{"id":198,"date":"2023-08-16T15:54:01","date_gmt":"2023-08-16T15:54:01","guid":{"rendered":"https:\/\/pressbooks.palni.org\/comunidades\/?post_type=front-matter&p=198"},"modified":"2025-12-26T21:05:13","modified_gmt":"2025-12-26T21:05:13","slug":"instructor-guide","status":"publish","type":"front-matter","link":"https:\/\/pressbooks.palni.org\/comunidades\/front-matter\/instructor-guide\/","title":{"raw":"Instructor Guide","rendered":"Instructor Guide"},"content":{"raw":"

Comunidades<\/span><\/span><\/em><\/span> is an open-access curriculum for first-semester Spanish students focused on teaching novice-level students about and through the Spanish speakers who live, work, and thrive in their communities.<\/p>\r\n\r\n

The Comunidades<\/span><\/span> philosophy<\/h1>\r\n

The organization of this text may seem strange to those instructors who are accustomed to more traditional textbooks that focus on structures in isolation first and then conclude with more integrated and culturally focused activities. Since the impetus to write this book has come from our desire to teach the Spanish language through<\/span><\/span><\/em><\/span> exposure to the richness and vitality of Spanish-speaking cultures and the Spanish speakers who form part of our university communities, we have placed emphasis on exposing students to:<\/p>\r\n

1. Native speakers and native language usage<\/span><\/strong>.<\/span><\/span> Rather than tailoring the content to privilege the vocabulary and structures we think are important, we have instead oriented the text toward providing the scaffolding students need to access, interpret, and interchange with native speakers and authentic texts.<\/p>\r\n

2. A rich variety of input<\/span><\/span><\/strong>.<\/span><\/span>\u00a0We know that students will acquire Spanish as a new language through their meaningful interaction with input in that target language. To that end, each chapter has multiple interpretive activities that are sequenced to show students how language and structures are used and allow them to engage with those structures in context<\/span><\/span>.<\/p>\r\n

3. Communicative activities<\/span><\/span><\/strong>.<\/span><\/span>\u00a0In every chapter, we provide multiple<\/span><\/span> opportunities for students to engage in interpretive, interpersonal, and presentational communication. Since these are the most important activities to foment acquisition, instead of separating them into their own section at the end of each chapter, they are interspersed throughout the book. Interpretive activities, interpersonal activities, presentational activities, cultural reflection activities, and cultural research activities are all identified by a callout in the margin. We suggest you dedicate class time to exploring and carrying out these activities, since they will be what promotes proficiency in Spanish for your students.<\/p>\r\n

4. Cultural products and practices to work toward an understanding of cultural perspectives<\/span><\/strong>.<\/span><\/span> Especially in the variety of interpretive activities, but also through the \u201cTira c\u00f3mica,\u201d \u201c\u00bfTe fijaste que\u2026?,\u201d and \u201cAmpliaci\u00f3n,\u201d we seek to expose students to the diversity of cultural products and practices that enrich our world.<\/p>\r\n\r\n

How to assess student progress using Comunidades<\/em><\/span><\/h1>\r\nEach chapter ends with at least one complete Integrated Performance Assessment (IPA), which is a three-part assessment that provides students an opportunity to both demonstrate what they know and<\/em><\/span> continue to learn throughout the assessment process. The first part, the interpretive task<\/span><\/strong>, asks students to use a variety of strategies and demonstrate skills to interpret a text, including guessing meaning from context, identifying key words, identifying supporting details, identifying the main idea, describing the author\u2019s perspective, and making a personal connection with the text. Next, students complete an interpersonal task<\/span><\/strong> in which they are given a conversational topic and a task to complete within the conversation. Finally, with the knowledge gained from the interpretive and interpersonal tasks, they complete a presentational task<\/span><\/strong> either orally or in writing in which they present specific personal content to the class. Chapters 1 and 2 ease students into the process by providing contrived texts at their level for the IPA. Chapter 3 helps bridge the gap using an authentic infographic as the main text. Chapters 4 and 5 present two options for the IPA, one with a contrived text and one using an authentic text. Instructors should feel empowered to use parts of the IPAs as practice, interspersing them into class as content for daily lessons and as formative and\/or summative assessments.\r\n

