Skim the Lectura. Can you tell what its topic is? Scan the last paragraph: What words of nationality are used to describe Hispanics in the United States? But remember: guessing the exact meaning is not crucial to overall comprehension! La presencia vital de los hispanos L a palabra Hispanic se usa en los Estados Unidos con frecuencia para describir a todos los latinos.
Hay hispanos en casi todas las ciudades estadounidenses. Vocabulario En resumen This section includes activities that summarize the chapter material. De todo un poco features one or more communicative activities for students to do in groups.
You are not expected to memorize the entire list. Your instructor may tell you which sections he or she wants to emphasize. Be patient; you will be familiar with most of these words by the end of the chapter. Escriban dos o tres preguntas para estas personas famosas o interesantes. Es la una y media. Son las nueve menos diez minutos. Es a las It is one-thirty. It is ten minutes to nine. What time is the movie? Hey, what time do you have? Excuse me, what time do you have?
Los deportes When? I was born on in. Se llama Isabel y vive en Chicago. Es muy inteligente, generosa y optimista. Le gusta mucho montar en bici. Nos gusta ir a museos de arte juntas. Es mgomez arroba micorreo punto com. Brief margin notes provide additional information about Spanish grammar. The explanations and the exercises are designed to be done as homework, using the Answer Key in Appendix 4 to make corrections. What are you going to do tonight? Voy a estudiar. This construction is commonly referred to as the informal future, because Spanish has another future tense, generally reserved for talking about longer term future plans.
Here are the forms of the irregular verb ir. Complete las oraciones con las formas correctas del verbo ir. En los mercados se la puerta hasta la ofrenda. De comidas tradicionales en honor a los difuntos.
This cultural magazine section includes articles on various aspects of Hispanic culture from several countries.
Footnotes are provided to clarify unfamiliar vocabulary. Some of the topics highlighted are Andean and Cuban music, as well as Mexican, Spanish, Argentine, and Chilean cinema. All activities are sequenced from input to output in order to promote comprehension before production. Their purpose is to provide controlled practice in using formulaic conversational expressions.
There are four categories of Ventanas culturales: Nuestra comunidad, La lengua, La vida diaria, and Las costumbres. This information can serve as a starting point for a more in-depth discussion of many aspects of daily life and culture in Spanishspeaking countries. It features a wide variety of cultural topics, exciting literature, and realia-based materials. The two main categories of readings are Lecturas and Enlaces. Each selection is preceded by an introduction to the author.
Culture: In addition to the cultural content described in the preceding section on reading materials, the Seventh Edition includes other cultural features. En resumen: These review sections support the chapter themes. The Pistas para leer box provides pre-reading questions, clues, and useful strategies such as scanning and cognate recognition. These additional grammar topics and others are also available on the Online Learning Center. Supplements As a full-service publisher of quality educational products, McGraw-Hill does much more than just sell textbooks to students.
We create and publish an extensive array of print, video, and digital supplements to support instruction on your campus. Orders of new versus used textbooks help us defray the cost of developing such supplements, which is substantial.
For Instructors and for Students The Cuaderno de actividades is intended for use primarily outside the classroom. The Preface in the Cuaderno de actividades provides a detailed description of all sections and types of activities. McGraw-Hill has partnered with QuiaTM, the leading developer of online tools for foreign language instruction and learning, to create CENTRO, a comprehensive learning management system that allows you to manage your course with robust communication tools, record-keeping that can be imported to Blackboard and other CMS platforms, integration of instructor resources such as Digital Transparencies and PowerPointTM slides, as well as the ability to customize or add your own content.
Brief comprehension questions accompany these passages. CENTRO includes a fully interactive digital version of the textbook that has a real-time voice chat feature, integrated audio and video, an integrated gradebook, and many other resources that make this a truly innovative online system for the teaching and learning of Spanish. Identical in practice to the print version, the online Cuaderno contains the full Audio Program as well as segments from the DVD.
