CONFIRMING PAGES
Preface
Pasaporte is a conversation-based review text designed for advanced beginning
students who need a refresher course before enrolling in second-year Spanish.
Courses for this population of students have always presented a myriad of
challenges to instructors. In addition to dealing with the disparate knowledge
base of students at this level and the time lapse since the last Spanish course
taken, we are faced with teaching a year’s worth of material in one semester.
With so many grammar points to cover, instructors often feel compelled to
give short shrift to communicative activities and culture. This rapid treatment
of so many linguistic structures leaves students with little opportunity to
practice, recycle, and synthesize basic grammar or for communicative activities
set in authentic cultural contexts.
As we formulated the scope and sequence for Pasaporte, we considered
what intermediate students should be able to do when they begin second-year
Spanish. Ideally, we would like them to be able to describe and compare
people and places; narrate in the present, past, and future; talk about likes and
dislikes; react and make recommendations: and begin to recognize how a
hypothesis is expressed. With these goals in mind, we determined that the
communicative functions would be presented in an intelligent and stimulating
context that would encourage discussion about real-life global opportunities
in which the Spanish language would be an obvious asset.
It is this real-world content featured in Pasaporte that makes grammar
practice more interesting through its focus on opportunities to travel and work
abroad. The book opens with a Global Opportunities Fair, attended by
students, professionals, and other people exploring opportunities to travel,
study, volunteer, or do internships in Spanish-speaking countries. The context
of each subsequent chapter is based on one of the opportunities and the
country in which it is offered, such as volunteerism in Ecuador, internships in
Costa Rica, or teaching opportunities in the Dominican Republic. This cultural
backdrop provides a context relevant to traditional and non-traditional
students alike in a variety of educational settings.
Pasaporte addresses the challenges of this first-year review course by:
• Narrowing the focus of instruction to seven key communicative goals.
• Providing opportunities to recycle and continually practice language
functions and vocabulary.
• Increasing opportunities for communicative activities through collaborative learning and a task-based approach.
• Providing a culturally rich backdrop relevant to the interests of students
of all ages through the context of global opportunities.
• Empowering students to use the language to seek information and
solve real-world problems.
ix
lem13180_fm.indd ix
2/4/08 11:40:15 PM
CONFIRMING PAGES
Pasaporte’s unique approach aims to lighten the grammar load and increase
opportunities for communicative practice so that students can strengthen their
understanding of key grammar points and start to improve their accuracy as
they become more comfortable expressing themselves in Spanish. The grammar
load is lightened by narrowing the focus to seven key communicative goals:
describing, comparing, expressing likes and dislikes, narrating in the past,
reacting and making recommendations, talking about the future, and recognizing how a hypothesis is expressed. All exercises and activities focus on helping
students perform these functions with increasing accuracy in both oral and
written work. Our objective is to help students feel a tangible sense of accomplishment as they progress through the course. Therefore, a key element in this
approach is to build in consistent recycling activities that provide repeated
opportunities to practice these same functions over and over throughout the
course. Each chapter includes activities in which students work with the previously presented communicative goals in the context of the theme of the new
chapter. From the outset, students learn the relationship between these communicative goals and the grammatical structures needed to perform them with
accuracy.
Communicative Function
Describir
Grammatical Structure
• agreement
• ser versus estar
• participles as adjectives
Comparar
• agreement
• tan... como, tanto/a/os/as... como,
más/menos... que
Reaccionr y recomendar
• subjunctive in noun clauses
• commands
Narrar en el pasado
•
•
•
•
Hablar de los gustos
• gustar-type constructions
• indirect object pronouns
• subjunctive after me gusta que...
Hablar del futuro
• future
• subjunctive in adverbial clauses
preterite
imperfect
present and past perfect
hace... que
Hacer hipótesis (for recognition only) • past subjunctive
• conditional
Secondary grammar points are highlighted in the Pistas calientes, or short
grammar explanations, which appear alongside the activity calling for that
grammar point to be used. In the Online Learning Center (OLC) and in the
Instructor’s Manual (IM) there are practice exercises and Ponerlo a prueba
quizzes for each secondary point to help students ascertain their understanding of this grammar point. By doing the diagnostic Ponerlo a prueba, students
will know if they need to study that particular point further. This allows them
to focus on reviewing those points that are problematic for them.
