examples of activism or resistance
in the Spanish-speaking world. Learners create scripts and present conversations that
expand upon the experience and decision of the main character to sell arms during the
Colombian Civil War in the film “Kalashnikov.” Learners expand on the themes
presented in the short story “Josefa" by Isolda Rodríguez Rosales. After watching the
entire film without sound, learners use the present tense to make inferences and
summarize the plot of the film “Kalashnikov.” After viewing the film with sound,
learners use the present subjunctive to explain and narrate what characters from the short
film need, want, recommend, or advise other characters to do or what events they want /
do not want to occur. Learners work in pairs to create sentences that use the past
subjunctive in which they narrate events depicted in film stills. They also work in pairs
and use the past perfect subjunctive to explain reactions to regrettable past events.
Cultures 2.1 - Learners use the language to investigate, explain and reflect upon
how cultural practices related to agriculture, agrarian life, civil war, guerrilla warfare,
activism and resistance influence perspectives. In order to explain and reflect on the
relationship between history, culture, politics and perspective, learners investigate the
roots of civil wars in various countries in the Spanish-speaking world. Learners use the
language to reflect on how agrarian life shapes perspectives. In addition, learners
investigate the connection between perspectives about various types of activism related to
human rights, the environment, political power, disability rights, education, social and
economic justice, and animal rights. The Anticipación section prepares learners to use
the target language to investigate, explain, and reflect upon these topics by providing key
background information related to the role of the Kalashnikov rifle in the civil war in
Colombia and the ritual of a child’s First Holy Communion. Learners investigate
historical and political trends and perspectives related to war and social and political
inequality in the Spanish-speaking world. Through readings on the civil wars in
Colombia, Spain, El Salvador, and Nicaragua, learners investigate, explain, and reflect
upon root causes and the far-reaching effects of armed conflict. Specifically, learners use
the language to explain and reflect on the relationship between economic and social
inequality in Nicaragua and the Sandinista revolution. Through interviews with native
speakers from Argentina, Colombia, and Spain, learners use Spanish to reflect upon and
explain a wide range of perspectives about agriculture, agrarian life, armed conflict,
activism and resistance in their communities.
Cultures 2.2 - Learners use the target language to investigate how cultural
products related to agriculture, rural life, armed conflict and activism affect perspectives.
By completing an information-gap activity and reflecting upon native-speaker interviews,
learners explain the relationship between agricultural products and animals such as
coffee, the potato, the llama, sugar cane, the cow, the banana, corn, cacao, tobacco, el
madroño, el zapote, el membrillo, la chirimoya, las hierbas, and la pitaya and diverse
perspectives about food and rural living. Additionally, learners access information about
illicit crops such as the poppy and the coca leaf to reflect on the relationship between
these products and political power. Learners also use the target language to investigate,
explain, and reflect upon the ways the following forms of expression denounced and
exposed political power: the artwork of arpilleras in Chile, the hashtag #ReununciaYa
in Guatemala, and the play “El campo” in Argentina. In addition, learners connect the
slogan “No pasarán” used in World War I, the Spanish Civil War, and the Sandinista
Revolution in order to explain and reflect upon the relationship between language and
war. Learners reflect upon a mural in Nicaragua that portrays the massacre of students by
President Somoza in 1959, and upon the short story “Josefa” by Isolda Rodríguez
Rosales. In addition, learners reflect upon the symbolic importance of the rifle the
Kalashnikov in the short film “Kalashnikov” and the short film’s poster, to investigate
and explain the effect on individuals of armed conflict.
Connections 3.1 - A reading on the history and impact of the Kalashnikov rifle
allows students to build, reinforce, and expand their reading skills by focusing on
identifying causes and effects in a text. Learners read, interpret, and discuss literary
elements, in the short story “Josefa” in order to build, reinforce, and expand their
knowledge about the Sandinista Revolution in Nicaragua, political prisoners in
Nicaragua, types of resistance, and the impact on individuals of human rights abuses. By
reading, interpreting, and discussing the short story, learners expand their knowledge
about literary analysis. Learners evaluate historical data to expand their knowledge about
political activism in Argentina, El Salvador, Spain, and Nicaragua. Learners expand their
knowledge about social, cultural, and political issues that lead to armed conflict and acts
of resistance. Additional readings about activist movements to protest economic
instability in Argentina, forced evictions in Spain, and animal abuse in Colombia allow
learners to build, reinforce, and expand their knowledge of geography, culture, and
society. In addition, readers expand their knowledge of ethical questions as they think
critically about the implications of participating in armed conflict and the moral
dilemmas faced by individuals caught up in war. Learners reflect upon and write an
editorial in which they speculate about hypothetical political events. Learners develop the
writing strategy of hypothesizing and speculating in order to analyze problems creatively.
Connections 3.2 - Learners access and evaluate information about diverse
perspectives related to agriculture, agrarian life, civil war, armed conflict, activism and
resistance. As a starting point to access the chapter topics, in the chapter opener learners
evaluate and reflect upon a mural that depicts the massacre of student demonstrators in
1959 in Nicaragua. Key background information for the short film and the readings allow
learners to make connections between cultural perspectives and geography, history,
politics, and sociology. Through readings that provide the cultural, political,
geographical, social, and historical context for the short film “Kalashnikov,” learners
evaluate diverse experiences and perspectives regarding agriculture, rural life, civil war,
guerrilla warfare, and social inequality. Learners evaluate the range of points of view
about political activism, revolution, human rights, and oppression in the short story
“Josefa” by the Nicaraguan writer, Isolda Rodríguez Rosales. By watching and
evaluating interviews with native speakers who express their points of view about the
relationship between culture, agriculture, and war learners make connections between
multiple perspectives and cultural topics. Learners evaluate native speaker comments and
their own experiences and preferences.
Comparisons 4.1 - Through activities with film, texts, aural input, and inductive
reasoning, learners investigate, reflect on, and compare how to form and use the past
subjunctive mood using one of two sets of endings. Learners explain and reflect upon the
differences between the past subjunctive in Spanish and verb forms in English.
Additionally, learners explain and reflect on the differences between the present and the
past subjunctive in Spanish. Learners investigate, explain, and reflect upon the use
of past subjunctive and the past perfect subjunctive after the word ojalá, expressions and
verbs of influence, emotion, or doubt. Learners explain how the verbs in the dependent
clause in English are different from the use of the subjunctive in Spanish. For example,
learners explain and reflect on the use of the past subjunctive in Spanish to make softened
or polite requests and compare those usages to verbs in English. Additionally, learners
reflect on two different types of si clauses in Spanish and compare their English
equivalents.
Comparisons 4.2 - Learners use Spanish to investigate, explain, and compare
cultural elements related to rural life, agriculture, armed conflict, and resistance and
activism surrounding various social, economic, and political issues. Learners investigate,
reflect upon, explain, and compare types of armed conflicts across various time periods
and geographical locations. Readings about types of activism provide learners the
opportunity to explain and reflect on similarities and differences in activist movements
across time and place. After investigating and reflecting upon diverse perspectives in
native-speaker interviews, learners reflect upon their own opinions about agrarian life,
armed conflict, and resistance. The Ambientes expresivos section asks students to
investigate and compare cultural practices, products, and perspectives and compare their
community or culture with a Spanish-speaking culture regarding one of the following
topics: truth and reconciliation commissions in Argentina, Chile or Guatemala,
environmental movements in the Spanish-speaking world, protests against petroleum
exploration and mining, student movements in Colombia, Chile or Mexico, and the goals
and achievements of movements for indigenous rights, women or domestic workers.
Communities 5.1 - Learners look for information online and on social media to
discover which community organizations are working for causes they care about.
Learners use the target language to investigate, interact, and collaborate with
organizations that work to solve problems that concern them.

III. Scope and Sequence
Ambientes: Capítulos 1-3

Capítulo 1 Capítulo 2 Capítulo 3
Chapter La familia - Gabriel Romance guajiro – Pedro Niños jugando a pídola–

Opener (Art) Fernández Ledesma Blanco Aroche (CUB) Francisco Goya (ESP)
(MEX)
I. Anticipación --La concordancia de Previous chapter content Previous chapter content

género y número and: and:
--Los pronombres de --Los usos de artículos --Los verbos del tipo gustar
sujeto definidos e indefinidos --Los adverbios
--Ir + a + infinitivo --El presente perfecto de
--Las palabras indicativo
interrogativas
-El presente progresivo
II. Vocabulario Tema: Extended vs. Tema: Compatibility and Tema: Entertainment
nuclear families relationship stressors
III. Gramática Tema: The elderly Tema: Types of unions Tema: Sports
(church, civil, or
1.1 El presente de cohabitation) 3.1 El imperfecto
indicativo 2.1 Los verbos regulares, 3.2 Los pronombres de
1.2 Los verbos verbos con cambio de raíz complemento indirecto
pronominales y cambios de ortografía 3.3 El contraste pretérito /
(reflexivos) comunes en el pretérito imperfecto
1.3 Los vsos de ser y 2.2 Los verbos irregulares
estar en el pretérito
2.3 Los pronombres de
complemento directo
Cortometraje De cómo Hipólito Vásquez

Éramos pocos La lotería encontró magia donde no
(ESP) (DR) buscaba (ARG)
IV. Contextos Tema: Cooking and Tema: Being single Tema: Childhood
sociales dining No a la soledad – Felipe Cuatro bicicletas – Federico
Oda al caldillo de Zámano Ivanier
congrio - Pablo Neruda (MEX) ARTICLE (URU) SHORT STORY
(CHI) POEM
V. Contextos Writing assignment: Writing assignment: Writing assignment:

expresivos Describe a family or We’re in the future looking Narrate a childhood story
friend gathering that back. What happened in (using pret and imperf)
happens every year the last 20 years with
that centers on food. Augusto and Savannah? -
Narrating events in the
past
Ambientes: Capítulos 4-6
Capítulo 4 Capítulo 5 Capítulo 6
Chapter Pushak, el que dirige - Braceros - Domingo Ulloa Protesta estudiantil - Mural
Opener (Art) María Cristina (EE. UU.) (NIC)
Medeiros Soux (CHI)
I. Anticipación Previous chapter Previous chapter content Previous chapter content

content and: and: and:
--La a personal --Las frases --El tiempo futuro
--Por/para preposicionales --El condicional
--Otras preposiciones --Las frases verbales -- El futuro perfecto y
condicional perfecto
II. Vocabulario Tema: The informal Tema: Migrant workers Tema: Rural Life
sector
III. Gramática Tema: Indigenous Tema: Race and ethnicity Tema: Civil war
populations
5.1 Una introducción al 6.1 El Imperfecto y
4.1 Los pronombres en presente de subjuntivo pluscuamperfecto de
combinación (formas) subjuntivo
4.2 Los mandatos 5.2 El uso del presente de 6.2 Las oraciones
formales e informales, subjuntivo: Las cláusulas condicionales
de nosotros (pos/neg) nominales
4.3 Las expresiones 5.3 El presente perfecto de
negativas e indefinidas subjuntivo
Cortometraje
Kay Pacha Hispaniola Kalashnikov
(PER) (DR) (COL)
IV. Contextos Tema: Gender roles Tema: Borders and Tema: Activism / Resistance
sociales La infiel – Dirma Pardo boundaries Josefa - Isolda Rodríguez
Carugati No se raje, chicanita – Rosales
(PAR) SHORT STORY Gloria Anzaldúa (NIC) SHORT STORY
(EE. UU.) POEM
V. Contextos Writing assignment: Writing assignment: Writing assignment:

expresivos Write a letter to your Brochure/guide book for What would your country
younger (high school new immigrants be like now if the other
freshman) self, giving main candidate had won
advice the presidential election?
Copyright (c) 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
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IV. Chapter Organization
A. Chapter Opener and Art Work
The chapter opener presents chapter goals that include two to three key grammar
concepts, practiced in context and integrated closely with key vocabulary, and three
cultural topics. Each chapter’s film reinforces and contextualizes grammar, vocabulary,
and culture. The chapter goals are addressed in five sections: Anticipación,
Vocabulario, Gramática, Ambientes sociales, and Ambientes expresivos.
The opener features a work of fine art from the Spanish-speaking world that reflects one
or more of the cultural topics. Students are asked to talk about their impressions of the
work and its themes.
B. Anticipación
The Anticipación section includes previewing activities to set students up linguistically
and contextually for a successful film-viewing experience later in the chapter. We ease
students into the chapter’s short film with previewing activities that include analysis of
still frames, scene-setting, presentation of background cultural information, cliff-hanger
video clips, and opportunities to work with the film without sound.
In addition to preparing students to see the chapter’s short film, Anticipación recycles
material acquired in the previous chapter (from chapter 2 on), and reinforces grammar
structures that are essential building blocks to the upcoming Gramática section. Each of
the grammar topics refreshed in this section has a corresponding review presentation and
practice activities at the end of the program for convenient student reference.
Anticipación also helps students more confidently approach reading, as they employ
different strategies for comprehending the target language and thinking critically.
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C. Vocabulario
After Anticipación, the Vocabulario section provides relevant vocabulary words needed
to discuss the film and the three main cultural topics from each chapter. Emphasis is
placed on the chapter’s first cultural topic. The Vocabulario section presents the
chapter’s vocabulary in context and at the point of use. As a result, vocabulary is
presented in more manageable groupings and is reinforced immediately with practice
activities. Active vocabulary words are presented in bold throughout the section, and
vocabulary words that also appear in the short film are called out with bold, different
coloration, and underline.
In the eBook, each of these active vocabulary words have corresponding audio at the
point of presentation, allowing students to hear them pronounced by native speakers.
D. Gramática
Ambientes presents grammar hand-in-hand with an analysis of the short film and an
exploration of the chapter’s second cultural topic, guiding students to find patterns and
understand the why behind the mechanics of the grammar. The Gramática section opens
with the short film viewing, which then serves as the language examples and context for
the grammatical presentations.
Ambientes teaches grammar using a blended learning approach, nudging students to
actively engage and produce the language rules through a carefully balanced mix of
inductive and explicit presentations. Fun ¡A analizar! tasks keep students focused and
intrigued, and periodic Comprueba tu progreso self checks, available online and in
print, help students know they are on track.

