Mosaicos: Spanish As A World Language, 6th Edition, Volume 1 by Matilde Olivella Castells


5657bc47cf02208-261x361.jpg Author Matilde Olivella Castells
Isbn 978-0205999378
File size 43.4 Mb
Year 2014
Pages 288
Language English
File format PDF
Category languages


 

A GUIDE TO Mosaicos ICONS Readiness Check This icon, located at the beginning of the first Funciones y formas section, reminds students to take the Readiness Check in MySpanishLab to test their understanding of the English grammar related to the Spanish grammar concepts in the chapter. A Study Plan with English Grammar Tutorials is generated for those topics students might need to review. eText Activities This icon indicates that a version of the activity is available in MySpanishLab. eText activities are automatically graded and provide detailed feedback on incorrect answers. Video This icon indicates that a video segment is available for the ¡Cineastas en acción! video that accompanies the Mosaicos program. The video is available on DVD and in MySpanishLab. Text Audio Program This icon indicates that recorded material to accompany Mosaicos is available online. In addition, audio for all in-class listening activities and En directo dialogues is available on CD. Pair Activity This icon indicates that the activity is designed to be done by students working in pairs. Group Activity This icon indicates that the activity is designed to be done by students working in small groups or as a whole class. Interactive Globe This icon indicates that additional cultural resources in the form of videos, web links, interactive maps, and more, relating to a particular country, are organized on an interactive globe online. Art Tour This icon accompanies the works of art highlighted in each chapter opener. It links to a virtual art tour and interactive activity in MySpanishLab about the work of art. MediaShare This icon, presented with all Situación activities, refers to the video-posting feature available online. Mosaicos: Spanish as a World Language I t’s time to talk! …and have a cultured conversation. Providing the truly communicative, deeply culture-focused ­approach professors believe in along with the guidance and tools ­students need to be successful using a program with highly communicative goals—with Mosaicos, there is no need to ­compromise. Recognizing the primacy of the relationship ­between culture and language, the new Sixth Edition of Mosaicos places culture up front and center, and everywhere in-between! • Over 1,000 language instructors have partnered with Pearson to create solutions that address the needs of today’s students and instructors.  • 100 Faculty Advisors have reviewed, tested, and collaborated with colleagues across North America to make Pearson’s MyLanguageLabsTM the most effective online learning and assessment college language learning system available today. Challenge: 8 out of 10 language instructors told us that better tools are needed to help students develop oral proficiency so that they will be confident in speaking Spanish. Solution: • Almost 1,000,000 students have used Pearson’s MyLanguageLabs to help them succeed in learning Spanish, French, Italian, German, Russian, Chinese, Portuguese, and Latin. • MyLanguageLabs helps to improve student results by offering a robust set of tools that allow students to hear native speakers, and practice their speaking. We include pronunciation guides, BlackboardTM Voice, videos, and audio recordings and are the only online learning and assessment system that includes VersantTM Test of Spanish and MediaShare. Students love the recording aspect of MyLanguageLabs, which allows them to listen to their own ­pronunciations, compare, and adjust to match the native speakers. ­Students’ communicative skills have improved significantly with MyLanguageLabs. —Charles Hernando Molano Álvarez Challenge: 8 out of 10 language instructors voiced that they are teaching more students than ever before, and consequently feel that they no longer have time to provide students with careful guidance to foster speaking and writing skills. Solution: • MyLanguageLabs allows instructors to easily create the course MyLanguageLabs automates teaching chores that are nonsyllabus, and assign and grade homework, providing you with meaningful. Let MyLanguageLabs grade homework and quizzes. the time to work with individual students, helping them achieve This gives you time to spend on meaningful pedagogical activities higher proficiency levels in speaking and writing, in particular. like engaging and interacting with your students. —Anne Prucha, University of Central Florida Did you know that…? • 100% of College Students are internet users • 50% are online more than 6 hours every week • Community College Students are even more likely than those at 4 year institutions to use mobile devices • 71% of students would prefer to use digital learning materials over print Zou, J.J. (2011, July 