Expressing numbers in Spanish often presents a challenge for students. To
this end, we have also included a culturally based activity in every chapter
that presents numerical information relevant to the topics covered in the
chapter such as dates, demographics, geographical distances, and biodiversity.
x ■ Preface
lem13180_fm.indd x
2/4/08 11:40:16 PM
CONFIRMING PAGES
National Standards
Communication Pasaporte gives students the opportunity to use the language to
complete a variety of real-world, task-based exercises. For example, in Capítulo 5,
Su pasaporte al Ecuador: Trabaje como voluntario, students work with a partner to
furnish the missing information in medical charts at a clinic in Ecuador and
assume the role of a supervisor who must place volunteers in positions for which
they are the most suited. In this same chapter, students are asked to communicate
in written form as they compose cover letters to submit with their applications
to a volunteer program in Ecuador. Finally, students interpret oral and written
messages as they listen to native speakers describe past experiences as volunteers
and read short cultural notes, advertisements, and course descriptions.
Culture The premise of Pasaporte is to pique students’ curiosity about opportunities to travel, work, and study abroad. As previously mentioned, the preliminary
chapter is set at the Global Opportunities Fair, where various groups recruit
people for their programs to study, work, volunteer, or participate in cultural or
adventure tours abroad. Each chapter explores one such program in a particular
country. The chapter opens with a cultural photo and a map-based activity that
highlights ten fascinating places in the target country. These places appear again
in the chapters and are used to provide the context for the grammar presentation
and practice. Vocabulary scenes and activities related to the chapters’ countries
are found throughout the text. Each chapter closes with several pages of cultural
photos and culturally contextualized activities targeting listening, speaking,
reading, and writing skills.
Connections Pasaporte connects the Spanish language to other content areas
through the premise of the Global Opportunities Fair and the different
programs highlighted in each chapter. Content from other subject areas is
integrated with Spanish as students follow the participants of the Global
Opportunities Fair as they seek to explore study, work, and volunteer opportunities or practice their favorite pastimes in other countries. For example, in
Capítulo 5, students travel with medical professionals and volunteers to
Ecuador, where they learn to use Spanish to describe illnesses, injuries, and
the remedies often prescribed. In the second half of the chapter, the students
take on the roles of volunteers who, in the process of applying to different
programs, must describe their qualifications—relevant coursework in their
majors, work experience, and their hobbies and interests—thereby using
Spanish to connect diverse content to students’ interests.
Comparisons Throughout Pasaporte, students are prompted to make comparisons between the new information they are learning about the Hispanic world
and what they already know about their own world. For example, many
vocabulary exercises ask students to compare a picture with a similar context
from their reality. Several activities are designed to prompt personal reactions
to new cultural information. Finally, the first activity of Oportunidades
globales is often a cultural comparison activity.
Community Pasaporte offers many opportunities to extend learning beyond
the classroom and into the global community. Students explore the Spanishspeaking world and complete real-world tasks using the Internet. For example, in Capítulo 3, they are asked to explore course offerings in universities
abroad and familiarize themselves with the Sister City program as they
research potential sister cities for their own town.
Preface ■
lem13180_fm.indd xi
xi
2/4/08 11:40:16 PM
CONFIRMING PAGES
A Guided Tour of Pasaporte
¡Vamos a... !
These materials are designed to be used in a quarter or
semester intensive course for students who have had
previous Spanish courses or significant contact with the
language but, due to a lapse of time or other circumstances, are not quite ready for an intermediate course.
These may be students who took Spanish many years
prior or who took some courses at the high school level
but not enough to match a first year of college-level
language instruction. We have tried to design a book that
is intellectually stimulating for students of all ages and
backgrounds.
This map activity familiarizes students with the
geography of the country of focus and presents tidbits
of history and cultural information. It also sets the tone
of collaborative learning as it is the first partnered task
activity. Students must work together to match the ten
icons on the map with the description of the city or
region they represent.
a!
la Argentin
¡Vamos a
Chapter Opener
ne
with Argenti
Argentina?
t
you familiar
é sabe de la
entina? Are
e a list of wha
A. A ver, ¿qu
w about Arg
partner, mak
already kno
ory? With a
What do you foods, customs, or hist
es,
people, plac
w.
kno
ady
_
you alre
____________
ocemos...