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Additional activities are found in the Workbook/Laboratory Manual and on Connect,
freeing class time for more active, communicative activities while simultaneously
providing students with the practice they need to confidently maneuver the target
language.
E. Ambientes sociales
The Ambientes sociales section focuses on the chapter’s third cultural topic and presents
an authentic reading from the Spanish-speaking world along with supporting materials
for understanding that reading within a cultural framework. Readings range from literary
pieces to newspaper articles offer additional perspectives about the cultural topics
presented in the films. Additionally, practical real-world tasks, geography-related
activities, and opportunities for community involvement help students to better analyze
and comprehend the short film and its rich themes.
F. Ambientes expresivos
Each chapter culminates in the Ambientes expresivos section, which uses the short film
and the chapter’s cultural topics as inspiration for students to express themselves
creatively through a variety of media using the target language. Students employ writing
strategies, write and act alternate scenes, make videos, record audio, role play, and think
critically as they analyze the film and learn about different filmic techniques. All of these
capstone tasks are focused on helping students utilize the skills they’ve strengthened
throughout the chapter and apply them in a practical way.
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V. Planning your Course
A. Level
Because the intermediate level of proficiency is broad and encompasses a long process in
which students progress at different rates, Ambientes can be adapted to meet the needs of
students at the IL or IH level.
Between the textbook, workbook/laboratory manual, optional teaching suggestions, and
additional resources on Connect, most instructors will find that it is impossible to include
every piece of content in their courses. This abundance of content is intentional, and is
intended to allow instructors to select the material that is most suitable for their audience.
Intermediate Low
For an Intermediate Low audience, instructors may wish to focus on the first-year review
content in the Anticipación sections, and rely on the English grammar explanations for
new content. While the authors recommend completing all of the pre-viewing steps for
each short film and utilizing captions for the first full viewing with sound for all students,
doing so is particularly important for an IL audience. In each chapter section, activities
develop from input to output, with more free-form, open, communicative activities at the
end. Likewise, these activities focus first on the lower levels of the Revised Bloom’s
Taxonomy, becoming increasingly more complex at the end. Instructors planning courses
for IL audiences can therefore focus on the initial exercises/questions in each activity,
skipping the later ones.
Intermediate Mid
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For an Intermediate Mid audience, instructors may focus less on the first-year review
material in the Anticipación sections, or skip it altogether. IM students will still likely
rely heavily on the English grammar explanations, but they can be assigned some of the
output exercises/questions in each activity, in addition to the input exercises/questions.
Open-ended communicative activities, as well as those that represent the higher levels of
the Revised Bloom’s Taxonomy, may be simplified, assigned periodically, or skipped
altogether.
Intermediate High
For an Intermediate High audience, instructors may focus primarily on output activities,
especially open-ended exercises/questions, and those that represent the higher levels of
the Revised Bloom’s Taxonomy. The grammar segments may be assigned as homework,
with in-class work focusing primarily on production. The Ambientes expresivos and
Ambientes sociales chapter sections are particularly suitable for the IH level.
Advanced Low and beyond
Ambientes is suitable for adaptation to higher level courses, such as Conversation,
Culture, or Film Studies courses. Instructors may focus solely on the cultural material,
skipping the grammar sections entirely, or on the writing/speaking communicative
activities. Numerous film analysis activities, for instructors wishing to focus on cinematic
techniques, etcetera, may be found on Connect.
B. Teaching Suggestions
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Ambientes assumes students will do preparatory and practice work outside of class. At
the beginning of each chapter, encourage students to look through the chapter headings to
get a feel for the organization and topics each chapter will cover. For most class periods,
students should be asked to do some outside preparation.
Whenever possible, students should watch the film outside of class, so that class time can
be used for practice. Each chapter introduces the film in three steps: 1. A cliff-hanger
scene with sound (and Spanish captions, if you prefer) and 2. The entire film with no
sound, both found in the Anticipación section, and 3. The entire film with sound found in
the Gramática section. For tips on using this content, please see the IM section Working
with Film.
1. Section-by-section Suggestions
The following are our suggestions for working with the chapter’s main sections in each of
the three possible classroom environments: face-to-face, hybrid, and online-only.
Anticipación
The Anticipación section consists of these recurring activity types:
• El póster del cortometraje

• ¡Conozcamos a los personajes!
• Lugares importantes
• Situación de suspenso
• Estrategia de leer y una lectura cultural
• Actividades de repaso gramatical
• A inferir y predecir
• Sin sonido: Las pistas visuals
Face-to-face Hybrid Online-only
Instructors should ask students to Instructors can preview Instructors should set up
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review the chapter opener and to the Anticipación section the Anticipación section
preview the entire Anticipación online. Draw students’ by pointing students first
section before completing any of attention to the film title, to the chapter opener
the activities. country of origin, three either in writing or in a
cultural topics, and the list short video that can be
Consider assigning the Póster del of activity types via a posted to your
cortometraje, ¡Conozcamos a los written announcement or a institution’s Learning
personajes!, and the Lugares video post. Management System
importantes activities to be (LMS).
completed before class either as a Use classroom time to do
graded assignment or to bring to the activity pasos in which Point students to the film
class to share with their students work in pairs or title, country of origin, the
classmates. small groups. three cultural topics, and
the list of activity types in
The pair and group activities can The cliff-hanger scene can Anticipación.
be completed in class. be watched on students’
own time, and classroom As students move through
The reading strategy can be time can be be used to talk the section, build in
previewed in class and assigned to about it. checkpoints over the
be completed outside of class. course of 3-5 days in
Or, instructors can use class time Similarly, students can which students complete a
to read some or all of the cultural talk about their inferences few of the activities at a
reading. Instructors can ask and predictions when you time and then receive
students to share how they applied meet face-to-face and feedback or communicate
the reading strategy and/or compare their summary of with classmates.
demonstrate how they might use it the film based on the
in this reading or some other visual clues. Activities for pairs or
reading. groups can be assigned
If classroom time is more via a variety of
Depending on the amount of class limited, some of the audio/visual tools
time available, the cliff-hanger paired/group activities can available on Connect.
scene can be viewed in or out of be done online.
class.
Vocabulario
The chapter vocabulary presentation appears in small chunks and in context, and emerges
naturally from the film or cultural texts, listening pieces, texts, and images followed by a
list of active vocabulary words and phrases.
The Vocabulario section contains the following:
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• Film stills and cultural photos with descriptions containing chapter vocabulary in
context. Vocabulary that is used in the film appears underlined and in a different
color.
• Open-ended questions about the film stills and one or more of the cultural topics
• Readings, listening input, and/or cartoons containing chapter vocabulary that
address one or more of the three cultural topics.
• Activities following each image, listening piece, or text that have two or three
pasos. The pasos guide students from comprehension to production.
• The ¿Qué opinan los demás? section presents the native-speaker interviews
about the first cultural topic and has four to five pasos.
Before class, students should To prepare students for the Instructors should set up the
preview the Vocabulario Vocabulario section, ask Vocabulario section by
section, noting images, students to listen to the pointing students first to
headings, and vocabulary pronunciation of the words preview each section in
lists. as they read through the which the vocabulary
contextualized presentation appears in context.
Assign students to complete and review the images. Instructors can do the initial
individual activities in the presentation in writing or in
Vocabulario section before Before class, students can a short video that can be
class. respond to the personalized posted on their institution’s
questions that follow the Learning Management
Use class time to talk about blue vocabulary boxes. System (LMS).
the topics the vocabulary Responses can be recorded
words describe. Spot check or written and left online Point students to the
student responses to the for either the instructor subheadings that relate to
individual activities and have only or for classmates to one of the three cultural
students work in pairs or read. Face-to-face topics, and the list of
groups to complete discussion can follow activity types in
vocabulary activities that about the answers. Vocabulario.
require conversation. After
each group or paired activity, Classroom time can then be As students move through
ask a few students to share a used to engage in other the section, build in
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bit about the conversation conversation-based pasos. checkpoints over the course
they had. of a couple days in which
students complete a few
of the activities at a time
and then receive feedback
or communicate with
classmates.
Activities for pairs or

groups can be assigned via a
variety of audio/visual tools
available on Connect.
Gramática
In addition to introducing a grammatical concept, the grammar section reinforces
vocabulary and cultural themes in contextualized explanations and activities.
The Gramática section contains the following:
• Two or three grammatical topics

• ¿Comprendiste?: Paso 1 asks students to summarize the film after watching it
the first time with sound and no captions. Paso 2 introduces the first grammatical
concept in a contextualized activity about the film. Instructors can use the
¿Comprendiste? activity to gauge student knowledge about the concept before
embarking on the lesson itself.
• In Actividades analíticas, film stills provide starting input for an activity that first
leads students to use the grammar to communicate about the short film, and then
to infer and co-construct an explanation about the grammatical concept. Each
chapter has two to three Actividades analíticas sections.
• Actividades prácticas follows the Actividades analíticas presentation and
includes several activities to practice the grammatical concept. Activities progress
from comprehension to production and are contextualized by the film and/or a
cultural topic.
• Readings, listening pieces, and/or cartoons that expand up one of the chapter
cultural topics
• In four to five pasos, ¿Qué opinan los demás? presents the second set of native-
speaker interviews about the second cultural topic.
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Preview the main Introduce the grammatical Instructors should preview
grammatical concepts as concepts and ask students to the grammar section in
you transition from the preview them before your their LMS by listing the
Vocabulario to the face-to-face meeting by grammar topics and
Gramática section. Stress looking through the section, readings included in the
the communication skill noting charts, images, Para tu section. The students
that each grammatical información, and ¡OJO! should complete the
concept expresses. boxes. Actividades analíticas
first.
Assign as homework the Encourage students to make
Actividades análiticas predictions about what they Instructors can provide
grammatical section and will learn. Students should feedback individually or to
subsequent Actividades complete the Actividades the group based on
analíticas that do not analíticas activities before the performance on that
require partners and use next face-to-face meeting. section. After, assign the
classroom time to briefly activities in Actividades
check students’ Use classroom time to review prácticas.
understanding of the key points of the explanation Conversation-based pasos
concept. and to begin the Actividades can be done
prácticas section. asynchronously through
Students should spend discussion boards,
classroom time engaging After, students can continue to presentation software or
with activity pasos that work online through the blog posts, for example.
require partners. activities that do not require a Synchronous
partner or group. communication via chat or
Periodically, during class, video conferencing can
take a few moments to Conversation activities with also be done where
check students’ progress classmates can take place in possible.
and have them share their your physical classroom or if
answers. You can spend a the majority of the class takes Periodically assign students
few minutes in an all-class place online, students can new partners and/or share
discussion before moving engage in synchronous or paired or small group
to the next activity. asynchronous communication activities with the larger
with classmates, depending on group.
As you discuss, available Learning
occasionally write any Management System tools.
instances of the
grammatical concept that Assign some or all of the
you or other students use ¿Qué opinan los demás? as
on the board or screen to homework. Rewatch the
reinforce its use in context. interviews when you meet face
to face if time permits and
Assign some of the ¿Qué have students work with
opinan los demás? classmates to complete the
activities as homework. activities requiring
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Rewatch the interviews in conversation.
class if time permits and
have students work with
classmates to complete the
activities requiring
conversation.
Ambientes sociales
The Ambientes sociales section contains the following:

• An introductory reading and visual input related to the third cultural topic
• Activities and personalized questions about the topic follow the introduction
• Before starting this section’s reading, Antes de leer presents textual information
and activities students need to engage with the reading.
• The ¡A leer! section contains the literary or journalistic reading, along with a
short biography of literary authors.
• The Después de leer activity includes three or four pasos about the reading.
• In four to five pasos, ¿Qué opinan los demás? presents native-speaker
interviews in which they discuss the third cultural topic.
• The reading is followed by El trasfondo geográfico / cultural, in which we
present texts and images that expand upon the third cultural topic. An activity
with multiple pasos follows.
• The Ambientes sociales section concludes with Compromiso con la
comunidad, a brief description of ways students can get involved with their
community.
Preview the third cultural In general, try to reserve As you transition to

topic as you transition to face-to-face time for review Ambientes sociales section,
Ambientes and for the activities that preview the third cultural
sociales section. Mention require conversation. topic in writing or via a video
the topic, ask students to Depending on how many on your LMS. Mention the
think or talk about what face-to-face meetings you topic, ask students to think or
they know and to make have, however, some talk about what they know
predictions about the interactive activities may be and to make predictions
various aspects of culture completed online. about the various aspects of
the topic might relate to. culture the topic might relate
As you transition to to.
As homework assign the Ambientes sociales section,
reading, data, chart, and/or preview the third cultural Assign the reading, data,
other image input that topic on your LMS in chart, and/or other image
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introduces the topic. Also, writing or via a video. input that introduces the topic
assign as homework Mention the topic, ask as homework. Also, assign as
activities that do not students to think or talk homework activities that do
require partners and use about what they know and to not require partners and as
class time to briefly check make predictions about the time periods, give students’
students’ understanding of various aspects of culture the feedback regarding their
the text, charts, or other topic might relate to. understanding of the text,
input. charts, or other input.
Assign the reading, data,
Students should do the chart, and/or other image Additionally, assign the
Activity pasos that require input that introduces the Antes de leer and ¡A leer!
partners. topic as homework. Also, activities as homework.
assign as homework Encourage students to make
Additionally, assign the activities that do not require predictions about the reading
Antes de leer and ¡A leer! partners and use face-to-face and to employ reading
activities as homework. time to briefly check strategies they have learned.
Encourage students to students’ understanding of
make predictions about the the text, charts, or other Después de leer and El
reading and to employ input. trasfondo
reading strategies they cultural/geográfico, and the
have learned. Additionally, assign the ¿Qué opinan los demás?
Antes de leer and ¡A leer! activities that require
Después de leer and El activities as homework. individual answers should
trasfondo Encourage students to make also be completed as
cultural/geográfico predictions about the reading homework.
activities that require and to employ reading
individual answers should strategies they have learned. Some of the conversation
also be completed as activities can be assigned to
homework. be completed online.
Después de leer and El Students can use a variety of
Assign some or all of the trasfondo tools to interact and to record
cultural/geográfico their interaction.
¿Qué opinan los demás?
activities that require Synchronous communication
as homework. Rewatch the
individual answers should via written or video chat can
interviews in class if time
also be completed as be used along with
permits and have students
homework. asynchronous tools such as
work with classmates to
complete the activities audio recordings, discussion
Some of the conversation boards, presentations, blogs,
requiring conversation.
activities can be assigned to etcetera.
be completed online.
Students can use a variety of Periodically assign students
tools to interact and to new partners and/or share
record their interaction. paired or small group
Synchronous communication activities with the larger
via written or video chat can group.
be used along with
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asynchronous tools such as
audio recordings, discussion
boards, presentations, blogs,
etcetera.
Assign some or all of the