The online Cuaderno also provides students with automatic feedback and scoring of their work. Interactive games are embedded in the player for additional comprehension and practice. Each section contains corresponding comprehension questions. Although the Actividades escritas and the Actividades auditivas are in separate sections, they coordinate with the chapter themes.
We suggest that instructors assign the Actividades escritas as they are working through the chapter and that they assign the Actividades auditivas toward the end of the chapter, when students have had Please contact your local McGraw-Hill sales representative for more information. Additionally, an audio recording of the Enlace a la literatura passages and selected Lecturas from the textbook are included in special audio CDs as part of the Audio Program.
The audio recordings for the Lecturas can also be found on the Online Learning Center. The activities for these two segments are found in the Videoteca sections of the Cuaderno de actividades.
The Online Learning Center www. A downloadable musical playlist, designed by the Dos mundos authors to coordinate with the text, is available for purchase through iTunes.
See the Online Learning Center for details. It also includes suggestions for testing oral production and writing skills. CourseSmart eTextbooks are available in one standard online reader with full text search, notes and highlighting, and email tools for sharing notes between classmates. For further details contact your sales representative or go to www. For password information, please contact your McGraw-Hill sales representative.
There are suggestions for pre-text activities, TPR Total Physical Response sequences, and many additional activities for each chapter. The program is primarily based on Tracy D. Language acquisition is a subconscious or automatic process; that is, 1 Portions of this section and the next are quoted by permission of Stephen D. Research supports the view that adults can and do acquire language subconsciously, even if not as naturally as children do.
Language learning is a conscious or controlled process: it occurs when we are focused on form and aware that we are learning. When you talk about grammar rules, you are usually talking about learning. We normally produce language using our acquired or implicit linguistic competence, whereas we use our learned system—our knowledge of explicit rules—to monitor or edit our output. Current theories of language acquisition posit that we acquire language best when we understand messages or receive comprehensible input, either aural or written: reading is an excellent source of comprehensible input.
Here is how we do it. This input helps students take in meaning and integrate it within their developing language system. Dos mundos helps students create meaning from the new language through both comprehensible input listening and guided output speaking.
Students need many opportunities to interact in meaningful contexts before they can express their own meaning successfully. The activities in Paso B encourage the transition from comprehension to the ability to respond naturally in single words. Students will continue to pass through these same three stages with the new material of each chapter. This process helps students continue to acquire higher level lexical and grammatical structures.
We anticipate that students will make many errors as speech emerges. Students acquire language best in a low-anxiety environment and when they are truly engaged with the material. The Dos mundos program creates a positive classroom atmosphere by sparking student interest and encouraging involvement in two sorts of activities: those that relate directly to students and their lives and those that relate to the Hispanic world.
Hence, the dos mundos referred to in the title. Input and interaction in these two areas—along with the expectation from the instructor that students will be able to communicate their ideas—create a classroom environment wherein the instructor and the students feel comfortable listening and talking to one another.
Group work in a Dos mundos classroom provides valuable oral interaction in Spanish and creates a classroom community that facilitates communication. Students are also encouraged to integrate themselves into the larger Hispanic community through cultural readings, Internet activities, and service opportunities. Speaking helps language acquisition in several ways. Speaking also allows students to engage in real language use as the instructor and students share opinions and information about themselves.
Dos mundos provides students with many opportunities for meaningful production in Spanish. Some language students derive great satisfaction when they learn about what they are acquiring and when they are able to utilize grammatical knowledge to make the input they hear and read more comprehensible. In addition, a gentle focus on form may help some students to recognize gaps in their developing language and thereby achieve more accuracy in their output.
The following types of communicative activities appear in most chapters. Students should recognize these words when they are used in a clear, communicative context. Many will also be actively used by students in later chapters and as the course progresses. The readings in Dos mundos are by no means exhaustive; we recommend that instructors read aloud to students and when students are ready for independent reading, allow them to select material of interest to them.