19). Gadgets, study finds. Chronicle of Higher Education Challenge: 6 of 10 college language programs either have completed or are planning to complete an Introductory Spanish Course Redesign, which will likely result in less face-to-face class time and greater numbers of hybrid or fully online classes. Solution: • Pearson Education is the undisputed leader in Higher Education Course Redesign. • Pearson is an experienced partner with over 1150 faculty selecting Pearson to implement a Course Redesign. • Evidence-based ongoing Case Studies and Success Stories demonstrate improved student performance in Course Redesigns that implemented MyLanguageLabs. • MyLanguageLabs offers the most extensive opportunities for course personalization that enables instructors to modify instruction according to individual needs, teaching style, grading philosophies, and more, which results in a more engaging experience for students. Redesigning courses around MyLanguageLabs has been a success. The curriculum and course requirements are uniform across all sections so students receive a consistent learning experience. Because MyLanguageLabs automates the grading process, instructors report that they have more time to offer students one-on-one assistance. When I examine the data from before and after MyLanguageLabs, it is clear to me what a great success MyLanguageLabs is and how useful it is for our students. —Jason Fetters, Purdue University Learn smarter Boost performance with powerful, personalized learning! Powered by amplifier and accessible in MySpanishLab, new Dynamic Study Modules combine leading brain science with big-data adaptivity to engage students, drive proficiency, and improve outcomes like never before. As the language learning and teaching community moves to ­digital learning tools, Pearson is supercharging its Spanish ­ content and optimizing its learning offerings with personalized Dynamic Study Modules, powered by amplifier and MySpanishLab. And, we’re already seeing significant gains. Developed exclusively for Mosaicos, each study module offers a differentiated digital solution that consistently improves learning results and ­increases levels of user confidence and engagement with the course materials. Language instructors observe that they are able to maximize their effectiveness, both in and out of the classroom, because with they are freed from the onerous task of basic knowledge transfer and empowered to: ❯ reclaim up to 65% more class time for peer to peer communication in the target language; ❯ tailor presentation and focused practice to address only the most prevalent student knowledge gaps; ❯ enable livelier, more engaged classrooms. How does amplifire improve learning? Study Modules consist of a comprehensive 1 Dynamic online learning process that starts with modules of 25 vocabulary and grammar questions that drive deep, contextual knowledge acquisition and understanding. Based on a Test–Learn–Retest adaptive module, as students ­respond to each question the tool assesses both knowledge and confidence to identify what students do and don’t know. Asking ­students to indicate their level of confidence engages a different part of the brain than just asking them to answer the question. Study Modules cycle students through 3 Dynamic learning content until they demonstrate mastery of the information by answering all questions confidently and correctly two times in a row. Once students have reviewed the first set answers and ­explanations, modules amplifire presents them with a new set of questions. The amplifire methodology cycles students through an adaptive, ­repetitive process of test-learn-retest, until they achieve mastery of the material. 2 R E S U LT S ! amplifire results, embedded explanations, and review opportunities are extremely comprehensive and ideal for fast learning and long-lasting retention. After completing the first question set, students are given ­embedded and detailed explanations for their correct answers, as well as why other answer choices were incorrect. This approach, taken directly from research in cognitive psychology, promotes more accurate knowledge recall. Embedding the learning into the application also saves students valuable study time because they have the learning content at their fingertips! Based on GAMING and LEARNER ENGAGEMENT techniques, AMPLIFIRE DYNAMIC STUDY MODULES take basic knowledge transfer out of the classroom and improve performance. Improved student performance and long-term retention of the material ensures students are not only better prepared for their exams, but also for their future classes and careers. Sixth Edition mosaicos Spanish as a World Language Volume 1 matiLde OLiveLLa de CasteLLs (Late) Emerita, California State University, Los Angeles ELizaBeth E. Guzmán University of Iowa PaLoma Lapuerta Central Connecticut State University Judith E. Liskin–Gasparro University of Iowa Bostonâ•…Columbusâ•…Indianapolisâ•…New