¿Qué opinan los demás? as
homework. Rewatch the
interviews together in class
if time permits and have
students work with
classmates to complete the
activities requiring
conversation.
Ambientes expresivos
The Ambientes expresivos section contains the following activity types:

• Escritura: This section presents the explanation of a writing strategy, a writing
task, and several Antes de escribir steps before writing the first draft of a writing
assignment in ¡A escribir!
• Después de primer borrador: After writing the first draft, students exchange
what they’ve written with a classmates. They write at least five questions about
the topic. Students respond to their classmate’s questions and revise their writing
based on those answers.
• Nosotros los actores / las actrices: In pairs, students write an original script for
the short film characters that expands on the story.
• Entrevista: Students interview a native speaker about one of the chapter cultural
topics.
• ¡Entrevista por videoconferencia!: Students converse with a native speaker
about one of the three chapter cultural topics.
• Investigation: Students compare a country or region in the Spanish-speaking
world with their own country regarding their selection from a list of chapter-
related cultural topics.
Ask students to review the Ask students to review the Ask students to review the
writing strategy and to read writing strategy and to read writing strategy and to read
through the Antes de escribir through the Antes de escribir through the Antes de
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process. process. escribir process.
The rough draft of the writing The rough draft of the writing The rough draft of the
activity can be shared with a activity can be shared with a writing activity can be
classmate via your LMS or in classmate via your LMS or in shared with a classmate via
class if times allows. class if time allows. your LMS.
Interviews, scripts, and Interviews, scripts, and Interviews, scripts, and

presentations can be worked on presentations can be all be presentations can be all be
in class and be posted to your posted to the LMS or shared in posted to your LMS.
LMS or shared in class, time class, time permitting.
permitting. Ask students to ask
Ask students to ask questions questions about, react to
Ask students to ask questions about, react to, and comment and comment on other
about, react to, and comment on on other students’ students’ presentations.
other students’ presentations, presentations.
either in class or on your LMS.
2. Chapter-by-chapter suggestions
Chapter 1
Note, Las metas: Chapter goals include two to three key grammar concepts, which are
practiced in context and are integrated closely with key vocabulary and three cultural
topics. Each chapter’s film reinforces and contextualizes grammar, vocabulary, and
culture. The chapter goals are addressed in five sections: Anticipación, Vocabulario,
Gramática, Contextos sociales, and Contextos expresivos.
The Anticipación section previews the film and primes students to think about the film’s
themes. Additionally, it presents cultural and geographical information students need to
know in order to better understand the film.
The words and phrases in the Vocabulario section emerge naturally from the film and
reflect the three cultural topics.