____________
_
Nosotros con
____________
____________
____________
estos lugares:
_
____________
____________
s:
____________
esas persona
____
____
____
culturales:
ctos
aspe
s
esto
tes?
inan
fasc
lugares
están estos
B. ¿Dónde
The first page of every chapter presents
a photo of the country of focus. A brief
self-test asks students to quickly assess
their preexisting knowledge of the
linguistic functions and grammatical
points that will be used throughout the
chapter to complete tasks. This serves to
activate the students’ previous cultural
and linguistic knowledge and raise their
cultural and linguistic awareness.
nts brainstorm
A: After stude compile what
Suggestion
to
cy
may want
on a transparen
in pairs, you
come up with ments, and so
they have
people, monuand at the end
cy
by category:
paren
trans
on. Save the bring it back and ask they
ter,
mation
infor
of the chap
new
add the
students to about Argentina.
ed
have learn
Iguazú
Córdoba
Mendoza
s
Buenos Aire
La Pampa
a
Mar del Plat
Bariloche
Vocab
u
Ushuaia
in the blanks
ions and fill
El Calafate
the descript
na. Use the
partner, read on this map of Argenti
king with a
es indicated
Paso 1 Wor
es of the plac
the map.
nam
from
the
ures
with
es es ideal para
s and the pict
de los And
ng.
pie
al
following clue
a
esquí y rafti
Esta provinci
o alpinismo,
para
Mendoza
montaña com a de los Vinos (wines)
1.
ortes de alta
Rut
practicar dep
viajan por la
stas también
s argentinos.
vino
rta
los
cua
ar
la
Muchos turi
re
cub
egas y prob
(plain) que
maíz y
visitar sus bod
nsa llanura
o (wheat) y
En esta exte
alfalfa, trig
cho,
La Pampa
o, se cultiva
tierra del gau
2.
itorio argentin osa del mundo. Es la
parte del terr
sabr
nidense.
la carne más
boy) estadou
se produce
vaquero (cow
semejante al
a
te
sapor
ulo 2
Capít
Su pa
Explore
in
rgent
a la A
njero
l extra
o
tiemp
u pasa
en e
favorito
D. La vi
da de
un gauc
La palab
ho
en la qu ra gaucho tie
Históric e huacho sig ne su origen
ni
en
civiliza amente los ga fica huérfa a la lengua
no
qu
ción y
y traba
las ley uchos querían o vagabund echua
es urba
jaban
o.
arrean
gaucho
nas. Er vivir lejos
do
de la
an exce
s
donde vivían en las el ganado. c
len
Históric tes jinetes b
tenían
lla
nu
ras d va
solitar
la liber
ia y di
stas de amenté los
ta
d,
pe
fícil. No
mucho
ro tam
la Pam
bi
pa, en
se
tie
guitarra mpo. Dorm quedaban én una vida
Unos ga
en
m
uchos
ían ba
argent
comían y cantaban
jo las es un lugar po uy
Point
inos en
co
ou
paragr t: Most of
La Pamp
poncho bife asado y plas. e Su di trellas, tocaba r
the
aph are
eta era
bebían
a.
de lan g
n la
in the verbs in thi
m
s
imperf
cu
m
a,
uy
f
at
er
bo
e.
o de un
bá
ect.
m
becerro i bachas h y bo Llevaban so sica:
sus co
mbr
stu
. Hoy
tas fabr
en día
¿Puede
industr mbres y tra
icadas ero,
los
di
Ud. pe
ia del
del
ganado ciones rura gauchos co
nsar en
a
les tra
ns
una figu
o en las
orphan b
bajando ervan
ra o ico
estanc
ho
f
en la
rse
j
ias
no sim
men c
strong
.
ilar en
he
ar
su cultu
anchos i rbal tea drun reando... he
Sugges
rding liv
k from
ra?
cuero...
a
est
ho
icono tion D: Ask
calf ski
res
stu
n jran llowed gourd gock dplains e
cancio petado? ¿Fo dents abo
nes y la
ut the
ches
rma un
son
wool h
life
música
a
pantalo gs
que toc parte imp of the typica
ortant
an? ¿H
l North
nes lar
e de
ay una
Ameri
gos y
tradic la historia
can cow
ión
norte
bo
Salta
to
B: Explain
Suggestion s that come up in
students term s such as los
the map pista ntine cowboys),
gauchos (Argepeople who
us
Te
(indigeneo
, Uruguay, ngo
el guaraní
of Argentina
hamb
parts
La Docta
ited
age),
inhab
re!
in
and their langu
so on. Bring t
and Brazil
ed City), and
(The Learn you may have that depic
hs
photograp
iptions.
the pista descr
time, have
: If you have explore further.