Yorkâ•…San Franciscoâ•…Upper Saddle River Amsterdamâ•…Cape Townâ•…Dubaiâ•…Londonâ•…Madridâ•…Milanâ•…Munichâ•…Parisâ•…Montréalâ•…Toronto Delhiâ•…Mexico Cityâ•…São Pauloâ•…Sydneyâ•…Hong Kongâ•…Seoulâ•…Singaporeâ•…Taipeiâ•…Tokyo Senior Acquisitions Editor: Tiziana Aime Senior Digital Product Manager: Samantha Alducin Development Editor: Scott Gravina, Celia Meana MyLanguageLabs Development Editor: Bill Bliss Director of Program Management: Lisa Iarkowski Team Lead Program Management: Amber Mackey Program Manager: Nancy Stevenson Team Lead Project Managers: Melissa Feimer Media Coordinator: Regina Rivera Project Manager: Lynne Breitfeller Project Manager: Jenna Gray, PreMediaGlobal Front Cover Design: Black Sun Cover Image: Maxim Tupikov / Shutterstock Senior Art Director: Kathryn Foot Operations Manager: Mary Fischer Operations Specialist: Roy Roickering Editorial and Marketing Assistant: Millie Chapman Editor in Chief: Bob Hemmer Director of Market Development: Kristine Suárez World Languages Consultants: Yesha Brill, Mellissa Yokell, Denise Miller This book was set in 10/13 Serifa Std. Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text (or on pages CR-1 to CR-3). Copyright © 2015, 2010, 2006, 2002 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St., Upper Saddle River, NJ 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 07458. Library of Congress Cataloging-in-Publication Data Mosaicos : Spanish as a world language / Matilde Olivella de Castells (Late), Emerita, California State University, Los Angeles, Elizabeth E. Guzmán, University of Iowa, Paloma Lapuerta, Central Connecticut State University, Judith E. Liskin-Gasparro, University of Iowa. — sixth Edition.        pages cm   Text is in English and Spanish.   Includes index.   ISBN-13: 978-0-205-25540-5 (alk. paper)   ISBN-10: 0-205-25540-X (alk. paper) 1. Spanish language—Textbooks for foreign speakers—English.  I. Castells, Matilde Olivella de. II. Guzmán, Elizabeth E. III. Lapuerta, Paloma. IV. Liskin-Gasparro, Judith E.   PC4129.E5M69 2013   468.2’421—dc23 2013042619 10 9 8 7 6 5 4 3 2 1 Volume 1 ISBN - 10: 0-205-99937-9 Volume 1 ISBN - 13: 978-0-205-99937-8 Brief Contents   Capítulo Preliminar 1 Capítulo 2 Capítulo 3 Capítulo 4 Capítulo 5 Capítulo 6 Capítulo 7 Capítulo 8 Capítulo 9 Capítulo 10 Capítulo 11 Capítulo 12 Capítulo 13 Capítulo 14 Capítulo 15 Capítulo Bienvenidos  2 ¿Qué estudias?  30 ¿Quiénes son tus amigos?  64 ¿Qué hacen para divertirse?  ¿Cómo es tu familia?  ¿Dónde vives?  100 136 170 ¿Qué te gusta comprar?  204 ¿Cuál es tu deporte favorito?  240 ¿Cuáles son tus tradiciones?  276 ¿Dónde trabajas?  310 ¿Cuál es tu comida preferida?  ¿Cómo te sientes?  ¿Te gusta viajar?  346 380 414 ¿Qué es arte para ti?  448 ¿Cómo vivimos los cambios sociales?  ¿Qué nos trae el futuro?  510 Appendix 1 Stress and Written Accents in Spanish  APPENDIX 2 Verb Charts A-3 Appendix 3 Spanish-English Glossary  A-11 Appendix 4 English-Spanish Glossary  A-25 478 A-1 Text & Photo Credits  A-39 Communicative Functions and Learning Strategies Index  A-43 Index  A-45 Brief Contents  vii Scope & Sequence Capítulo Learning Outcomes Culture Enfoque cultural: El mundo hispano  3 Bienvenidos­­­  2 • Introduce yourself, greet others, and say good-bye • Identify people and classroom objects and tell where they are in the classroom • Listen to and respond to classroom expressions and requests • Spell names and addresses and share phone numbers • Express dates, and tell time, and comment on the weather • Share information about the Spanish language and where it is spoken Enfoque cultural: España 31 1 • Talk about studies, campus, and academic life • Describe daily routines and activities • Specify gender and number • Express location and states of being • Ask and answer questions • Talk about Spain in terms of products, practices, and perspectives • Share information about student life in Hispanic countries and compare cultural similarities Enfoque cultural: Estados Unidos  65 2 • Describe people, places, and things • Express origin and possession • Talk about where and when events take place • Describe what someone or something is like • Express emotions and conditions • Identify what belongs to you and others • Discuss the people, things, and activities you and others like and dislike • Present information about Hispanic influences in the United States Preliminar ¿Qué estudias? 30 ¿Quiénes son tus amigos?  64 viii  Scope & Sequence Mosaico cultural: La vida universitaria en el mundo hispano  41 Mosaico cultural: Los estereotipos y la cultura hispana 75 Vocabulario en contexto Las presentaciones  5 Los saludos y las despedidas  7 ¿Qué hay en el salón de clase?  