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The Gramática section builds upon structures introduced in the film dialogue and
expands upon them with film- and theme-related exercises.
The later grammar exercises also incorporate cultural themes, which are
expanded upon in the Contextos sociales and Contextos expresivos
sections.
Anticipación
1. Suggestion, Activity D, PASO 2: Introduce the reading by talking about similar kinds of
expressions in English. For example: Con frecuencia yo digo, «Let's cross that bridge
when we come to it» cuando tengo un problema y todavía no tengo una solución.
¿Dices tú esta expresión con frecuencia? Have students come up with other expressions
in English and as a class work to explain them in Spanish. Then, have the students follow
the reading strategy above. As a post-reading activity, ask the students to imagine what
this film might be about, based on the expression.
2. Suggestion, Activity D, PASO 4: Now is a great time to do the ¿Qué dijeron? video and
listening comprehension activity for this chapter. You can find it on Connect!
3. Suggestion, Activity E, PASO 2: Students may be rusty with the verb conjugations, but
they will have ample opportunity to review and practice the forms later in the chapter.
Vocabulario
1. Note, Vocabulario: This section presents the chapter’s vocabulary in context and at the
point of use. In this way vocabulary is presented in more manageable groupings and is
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reinforced immediately. Vocabulary words are presented in bold. Vocabulary words that
also appear in the film are differently colored, bold and underlined.
2. Suggestion, Activity A, PASO 2: Now is a great time to do the ¿Tradicional o moderno?
activity. You can find it on Connect!
3. Suggestion, Activity B, PASO 3: Now is a great time to do the La familia en el mundo
hispanohablante reading. You can find it on Connect!
4. Expansion, Activity C: Describe the images and elaborate on what is shown in each. For
example, review vocabulary such as servilleta, plato, tenedor, vaso, and so on. Talk about
what you typically eat and how you prepare food and compare those activities with the
images. For example: Lourdes bate los huevos para preparar una tortilla. Yo bato
dos huevos cada mañana para preparar huevos revueltos. Because there are many
words associated with food and cooking, students will need a review of some of them.
Consider making cierto/falso statements with foods such as: Yo utilizo una sartén para
freír agua. (F), El agua hierve en la olla. (C), Muchas personas comen el pescado
preparado a la plancha. (C), Yo sazono el helado con sal. (F), and so on. Or have
students bring these kinds of statements to class and work in groups so that other students
can identify them as cierto or falso. For homework, students can also bring a description
of a recipe using present tense verbs with yo conjugations (rather than the impersonal se)
to describe the steps of a recipe. The other students should try to guess what meal he/she
is preparing.
Gramática
1. Note, Gramática: Ambientes teaches grammar using a blended learning approach,
nudging students to actively engage and produce the language rules through a carefully
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balanced mix of guided inductive and explicit presentations. ¡A analizar! tasks keep
students focused and intrigued, and periodic Comprueba tu progreso self-checks help
students know if they are on track. Additional auto-graded activities may be found on
Connect, freeing class time for more active, communicative tasks while simultaneously
providing your students with the practice they need to confidently maneuver the target
language.
2. Note, ¿Comprendiste?: After students watch the entire film, this section provides a
quick comprehension check and primes the students for the presentation of the chapter
grammar. ¿Comprendiste? prompts students to make observations about key plot details
within the context of the featured grammar structure or concept. Since this activity occurs
before the formal analysis and direct presentation of grammar, accuracy expectations
should be tempered. Encourage students to focus on the story. You may model correct
use of the verb forms, however, while still maintaining a focus on the film’s plot and
characters, rather than the correct grammar structure. Note that, while the instructions
below tell students to watch the full film without subtitles, such direction is always at the
instructor’s discretion. You may wish for them to see subtitles during the first full
viewing, or assign multiple viewings (in or out of class), with the second viewing
including subtitles. Note that some of the films in future chapters contain languages other
than Spanish, including indigenous languages, as well as instances of heavy regional
accents, idiomatic expressions, and scenes with multiple characters speaking
simultaneously. In such cases, subtitles may decrease frustration and increase
comprehension. Moreover, subtitles create a link between the visual representation of the
word and what students hear. By uniting the visual and auditory cues, students experience
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more integrated input. Subtitles also encourage students to focus on language elements
such as pronunciation, prosody, lexicon, and grammar. However, you should feel free to
customize this approach as you see fit. Removing the subtitles offers advantages as well.
Students focus on the action and characters and struggle a bit more to understand the film
without worrying too much about reading the subtitles.
3. Expansion, ¿Comprendiste?, PASO 1: Students should write infinitives and instructors
can ask several students to share actions they identified. The instructor can model a
statement with the verb and then ask a follow-up question with an interrogative to
reinforce its use. For example, «preparar una tortilla-Lourdes». «Sí, Lourdes prepara
una tortilla. ¿Quiénes comen la tortilla»? Or, «salir de la casa-Julia. Sí, al principio
del cortometraje, Julia sale del piso/de la casa. ¿Qué bebida no prepara antes de
salir? ¿Cuándo sale Julia? ¿Sale ella por la noche? ¿Sale el lunes?». Have students
revisit their descriptions of the characters and places (Anticipación B and C) and add to
them now that they have seen the film in its entirety with sound on. Have them discuss
and be sure to mention if anything has changed now that they have seen the film with the
sound.
4. Note, ¡A analizar!: ¡A analizar! launches each grammar concept or structure and
encourages the students to use inductive reasoning to hypothesize about general patterns
and rules in Spanish. Ambientes continually asks students to think through rules before
revealing them. This approach stresses inquiry first over simply handing students a list of
conventions, because the cognitive process of inferring patterns encourages students to be
more active and thereby helps them comprehend and retain more material. Significantly,
it indirectly communicates to students that true academic gains emerge from effort and
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that they have responsibility for their learning. The film provides the context for these
inferential activities. After students have analyzed the use of the grammar focus, an
explanation follows that outlines patterns and conventions. Students fill in various pieces
of this explanation and thus remain active participants in the exposition of the material.
For example, rather than memorize traditional verb charts, students help to complete
them. To counter the natural tendency to interact passively with academic material,
consider walking through a few of these sections with the class to model strategies. Since
students are accustomed to having information presented in full to them, you may
encounter resistance or confusion about how to approach these sections. It is
recommended that you stress the reasoning behind this approach and that you guide them
through several sections. The vosotros form is presented throughout Ambientes for
recognition, but not production. It is called out here because it arises naturally–this
particular short film is set in Spain. If you will be encouraging your students to use this
conjugation, now is a great time to explain vosotros vs. Uds.
5. Gramática 1.1, Suggestion, Analytical Activity B, PASO 2: Now is a great time to do
the ¿Quién lo hace? listening comprehension activity for this section. You can find it on
Connect!
6. Gramática, 1.2, Suggestion, Practice Activity A, PASO 2: Now is a great time to do the
Bienvenida, Abuela. Me acuerdo mucho de ti. activity. You can find it on Connect!
7. Gramática 1.2, Suggestion,Practice Activity A, PASO 2: Now is a great time to do the
¿Nos comprendemos? ¿Nos ayudamos? reciprocal actions activity for this chapter. You
can find it on Connect!
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8. Gramática 1.2, Suggestion, Practice Activity B, PASO 1: Before assigning this reading,
ask students to list people who are considered “family” in order of importance. If they do
not come up with people outside of traditional relatives, ask students to consider whether
friends or neighbors could be family. Brainstorm a list of activities students associate
with the role of a family member. Use vocabulary from the reading to ask about family
members: ¿Tiene que ocuparse de los hijos si los padres mueren? ¿Qué papel
familiar tiene esta persona? After the reading, have students write down two or three
actions that describe the role of compadres and two or three that do not. Read them aloud
and have the entire class decide whether they do nor do not describe the compadres
tradition.
9. Gramática 1.3, Suggestion, Activity C: Consider putting these questions in an online
survey that automatically tabulates the results for class discussion.
Ambientes sociales
1. Note, Ambientes sociales: This section provides social context for chapter topics.
Readings focus on one of the three chapter topics. Activities offer real-world tasks,
geography-related activities and opportunities for community involvement.
2. Suggestion, Activity A, PASO 4: Students may have difficulty thinking of proverbs or
idioms in English that include words or ideas about food, eating, and meals. Consider
giving them some ideas or assigning one or two to small groups. Possible proverbs and
idioms in English include: I didn’t fall off the turnip truck yesterday, That’s how the
cookie crumbles, That’s a pie in the sky idea, Take it with a grain of salt, Don’t count
your chickens before they hatch, The way to a man’s heart is through his stomach, You
can’t get blood out of a turnip, Hunger is a good kitchen, Life is a bowl of cherries,
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He/She’s a tough cookie, Promises are like pie crust; they are made to be broken,
Forbidden fruit is the sweetest, One man’s meat is another man’s poison, Roasted ducks
don’t fly into your mouth, Don’t bite the hand that feeds you, A watched pot never boils,
An apple never falls far from the tree, Everything is not all peaches and cream, Someone
has to bring home the bacon, A cabin with plenty of food is better than a hungry castle,
You can bring a horse to water, but you can’t make it drink, Truth is a bitter food, It’s as
easy as pie, Don’t go bananas, Kids eat you out of house and home, Don’t bite off more
than you can chew, My eyes are bigger than my stomach, If you can’t stand the heat, get
out of the kitchen, and The proof of the pudding is in the eating.
3. Expansion, Activity A, PASO 4: As a larger project, students can create short videos for
an ELL class or Spanish speakers locally or abroad who are learning English. The
students explain in Spanish and demonstrate the meanings of these sayings and proverbs.
The videos would be a creative way to teach others and would encourage students to
think about an English-language learner’s perspective. They also help students think
more about the language-learning process.
4. Note, Activity C, PASO 1: You may wish to point out to your students the varying
meanings of lima and limón; while lima = lime and limón = lemon in some countries,
the exact opposite is true in many other countries. In still other cases, the differentiation
is made as limón verde vs. limón amarillo. This is also a good opportunity to point out
other similar differences in vocabulary for regional fruits and other crops.
5. Suggestion, ¡A leer!: The reading strategy for this chapter (presented in Anticipación)
stresses the importance of multiple readings. Poetry similarly requires careful, close
reading. Students should read over the poem once to get a general sense of the focus and
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the form of the poem. Emphasize that students will not immediately understand a poem
in the way they might understand a narration. Rather than look for an overall meaning
right away, have students use subsequent readings to write down words that seem
noteworthy. Have students categorize the words in this poem and talk about the
associations they have with the words. Categories could be parts of speech or lexical
categories such as cooking, food, the ocean, emotions, sensations, and so on.
Additionally, validate that confusion and lack of comprehension are to be expected.
Encourage metacognitive awareness by asking students to come up with one or two parts
of the poem they do not understand. Suggest deciphering strategies such as looking for
the subject after locating the verb. By spending time thinking about the meanings and
associations of words and images, students are primed to think about the poem in a
deeper way when they read it again. Consider getting them started by working in a group
on a set of verses so that they learn to pause and analyze parts of the poem before
engaging with the overall ideas.
6. Expansion, Activity E, PASO 4: 1. ¿Quién es el/la mejor cocinero/a de tu familia? ¿Te
gusta cocinar? 2. Las personas entrevistadas mencionan el arroz, la carne, el
plátano y el fríjol. ¿Comes tú esos alimentos con frecuencia? 3. ¿Qué opinas del
consumo de la comida chatarra en tu país? ¿Por qué es popular? ¿Cuándo sueles
consumirla tú? ¿Trata de evitarla mucha gente? 4. Para ti, ¿cuáles son las comidas
más saludables? ¿Te interesa probar los platos que Steve, May y Michelle
mencionan? ¿Por qué sí o no?
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7. Suggestion, Activity E, PASO 5: Now is a great time to do the Describir un plato típico
practical task found in Instructor Resources under the Library tab of Connect. In this
chapter, students describe a typical dish from their home country.
1. Note, Ambientes expresivos: This section is dedicated to student expression through a
variety of media, including writing (bolstered with relevant writing strategies), recording
videos, recording audio, writing skits, role playing, film analysis made accessible,
interviews, and research projects. All of these capstone tasks, of course, are focused on
helping students utilize the skills they’ve strengthened during the course of the chapter.
2. Note, ¡A escribir! and Después del primer borrador: To assign ¡A escribir! and
Después del primer borrador, use the Writing Assignment tool on Connect.
3. Note, Activity B, PASOS 1 y 2: This recurring activity allows students to create with the
language and to build upon the ideas and language they practiced in film-based activities.
Writing dialogue requires students to think about spoken language and to consider how it
differs from written expression. Script writing gives students the opportunity to write and
practice oral expression. By asking them to imagine conversation that is not in the film, it
draws their attention to the way a scriptwriter thinks and therefore, how a story is
constructed. Additionally, it promotes further consideration of the ways ideas and themes
are communicated in film. In Paso 2, students present their dialogue to the class, an
activity they are better prepared for at the end of each chapter because they have
practiced vocabulary and grammar related to the film. Moreover, although it is a more
challenging activity, it is a logical creative endeavor that follows from having thought
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about the film and its themes. Students enjoy seeing the ways their classmates revise and
play with the story.
4. Note, Activity C: This recurring activity gives students more practice creating with the
language and also gives them an opportunity to use expressive language skills in a
situation in which they cannot plan everything ahead of time. Regular interaction with
Spanish speakers outside of class allows students to gain confidence in a less-structured,
more authentic environment. It also promotes engagement by helping them connect class
work with real individuals outside of the class. The conversations will likely produce
interesting and unexpected cultural details that can be shared with the class to provide a
rich addition to the chapter themes.
5. Suggestion: Now is a great time to do the Análisis del cortometraje activity found in
Instructor Resources under the Library tab of Connect. In this chapter, students will study
types of characters.
6. Note, Activity D: Students interview a Spanish speaker by video conference, and are
therefore not limited to talking with people who are geographically nearby. Questions
related to the themes of the chapter provide students with a road map for the interview to
get the conversation going, but are broad enough to allow the conversation to move in
various directions. Students must reflect on the chapter topics and learn to form
questions—an essential, yet challenging skill at the intermediate level. Interviewees give
students immediate feedback on the clarity and quality of their questions. As with the
previous interview activity, students learn to adjust their responses in real time. Students
could interview more than one person and the reflect on and compare the differences in
their answers.
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7. Suggestion, Activity D: Consider separating this activity into steps. Students will feel
more comfortable and prepared if they have time to work on their questions and edit them
with feedback from their peers or the instructor. After they conduct the interviews, have
them share their results with the class using mixed media. They can use video and/or an
audio recording within a presentation or a written assignment. Class discussion time
allows you to highlight similarities and differences among answers and to reinforce key
ideas and skills from the chapter.
8. Note, Activity E: The end of each chapter provides students the opportunity to research
one of the themes in more depth within the context of a particular country or region.
Since the Spanish-speaking world is wide and diverse, the class will get a better sense of
its breadth and complexity by listening to presentations about how a given topic
manifests itself in a variety of places. This kind of investigation develops students’
research skills and counters the tendency to overgeneralize about countries by
highlighting the range of the cultures where languages are spoken.
Chapter 2
Anticipación
1. Suggestion, Activity D, PASO 1: You may choose to turn on or off the Spanish subtitles
for this scene. Subtitles may decrease frustration and increase comprehension. Moreover,
subtitles create a link between the visual representation of the word and what students
hear. By integrating the visual and auditory cues, students experience more integrated
input. Subtitles also encourage students to focus on language elements such as
pronunciation, prosody, lexicon, and grammar. Removing the subtitles offers advantages
as well. Students focus on the action and characters and struggle a bit more to understand
99
the film without worrying too much about reading the subtitles. Depending on your
purposes and preferences, you may find subtitles useful in some situations but not others.
2. Suggestion, Activity E, PASO 2: Now is a great time to do the ¿Qué dijo? video and
Vocabulario
Gramática
1. Expansion, ¿Comprendiste? PASO 1: Students should write infinitives and instructors
can ask several students to share actions they identified. The instructor can model a
statement with the verb and then ask a follow-up question with an interrogative to
reinforce its use. For example, “Augusto: hablar con el abogado.” “Sí, Augusto habló
con el abogado. ¿Dónde hablaron Augusto y el abogado? ¿Habló Savanna con el
abogado?” Or, “Savanna: escribir en su cuaderno.” “Sí, Savanna escribió sus ideas
en un cuaderno. ¿Qué escribió Savanna?”
2. Expansion, ¿Comprendiste? PASO 1: Have students revisit their descriptions of the
characters and places (Anticipación B and C) and add to them now that they have seen
the film in its entirety with the sound on. Have them discuss and be sure to mention if any
of their assessments have changed now that they have seen the film with the sound.
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3. Note, ¿Comprendiste? PASO 2: Throughout this program we present targeted
grammatical points in context in the comprehension-check activities, and then use the
inductive method to guide students through the explanation of the grammar. It is
recommended that you show leniency here as students work with this content before it
has been refreshed. This comprehension-check activity is designed to help you gauge the
level of your students’ familiarity with the upcoming grammatical point and give you an
idea of how much time and work you’ll need to spend on this particular point.
4. Gramática 2.1, Note, Actividades analíticas: Students may be rusty with their use of the
imperfect. You may wish to show leniency with this tense until it is reviewed in Chapter
3.
5. Gramática 2.2, Expansion, Activity B, PASO 2: After students identify which are true
and which are false, you may wish to have them correct the false statements with partners
or aloud.
6. Gramática 2.2, Expansion, Activity D, PASO 2: Have students use the dates to calculate
how much time has passed since these events happened using the hace + que
structure.Have students research another famous couple in the Spanish-speaking world,
such as Eva and Juan Perón, and report on the major happenings in their life together.
7. Gramática 2.3, Suggestion, Practice Activity B, PASO 1: As with all the texts in this
program, remind the students of the importance of multiple readings. Consider having
students read this text by section. Prepare them for the topic by talking about the
differences and similarities between religious and civil ceremonies. Talk about
advantages and disadvantages of cohabitation, common attitudes about it, etcetera. When
possible, use the preterite tense. For example, Mis padres se casaron por la iglesia pero
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mi mejor amiga decidió casarse por lo civil. No tuvo una ceremonia religiosa pero
invitó a su familia y sus amigos a una cena elegante en un restaurante. El año
pasado asistí a dos bodas. Fueron muy hermosas. Hay otras personas que viven
juntas pero no se casan formalmente. Pause and ask students simple questions that
require brief answers. ¿Fuiste a una boda este año? ¿Quiénes se casaron? ¿Vivieron
juntos antes de casarse? Reading can be done in class. Have students identify sentences
they cannot understand and write them anonymously on a piece of paper you collect.
Write them on the board or screen and show students how to decipher these sentences.
This kind of an activity alerts you to types of sentences that tend to confuse students and
gives you the opportunity to remind students of key aspects of sentence structure and
parts of speech.
8. Gramática 2.3, Expansion, Activity B: Ask follow-up questions about the reading to
elicit direct object pronouns. ¿Quién celebra un matrimonio en la iglesia católica? Un
cura lo celebra. ¿Qué grupo, los jóvenes o los mayores, ya no quieren el matrimonio
religioso? Los jóvenes ya no lo quieren. ¿Quién prohibió los matrimonios civiles en
España en 1939? Francisco Franco los prohibió. ¿La cohabitación? ¿Por qué la
prefieren muchos pueblos indígenas?
9. Gramática 2.3, Expansion, Activity E, PASO 2: Have students research wedding
traditions throughout the Spanish-speaking world and choose one or two to present to the
class orally or in “poster sessions.”
Ambientes sociales
1. Note, ¡A leer!: Students should employ this chapter’s reading strategy (context clues,
presented in Anticipación) to help them anticipate and infer the meaning of a word based
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on contextual clues. Have students read this text in smaller chunks and identify one or
two words in each section they do not know. Discuss with the entire class how contextual
clues around the word can help narrow its part of speech and meaning. For example,
although the word aprovecha is glossed, you can use it as an example: «Viaja a los
Estados Unidos un par de veces al mes para atender asuntos laborales, pero
aprovecha para probar nuevos sabores y seguir las tendencias gastronómicas en
exclusivos restaurantes neoyorquinos». Point out that the word pero introduces a
contrasting idea or action. So, it suggests that the word aprovecha is a different action
from atender asuntos laborales. Ask students what the words nuevos sabores and
exclusivos restaurantes neoyorquinos imply. Do they associate them with a positive,
enjoyable experience? Encourage students to try out possible meanings for the word and
ask them to reflect on the logic of their choice. As always, students should plan to read
texts multiple times after they read them once just for the gist.
2. Suggestion, Activity E, PASO 5: Now is a great time to do the Un perfil en línea
chapter, students prepare a profile on a social network.
3. Suggestion: Now is a great time to do the El trasfondo geográfico/cultural: Los
inmigrantes dominicanos geographical and cultural background activity for this chapter.
You can find it on Connect!
4. Suggestion, Compromiso con la comunidad: You may wish to provide your students
with some links to sites that can help them find community resources and volunteer
opportunities where you live related to immigration. For example:
http://greatnonprofits.org/categories/view/immigration
http://www.cuny.edu/about/resources/citizenship/volunteer.html
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2. Suggestion, Activity B, PASO 2: Have students film their skits and view them in class
during a “screening day.”
3. Note, Activity C: If your students do not know native speakers in your area, consider
having them speak to one another or other Spanish instructors in the area. Or, you may
find speakers you or others personally know online who are willing to be interviewed via
video chat.
4. Now is a great time to do the Análisis del cortometraje activity found in Instructor
Resources under the Library tab of Connect. In this chapter, students will study long
shots, medium shots, and closeups.
Chapter 3
Anticipación
for this scene using the CC button on the video player.
2. Suggestion, Activity E, PASO 2: Now is a great time to do the ¿Qué dijeron? video and
Vocabulario
104
1. Suggestion, Activity E, PASO 1: Preview the following reading by talking about types of
games you like or liked as a child. Use vocabulary words presented in this section. Write
them on the board or screen as you write. As you speak, include the concept of games of
chance versus games of skill. Consider bringing a deck of cards to class and point out that
in many games, las cartas se reparten al azar. Demonstrate this by dealing cards to two
or three students for a game of “go fish” or other familiar game. Say, les reparto estas
cartas al azar. Mention the suits (diamantes, corazones, picas y tréboles), card names
(rey, reina y sota) and how their names were different in the Middle Ages. Write la
Edad Media on the board or screen and write Siglos 10, 11, 12, 13 etcetera. You might
mention one of the categories, such as oro. Bring in dice and/or chess pieces. After you
share your game preferences, ask students about theirs. Hold up a chess piece and ask,
¿Jugabas al ajedrez cuando eras niño/a? ¿Te gustaban los juegos de azar? Ask
students, ¿En qué juegos apuestan muchas personas? ¿Ganan mucho dinero?
2. Suggestion, Activity F, PASO 2: In addition to reviewing the model with the students,
consider thinking of an activity, sport, or game and ask each student in the class to ask
you one question. The entire class can try to guess your activity before working in pairs.
Suggest questions if they cannot think of any. ¿Se juega en un equipo? ¿Es una
actividad que se asocia con la niñez? ¿Compiten dos personas o dos equipos? ¿Es
importante estar en buena forma para hacer esta actividad? ¿Se lanza un balón?
¿Se golpea una pelota con algo como un bate o una raqueta?¿Se usan naipes/cartas?
¿Se marcan puntos? and so on. After the students ask you questions, ask for a volunteer
to think of an activity and have students ask him/her questions. You can also participate
and model good questions. Alternatively, put activities on a piece of paper and hand them
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out. Review the use of se plus the 3rd person singular and plural conjugations to
communicate the idea that “one does” something or something “is done."
Gramática
1. Expansion, Activity, Comprendiste, PASO 1: Instructors can ask several students to
share actions they identified. The instructor can model a statement with the verb and then
ask a follow-up question with an interrogative to reinforce its use. Use examples with
both the preterite and the imperfect. For example, “¿Hipólito buscó a un niño de La
Camelia?” “Sí, Hipólito buscó a un niño de La Camelia. ¿Con quién habló Hipólito
mientras buscaba al niño? ¿Lo encontró? ¿Dónde estaba? ¿Qué hacía allí?” Have
students revisit their descriptions of the characters and places (Anticipación B and C)
and add to them now that they have seen the film in its entirety with the sound on. Have
them discuss and be sure to mention if anything has changed for them now that they have
seen the film with the sound.
2. Gramática 3.1, Suggestion, Analytical Activity B, PASO 2: Consider offering the
students a list of possible active verbs. “Non-action” verbs like estar/tener do not work
well in these types of activities. Alternatively, encourage the students to use verbs that are
actions that people do: patear, pensar, dormir, viajar, saltar, llorar, escribir una
novela, lavar la ropa, and so on.
3. Gramática 3.1, Suggestion, Analytical Activity C, PASO 2: Now is a great time to do
the Los deportes indígenas de la época precolombina en Latinoamérica listening
comprehension activity. You can find it on Connect!
4. Gramática 3.2, Note, Point 5: Commands with pronouns are covered in the next chapter,
but you may wish to preview that material by reviewing Spanish pronunciation rules and
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explaining that single-syllable positive commands will not require an accent if only one
pronoun is being attached.
5. Gramática 3.2, Suggestion, Practice Activity B: Now is a great time to do the ¿Es su
obligación? listening comprehension activity and the ¿Puedo pedirte un favor? indirect
object pronoun activity. You can find them on Connect!
6. Gramática 3.2, Suggestion, Activity C, PASO 1: Prepare students for the reading by
asking them to name baseball teams and players they know. Mention some of the names
in the reading and ask students, ¿De dónde son? If students do not know, explain: Son
de la República Dominicana. El béisbol es muy popular en la República
Dominicana. Ask them to speculate about young players and about salaries of
professional athletes, ¿Cuántos años tenían estos jugadores cuando empezaron a
jugar? ¿Cuánto dinero ganan los jugadores profesionales de béisbol? Ask students
what they know about the history of baseball in the United States. ¿En qué siglo
empezaron a jugar al béisbol? Ask who played baseball or softball as a child. ¿Jugabas
al béisbol / softball cuando eras niño/a?
7. Gramática 3.2, Expansion, Activity C, PASO 2: Have students chose a sport, other than
soccer or baseball, that is popular in their country or community and have them answer
the following questions and compare the activity to soccer and baseball. ¿A quiénes les
gusta este deporte? ¿Quiénes lo juegan/practican? ¿Te gusta jugar/practicar este
deporte? ¿Cómo es distinto al béisbol y al fútbol? ¿A muchas personas les parece
difícil este deporte? ¿Por qué? ¿Qué les gritan o les dicen los aficionados a los
jugadores durante el juego o el partido? ¿En qué estación se juega/practica?
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8. Gramática 3.3, Suggestion, Practice Activity A, PASO 1: If students have trouble
identifying the conjugated form of the verb, consider putting the infinitives on the board
first. Students may be unfamiliar with lograr and intentar, for example. Give examples
in writing or orally of those verbs in the past before playing the video. For example, «El
sábado pasado, yo intenté correr seis kilómetros, pero no pude, pero ayer intenté
otra vez y logré mi meta de correr seis kilómetros en veintiocho minutos.»
9. Gramática 3.3, Expansion, Activity B: Students can work on expressive skills by
researching a famous athlete from the Spanish-speaking world and presenting
information about the athlete’s childhood, how he/she got started in the sport, and how
his/her career ended. Encourage them to look for female athletes and/or to look for
information about sports about which they know very little. Famous athletes they might
consider: Arantxa Sánchez Vicario (tennis), Caterine Ibargüen (track and field), Idalys
Ortíz (judo), Noemi Simonetto (track and field), Gabriela Sabatina (tennis), Roberto
Clemente (baseball), Denia Caballero (track and field), Stefany Hernández (bicycle
racing), Yamilet Peña (gymnastics).
10. Gramática 3.3, Suggestion, Practice Activity C, PASO 3: Now is a great time to do the
activity No pude: Fallar y perder. You can find it on Connect!
Ambientes sociales
1. Suggestion, Activity A: The readings and activities in this section focus on various
aspects of childhood. To get students started, ask them general questions about their own
experiences and perspectives from childhood: ¿Qué te gustaba hacer de niño/a? ¿Qué
comida odiabas? ¿Qué actividades hacías con tus hermanos o vecinos? ¿Cuál fue
algo interesante o extraordinario que te pasó una vez? Or, write beginnings of
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sentences and have students complete them: Cuando era niño/a quería... Mi día feriado
favorito era... porque... En los veranos de mi infancia yo... Mis padres eran... Una
vez... Cuando tenía 5 años... Write them on the board/screen or have students work on
them in small groups and share their answers with the class. Consider asking questions
about childhood/children in general: ¿Es mejor ser adulto/a o niño/a y por qué? ¿Qué
no entienden los niños acerca del mundo? ¿Qué cualidades tienen los niños?
2. Note, ¡A leer!: Encourage students to employ this chapter’s reading strategy: determining
the grammatical category of a word by using a dictionary. This story is told by a first
person narrator. Practice identifying first-person verb conjugations with the entire class.
Remind students that verbs in the preterite will end in an accented e or i. Have students
find two or three examples of verbs and look them up in an online dictionary that is
shared with the class. If they are not in fact verbs, discuss why. Identify four or five
additional words from the reading and ask students to speculate about the part of speech
of the word. For example, discuss the word insoportable, which modifies calor in «calor
insoportable». Ask students if they think it could be a verb, a noun or an adjective and
why. Or, ask about the words reno and trineo in this sentence: «Cuánta gente en
Uruguay tuvo alguna vez un trineo o vio de veras un reno?» Point out the use of the
article and have students confirm their guesses in the dictionary. Look for examples, such
as odio to ask students to decide whether «mi odio» is a verb or a noun. Have students
look up the verb and the noun and note the part of speech next to each. Discuss the use of
the possessive adjective mi as a way to narrow down the meaning.
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3. Suggestion, Activity E, PASO 5: Now is a great time to do the Ser mentor(a) practical
task found in Instructor Resources under the Library tab of Connect. In this chapter,
students write a letter of introduction to a child they will mentor.
video chat.
Chapter 4
Anticipación
for this scene.
2. Suggestion, Activity D, PASO 2: Have students preview the following readings by
looking at the images and reading the captions. Students should read one section at a time
110
and identify key words and phrases. They can compare their key words with a partner or
small group and/or write one or two comprehension questions about the section. Come
back to these readings after a day or two and ask students to write what they remember
about any of them. Ask why and what questions to encourage awareness of connections.
¿Por qué fue una catástrofe la llegada de los europeos a las Américas? ¿Por qué se
pueden considerar las palabras mestizo, mestizaje ofensivas? ¿Qué aportan los afro
peruanos a la cultura peruana?
3. Suggestion, Activity E, PASO 2: Encourage students to use the list of suggested verbs.
Otherwise, they may come up with sentences that require indirect object pronouns or
prepositional pronouns, such as: Ella les preguntó... Hablaron con la mujer, and so on.
Mention that students can make up something not directly portrayed in the image, but
related, so that it is easier to use verbs that take direct objects. For example, for the image
with the woman and the baby, they might add, «La mamá besó a su bebé».
4. Suggestion, Activity E, PASO 3: Now is a great time to do the ¿Qué dijeron? video and
Vocabulario
2. Follow-up, Activity B, PASO 2: After students read more about underground economies,
either at home or in class, have them write five questions about the reading. Encourage
them to use interrogative words where possible. Collect all the questions and distribute
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them among the class members and have students work in small groups to answer the
questions they receive. Ask students to share one or two questions they answered.
Gramática
1. Note regarding subtitles: This film contains several instances of indigenous language that
students may not be able to distinguish from Spanish. You may wish to have them turn
subtitles on for their initial viewing in order to minimize student confusion.
2. Expansion, Comprendiste, PASO 1: Model several examples for the two stills that use
object pronouns. “La mujer de Suiza... ¿La conocían antes? No. La conocieron en la
calle. Ellas le explicaron que estudiaron la geografía en el colegio. A la mujer de
Suiza le gustó hablar con Carmencita y Maribel.” You can also list several phrases
that include verbs plus direct objects or reflexive verbs and have them refer to the list as
they watch the film: traerlas a la plaza (las ovejitas), despertarse temprano, ponerlas
(las papas) en bolsas, ponérsela (la vestimenta), and so on. Another alternative is to
write several sentences on the board or screen and ask students to decide which
accurately describe the still: La conversación de sus padres. ¿Marisol la escuchó o
Marisol no la escuchó? Students may continue to have difficulty with indirect object
pronouns. To help them remember that certain verbs tend to be accompanied by indirect
object pronouns, write a list on the board or screen of possible verbs such as decir,
explicar, preguntar, dar, pedir, mostrar, indicar, gustar, importar, interesar,
parecer, and so on. Use the two film stills in ¿Comprendiste? to model sentences.
Consider mixing in sentences that incorrectly describe the still and ask students to
identify which ones fit before they come up with their own examples. For example, for
the first still, you might present two sentences: Ellas le hicieron preguntas and Ellas les
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hicieron preguntas. Students should decide which one is correct. You can leave off the
subject ellas to remind students that the first word in a sentence is often not the subject.
After students write sentences, have them share them in small groups. Ask each group
member to report back to the class one of his/her sentences and one or two sentences
other group members came up with. Have students revisit their descriptions of the
characters and places (Anticipación B and C) and add to them now that they have seen
the film in its entirety with the sound on. Have them discuss and be sure to mention if
anything has changed now that they have seen the film with the sound.
3. Suggestion, Comprendiste, PASO 1: Use additional film stills from this film to talk
about what someone wants other people to do. Ask students true/false questions. Even
though students have not yet formally studied the subjunctive form in this program, you
can present it for recognition at this point. Use sentences that test students’
comprehension of the film. After multiple examples, you may wish to point to the verbs
in the subjunctive and have students simply notice that the opposite vowel is used. You
can create a bit of suspense about why and ask students, «¿Por qué?» «Vamos a
descubrir muy pronto por qué.» In addition, you may want to write several sentences
about the film on the board/screen and use those same verbs in questions you direct to the
students about their own lives. For example, El supervisor quiere que los trabajadores
trabajen duro, muchas horas. ¿Cómo es tu supervisor(a) de trabajo? ¿Quiere que
trabajes muchas horas? Coach the first student to use trabaje in his/her answer. Write
the answer on the board and ask additional students questions with the same verb.
¿Quiere tu supervisor(a) que trabajes por la noche? ¿Quiere tu supervisor(a) que
trabajes más de cuarenta horas por semana? ¿Quiere tu supervisor(a) que trabajes
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los fines de semana? Point to trabaje each time, so students see the pattern. The
repetition of the structure helps students to become more familiar with it. At this point,
students are gaining familiarity with the verb form without having to produce it on their
own.
4. Gramáica 4.1, Suggestion, Activity C, PASO 1: Preview the following reading about
Incan mythology, by briefly describing the three pachas, or worlds. Use the
accompanying image as you describe them. Tell students that Pachamama is a
mythological figure and ask students to guess what characteristics she might have. Point
out the organization of the text, drawing students' attention to each segment: the
introduction, a description of the three pachas, and the figure of Pachamama. Note that
the section on Pachamama has two parts: one describes her qualities and role in the Incan
culture and the second paragraph describes how her role changed after the conquest, as
well as her relevance today. Remind students to preview readings by looking at images
and subheadings, which enhance their comprehension and recall of the material. Consider
having students read by segment, reading each one several times before moving to the
next part.
La historia del trabajo indígena reading activity. You can find it on Connect!
6. Gramática 4.2, Suggestion, Activity B, PASO 1: Prepare students for the reading on
Hugo Blanco Galdós by asking them what kind of information they would expect from a
biographical reading. Ask them to make a prediction about the qualities that Blanco
Galdós might have. After several readings, have students write three key events from his
life in their own words. Collect them anonymously and share them with the entire class or
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have students read each other's ideas out loud. Make a list on the board or screen and
look for similarities and differences in what students identify as important aspects of his
biography.
7. Gramática 4.2, Expansion Activity B, PASO 1: Ask students to investigate the life of
Hugo Blanco Galdós and the social and economic circumstances that motivated him. Ask
them to think about the irony of both the first and the last name of the land owner
(Bartolomé Paz) whose abuses motivated Blanco Galdós to dedicate his life to fighting
for indigenous and peasant rights. Bartolomé de las Casas revealed human rights abuses
in his book, Brevísima Relación de la Destrucción de las Indias. The meaning of the last
name Paz, as well as that of the name don Fidel in “Kay Pacha”, stand in contrast with
the qualities of the people so named. Students can be assigned to research the life and
work of Bartolomé de las Casas and explain why his work was noteworthy and is
relevant today.
8. Gramática 4.2, Suggestion, Activity D, PASO 1: The reading on Evo Morales includes a
number of details. To help students process the information, encourage them to chunk the
details into categories. Preview the reading by telling students that he is the president of
Bolivia, showing them a map of Bolivia and asking them to identify anything they might
know about the country. Have them write down broad categories of information to look
for about Morales and his presidency. As they read, they should add two to three details
to each category. Possible categories are: Descripción de Evo Morales. ¿Cómo es?,
Problemas que trató de resolver, Metas de su presidencia, Momentos claves de su
presidencia, etcetera.
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9. Gramática 4.2, Suggestion, Activity E: You may find it helpful to review vocabulary
used to give directions. For example, consider reviewing the cardinal directions: norte,
sur, este, oeste. In addition, help students think of verbs they might need to give
directions: doblar/girar, seguir todo recto, caminar, cruzar, ir, subir, bajar, etcetera.
Review command forms as well. Finally, remind them of key phrases such as para llegar
a, a la derecha, a la izquierda, al lado de, junto a, enfrente de, detrás de, por la calle,
la esquina, etcetera. Ask students to give directions to a few peoples on campus or in the
community to practice.
10. Gramática 4.2, Expansion, Activity E: Have students go online to research these famous
sites in Cuzco and then give commands to their classmates about what they should do
while visiting each site.
11. Gramática 4.3, Note, Point 5: This list of indefinite pronouns and adjectives is not
exhaustive. Certain usages of indefinite words and phrases require an understanding of
the subjunctive: tal, cierto, -quiera words, cuando sea, etcetera.
12. Gramática 4.3, Suggestion: Now is a great time to do the Tres grandes civilizaciones
precolombinas listening comprehension activity. You can find it on Connect!
Tres grandes civilizaciones precolombinas listening comprehension activity. You can
find it on Connect!
Ambientes sociales
1. Suggestion, Activity A: The following cartoons highlight various gender roles. Before
discussing them, ask students what activities, expectations and ideas they associate with
traditional gender roles. Brainstorm as a group. Ask students if they believe these roles
116
are still important today or if they are changing. Encourage students to think about how
these roles might be a burden for people. After the initial discussion, asks students to read
both cartoons and to jot down a brief description of the gender roles portrayed in each
one. Ask students to share their ideas and write them on the board/screen. Identify any
negative effects associated with more rigid gender roles. Students should not be expected
to formulate grammatically correct sentences, but instead to provide words and phrases.
Repeat their ideas in complete sentences.
2. Suggestion, Activity E, PASO 5: Now is a great time to do the Crear una encuesta
chapter, students prepare a survey about gender roles.
3. Suggestion, Compromiso con la comunidad: Help students find links to community
resources and volunteer opportunities like those listed below that provide a variety of
services to entrepreneurs who do not have access to regular banking services.
http://www.kivaushub.org/borrower
http://www.opportunityfund.org/
http://www.justinepetersen.org/
http://www.grameenamerica.org/
http://www.nybcna.org/bcna/
https://www.accion.org/