Chapter structure<\/h1>\r\nEach chapter follows the same structure.\r\n
    \r\n \t
  1. Tira c\u00f3mica<\/span>\u2014Brings vocabulary and structures to life by presenting them in the context of the Midwest college student experience.<\/li>\r\n \t
  2. \u00bfTe fijaste que\u2026?<\/span>\u2014Allows students to explore their prior knowledge, confront stereotypes, and make connections by asking them to explore cultural practices and perspectives in the Spanish-speaking world and reflect on similarities and differences across cultures.<\/li>\r\n \t
  3. Ampliaci\u00f3n<\/span>\u2014Provides contemporary examples of the modern cultural products and practices in the Spanish-speaking world, extending \u201ctraditional\u201d cultural content and exposing students to the modernity of the Hispanic world.<\/li>\r\n \t
  4. Vocabulario<\/span>\u2014Exposes students to key lesson vocabulary and provides structured practice, moving from self-corrected homework activities to tasks that ask students to use the vocabulary to communicate personal meaning.<\/li>\r\n \t
  5. Video entrevistas<\/span>\u2014Puts vocabulary and structures in context and requires students to interpret real individuals\u2019 sharing of personal information related to lesson topics.<\/li>\r\n \t
  6. Gram\u00e1tica<\/span>\u2014Explains target structures, provides examples, and guides students through application from structured responses and other self-corrected activities for out-of-class practice to open-ended, communicative tasks to use in class.<\/li>\r\n \t
  7. Evaluaci\u00f3n<\/span>\u2014Presents an IPA created from a modified or authentic text. IPAs are three-part assessments that evaluate students\u2019 performance and proficiency in the three modes of communication related to the chapter topic. IPAs require students to interpret a text, engage in a meaningful conversation connected to the text for a specific purpose, and complete a presentational writing or speaking task to demonstrate their knowledge and proficiency.<\/li>\r\n<\/ol>\r\n
    \r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    <\/td>\r\nCap\u00edtulo 1\u2014\u00a1Soy yo!<\/td>\r\nCap\u00edtulo 2\u2014Mis amistades<\/td>\r\nCap\u00edtulo 3\u2014Mi familia<\/td>\r\nCap\u00edtulo 4\u2014Mi comunidad<\/td>\r\nCap\u00edtulo 5\u2014Mi universidad<\/td>\r\n<\/tr>\r\n
    Communicative goals<\/span><\/strong><\/td>\r\n1. Greet, meet, and introduce individuals and say good-bye.\r\n\r\n2. Exchange basic personal information.<\/td>\r\n1. Describe daily activities.\r\n\r\n2. Make plans with friends.\r\n\r\n3. Express likes and dislikes.<\/td>\r\n1. Describe families.\r\n\r\n2. Share feelings.\r\n\r\n3. Elaborate and clarify information by asking follow-up questions.<\/td>\r\n1. Identify and describe places in the community.\r\n\r\n2. Ask for and give directions.\r\n\r\n3. Make purchases.\r\n\r\n4. Express agreement and disagreement.\r\n\r\n5. Offer recommendations and opinions.<\/td>\r\n1. Ask and answer questions about your field of study and courses.\r\n\r\n2. Express opinions about classes.\r\n\r\n3. Give advice to fellow students.<\/td>\r\n<\/tr>\r\n
    Cultural goals<\/span><\/strong><\/td>\r\n1. Learn appropriate behavior when meeting someone from a different culture.\r\n\r\n2. Understand how people from different Hispanic cultures greet one another and the courtesy expressions expected on a day-to-day basis.\r\n\r\n3. Begin to form cultural sensitivity that will transform into cultural competence.<\/td>\r\n1. Compare and contrast activities that young people in different parts of the Hispanic world enjoy and consider entertainment.\r\n\r\n2. Compare and contrast climates and the months in which different regions of the world experience their seasons.<\/td>\r\n1. Compare and contrast the makeup of families.\r\n\r\n2. Review what families do when they spend time together.\r\n\r\n3. Explore the relative importance of families in different cultures.<\/td>\r\n1. Research and present on notable places in the Spanish-speaking world.\r\n\r\n2. Become familiar with and compare different currencies in the Spanish-speaking world.\r\n\r\n3. Compare and contrast aspects of Spanish-speaking communities and students\u2019 home communities.<\/td>\r\n1. Compare and contrast different educational systems and practices.\r\n\r\n2. Explore educational offerings in other countries.<\/td>\r\n<\/tr>\r\n