10 Los meses del año y los días de la semana 12 Funciones y formas Mosaicos Identifying and describing people: Singular forms of ser  19 Cognates 20 Locating people and things: Estar + location 21 Using numbers: Numbers 0 to 99  23 El tiempo  14 Expresiones útiles en la clase  15 El alfabeto  18 Los estudiantes y los cursos  33 La universidad  35 Las actividades de los estudiantes  38 Expressing time in Spanish: Telling time 26 Talking about academic life and daily occurrences: Present tense of regular -ar verbs  42 Talking about academic life and daily occurrences: Present tense of regular -er and -ir verbs  46 Specifying gender and number: Articles and nouns  50 Expressing location and states of being: Present tense of estar  53 Escucha • Listen for the gist  59 Habla • Ask questions to gather information 60 Lee • Identify the format of a text  61 Escribe • Brainstorm key ideas before writing 62 Asking and answering questions: Interrogative words 55 Mis amigos y yo  67 Las descripciones  69 El origen  72 Describing people, places, and things: Adjectives 76 Escucha • Listen for specific information  94 Identifying and describing; expressing origin, possession, location of events, and time: Present tense of ser  80 Habla • Describe a person  95 Expressing qualities, emotions, and conditions: Ser and estar with adjectives 83 Expressing ownership: Possessive adjectives 87 Lee • Scan a text for specific information 96 Escribe • Use adjectives to enrich your descriptions 98 Expressing likes and dislikes: Gustar  90 Scope & Sequence  ix Capítulo 3 Learning Outcomes Culture • Describe free-time activities and food • Plan your daily activities and express intentions • Identify prices and dates • State what and whom you know • Talk about places to visit in Peru • Share information about free-time activities in Hispanic countries and identify cultural similarities Enfoque cultural: Perú 101 • Talk about family members and their daily routines • Express opinions, plans, preferences, and feelings • Express obligation • Express how long something has been going on • Talk about Colombia in terms of its products, practices, and perspectives • Share information about families and family life in Hispanic countries and compare cultural similarities Enfoque cultural: Colombia 137 • Talk about housing, the home, and household activities • Express ongoing actions • Describe physical and emotional states • Avoid repetition in speaking and writing • Point out and identify people and things • Compare cultural and geographic information of Nicaragua, El Salvador, and Honduras Enfoque cultural: Nicaragua, El Salvador y Honduras 171 Mosaico cultural: Los hispanos y la vida social  110 ¿Qué hacen para divertirse? 100 4 ¿Cómo es tu familia? 136 5 ¿Dónde vives? 170 x  Scope & Sequence Mosaico cultural: Las familias de la televisión 146 Mosaico cultural: Las viviendas en centros urbanos 181 Vocabulario en contexto Las diversiones  103 Los planes  105 La comida  107 Funciones y formas Mosaicos Talking about daily activities: Present tense of hacer, poner, salir, traer, and oír  111 Escucha • Use background knowledge 131 Expressing movement and plans: Present tense of ir and ir a + infinitive 115 Habla • Inform yourself before you do a survey 132 Talking about quantity: Numbers 100 to 2,000,000  119 Lee • Look for and use key words  133 Stating what you know: Saber and conocer  123 Escribe • Identify your audience  134 Expressing intention, means, movement, and duration: Some uses of por and para  127 Los miembros de la familia  139 ¿Qué hacen los parientes?  143 Las rutinas familiares  144 Expressing opinions, plans, preferences, and feelings: Present tense of stem-changing verbs: e ➝ ie, o ➝ ue, and e ➝ i 147 Talking about daily routine: Reflexive verbs and pronouns 153 Expressing obligation: Tener que + infinitive 157 Expressing how long something has been going on: Hace with expressions of time  160 ¿Dónde vives?  173 La casa, los muebles y los electrodomésticos 177 Las tareas domésticas  179 Escucha • Listen for a purpose  163 Habla • Organize information to make comparisons 164 Lee • Use title and illustrations to anticipate content  165 Escribe • Use language appropriate for your reader  167 Expressing ongoing actions: Present progressive 182 Escucha • Create mental images  197 Describing physical and emotional states: Expressions with tener  185 Habla • Plan what you want to say  198 Avoiding repetition in speaking and writing: Direct object nouns and pronouns 188 Pointing out and identifying people and things: Demonstrative adjectives and pronouns  193 Lee • Inform yourself about a topic before you start to read  199 Escribe • Select the appropriate content and tone for a formal description 202 Scope & Sequence  xi Capítulo Learning Outcomes 6 Culture • Talk about shopping and clothes • Talk about events in the past • Indicate to whom or for whom an action takes place • Express likes and dislikes • Describe people, objects, and events • Share information about shopping practices in Hispanic countries and compare cultural similarities Enfoque cultural: Venezuela 205 • • • • Talk about sports Emphasize and clarify information Talk about past events Talk about practices and perspectives on sports in Argentina and Uruguay • Share information about sporting events in Hispanic countries and compare cultural similarities Enfoque cultural: Argentina y Uruguay  241 • Discuss situations and celebrations • Describe conditions and express ongoing actions in the past • Tell stories about past events • Compare people and things • Talk about Mexico in terms of practices and perspectives • Share information about celebrations in Hispanic countries and compare cultural similarities Enfoque cultural: México 277 Mosaico cultural: Las tiendas de barrio  215 ¿Qué te gusta comprar? 