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video chat.
Chapter 5
Anticipación
Suggestion, Activity D, PASO 1: You may choose to turn on or off the Spanish subtitles for
this scene. Subtitles may decrease frustration and increase comprehension. Moreover,
subtitles create a link between the visual representation of the word and what students hear.
By integrating the visual and auditory cues, students experience more integrated input.
Subtitles also encourage students to focus on language elements such as pronunciation,
prosody, lexical and grammatical features. Removing the subtitles offers advantages as well.
Students focus on the action and characters and struggle a bit more to understand the film
without worrying too much about reading the subtitles. Depending on your purposes and
preferences, you may find subtitles useful in some situations but not others.
Vocabulario
118
2. Suggestion, Activity B, PASO 1: Students are asked to identify two causes, two
consequences, and two important facts about internal migration from the following
reading. As a pre-reading activity, discuss and clarify what is meant by internal
migration. Use simple sentences that incorporate chapter vocabulary such as: La
migración es un cambio de residencia. Por ejemplo, cuando alguien se desplaza de
un lugar a otro. La migración interna es cuando alguien se desplaza de su residencia
a otro lugar en el mismo país. Ask students to speculate as to why people might
migrate. ¿Por qué abandonan algunas personas sus casas? The reading has three main
paragraphs. The first describes the history and data of migration and changing patterns.
The second paragraph provides additional data and some causes for internal migration.
The final paragraph describes effects of migration. Have students read the entire reading
multiple times and encourage them to use strategies described in this program. As a post-
reading activity, assign each students or a small group of students to be the "expert(s)" on
a particular paragraph. They will be responsible for coming up with two-three sentences
in their own words that summarize the paragraph. They can also be responsible for
coming up with one comprehension question about their paragraph. Finally, make
connections and ask students what they know about migration in their own country. Ask
students if they have read novels about internal migration such as The Grapes of Wrath
and The Warmth of Other Suns. Encourage students to step back after readings and think
119
about what essential human conditions are addressed. ¿Qué hacen algunas personas
por/para sobrevivir? ¿Cómo enfrentan las personas la pobreza, los cambios
climáticos, los desastres naturales? ¿Cómo se pueden solucionar estos problemas?
¿Cuáles son algunas implicaciones de la migración de las zonas rurales a los centros
urbanos?
3. Suggestion, Activity C, PASO 1: To prepare students for the reading on the Bracero
Program, ask them to identify the part of the body the name refers to (el brazo). Ask
them to think about what el brazo implies about the work: ¿Qué tipo de trabajo se hace
con los brazos? ¿Trabajas tú o trabaja alguien de tu familia con los brazos? Activate
any knowledge they might have about the economic conditions (the need for workers)
generated by World War II. ¿La Segunda Guerra Mundial? ¿En qué años ocurrió?
¿Qué naciones lucharon? ¿Qué necesitaba los Estados Unidos durante esta guerra?
etcetera. Have students read multiple times. As they read, create three or four broad
categories of information they should look for such as: descripción del programa
bracero (¿qué era?), datos importantes del programa, personas importantes
asociados con los derechos de los trabajadores, metas de las organizaciones de
trabajadores de campesinos. To encourage them to use their own words, ask them to
close their books after reading and try to add information for each category without
referring back to the text. Finally, have them work alone or in groups to answer the
comprehension questions that follow.
Gramática
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1. Note, Comprendiste: This film contains multiple instances of characters speaking
Haitian Creole. You may wish to have subtitles turned on in order to minimize student
confusion. The subtitles will indicate when Spanish is not being spoken.
2. Suggestion, Comprendiste, PASO 1: Use additional film stills from this film to talk
about what someone wants other people to do. Ask students true/false questions. Even
though students have not yet formally studied the subjunctive form in this program, you
can present it for recognition at this point. Use sentences that test students’
comprehension of the film. After multiple examples, you may wish to point to the verbs
in the subjunctive and have students simply notice that the opposite vowel is used. You
can create a bit of suspense about why and ask students, «¿Por qué?» «Vamos a
descubrir muy pronto por qué.». In addition, you may want to write several sentences
about the film on the board/screen and use those same verbs in questions you direct to the
students about their own lives. For example, El supervisor quiere que los trabajadores
trabajen duro, muchas horas. ¿Cómo es tu supervisor(a) de trabajo? ¿Quiere que
trabajes muchas horas? Coach the first student to use trabaje in his/her answer. Write
the answer on the board and ask additional students questions with the same verb.
¿Quiere tu supervisor(a) que trabajes por la noche? ¿Quiere tu supervisor(a) que
trabajes más de cuarenta horas por semana? ¿Quiere tu supervisor(a) que trabajes
los fines de semana? Point to trabaje each time, so students see the pattern. The
repetition of the structure helps students to become more familiar with it. At this point,
students are gaining familiarity with the verb form without having to produce it on their
own.
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3. Gramática 5.2, Note, Activity A, PASO 1: Students should first learn that the phrase
querer que frequently triggers the subjunctive. Expressions and verbs of volition are
among the most common and most important subjunctive triggers. Students may first
need to have their attention drawn to the concept of will or volition, as it may not be
immediately obvious to them. Since the infinitive is often used in English after
expressions of will, students may not try to conjugate the verb (I want you to tell me, for
example). You may need to show multiple examples of a single subject + verb and
contrast those with a subject + verb that wants to influence the behavior of another
subject: La madre quiere dormir. vs. La madre quiere que los niños duerman. Most
students become fairly comfortable with a single subject + querer + an infinitive: Quiero
dormir, Ud. quiere trabajar, Nosotros queremos ayudar, and so on. When students
try to add an additional clause, they may resort to the English pattern of subject + want +
subject + infinitive. They may not see that there is an implied second subject and second
action. The following activity highlights for students the importance of a subject change
with verbs and expressions of volition. You can point out that without a change of
subject, the idea of volition or influencing behavior is absent. Activity A stresses the
importance of another subject in the dependent clause and asks them to think about what
the sentence is expressing, rather than focus solely on the verb form.
4. Gramática 5.3, Suggestion, Activity C, PASO 1: The reading on la masacre del perejil
provides important contextual background for this chapter's film. Preview the topic and
create curiosity by saying, for example, En La Española en 1937, hubo una masacre de
muchas personas en la frontera entre Haití y la República Dominicana. ¿Por qué?
Esta lectura tiene que ver con el antihaitianismo. ¿Qué tiene que ver con esta
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actitud? As always, encourage students to preview and to read in segments. Students are
asked to react to information after each paragraph. Have the entire class read the first
paragraph and work as a group to come up with possible reactions that use the present
perfect subjunctive. Then have the students work on the remaining paragraphs alone or in
small groups. In order to write a reaction, however, students must first comprehend the
reading. As they read, have them write key phrases for each paragraph. They can then
write a few sentences in their own words based on these phases about each paragraph. Or,
provide categories to help them organize the information such as: la masacre, ¿qué
sucedió?, causas de la masacre, los papeles de Roosevelt y Trujillo, las consecuencias
de la masacre. Students can also identify details based around interrogative words:
¿qué? ¿quiénes? ¿cuándo? ¿dónde? ¿por qué?. Finally, draw students' attention to
essential questions and concepts such as el antihaitianismo, el contexto de tensiones y
alianzas mundiales, la discriminación, las fronteras, etcetera. Students will tend to
focus on the details and will need guidance to see the broader ideas. Activate their
knowledge of other such events. Identify connections. You can use simple sentences to
stimulate thinking about broader topics. Esta lectura muestra que muchas veces hay
tensión entre dos grupos o dos etnias que viven cerca. La gente se identifica mucho
con su propio grupo. ¿Qué circunstancias pueden crear tensiones?
5. Expansion, Activity C, PASO 2: Consider asking your students to comment on examples
of cultural fusion with which they are familiar, examples of food, music/entertainment, or
other examples of popular culture and/or daily life. What mixed influences can they cite?
6. Gramática 5.3, Now is a great time to do the La inmigración e integración cultural
reading activity. You can find it on Connect!
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Ambientes sociales
1. Suggestion, Activity A, PASO 1: Preview the concept of borders, life on a border, border
conflicts, etcetera by asking students to identify a variety of types of borders
(geographical, political, personal, economic, and so on). Ask them to think about their
own communities or country. Activate their previous knowledge about the role of borders
in historical conflicts. Based on their ideas, point to conflicts, confluence and / or new
cultures. Ask them to think about why conflicts emerge and how borders may be flexible
or even invisible.
2. Suggestion, Activity C, PASO 1: Preview the reading on race and the history of
Mexican-Americans by pointing to the map of the United States included with the text.
Activate any knowledge they might have about how the borders between Mexico and the
United States changed in the 19th century and why. Use a current map to compare it to
the former map and ask students, ¿Dónde estaba la frontera entre los dos países?
¿Dónde está ahora? ¿Qué estados actuales formaban parte de México? ¿Por qué se
cambió la frontera? As students read the text multiple times, ask them to write one
sentence or find a few details about the following categories: the history of the
US/Mexico border, the role of Mexican-Americans in key events of the 20th century in
the United States, and concepts related to Mexican-American identity. Have students
share their sentences in small groups or with the class.
3. Suggestion, Activity C, PASO 2: Consider having each pair write down what they think
are their two best questions. Then redistribute the questions to other groups in the class to
answer or discuss them in class. You can also use the que questions to make a game or
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activity where students use, if available, classroom student response systems to answer
the questions.
4. Suggestion, Activity E, PASO 5: Now is a great time to do the Consejos: Cuando te
sientes fuera de lugar practical task activity found in the Instructor’s Manual. In this
chapter, students write a blog.
5. Suggestion, Activity E, PASO 5: Now is a great time to do the El trasfondo
geográfico/cultural: El comercio en la frontera geographical and cultural background
activity for this chapter. You can find it on Connect!
6. Suggestion, Compromiso con la comunidad: Help students find links to community
resources and volunteer opportunities like those listed below that work with recent
immigrants to help them learn English, comfortably assimilate, and become financially
secure.
http://greatnonprofits.org/categories/view/immigration
http://www.cuny.edu/about/resources/citizenship/volunteer.html
http://www.thenyic.org/who-we-are
http://www.cic.gc.ca/english/newcomers/map/services.asp
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video chat.
Chapter 6
Antcipación
1. Expansion, Activity A: Show students a few examples of cartoons, signs, artwork,
graffiti, propaganda, or placards from the Spanish-speaking world that include some sort
of political messaging or activism. Include a historic and a more contemporary example.
For instance, Picasso’s Guernica or the art work of Goya are a good starting points to
show how an artist may convey political and social messages through images. Ask
students to bring in two examples of their own, research the context and present the
information to the class in Spanish. Remind students to avoid overtly violent images or
messages. Stress that they should look for messaging that contains key ideas. Students
can find images of signs used at protests, newspaper cartoons, official political party
propaganda, political campaign posters, wall graffiti, murals, and so on. You might
assign students particular topics such as the Spanish Civil War, the Dirty War in
Argentina, the Wars of Independence from Spain, Central American conflicts, liberation
theology, the Cuban Revolution, the Mexican Revolution, animal rights, student activism,
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environmental activism, indigenous rights activism, women’s rights activism, anti-
government protests and speech, protests over food shortages in countries such as
Venezuela or Cuba, and so on.
2. Note, Activity D: By having students watch a short scene that piques their interest, they
will have some familiarity with the characters and the story but will not be overwhelmed
by the entire film. The scene ends in a way that leaves students wondering what will
happen. Speculation will engage their interest and prime them for later questions and
activities.
for this scene. Subtitles may decrease frustration and increase comprehension. Moreover,
subtitles create a link between the visual representation of the word and what students
hear. By integrating the visual and auditory cues, students experience more integrated
input. Subtitles also encourage students to focus on language elements such as
pronunciation, prosody, lexical and grammatical features. Removing the subtitles offers
advantages as well. Students focus on the action and characters and struggle a bit more to
understand the film without worrying too much about reading the subtitles. Depending on
your purposes and preferences, you may find subtitles useful in some situations but not
others.
4. Note, Activity D, PASO 1: Goals: Interpret, deduce, and relate information
5. Note, Activity D, PASO 2: This chapter's film title points to the sensitive topic of
weapons. Students are asked to focus on the human consequences of armed conflict and
see the Kalashnikov as emblematic of broader political forces and of the moral
quandaries that inevitably affect people caught up in war. Students are not asked to
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engage in a debate about the right to carry weapons, but to think about these broader
concerns and to learn about the range of armed conflicts in the Spanish-speaking world,
especially in the twentieth century. The title of the film leads to the following reading on
the role of the Kalashnikov, and the resulting violence, in conflicts around the world.
Given the omnipresence of the weapon and its symbolic role in the film, explain that this
reading is meant to give the students important background information about the
creation, development and widespread use of the weapon. As they read multiple times,
students should look for details in those categories: La invención del fusil, por qué se
convirtió en un arma popular, su alcance mundial, su papel en la Guerra Fría, and
su papel en el cortometraje. Have students write phrases for each category without
referring to the reading.
6. Suggestion: Now is a great time to do the ¿Qué dijeron? video and listening
comprehension activity for this chapter. You can find it on Connect!
Vocabulario
1. Suggestion, Activity E, PASO 1: Prepare students for the following reading and activity
by stressing the complex nature of armed conflict, especially one that has been going on
for decades. Remind students of the meaning of the word raíces. Activate previous
knowledge by asking students to list the roots of the American Civil War, the French and
Indian War, the Revolutionary War, World War II, the Vietnam War, etcetera. Students
do not need to use complete sentences. Rather list ideas on the board such as: el deseo de
la independencia, la esclavitud, el territorio, el poder, los impuestos, la identidad/
unidad nacional, el miedo al comunismo, los recursos económicos, etcétera. Get