Expansion
to
topic
or,
a
t
class
students selec present a report in
nts
Have stude online discussion board
nts
if there is an your class, have stude
available for
cts online.
post their proje
¡Vamos a la
s
el biste
c
52 ■
Capítulo
e of
s pictur
ibe thi performers
descr
pu
ou
photo
board
s Arge
ge ab
are po
tango the opening go classesany knowled a list on the, and famou
ila el
ke
k at
if tan
tes
s, art
ción
reja ba dents loo Ask them ph activa want to ma, tradition
nds to
evalua
Una paion: Have stuenos Aires.the photogra You maymonuments ntina!
Auto
Bu
est
as
rrespo :
la Arge
Sugg dancers in k whether
such
a
s
at co
few
mo
As
tango ve seen.
in ¡Va
box th ready know estion: Take a
e
ha
th
y
k
the
have
Sugg
Chec uch you al
T
tes to this selftivas
ica
A LO
minu
m
un
ess
nts do
com
how
stude tion to ass d
you
SOME
■
an
Metas
evalua y know with
apter
the
do
NONE
■
the ch
what
■
s
of
they can
d
at
e at thi
wh
e en
■
guag
■
■
By th able to:
the lan
.
■
point
■
■
will be
uentro
r enc
Prime
■
■
■
othing ther
■
ibe cl
■
■
e wea ines
lpful
Descr
For he gestions
out th
ut
■
■
Note:
■
Talk ab t daily ro
ing sug
teach ditional
ou
■
■
and ad s, see the ions
Talk ab e
tie
est
activi
n
Sugg
ts ■
kes
ching ities sectio
Tell tim t food
en
sli
Tea
di
em
tiv
ou
d
the
stat
and Ac ulo 2 in al (IM).
Talk ab t likes an
s and
pít
T
Manu
ou
of Ca
sponse
A LO
ctor’s
s,
Talk ab gative re
Instru
your
e goal
SOME
■
ne
: Bring to class
icativ
estion
Make
un
phs
NE
gg
m
Su
gra
NO
■
m
oto
■
or
own ph websites lected
ese co
w
■
■
For th need:
or sho u have col t
■
yo
ill
ge
realia students
■
you w
■
th
lp
■
to he ainted wi
lary
qu
■
(re)ac na.
■
■
vocabu
Argenti
priate s
■
ro
■
■
App
ouns
e verb
iv
■
on
■
ex
Refl
ject pr
37 PM
■
ct ob
11:27:
s
words
2/1/08
Indire type verb
finite
rGusta e and inde
iv
tener
Negat
ns with
sio
es
Expr
d 42
el helad
o
una to
rta
las chule
ta
de cerd s
o
el flan
los po
stres
el vino
blanco
tinto
la mant
equilla
2: Su pa
las pa
la lechu
pa
y el to ga al horn s
mate
o
el arro
el salm
z
ón
saport
.
t
eet
neral
of str
res. any words tha
in ge tribute,
types
os Ai
lture
Buen m to call outd what othergentine cu students con
d later
be use
the
ation
rida en
and Ar
city an
their Argentina the inform s, that can
lle Flo graph and ask
lar in
t
of
ntine
las ga
lletas
el pollo
una pa
rrillada
el39 PM
2/1/08 11:27: vino
a
l asocia americana? y. ¿Es el vaq
uer
¿Lo
da con
los vaq s gauchos o norteameri
son
ueros
norteam conocido cano un
s por sus
erican
os?
el mese
ro
el chor
izo
el pan
lem131
80_ch0
2.indd
musica
II:
la parri
lla
■ 43
Argentina!
Barbar
Ca
en la
lario
del te
ndo d
ma
e la c
omida
Habla
e a la Arg
entina
52
Mónica
los
espárra
gos
el choc
lo
las zana
y los gu horias
isantes
las ha
bichuela
s
el bróc
oli
las en
saladas
y legum
bres
Vocabulario del tema
There are two vocabulary presentations in Capítulos 1–7.