The purpose of the grammar exercises is for students to verify that they have understood the explanation: we do not believe that students acquire grammar by doing exercises. Students may self-check their work using the Answer Key found in Appendix 4 of the textbook. Krashen for his research on second-language acquisition theory.
Krashen has given us many valuable insights into creating more natural activities and providing comprehensible input for students. We also remain grateful to Dr. We would like to thank Dr. The authors would like to express their gratitude to the many members of the language-teaching profession whose valuable suggestions through reviews and user diaries contributed to the preparation of the Seventh Edition.
The appearance of their names here does not necessarily constitute an endorsement of the text or its communicative methodology. Goebel Jr. Sandford, Ventura College Terry D. We feel indebted to Dr. Thalia Dorwick for the guidance and opportunities she has given to us throughout the years. We are grateful to Dr. William Glass, our Editorial Director for this project, who encouraged us to strengthen the cultural and literary content of Dos mundos and who continues to advise us on aspects of second-language acquisition.
Our sponsoring editor, Katie Crouch, helped us to envision the design of this edition and brought a wealth of fresh ideas to our project. Our Seventh Edition editor, Jenni Kirk, was immensely helpful. We thank her for her patience, care, and support for helping us to realize all of our new ideas and for the great photos she found!
Special thanks go to Sally Richardson, the gifted artist who made our Cast of Characters come to life in previous editions and to Daryl Slaton, the artist on the Seventh Edition who also created our exciting animation segments.
In addition we would like to thank Laura Chastain El Salvador for her help with questions of language usage and cultural content. Finally, we thank each other for many years of moving Dos mundos from idea to print. We hope our contributions continue to be worthwhile in the 21st century. Language learning is not as useful in oral communication, but it helps us edit our speech and writing. Our goal in Dos mundos is to make it possible for you to acquire the language, not just learn it.
Keep in mind that language acquisition takes place when we understand messages; that is, when we comprehend what we read or what we hear. You only need to focus on what your instructor is saying; that is, on the message.
You do not have to think consciously about grammar or try to remember all the vocabulary that is being used. You will also have plenty of opportunities for reading. The more you read, the better your Spanish will become. When you are reading, pay attention to the message. You will be speaking a lot of Spanish in the classroom, both with your instructor and with your classmates.
And when you speak, you will make mistakes. The best way to eliminate your errors is not to worry or think hard about grammar when you talk but to continue to get more language input through listening, conversation, and reading. In time, your speech will become more accurate. The key to communication is understanding the ideas and the message the speaker wants to convey.
Several techniques can help you develop good listening comprehension skills. First and most important, you must guess at meaning! In order to improve your ability to guess accurately, pay close attention to the context. If someone greets you at p. You can make a logical guess about the message being conveyed by focusing on the greeting context and time of day. What is the most likely thing to have been said in a particular situation? Context, gestures, and body language will all help you guess more accurately.
Another strategy for good guessing is to listen for key words. These are the words that carry the basic meaning of the sentence. Does this man have brown hair? Remember: You do not need to know grammar rules to understand much of what your instructor says to you.
Nor would you have needed to study verb conjugations. Descriptions of pictures: Your instructor will bring pictures to class and describe the people in them. Your goal is to identify the picture being described.
In addition, you will learn to say a few common phrases of greeting and leave-taking in Spanish. You will practice these in short dialogues with your classmates. Your pronunciation will not be perfect, but if you are able to communicate with native speakers, then your accent is good enough.
Your accent will continue to improve as you listen and interact in Spanish. Lecturas Vocabulary Because comprehension depends on your ability to recognize the meaning of key words used in the conversations you hear, the preliminary chapters of Dos mundos—the Pasos—will help you become familiar with many new words in Spanish, probably several hundred of them.
You should not be concerned about pronouncing these words perfectly; saying them easily will come with more exposure to spoken Spanish. Review key vocabulary frequently: Look at the Spanish and try to visualize the person for words such as man or child , the thing for words such as chair or pencil , a person or thing with particular characteristics for words such as young or long , or an activity or situation for phrases such as stand up or is wearing.