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students prepared for the activity by working through the first paragraph as a class. Model
a few sample questions based on the first paragraph such as, ¿Cuáles son los grupos que
han participado en este conflicto? ¿Por qué ha causado la inestabilidad y la
inseguridad? ¿Cómo ha afectado la violencia la vida de los colombianos? ¿Cuáles
son las causas del conflicto? Students can work alone and then in small groups. Have
the groups discuss each person's questions and select the most relevant questions for each
paragraph. Also encourage the groups to identify any sentences they are having trouble
understanding, so you can talk about them as a class. Finally, from all the groups'
questions, identify and respond to three to five that you can answer based on the reading
and then list any remaining questions that cannot be answered from the text.
Gramática
1. Suggestion, ¿Comprendiste?, PASO 1: This is a good opportunity to review the sentence
structure and trigger phrases associated with the subjunctive. List three or four character
names in a column on the board or on a piece of paper: Guillermo, Arturo, Andrés, el
patrón, los campesinos, doña Marina, el cura, and so on. Then, in a column to the
right, list verbs that would trigger the subjunctive (querer, preferir, no creer, esperar,
dudar, preocuparse de, estar muy contento de, and so on). Next to that column, write
que. In the next column to the right, write the names of characters. In the last column on
the far right, list actions from the film: visitarla, confesarse los pecados, preparar un
sancocho, no decirle a nadie lo que pasó, recoger muchos granos de café cereza,
traerle su almuerzo, ir a la iglesia, tomar una copa, acostarse temprano, and so on.
Construct logical sentences using one item from each column. Ask students to create 4-5
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sentences that describe what happens in the film. Ask students to share their sentences and
write select sentences on the board or screen. For example: Guillermo espera que
Arturo le traiga el traje para Andrés. El patrón prefiere que los campesinos recojan
muchos granos de café cereza. El cura quiere que los niños vayan a la iglesia, and so
on. Once you have several sentences on the board/screen, ask questions about the
information. ¿Quién prefiere que los campesinos recojan muchos granos de café
cereza? Alternate activity. Model the subjunctive structure for the students using verbs of
volition. Use examples from the film. Andrés no quiere que sus compañeros sean crueles.
Guillermo desea que Andrés reciba su primera comunión, and so on. Remind students
that these types of sentences have two subjects. Write all the character names on the
board/screen: Guillermo, Andrés, el patrón, Arturo, los amigos de Andrés, doña
Marina, el cura, los soldados, los campesinos. Have students write sentences about
what one character wants another character to do or what the character wants, prefers,
expects to happen without using any names. The sentence will serve as a clue for the
identity of one of the characters. Collect all the sentence clues, redistribute them and have
the students read their clue aloud. The class should try to figure out which character is
being described. For example: Espera que los campesinos recojan muchos granos de
café. (El patrón). Quiere que su padre le compre una bicicleta. (Andrés). Pide que le
traigan gallinas para poder preparar el sancocho. (Doña Marina). Prohíben que la
gente pase sin hablar con ellos primero. (Los soldados).
To avoid having too many students describe the same character, you might assign each
student the name of one of the characters to describe.
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2. Suggestion, ¿Comprendiste?, PASO 2: To give students practice with the forms, use one
or two trigger phrases repeatedly and just vary the verb. For example, write five actions
on the board that either Guillermo or Andrés wanted to happen or wanted someone to do:
el patrón / comprar / el arma,