204 7 ¿Cuál es tu deporte favorito? 240 8 ¿Cuáles son tus tradiciones? 276 xii  Scope & Sequence Mosaico cultural: Los hinchas y el superclásico 250 Mosaico cultural: Los carnavales y las tradiciones 285 Vocabulario en contexto Funciones y formas Talking about the past: Preterit tense of regular verbs  216 Las compras  207 La ropa  210 Talking about the past ir and Ser: Preterit of ir and ser  219 ¿Qué debo llevar?  213 Indicating to whom or for whom an action takes place: Indirect object nouns and pronouns  222 Expressing likes and dislikes: Gustar and similar verbs  226 Describing people, objects, and events: More about ser and estar 230 Los deportes  243 El tiempo y las estaciones  246 Talking about the past: Preterit of reflexive verbs  251 Talking about the past: Preterit of -er and -ir verbs whose stem ends in a vowel  256 ¿Qué pasó ayer?  248 Mosaicos Escucha • Take notes to recall information 235 Habla • Negotiate a price  236 Lee • Use context to figure out the meaning of unfamiliar words 237 Escribe • Recount events in sequence 238 Escucha • Differentiate fact from opinion 270 Habla • Focus on key information  271 Talking about the past: Preterit of stem-changing -ir verbs 259 Lee • Predict and guess content  272 Emphasizing or clarifying information: Pronouns after prepositions 263 Escribe • Use supporting details  274 Talking about the past: Some irregular preterits  266 Las fiestas y las tradiciones  279 Otras celebraciones  281 Las invitaciones  283 Expressing ongoing actions and describing in the past: The imperfect 286 Escucha • Draw conclusions based on what you know  304 Narrating in the past: The preterit and the imperfect  290 Habla • Conduct an interview  305 Comparing people and things: Comparisons of inequality  293 Lee • Make inferences  306 Comparing people and things: Comparisons of equality  297 Escribe • Select and sequence details 308 Comparing people and things: The superlative 300 Scope & Sequence  xiii Capítulo Learning Outcomes 9 Culture • • • • • Talk about careers and employment Avoid repetition Describe past events in more detail Give instructions and suggestions Compare demographic and economic changes in Guatemala and in the United States Enfoque cultural: Guatemala  311 • • • • • • Talk about ingredients, recipes, and meals State impersonal information Talk about the recent past Give instructions in informal settings Talk about the future Present information, concepts, and ideas about food and public health in Ecuador and other Latin American countries Enfoque cultural: Ecuador 347 • • • • • Discuss health and medical treatments Express expectations and hopes Describe emotions, opinions, and wishes Express goals, purposes, and means Share information about public health and medical practices in Cuba and the Dominican Republic, and compare cultural similarities Enfoque cultural: Cuba y República Dominicana 381 Mosaico cultural: ¿Trabajas o estudias?  321 ¿Dónde trabajas? 310 10 ¿Cuál es tu comida preferida? 346 11 ¿Cómo te sientes? 380 xiv  Scope & Sequence Mosaico cultural: Comida callejera  356 Mosaico cultural: Los remedios caseros  390 Vocabulario en contexto El trabajo  313 Los oficios y las profesiones  315 Buscando trabajo  318 Funciones y formas Avoiding repetition: Review of direct and indirect object pronouns 322 Avoiding repetition: Use of direct and indirect object pronouns together 326 Talking about the past: More on the imperfect and the preterit 330 Giving instructions or suggestions: Formal commands  334 Los productos y las recetas  349 En el supermercado  351 Stating impersonal information: Se + verb constructions  357 Talking about the recent past: Present perfect and participles used as adjectives  360 La mesa  354 Giving instructions in informal settings: Informal commands 364 Talking about the future: The future tense 368 Mosaicos Escucha • Use contextual guessing  339 Habla • Gather information strategically to express a decision  340 Lee • Organize textual information into categories 342 Escribe • Focus on purpose, content, and audience 344 Escucha • Make notes of relevant details 374 Habla • Give and defend reasons for a decision 375 Lee • Learn new words by analyzing their connections with known words 376 Escribe • Summarize information  378 Médicos, farmacias y hospitales  383 Las partes del cuerpo  386 La salud  388 Expressing expectations and hopes: Introduction to the present subjunctive 391 Expressing requests: The subjunctive with expressions of influence 395 Expressing emotions, opinions, and attitudes: The subjunctive with expressions of emotion  398 Expressing goals, purposes, and means: Uses of por and para  401 Escucha • Listen for the main idea  407 Habla • Select appropriate phrases to offer opinions  408 Lee • Focus on relevant information 409 Escribe • Persuade through suggestions and advice  411 Scope & Sequence  xv Capítulo Learning Outcomes 12 ¿Te gusta viajar? 