Active vocabulary is presented by a culturally rich
drawing that depicts a scene in the country of focus. The
subsequent vocabulary activities correspond to the
scenes in the picture. The first is a listening comprehension activity in which students hear one of the characters
in the drawing use everyday language to describe the
scene. More activities and personalized questions follow,
asking students to describe the picture and finally to
make some comparisons with a similar context in their
own country.
xii
lem13180_fm.indd xii
2/4/08 11:40:17 PM
CONFIRMING PAGES
Punto gramatical
There are two main grammar points presented in
Capítulos 1–7. In the Gramática en contexto section,
the grammar point is presented by means of a conversation or short dialogue between characters depicted in
the vocabulary picture and activities. The Explicación
gramatical is given in English so that students can
quickly review the specific linguistic points. What
makes our Explicación stand out is that students are
redirected to the Gramática en contexto. They are
asked to focus on form and underline examples of each
point of the explanation to demonstrate comprehension
of the concept. Finally, there is a short diagnostic
exercise, Ponerlo a prueba, to verify comprehension
before moving on to more communicative activities
targeting the use of the grammar point.
Punto
tical I:
grama
eda en
a. Se qu
se
a
nes y un a Mónica, su almente,
tonces
Barbar
pantalo
os y en
ta
Fin
los días
Todos r cinco minut ente se pone ego, despier tarse tarde. prisa. Las
er
Lu
cama po ente; normalm r la noche. prefiere desp Tiene mucha
po
s.
m
oja y
fl
autobú
rápida cuando sale
co
el
e
un po
toma
elegant . Mónica es a las 7:35 y
5.
to
sa
falso
de cuar sale de la ca ezan a las 8:1
pi
a
cierto
Barbar español em
de
■
clases
■
añana.
falso?
o
m
la
to
0 de
¿Cier
al.
■
a las 7:0
pa form
■
levanta
con ro
a.
ara se
ar
rb
ste
rb
vi
Ba
Bá
1.
rbara se
antes de
ces Ba
antarse
2. A ve
ere lev
8:15.
ica prefi
se a las
3. Món
cla
ne
ara tie
4. Bárb
mal
es to hi
amatic
bject do e action
the su
th
ación gr
n that
rming gated
s
an actio
n perfo
e verb
dicate g. The perso rbs are conju used
in
xiv
to
fle
is
A. Re
is used g or dressin
exive ve en a verb
, or
n. Refl
ive verb
r, wh
thin
, nos, os
the actio se. Howeve
A reflex such as ba
e, te, se
lf,
ient of
ten
oun (m
or herse e direct recip the present
ive pron
th
in
t not
a reflex
.
is also other verbs
plied bu
nied by of the verb
im
pa
e
is
m
lik
rb
ct
co
ac
bje
just
e ve
ely, it is with the su subject of th ples:
es
e
reflexiv
am
e
ich agre Spanish, th llowing ex
ceive th
se), wh
shes re
.
ber, in
y the fo
dishes tion. The di
Remem stated. Stud
sh the
ac
arily
s. I wa perform the
ato
necess
pl
(I
vo los
rm and elf.)
n.)
rfo
tio
(Yo) La
pe
ac
face. (I n. I wash mys
sh my
arse.
. I wa ive the actio
la cara
verb lav
rece
e lavo
s of the
(Yo) M
e form
and th
onouns
pr
ive
ex
myself
the refl
self
ur
I wash
yo
Study
wash
o
you
formal)
me lav
erself,
you (in
self/h
shes him f
yo
he wa
te lavas
Explic
tú
él/ella,
se lava
Ud.
amos
nos lav
áis
os lav
s/as
nosotro
s/as
vosotro
he/s
yoursel
l) wash
( forma
lves
sh ourse
) wash
we wa
in Spain
plural
formal
sh
you (in s
ural) wa
ve
you (pl
yoursel
es,
mselv
sh the
they wa s
e of
ve
exampl
yoursel
se lavan
circle an
h and
ragrap
exto pa
en cont
tion.
amática nreflexive ac
Gr
to the
a no
Go back e action and
iv
a reflex
s.
llas, Ud
ellos/e
Reciclaje gramatical and
Reciclaje comunicativo
aporte
Capítulo
48 ■
Appearing in odd-numbered chapters, Reciclaje
gramatical is dedicated to reviewing the communicative goals presented in previous and current chapters.
Each exercise is identified by its communicative
function.
Appearing in even-numbered chapters, Reciclaje
comunicativo is a picture-based activity in which
students are asked to recycle all previously presented
communicative tasks as they describe the image.