su madre / venir a visitarlo,
la antena del televisor / funcionar
Ask students to confirm or correct your sentences. ¿Quería Andrés que el patrón
comprara el arma? Students should respond: No. Andrés no quería que el patrón
comprara el arma. Guillermo quería que el patrón comprara el arma. ¿Esperaba
Andrés que su madre viniera a visitarlo? Sí, Andrés esperaba que su madre viniera
a visitarlo.
You can switch to phrases or reaction or judgment. ¿Era bueno o malo que Guillermo
encontrara el cajón? ¿Se sentía preocupado o contento Andrés que su padre hablara
con el vendedor de bicicletas?
3. Gramática 6.1, Note, ¡A analizar!: Intermediate-level students may not have seen this
conjugation before. If you wish, you could briefly cover the two instances in which it is
used: the preterite perfect tense, and haber de constructions.
4. Gramática 6.1, Note, Activity A, PASO 1: This activity asks students to provide the
correct conjugation of verbs in the imperfect subjunctive. However, it also asks them to
think about what the sentences mean so that they do not just focus on the verb form in a
drill-like fashion. To prompt students to think about the meaning of the sentences, they
are asked to match them to visual cues. Finally, they should put them in correct
chronological order to reinforce their understanding of the plot. The film is longer and
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more complex than the other films in the program, so students need to be reminded of the
events themselves and their sequence.
5. Gramática 6.1, Suggestion, Activity A, PASO 1: Either before or after students provide
the correct forms of the imperfect subjunctive, review why the subjunctive is needed in
each case.
6. Gramática 6.1, Suggestion, Activity A, PASO 2: Verbs in the box in Paso 2 appear in
both the preterite and the imperfect. Remind students that past tense impersonal
expressions tend to be in the imperfect and that certain verbs like querer will more likely
be in one tense or the other depending on the context and intended meaning. Students
need more context to determine which aspect to use, and many will find it challenging
enough to focus on subjunctive. Instead of asking students to figure out whether to use
the preterite or the imperfect for now, offer sample sentences with both preterite and
imperfect. For example, Cuando Andrés vio a Guillermo en la tienda, le puso
contento que su padre hablara con el vendedor de bicicletas. A Guillermo siempre le
ponía contento que su hijo le trajera el almuerzo después de trabajar tan duro.
7. Gramática 6.1, Suggestion, Activity C, PASO 1: Preview this reading by reminding
students of some of the roots of the Colombian conflict identified in the reading in the
Vocabulario section. Before they complete the post-reading activity, identify key pieces
of information they should look for as they read: ¿Qué fue la Violencia? ¿Qué fue el
Bogotazo? ¿Cuáles son las dos ideologías políticas importantes en este conflicto?
Have students review the information they will need to look for and respond to in the
post-reading activity. As they read, have them jot down key ideas or observations in their
own words. Remind them to put that information into categories identified in the post-
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reading activity. Encourage them to add at least one detail or phrase to the categories
indicated by the interrogative words. After they have listed something in each category,
they can begin to process the entire text and figure out what they now understand and
what they still do not know. Have students work individually first and them compare
their ideas in small groups.
8. Gramática 6.1, Note, Activity D, PASO 3: Note that both Gastón and Ainhoa use the
alternative if/then construction, replacing "si (imperfecto/pluscuamperfecto de
subjuntivo), (condicional/condicional perfecto)" with "si
(imperfecto/pluscuamperfecto de subjuntivo), (imperfecto/pluscuamperfecto de
subjuntivo)." You may wish to point out this main clause subjunctive usage to your
students when you get to this topic in Gramática 6.2.
9. Gramática 6.2, Suggestion, Activity C, PASO 1: Learning about the Spanish Civil War
provides students the opportunity to better understand the major conflicts of the 20th and
the 21st centuries, in particular World War II. However, it is likely students know little
about the conflict. Since armed conflicts are complex, prime students for this reading by
writing down key terms and names on the board/screen. Ask students to identify anything
they might associate or know about each item: los sindicatos, el marxismo, la Iglesia
Católica, el ejército, Francisco Franco, la Segunda Guerra Mundial, las ideologías
políticas, etcétera. Although these are complex topics, you can talk about them with
simple sentences that can still stimulate broader cognitive skills such as comparison,
analysis, and evaluation. Since students will be unaware of many of the details and
because there are so many, preview the conflict a bit before the reading or the students
may lose the forest for the trees. Write on the board/screen all the groups associated with
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the two sides of the conflict. First create two columns and label the two sides of the war.
En una guerra civil, dos bandos luchan. En la Guerra Civil, los dos lados eran los
republicanos versus los nacionalistas (o llamados también los fascistas). Varios groups e
instituciones apoyaban uno de los dos bandos. Write the names of other groups and the
ideologies associated with each side (los republicanos: los sindicatos, los socialistas,
los marxistas, los comunistas, los intelectuales, los artistas, los campesinos, México y
Rusia / los nacionalistas: el ejército, Francisco Franco, La Iglesia Católica, la clase
alta, Alemana, Italia). This helps the students see that all of the details fit into a larger
concept or category. Students may be confused by the political ideologies. Point out that
the republicanos in Spain represented la ideología izquierdista/progresista/liberal
while the nacionalistas represented la ideología derechista/conservadora. Also,
explain that the term republican in American politics generally refers to a more
conservative political ideology, the opposite of the use of the term in Spain.
10. Gramática 6.2, Expansion, Activity C: Ask students to research individually or in
groups people, places, and things from the Spanish Civil War or the Franco era such as:
Ernest Hemingway, George Orwell, the Lincoln Brigades, Francisco Franco, Federico
García Lorca, exiled artists or filmmakers such as Rafael Alberti and Luis Buñuel, the
music and songs from the war, posters and propaganda from the war, comic strips from
the post-war period, stories about the post-war period by Ana María Matute, Los años de
hambre in 1940, censorship during the Franco era, el pacto de silencio about the war,
and so on. Students can share what they learned with the class in small groups or as part
of a formal presentation. You might assign feature films in Spanish about the Spanish
Civil War or about the Franco era. Students can watch the films outside of class and do
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presentations on them or you can show them in class to illuminate various aspects of the
war or the periods before and after. Some possible films are: ¡Ay Carmela!, Belle
Epoque, El espinazo del diablo, El laberinto del fauno, El viaje de Carol, La lengua de
las mariposas, Las 13 rosas, Los girasoles ciegos, Muerte de un ciclista, and Tierra y
libertad. Some of the films include violence or content that might be disturbing to the
students. You can read about the film’s content on numerous movie review websites to
preview them.
11. Gramática 6.2, Suggestion, Activity D, PASO 1: This activity is presented in segments
and students are asked to speculate about the conflict in El Salvador by using si clauses.
In addition to helping students better understand the types of si clauses, the statements
focus their attention on the key concepts associated with the conflict. When they are
asked to speculate about how something would be, if... x, students need to process the
topic on a deeper, more conceptual level. If/then types of statements in general activate
facts that help students see connections, causes, and consequences, and to think through
implications.
12. Gramática 6.2, Expansion, Activity D: Feature films about the conflict in El Salvador
or other civil wars in Central America can powerfully capture the complexity and human
toll of the conflict. You can read about the films to see if they are appropriate as an
outside assignment or for an in-class viewing. Possible films about El Salvador are:
Romero, Salvador or Voces inocentes. Films about other Central American conflicts
include: Alsino y el condor (Nicaragua), El norte, El silencio de Neto (Guatemala)
Ambientes sociales
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1. Expansion, Activity A, PASO 1: Ask students to research the life of one or more of the
five individuals whose quotations are included in Paso 1. They can share their
information in writing or make a brief presentation about the person. Suggest they find
two or three key details from from his/her biography and two or three details about
his/her work as an activist or social/political critic. Finally, ask students to think of a
current situation or problem that is similar to the work of these famous individuals.
2. Expansion, Activity A, PASO 2: For homework, ask students to research one of the
issues/topics reflected in the images. Ask them to write a short summary in Spanish of the
incident or situation that motivated the protests.
3. Suggestion, Activity C, PASO 3: This activity asks students to engage in higher order
thinking to process the information from the chapter about armed conflict and resistance.
Students must be able to identify, explain, analyze, and evaluate key knowledge and
come to conclusions about peoples, history and societies in the Spanish-speaking world.
Because this is a capstone activity, they may have difficulty with it at first. To get them
started, you may want to suggest they collaboratively list the various conflicts this
chapter has presented and that they review the type of information they’ve learned. They
can categorize information into important items such as contextual information, (political
or social problems and historical events, such as World War II, the intervention of the
United States in Latin America, and the Cold War), various groups, group interests,
political ideas, types of armed conflict such as war, revolution, guerrilla tactics, and so
on; examples of resistance and reactions, types of victims, etcetera. An example
conclusion might be something like: «Cuando la gente se siente oprimida, se siente
desesperada y recurre a medidas violentas, a veces, para solucionar el problema.»
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«Cuando muy pocas personas tienen todo el poder o la mayoría de la riqueza, se
crea una situación inestable.»
4. Suggestion, ¡A leer!: The following short story, «Josefa» is a biographical reflection on
the narrator’s life. As such, the story represents an effort to understand the reasons, or
causes, of various key moments. This chapter’s reading strategy (cause and effect,
presented in Anticipación) focuses on identifying and understanding the relationship
between causes and effects. As students read, have them look for details that are reasons
or causes for the many momentous events in Josefa’s life. Similarly, students can list the
effects that result from the decisions the characters make and that occur because of forces
outside the characters’ control. Students can create a table or other type of graphic
representation of causes and effects. Help students make inferences and draw conclusions
from both causes and effects in the story. How does the relationship between causes and
effects reflect the political and social reality of Nicaragua during that period and how
does it underscore key ideas in the text?
5. Expansion, Activity D, PASO 1: Have students look for one more detail about each of
the characters and share it with the class.
6. Expansion, Activity D, PASO 2: Have students provide more details about each of the
important figures from Paso 1. Each character in Josefa's life represents a key moment in
her biography. Paso 2 provides one detail about each secondary character. Ask students
to look for additional details that flesh out the character and provide more context for the
trajectory of Josefa's life. Possible Answers: 1. Josefina: Su padre no quiere que lleve
una falda corta, pero Josefina cree que una debe vestirse cómo quiera. 2. su madre:
Se preocupaba de que Josefa fuera a volver hombruna. 3. Rafael: Trabajó en el
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movimiento de los estudiantes y hablaba de las tiranías, la pobreza y la explotación.
4. Luis: Le gustaban los libros y era como un niño perdido e inocente. 5. la prima de
su padre: Para ella, la Unión de Jóvenes Comunistas estaba en contra de la
tradición y los valores familiares. 6. Mohamed: Sus padres influyeron en la manera
de pensar de su hija. Le enseñaron que la mujer nació para servir al hombre. 7.
Tina: Fue a Libia cuando tenía diez años y regresó con las ideas de sus abuelos
paternos. 8. José Luis: Era abogado que trabajaba por los presos. Él y Josefa se
casaron.
7. Suggestion: Now is a great time to do the La investigación biográfica practical task found
in Instructor Resources under the Library tab of Connect. In this chapter, students
research a famous activist and prepare a biography.
8. Note, Activity F: In this chapter El trasfondo geográfico/cultural follows the interviews
directly, as we delve into the three types of activism mentioned by the interviewees in
Activity E, so there is a direct and logical flow.
9. Suggestion: Now is a great time to do the La información biográfica practical task
activity found in the Instructor’s Manual. In this chapter, students write a biography.
10. Suggestion: Compromiso con la comunidad: Offer suggestions to students of the kinds
of causes that might inspire them to act in accordance with their goals and values.
Consider topics such as criminal justice reform, education, environmental causes, health
and well-being, housing, voting, and so on.
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video chat.
3. Sample Syllabi
15-Week Semester Course