414 13 ¿Qué es arte para ti?  448 14 ¿Cómo vivimos los cambios sociales? 478 15 • Talk about travel arrangements and preferences • Express possession and clarify what belongs to you and to others • Express affirmation and negation • Express doubt and uncertainty • Talk about travel experiences • Share information about the social and economic impact of the Panama Canal Enfoque cultural: Costa Rica y Panamá  415 • • • • • Talk about art and culture Express doubt and uncertainty Hypothesize about the future Describe states and conditions Talk about Bolivia and Paraguay in terms of products, practices, and perspectives • Share information about art and culture in Hispanic countries and identify cultural similarities Enfoque cultural: Bolivia y Paraguay  449 • Discuss demographics and social conditions • Indicate conditions, goals, and purposes • Express conjecture • Talk about the past from a past perspective • Share information about social change, gender roles, and migration in Hispanic countries and identify cultural similarities Enfoque cultural: Chile 479 • Talk about advances in science and technology • Express wishes and recommendations in the past • Hypothesize and share information about the present and the future • Express unexpected occurrences • Talk about Puerto Rico in terms of its advances in science and technology Enfoque cultural: Puerto Rico  511 ¿Qué nos trae el futuro?  510 xvi  Scope & Sequence Culture Mosaico cultural: El mochilero  425 Mosaico cultural: El grafiti y la identidad urbana 460 Mosaico cultural: La migración interna en el mundo hispano  487 Mosaico cultural: La investigación tecnológica en Latinoamérica  520 Vocabulario en contexto Los medios de transporte  417 El alojamiento y las reservaciones  421 Viajando en coche  423 Funciones y formas Expressing affirmation and negation: Affirmative and negative expressions 426 Escucha • Use background knowledge to support comprehension  442 Talking about things that may not exist: Subjunctive in adjective clauses 430 Habla • Make your presentations comprehensible and interesting 443 Expressing possession: Possessive pronouns  434 Expressing doubt and uncertainty: Subjunctive with expressions of doubt 437 La literatura y el cine  451 La pintura y el arte  454 La música y la cultura popular  457 Mosaicos Lee • Focus on logical relationships  444 Escribe • Use facts to offer good advice  446 Talking about the past: Review of the preterit and imperfect  461 Escucha • Identify the speaker’s intentions   472 Hypothesizing: The conditional 464 Habla • Make your presentations compre­ hensible and interesting  473 Expressing reciprocity: Reciprocal verbs and pronouns  468 Lee • Focus on multiple meanings when reading poetry  474 Escribe • Write to spark interest  476 Cambios en la sociedad  481 El papel de la mujer   484 Temas de hoy: los jóvenes y la emigración 485 Expressing conjecture: Adverbial conjunctions that require the subjunctive 488 Escucha • Identify the speaker’s point of view 503 Expressing conjecture or certainty: Adverbial conjunctions that take the subjunctive or indicative 491 Habla • Organize ideas to present solutions to problems  504 Talking about the past from a past perspective: The past perfect  496 Expressing actions: The infinitive as subject or object  499 La ciencia y la tecnología en el mundo de hoy  513 La conservación del medio ambiente 515 Otros retos del futuro  517 Expressing wishes and recommendations in the past: The imperfect subjunctive  521 Hypothesizing about the present and the future: If-clauses  525 Expressing the unexpected: Se for unplanned occurrences  529 Lee • Identify the tone of a text  505 Escribe • Use language to express emotions 507 Escucha • Identify the speaker’s intention through the main idea and specific information 533 Habla • Use drama and humor in telling a personal anecdote  534 Lee • Identify the narrator’s perspective  536 Escribe • Use imagination and humor in writing a narrative  538 Scope & Sequence  xvii NEW to Mosaicos, Sixth Edition Students and instructors will benefit from a wealth of new content and features in this edition. Detailed, contextualized descriptions are provided in the features walk-through that follows. • amplifire Dynamic Study Modules, available in MySpanishLab, are designed to improve learning and Â�long-term retention of vocabulary