2: Su pas
48
a
ina
la Argent
Recic
es útiles
Expresion
l! [Arg.]),
¡Regio! (Coo
¡Qué sabroso
¡Fenomenal!,
(delicious)!
t
¡Qué lío! (wha
¡Qué terrible!,
lente
parece exce
a mess! ), me
2/1/08
laje c
omu
PM
11:27:41
nicat
El álbu
m de
fotos
Meet
de Ba
th
rbara
rock cl ree of the
A
imbe
r; Cec rgentines
tango
ilia, th
w
teac
e culin ho work fo
In grou her.
r
ary ar
ps of
until
ts teac Nora at Ta
three,
each
ng
her an
lo
of yo
d guid oturs: Este
u has: ok at the
ba
e; and
follow
A. de
Danie n, the
ing ph
scribed
la, the
otos an
on
instru
d then
ctions e of the th
altern
ree pe
B. aske
ate ro
ople pi
d ques
les
ctured
tio
partne
, follo
r desc ns to get m
wing
C. serv
ribed
ore in
the sp
ed as
format
ecific
the gr
ion ab
amm
out th
ar mon
e pers
itor
on yo
ur
Esteba
n
extrem está enca
rgado
os.
de
Oportunidades globales
In this section, students are provided with an
opportunity to use all four skills to explore, describe,
and react to the culture of the country of focus.
Oportunidades globales is divided into four
sections. Preceding these sections, Introducción
gives an overview of the theme of the chapter.
This paragraph is followed by two or three
short comprehension questions, one of which
usually asks students for a personal reaction or
to draw comparisons with his or her own
culture. The next section, ¡A escuchar!, is a
listening activity in which students hear a native
speaker relate his or her experience with the
program in which he or she is participating.
Students then answer simple questions to
demonstrate comprehension. In ¡A leer!, students
are presented with four beautiful photos and four
short paragraphs about the places or events
depicted in the photographs. To demonstrate
comprehension, students must match the paragraph with the appropriate photograph and
answer comprehension questions. ¡A conversar!
presents students with two oral proficiency
situations to enact. In addition to recycling the
grammar and vocabulary highlighted in the chapter,
la
viste
an
rbs
arse, se
la mañ
de duch lleva ropa
ive ve ática en contexto ierta a las 7:00 deDe
spués
. Sólo
ñera
Reflex
levanta.
a blusa
Gram
compa
se desp
ivo
Note:
activi This comm
ty
use the gives stu unicative
recycl
learni structur dents the
ing
es
op
ng to
abou
be ab they have portunity
t
to
stude likes and le to descr been
dis
nts lea
ibe an
on wh
rn fro likes. By
d tal
grammat their pa m each othrotating rolk
agree ar monit rtners have er and bu es,
or pa
ment
ild
jus
t
ys att
listen
errors
entio said. The
is cat to students . As you
n only
cir
ching
these , make sur culate an to
d
e the
errors
monit
.
or
los
deporte
Descr
s
ipcion
A Cecil
es
ia le en
estudi
canta
ante
dar cla
a:
Descr
ses de
ibir: D
cocina.
escrib
appear
e Este
ance,
Danie
ba
la
person
n, Cec
Habla
clases tiene muc
ality,
ilia, or
r de lo
ha pa
de tang
cl
othing
D
ciencia
s gust
she lik
o.
, and aniela, incl
os: Ta
al dar
es an
lk
how
d disl
he or uding age,
estudi
ikes ab about a ty
sh
ph
pica
e is fe
out hi
Sugg
she ha ante b: Li
estion
eling ysical
s or he l day for
rev
:
sten ca
Be
s chos
to
iew
for
th
day.
r job
abou
infinit expressio e doing thi
at Tang is person
ns suc
t that en to desc refully as
ive
s
act
,
an
va
infinit
h
oturs.
ivit
d wha
ribe.
Estudi
person
ive, qu mos a ⫹ infi as acabamo y,
Then
t he or
estudi
.
eremo
nit
s
ask tw ante A ta
s ⫹ infi ive, pensa de ⫹
lks
mos ⫹
nitive
o ques
any ag ante c: A
.
s
tions about the
reem
ent er the gramm
to get
pe
rors th
more rson he or
model
ar
inform
at Estu monitor,
lleva o: (Estudia
yo
at
di
u
ion
antes
una bl
nt
A and should liste
Then
usa ro e C hear
B mak
n and
s and
sh
jo.
write
writes
e.
noun ow your
/adjec
pa
down
errors
have
tive ag rtners whe
): Ella
used
reem
es alta
ent. Fo re they need
y delg
Switc the femin
r ex
to
h role
ado y
in
s until e adjectiv ample, in be more
ca
es de
the M
each
reful
lg
mem
ber of ada and ro odelo, the in terms of
speake
the gr
ja
oup ha .
r shou
s done
ld
lem131
80_ch0
parts
2.indd
A, B,
61
and C
.