You do not need to memorize these words; concentrate on recognizing their meaning when you see them and when your instructor uses them. Classroom Activities In the preliminary chapter, Paso Step A, you will be doing three types of class activities: 1 TPR; 2 descriptions of classmates; and 3 descriptions of pictures.
In TPR activities your instructor gives a command that you act out. You do not have to understand every word your instructor says, only enough to perform the action called for. Descriptions of students: On various occasions, your instructor will describe students in your class. You should try to remember the name of each of your classmates and identify who is being described. Reading is a valuable activity that will help you acquire Spanish and learn about the Spanish-speaking world.
You do not need to know every word to understand a text. There may be a word or two that you will have to look up occasionally, to aid comprehension.
As your ability to comprehend spoken Spanish improves, so will your reading ability, and as reading becomes easier you will, in turn, comprehend more spoken Spanish. You may want to keep the following techniques in mind as you approach all of the reading materials in Dos mundos: 1. Look at the title, pictures, and any other clues outside the main text for an introduction to what the reading is about.
Scan the text for cognates and other familiar words. Skim over the text to get the gist of it without looking up words. Use context to make intelligent guesses about unfamiliar words. Read in Spanish, picturing the story or information instead of trying to translate it in your mind as you go. The grammar exercises are meant to be completed at your own pace, at home, in order to allow you time to check the forms of which you are unsure.
Your reference tools are the grammar explanations, the Verb Charts, appendices, and the Answer Key to grammar exercises in Appendix 4. We advise you to use your knowledge of grammar when it does not interfere with communication; for example, when you edit your writing.
If you do so, your writing will have a more polished feel. Only real comprehension and communicative experiences will do that. Grammar references are there to help you look up any information you may need or to help you clear any doubts you may have. Remember that your instructor and the text materials can open the door to communicating in Spanish, but you must enter by yourself! Do not expect to be able to communicate as clearly in Spanish as you do in your native language.
Be patient; it is not possible to fully acquire a new language in one or two semesters of study. Listen for key words. Use contextual clues and body language to understand native speakers. Listen to the feedback you get from your instructor and native speakers.
Use context to make logical guesses at meaning. Read in Spanish as much as possible. Use gestures and act out ideas and messages. Speak Spanish to your instructor and classmates whenever possible. Use the Audio Program that accompanies the Cuaderno to listen for correct pronunciation of vocabulary and do the pronunciation exercises included in each chapter.
Listen to Spanish-language radio. Read newspapers in Spanish available on the Internet. Talk with native speakers. Use the Dos mundos website at www. Additionally, these characters are brought to life through FlashTM animation technology in the Los amigos animados segments. Los amigos estadounidenses U. Spanish class. They have three children, Amanda, Guillermo, and Ernestito. Andrea is married to Pedro Ruiz, and they have two young daughters, Marisa and Clarisa. Paula is a single travel agent who lives and works in Mexico City.
Los amigos hispanos Hispanic friends live in various parts of the Spanishspeaking world. He is 19 years old and has recently graduated from high school. The women make the mola fabrics for their own dresses by cutting and sewing various layers of cloth together. In Paso A you will learn to understand a good deal of spoken Spanish and get to know your classmates. Me llamo Pablo Cavic. Mi apellido es Morales. Mi nombre es Nora. Herrero con hache o sin hache? Reyes con i griega o con doble ele elle?
Rojas con ge o con jota? Asociaciones: Las descripciones de las personas famosas? Diga el nombre de cada estudiante, la ropa y el color de la ropa que lleva. Abra el libro. Cierre el libro. Mire hacia arriba. En el mundo hispano los saludos son muy importantes. Nacho Padilla saluda a Ernesto Saucedo. Rogelio Varela presenta a Carla.
Muy Bien, gracias. Estoy bien regular. Se escribe eme-o-o-ere-e. How are you? Very Well, thanks. I am a little tired. How do you spell write your last name? It is spelled m-o-o-r-e.