and grammar via a learning tool developed from the latest research in neuroscience and cognitive psychology on how we learn best. Students master critical course concepts online with amplifire, resulting in a livelier classroom experience centered on meaningful communication. • ¡Cineastas en acción!, a new video program created especially for Mosaicos, sixth edition, brings together five young filmmakers from different Spanish-speaking countries to attend a summer program at the Los Angeles Film Institute. As part of the program, each will produce documentaries on hispanic culture in the United States or abroad while competing for a prestigious scholarship for best documentary. Who will win? Students using the Mosaicos program will decide! And, of course, our five young filmmakers will not only learn about making documentaries, but will also learn about each other, and create new bonds as they experience the diversity of hispanic cultures in Los Angeles. • Each chapter begins with a robust and interesting two-page cultural section—Enfoque cultural—which introduces students to the country of focus and starts the cultural integration that continues throughout the chapter. • Midway through the chapter, Mosaico cultural provides a journalistic, thematic cultural presentation. The focus is not on a specific country, but rather on the chapter’s theme and how it is reflected in different Spanish-speaking countries, including hispanic communities in the United States. • Relevant and interesting cultural information is presented as the introduction to many activities through brief Cultura sections. Rather than just a boxed aside, the cultural information presented through text and photographs forms the precursor to the activity, making clear and direct connections between language and culture. Accompanying Comparaciones, Conexiones, or Comunidades questions encourage meaningful communication and cross-cultural reflection. • Teacher notes provide additional cultural information relevant to specific activities that the instructor may wish to highlight to further enrich the cultural aspect of the activities. • Learning Outcomes are provided at the beginning of the chapter giving students a clear idea of the expected performance goals. • Care has been taken to ensure that the ACTFL Performance Descriptors—Presentational, Interpretive, and Interpersonal— are put to consistent use throughout the chapter. A boxed Teacher’s Note at the beginning of each chapter details precisely which activities fulfill the requirements for each mode. Additionally, the Mosaicos skills section is organized around the modes. xviiiâ•… NEW Preface to Mosaicos, Sixth Edition • Advance organizers accompany the Situación role plays, providing guidance for students to increase their success in communicating. Each grammar module now culminates with one rather than two Situaciones activities with careful attention given to the activity’s “situation” being realistic and encouraging meaningful communication among students. Additional Situación activities are available in MySpanishLab and via the Situaciones mobile app including rubrics for activities intended to be completed in real time with Pearson’s network of native speakers from around the world. • The visual aspect of the vocabulary presentation has been enhanced providing even more contextualization for the new vocabulary. • Guided Vocabulary Tutorials are provided within MySpanishLab. Students work through a series of word recognition activities, most of which culminate with a pronunciation activity in which students compare their pronunciation to that of a native speaker. • Pronunciation presentation and practice is provided for each chapter within MySpanishLab with accompanying text and audio followed by activities. • Each vocabulary section now begins with an input-based comprehension check. The first vocabulary presentation is followed by an audio-based activity, Escucha y confirma. Para confirmar follows the second two vocabulary presentations, providing students with the first step towards achieving comprehension. • A new form-focused activity, ¿Comprendes?, follows the presentation of each grammatical structure. This quick, formfocused activity provides students with the opportunity to test themselves in order to ensure they have understood the form of the structure before moving on. ¿Comprendes? activities are also available to be completed online in MySpanishLab. • En directo boxes, which provide colloquial expressions for specific activities making speech more native-like, now include audio so that students can listen to the expressions used in realistic conversational contexts. • The Mosaicos skills section has been edited to make it more manageable for students. Some of the readings for the Lee section have been updated, ensuring consistently high-interest readings at the appropriate level. Additionally, the texts featured in the Lee section