Daniela in
and
ilia,
ban, Cec
are
between Este
, where they
Diálogos
a dialogue
a’s students
Reciclaj
to
three, create they just did with Nor
e coLamu
. Make sure
st nic
t
In groups of
on ordering
A He
atiad
vo ■
talk about wha , and what they plan
which they
61
them
to eat with
.
says
each
t
going to go
iately to wha
react appropr
ales
ades glob
Oportunid
sa
ón:
a los estudiante
Comprensi
gusta llevar
la Argentina
1. A Nora le
lugares de
su
conocer otros a la / rica / historia de
uniporque le fascin echar cada oport
e apror
país y quier
sus clientes.
artirla con
dad de comp vary.
will
ers
2. Answ
nts
Have stude
t ¡A escuchar!:ions before doing
Audioscrip
false quest
read the true/activity.
o en
the listening
do su tiemp
de
les haya gusta
Espero que Mañana vamos a salir
.
explorar
Buenos Aires ver otros paisajes y
excursión para de la cultura argentina.
una
tos
otros aspec s a pasar tres días en
Primero vamo Pampa. Allí vamos a
de los
la
rutina diaria
estancia en
6:00
poco de la
aprender un s a despertarnos a las
unar
gauchos. Vamotodos los días, y desay s a
na
os. Vamo
de la maña
os
de los gauch
fuerte, al estilo lo y observar a los gauch
cabal
los.
en
r
cabal
pasea
y los
las
el ganado
trabajar con ién vamos a compartir
Nosotros tamb
gauchos. Es ,
tareas de los
pantalones
necesario llevar sombrero
buen
un
en el
botas y
mucho sol
porque hace
final
la Pampa. A
tar
verano en
vamos a disfru
de
de cada día
tradicional
de un asado cordero. Los
y
carne de res pueden pedir
os
de
vegetarian
ada
una ensal
una pasta o
ués de la cena,
Desp
a.
de
la cocin
nsar al lado
a los
vamos a descamientras escuchamos
una hoguera la guitarra y cantar.
Mar
dos días en
gauchos tocar
vamos a pasar a hacer nada
s
Finalmente
r en
e no vamo
del Plata dond nsar, tomar el sol y nada de
traje
más que desca que deben llevar un
Así
el océano.
ien.
tamb
baño
tulo 2: Su
62 ■ Capí
Argentina
idad de la
la
: La divers
conocidos de o
cterísticos y
com
ctos más cara
to los paisajes
de los aspe
or.
argentina. Tan
tango es uno
país encantad
la identidad
Aunque el
o,
ntes de este
una parte de
tang
ona
y
es
resi
ñol
sólo
imp
cciones
os de espa
Argentina,
ntina son atra
cursos intensiv tos culturales imporla cultura arge r dos semanas dando
ocer otros pun
ina la
pasa
diantes a con o días. A Nora le fasc
Después de
clientes
cinc
lleva a los estu
sus
de
pre
n
con
rsió
siem
re)
a
excu
(sha
Nor
durante una rtunidad de compartir
opo
tantes del país
vecha cada
.
historia y apro
su propio país
historia de
algo de la rica
s lugares
a conocer otro
estudiantes
Comprensión
ta llevar a sus
a Nora le gus
intere1. ¿Por qué
órico que le
na?
interés hist
de la Argenti
vive algo de
Ud.
de
ciudad don
2. ¿Tiene la
a? Explique.
saría a Nor
Introducción
pasaporte a
¡A escuchar!
ents as they
ent to her stud w are true or
announcem
reads Nora’s if the questions that follo
r instructor
ide
Listen as you r final excursion. Dec
thei
for
prepare
FALSO
false.
CIERTO
■
Comprensión
y dos
la estancia
en
días
r tres
■
1. Van a pasa
a.
días en la play
rse tarde y
erta
desp
a
diantes van
ncia.
2. Los estu
ho en la esta
descansar muc
la Argentina
48 PM
2/1/08 11:27:
A Guided Tour of Pasaporte ■
lem13180_fm.indd xiii
xiii
2/4/08 11:40:26 PM
CONFIRMING PAGES
the context of each situation is culturally based so that students are encouraged to use the cultural knowledge gained in the chapter to complete the task.