What is your name? My name is. How many. What color is it. Same here. Spanish grammar no, not Attention! Buenas tardes. Buenas noches. Hasta luego. Good morning. Good afternoon. Good evening. See you later. They contain grammar explanations and exercises that are presented in nontechnical language, so it should not be necessary to go over all of them in class.
Study them carefully, then do the exercises in writing and check your answers in the back of the book. If you have little or no trouble with the exercises, you have probably understood the explanation. Remember: It is not necessary to memorize these grammar rules. Keep in mind that successful completion of a grammar exercise means only that you have understood the explanation. It does not mean that you have acquired the rule. True acquisition comes not from study of grammar but from hearing and reading a great deal of meaningful Spanish.
Learning the rules of grammar through study will allow you to use those rules when you have time to stop and think about correctness, as during careful writing. If you have trouble with an exercise or do not understand the explanation, ask your instructor for assistance. The grammar explanations in Paso A contain basic information about Spanish grammar. Some Useful Grammatical Terms You may recall from your study of grammar in your native language that sentences can be broken down into parts. All sentences have at least a subject a noun or pronoun and a verb.
The Spanish verb llevar corresponds to the English verb to wear. Spanish verbs change endings. These endings tell you who is performing the action. Notice that Spanish verbs change their endings according to the subject of the sentence.
Yo llevo pantalones grises. Mis amigos llevan pantalones negros. My friends are wearing black pants. The verb itself or the context usually tells you who the subject is. These endings are used on most Spanish verbs, and you will soon become accustomed to hearing and using them.
In Paso C you will see the forms of the verb tener to have , which you have also heard in class. Yo tengo los ojos azules. I have blue eyes. Letters are feminine: la «ele», la «i», la «equis». The letter combination ll often referred to as elle or doble ele is pronounced like a y. The letter combinations ch, ll, and rr cannot be divided when splitting a word into syllables.
You will still see this pattern of alphabetization in many dictionaries and textbooks. The grouping rr is not considered a separate letter by the Real Academia. Many people say la be de burro, la ve de vaca b as in burro, v as in vaca. The letters k and w are used mostly in words of foreign origin: kilo, whisky. Spanish speakers do not normally spell out entire words but rather tend to refer only to the letters that might cause confusion.
Is it written with a z or with an s? Common spelling questions asked by most Latin Americans are the following. With or without an h? Only with foreign words or perhaps very unfamiliar Spanish words do Spanish speakers spell out the entire word. Through its com- municative methodology Dos mundos of- fers an exciting alternative to the many. Spanish- language textbooks available to- day. Our program allows instructors to do what they Warriner's Handbook Introductory Course.
Saxon Math Course 1. Introduction to Science. Introduction to Matter. Human Body Systems. Both books will be avail - able for Fall classes.
Based on a philosophy of communicative language Apr 9, Entre Dos. Dos Mundos. Comunidad: Cuaderno de Actividades. JRH D. En Contacto Cuaderno de Ejercicios y laboratorio. McVey Gill,. Mathematics Structure and Method 1. Latin I. Intro to Science. Environmental Science.
Intro to Matter. Dos Mundos: Communiccion y Comunidad 4th Ed. Algebra and Trigonometry Structure It is the tradition of Veritas Prep to inspire students to develop a personal library of literary classics they can keep, annotate and return to throughout their academic careers.
Selected Proceedings of the 9th Hispanic Linguistics Symposium, ed. Nuria Sagarra and Almeida Jacqueline Dos mundos. Mundo As can be seen, the coverage among the six textbooks is fairly consistent. In terms of the percentage of words in the Jan 30, The textbook used during the first two years of instruction is Dos mundos by Terrell,. The Dos mundos textbook has been used in the Spanish program for several years and it has received great acceptance May 4, Certainly one of the primary goals in developing materials for second language learners should be to create materials that reflect vocabulary and grammar that these learners are likely to encounter in the.
There is little to be gained from having students memorize long lists of vocabulary in a. Book Chapters.
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