of chapters 13–15 are now pieces of authentic literature including stories and a poem. • Comprueba lo que sabes, found in MySpanishLab is interactive and encourages students to self-check their mastery of chapter content. Additional practice and games that reinforce chapter vocabulary and grammar is available online. • Annotated Scope and Sequence The authors share their thinking through annotations in the Scope and Sequence of the Annotated Instructor’s Edition, explaining the rationale of the grammar scope and sequence. Why Mosaicos? Why then… and why now? well as the new technologies that transform the potential for achieving more and better communication in the classroom. The new sixth edition of Mosaicos is more solid and more integrated than ever before, creating for students a multifaceted experience of the intricate mosaic of the Spanish language and its cultures. Over the past twenty years, many new and reimagined Beginning Spanish programs have appeared, but Mosaicos, sixth edition continues to offer a unique approach for this reason: It has been twenty years since Mosaicos first appeared in 1994, ushering in a new and evolved vision of how the elements that comprise basic language instruction could be combined in a highly communicative, culturally based language program. Its vision was complete and synthetic, both in the integrity of each element as well as the gathering of these elements into an integrated, connected whole. This vision of wholeness was transformed to become a sound and compelling approach, reflecting the nature of language and how it is learned. The Mosaicos title was carefully chosen to reflect the principles upon which it was founded and the manner in which it was structured. The most basic elements of this approach were the following: • A guided communicative approach based on solid methodological principles combined with years of empirical classroom experience, creating an informed and sensible pedagogy that works not only in theory, but also in practice. • Learning language in context with a focus on meaning. • The integration of culture as an essential part of language and of the experience of learning it. • A synthetic and focused approach to listening, speaking, reading, and writing. • The interweaving throughout the program of these elements. Mosaicos offers instructors the truly communicative, deeply culture-focused approach they seek while providing the guidance and tools students need to be successful using a program with highly communicative goals. With Mosaicos, there is no need to compromise. This inclusiveness of Mosaicos, sixth edition extends to the broad range of students often found in many Spanish-­ language classrooms. Accommodating the needs and abilities of all students, from struggling learners to gifted ones, without compromising either group, is a perpetual dilemma for instructors. Mosaicos, sixth edition provides a highly communicative program with an articulated focus on culture, built in such a way that all students receive the guided learning support they need to succeed and become accomplished learners as they benefit from the rich program and opportunities for communication. Even the struggling student’s individual possibilities for learning and communication are not shortchanged; the Mosaicos, sixth edition program offers the opportunity for achieving more than these students may have thought possible, allowing them to fulfill their true potential. The innovative and evolved approach taken in Mosaicos set a new standard for language programs and changed basic language publishing. Most important, Mosaicos has continued to evolve in response to current standards of language teaching, the recommendations of our many reviewers and their experiences in the classroom, as NEW to Mosaicos, Sixth Preface  Edition  xix

Author Matilde Olivella Castells Isbn 978-0205999378 File size 43.4 Mb Year 2014 Pages 288 Language English File format PDF Category Languages Book Description: FacebookTwitterGoogle+TumblrDiggMySpaceShare Note: This is a standalone book and does not include access card/code. It’s time to talk! … and have a cultured conversation.  Providing the truly communicative, deeply culture-focused approach instructors believe in along with the guidance and tools students need to be successful using a program with highly communicative goals—with Mosaicos, there is no need to compromise.  Recognizing the primacy of the relationship between culture and language, the new Sixth Edition of Mosaicos places culture up front and center, and everywhere in-between!     Download (43.4 Mb) Mosaicos: Spanish As A World Language, 6th Edition, Volume 2 The Pragmatics Of Requests And Apologies: Developmental Patterns Of Mexican Students Mosaicos: Spanish As A World Language, 6th Edition, Volume 3 Basic Spanish, 2nd edition Como Se Dice…?, Enhanced, 10 Edition Load more posts

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