To help students acquire sociocultural competence in everyday situations, the
particular conversational skill, or destreza conversacional, required in each
situation is called out to the student and a list of Expresiones útiles is provided.
Finally, in ¡A escribir!, students are asked to communicate in written form to
complete a task.
For instructors and for students:
Online Learning Center (www.mhhe.com/pasaporte)
Students can find additional practice online through this free website
dedicated to Pasaporte. Activities to practice and test their knowledge of the
vocabulary, grammar, and cultural facts are presented in each chapter at the
McGraw-Hill Online Learning Center (OLC). The Audio Program that corresponds
to the listening comprehension activities found in the text are located on the
OLC. In addition to the material specific to each chapter of Pasaporte, students
will find coursewide content such as grammar tutorials to provide extra
review of grammar points.
Audio Program
The Audio Program to accompany Pasaporte corresponds to Actividad A of each
vocabulary presentation as well as to the ¡A escuchar! activity found in the
Oportunidades globales section. Students and instructors can access the Audio
Program on the Online Learning Center.
Supplementary Materials to accompany Pasaporte:
Grammar Exercises and Speaking Activities
This workbook provides a wide range of imaginative, classroom-tested
materials that include listening comprehension activities, pronunciation
practice, grammar worksheets, integrative activities, games, communicative
goals practice, and many picture-based conversation activities. Although
activities in the textbook are more challenging and task-based, this workbook
provides additional form-focused exercises.
Estampillas musicales (Music CD)
The Estampillas musicales music CD contains six songs from the various regions
featured in Pasaporte—Spain, the Caribbean (Dominican Republic), Mexico,
the Southern Cone (Argentina and Chile), the Andes (Ecuador), and Central
America (Costa Rica).
For instructors:
Instructor’s Edition
The Instructor’s Edition contains detailed suggestions for executing activities in
class. It also offers options for expansion and follow-up.
Instructor’s Manual
Available on the Instructor’s Edition of the Online Learning Center, the
Instructor’s Manual (IM) contains sample syllabi and lesson plans as well as
sample chapter exams, which instructors can edit and customize to meet the
testing needs of their particular program.
Audioscript
The complete transcript of the Audio Program is available electronically in the
Instructor’s Edition of the Online Learning Center.
xiv ■ A Guided Tour of Pasaporte
lem13180_fm.indd xiv
2/4/08 11:40:31 PM
CONFIRMING PAGES
Acknowledgments
We would like to thank everyone who has helped us in a myriad of ways to
bring this project to fruition. First of all, William Glass’s support of this book
from the outset was very important to us. Working closely with such a
committed and encouraging sponsoring editor as Katie Crouch and an equally
enthusiastic development editor as Jenni Kirk made the process so much easier.
We thank our friend and colleague, Jose Luis Mendiara, who contributed
early editing advice and sincere encouragement, and all of the friends who
gave us amazing photographs to enhance the presentation of each and every
chapter: Tony Barlow, Frank Foerster, Cecilia Lanata Briones, Esteban
Lardone, Sharla Milligan, Reyna Morris, and Adam and Jessica Dailey.
We thank the rest of the McGraw-Hill editorial team, especially David
Blatty (Production Editor), Emma Ghiselli (Art Editor), Violeta Díaz
(Designer), and Natalia Peschiera (Photo Research Coordinator). We are
grateful to Laura Chastain for her careful review of the manuscript for matters
of style, clarity, and linguistic and cultural authenticity. Thanks to Jorge
Arbujas, Executive Marketing Manager for World Languages, and the rest of
the marketing team, for helping to make Pasaporte a success.
We would also like to thank the following experts and instructors for their
invaluable feedback and suggestions in the planning stages of this project.
Their comments were instrumental in the shaping of this text. The appearance
of their names does not necessarily constitute an endorsement of the text or its
methodology.
Frances Matos-Schultz, University of Minnesota
Robert Cameron, Florida State University
Erin McCabe, George Mason University
Ann Hilberry, University of Michigan
Leticia L. McGrath, Georgia Southern University
Margarita García Notario, Plattsburgh State University
Teresa Pérez-Gamboa, University of Georgia
Finally, a very special thanks to our husbands and families for their
support and encouragement every step of the way.
Malia LeMond
Cynthia Barlow
Sharon Foerster
xv
lem13180_fm.indd xv
2/4/08 11:40:32 PM