The following syllabus assumes a one-semester, three credit hour course.
Week MATERIAL
Chapter: 1
Film: «Éramos pocos»
1
Cultural theme: La familia
Chapter section: Anticipación, Vocabulario, Gramática 1.1
2 Chapter: 1
Film: «Éramos pocos»
Cultural theme: Los mayores de edad
Chapter section: Gramática 1.1, 1.2, 1.3
3 Chapter: 1
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Film: «Éramos pocos,» «La lotería»
Cultural theme: Cocinar y disfrutar de la comida
Chapter section: Ambientes sociales, Ambientes expresivos, Anticipación
4 Chapter: «2
Film: «La lotería»
Cultural theme: La compatibilidad y las relaciones románticas
Chapter section: Vocabulario, Gramática 2.1, 2.2
5 Chapter: 2
Film: «La lotería»
Cultural theme: La unión sagrada, la unión civil y la cohabitación, La soltería
Chapter section: Gramática 2.3, Ambientes sociales, Ambientes expresivos
6 Chapter: 3
Film: «De cómo Hipólito Vázquez encontró magia donde no buscaba»
Cultural theme: La diversión y el espectáculo
7 Chapter: 3
Film: «De cómo Hipólito Vázquez encontró magia donde no buscaba»
Cultural theme: El deporte
Chapter section: Gramática 3.2, 3.3
8 Chapter: 3, 4
Film: «De cómo Hipólito Vázquez encontró magia donde no buscaba,» «Kay
Pacha»
Cultural theme: La niñez y la diversión, El sector informal de la economía
Chapter section: Ambientes sociales, Ambientes expresivos, Anticipación
9 Chapter: 4
Film: «Kay Pacha»
Cultural theme: Los pueblos indígenas
Chapter section: Vocabulario, Gramática 4.1, 4.2
140
10 Chapter: 4
Film: «Kay Pacha»
Cultural theme: Los papeles de los géneros
Chapter section: Gramática 4.3, Ambientes sociales, Ambientes expresivos
11 Chapter: 5
Film: «Hispaniola»
Cultural theme: Los trabajadores migrantes
12 Chapter: 5
Film: «Hispaniola»
Cultural theme: La raza y la etnia, Las fronteras y las barreras
Chapter section: Gramática 5.2, 5.3, Ambientes Sociales
13 Chapter: 5, 6
Film: «Hispaniola,» «Kalashnikov»
Cultural theme: La vida agrícola
Chapter section: Ambientes expresivos. Anticipación, Vocabulario
14 Chapter: 6
Film: «Kalashnikov»
Cultural theme: La guerra civil
Chapter section: Gramática 6.1, 6.2
15 Chapter: 6
Film: «Kalashnikov»
Cultural theme: El activismo y la resistencia
Chapter section: Ambientes sociales, Ambientes expresivos
141
VI.
Bibliography
Bird, Stephen and Williams, John. "The effect of bimodal input on implicit and
explicit memory: An investigation into the benefits of within-language subtitling."
Applied Psycholinguistics (2002): 509-533.
Borrás, Isabel and Lafayette, Robert. "Effects of Multimedia Courseware Subtitling on the
Speaking Performance of College Students of French." The Modern Language Journal (78, i
1994): 61-75.
Brown, Peter C., Henry Roediger III, & Mark A. McDaniel. Make it Stick: The Science of
Successful Learning. Belknap Press, 2014.
Danan, Martine. "Captioning and Subtitling: Undervalued Language Learning Strategies."
Meta: journal des traducteurs / Meta: Translators' Journal (vol. 49, n. 1, 2004): 67-77.
Haiji, Madhubala Bava, Woods, Peter Charles, Zlavi, Zhinoos Kamal. "The Effect of
Viewing Subtitled Videos on Vocabulary Learning." Journal of College Teaching
and Learning (Volume 7, No 9, September 2010): 37-42.
Kuppens, An H. "Incidental foreign language acquisition from media exposure."
Learning, Media and Technology (Vol 35, No. 1 March 2010): 65-85.
Lang, James M. Small Teaching: Everyday Lessons from the Science of Learning. San
Francisco: Jossey Bass, 2016.
Markham, Paul and Peter, Lizette. "The Influence of English Language and Spanish
Language Captions on Foreign Language Listening/Reading Comprehension." J.
Educational
Technology Systems, (Vol 31 (3) 2002-2003): 331-341.
Paul, Richard and Linda Elder. Critical Thinking: Concepts & Tools.Tomales, CA: The
Foundation for Critical Thinking Press, 2009.
Stewart, Melissa and Pertusa, Inmaculada. "Gains to Language Learners from Viewing
Target Language Closed-Captioned Films." Foreign Language Annals (Vol. 37, No. 3,
2004): 438-447.
—. "Gains to Language Learners from Viewing Target Language Closed-Captioned Films."
Foreign Languages Annals (Fall 2004): 438-447.
Willingham, Daniel T. Why Don’t Students Like School: A Cognitive Scientist Answers
Questions about how the Mind Works and what it means for the Classroom. San
Francisco: Jossey Bass, 2009.
Van Lommel, Sven Van, Laenen, Annouschka and d'Ydewalle, Géry. "Foreign-grammar
acquisition while watching subtitled television programmes." British Journal of
Educational Psychology (2006): 243-258.
Yuksel, Dogan Tanriverdi, Belgin. "Effects of Watching Captioned Movie Clip on
Vocabulary Development on EFL Learners." The Turkish Online Journal of
Educational Technology (Volume 8, Issue 2, April 2009, Article 4).
Copyright (c) 2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.

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Ambientes 1st Edition Sawyer 1260000222

Communication 1.1 - Learners interact and negotiate meaning in spoken and

of weapons. In addition, after reading about agriculture in Latin America, readers

living. Learners collaborate with a partner to complete and share information in an

wanted and expected from other characters.

Communication 1.2 - Learners understand and analyze agrarian life, armed

comprehension. Through reading, film viewing, and listening activities, learners

Communication 1.3 - Learners create written and oral presentations in order to

language to reflect on how agrarian life shapes perspectives. In addition, learners

inequality in the Spanish-speaking world. Through readings on the civil wars in

activism and resistance in their communities.

and explain the effect on individuals of armed conflict.

knowledge about the Sandinista Revolution in Nicaragua, political prisoners in

of resistance. Additional readings about activist movements to protest economic

writing strategy of hypothesizing and speculating in order to analyze problems creatively.

Connections 3.2 - Learners access and evaluate information about diverse

learners to make connections between cultural perspectives and geography, history,

their own experiences and preferences.

Comparisons 4.2 - Learners use Spanish to investigate, explain, and compare

community or culture with a Spanish-speaking culture regarding one of the following

topics: truth and reconciliation commissions in Argentina, Chile or Guatemala,

environmental movements in the Spanish-speaking world, protests against petroleum

and achievements of movements for indigenous rights, women or domestic workers.

organizations that work to solve problems that concern them.

Ambientes: Capítulos 1-3

Chapter La familia - Gabriel Romance guajiro – Pedro Niños jugando a pídola–

I. Anticipación --La concordancia de Previous chapter content Previous chapter content

Cortometraje De cómo Hipólito Vásquez

V. Contextos Writing assignment: Writing assignment: Writing assignment:

I. Anticipación Previous chapter Previous chapter content Previous chapter content

V. Contextos Writing assignment: Writing assignment: Writing assignment:

A. Chapter Opener and Art Work

Vocabulario, Gramática, Ambientes sociales, and Ambientes expresivos.

work and its themes.

The Anticipación section includes previewing activities to set students up linguistically

still frames, scene-setting, presentation of background cultural information, cliff-hanger

chapter’s vocabulary in context and at the point of use. As a result, vocabulary is

presented in more manageable groupings and is reinforced immediately with practice

coloration, and underline.

point of presentation, allowing students to hear them pronounced by native speakers.

the grammatical presentations.

Ambientes teaches grammar using a blended learning approach, nudging students to

print, help students know they are on track.

presented in the films. Additionally, practical real-world tasks, geography-related

and comprehend the short film and its rich themes.

throughout the chapter and apply them in a practical way.

students at the IL or IH level.

Between the textbook, workbook/laboratory manual, optional teaching suggestions, and

doing so is particularly important for an IL audience. In each chapter section, activities

skipping the later ones.

output exercises/questions in each activity, in addition to the input exercises/questions.

the Revised Bloom’s Taxonomy, may be simplified, assigned periodically, or skipped

Advanced Low and beyond

Ambientes is suitable for adaptation to higher level courses, such as Conversation,

skipping the grammar sections entirely, or on the writing/speaking communicative

techniques, etcetera, may be found on Connect.

students should be asked to do some outside preparation.

the three possible classroom environments: face-to-face, hybrid, and online-only.

The Anticipación section consists of these recurring activity types:

• El póster del cortometraje

list of active vocabulary words and phrases.

The Vocabulario section contains the following:

• Readings, listening input, and/or cartoons containing chapter vocabulary that

address one or more of the three cultural topics.