    Tira c\u00f3mica<\/span><\/td>\r\nMeet Ana and follow her as she greets and meets friends and acquaintances at home and on her university campus.<\/td>\r\nAna and Carlos spend the afternoon together and discuss their hobbies and favorite activities.<\/td>\r\nAna invites Carlos to spend Sunday at her house with her family.<\/td>\r\nAna goes to the farmers\u2019 market and shares a coffee with her neighbor, Se\u00f1ora Mart\u00ednez.<\/td>\r\nAna and her friend Pablo discuss their math class. Ana offers Pablo some advice.<\/td>\r\n<\/tr>\r\n
    \u00bfTe fijaste que\u2026?<\/span><\/td>\r\nLa cortest\u00eda en el mundo hispano\r\n\r\n\u2022 Greetings and good-byes\r\n\r\n\u2022 T\u00fa<\/span> and usted<\/span>\r\n\r\n\u2022 Los besos<\/td>\r\nLos pasatiempos en el mundo hispano\r\n\r\n\u2022 Las actividades de los j\u00f3venes\r\n\r\n\u2022 El f\u00fatbol\r\n\r\n\u2022 The metric system\r\n\r\n\u2022 El paseo\r\n\r\n\u2022 Public transportation and urbanization\r\n\r\n\u2022 Climate<\/td>\r\nLas familias en el mundo hispano\r\n\r\n\u2022 La composici\u00f3n familiar\r\n\r\n\u2022 Uso de t\u00fa y usted entre familia\r\n\r\n\u2022 Los padrinos\r\n\r\n\u2022 La unidad familiar\r\n\r\n\u2022 Linguistic comparisons of relational categories<\/td>\r\nLas comunidades en el mundo hispano\r\n\r\n\u2022 Las tiendas y la pr\u00e1ctica de comprar\r\n\r\n\u2022 La cortes\u00eda en las tiendas\r\n\r\n\u2022 Las plazas y su calendario cultural\r\n\r\n\u2022 La identidad colectiva<\/td>\r\nLa educaci\u00f3n en el mundo hispano\r\n\r\n\u2022 El sistema escolar\r\n\r\n\u2022 Sistemas de evaluaci\u00f3n\r\n\r\n\u2022 Grade inflation and el examen de admisi\u00f3n<\/td>\r\n<\/tr>\r\n
    Ampliaci\u00f3n<\/span><\/td>\r\nLa diversidad hispana\r\n\r\n\u2022 Preconceived notions about Spanish speakers and the Hispanic world\r\n\r\n\u2022 Diversity in the Spanish-speaking world<\/td>\r\nLa comunicaci\u00f3n virtual\r\n\r\n\u2022 \u201cTraditional\u201d hobbies versus high-tech hobbies\r\n\r\n\u2022 WhatsApp, social media, and streaming<\/td>\r\nEl tama\u00f1o de la familia\r\n\r\n\u2022 Housing in urban and rural environments\r\n\r\n\u2022 Modern cities and public transport<\/td>\r\nLas entregas al domicilio\r\n\r\n\u2022 Traditional markets versus modern shopping\r\n\r\n\u2022 Online shopping and las entregas al domicilio<\/span><\/td>\r\nEl papel de la universidad\r\n\r\n\u2022 Differences in university life and perspectives on the value of a university<\/td>\r\n<\/tr>\r\n
    Vocabulario<\/span><\/td>\r\n\u2022 Greetings and good-byes\r\n\r\n\u2022 Courtesy expressions\r\n\r\n\u2022 Introducing oneself and others\r\n\r\n\u2022 High-frequency words and phrases<\/td>\r\n\u2022 Days, months, and seasons\r\n\r\n\u2022 Expressions to make plans\r\n\r\n\u2022 Regular verbs\r\n\r\n\u2022 Key nouns\r\n\r\n\u2022 Weather and time expressions\r\n\r\n\u2022 Question words\r\n\r\n\u2022 Irregular verbs<\/td>\r\n\u2022 The family\r\n\r\n\u2022 Descriptive adjectives for physical characteristics\r\n\r\n\u2022 Descriptive adjectives for personality\r\n\r\n\u2022 Possessive adjectives\r\n\r\n\u2022 Question words\r\n\r\n\u2022 Stem-changing verbs\r\n\r\n\u2022 Emotions and feelings<\/td>\r\n\u2022 Places\r\n\r\n\u2022 Additional vocabulary related to the community\r\n\r\n\u2022 Prepositions\r\n\r\n\u2022 Making recommendations\r\n\r\n\u2022 Phrases that indicate agreement or disagreement\r\n\r\n\u2022 Direct object pronouns<\/td>\r\n\u2022 Places on campus\r\n\r\n\u2022 Areas of study\r\n\r\n\u2022 People on campus\r\n\r\n\u2022 Additional vocabulary related to the college experience<\/td>\r\n<\/tr>\r\n
    Video entrevistas<\/span><\/td>\r\n\u2022 \u00bfC\u00f3mo te llamas?\r\n\r\n\u2022 \u00bfDe d\u00f3nde eres?<\/td>\r\n\u2022 \u00bfCu\u00e1l es tu estaci\u00f3n del a\u00f1o favorita?\r\n\r\n\u2022 \u00bfC\u00f3mo es el clima en tu pa\u00eds?<\/td>\r\n\u2022 \u00bfC\u00f3mo es tu familia?\r\n\r\n\u2022 Diferencias familiares<\/td>\r\n\u2022 \u00bfC\u00f3mo es tu comunidad?\r\n\r\n\u2022 El D\u00eda del Amor y la Amistad\r\n\r\n\u2022 La Navidad en M\u00e9xico y Argentina<\/td>\r\n\u2022 \u00bfQu\u00e9 estudias?\r\n\r\n\u2022 \u00bfC\u00f3mo son tus clases?\r\n\r\n\u2022 \u00bfQu\u00e9 le recomiendas a otro estudiante?<\/td>\r\n<\/tr>\r\n
    Gram\u00e1tica<\/span><\/td>\r\n1-A. The verb form hay<\/span><\/em>\r\n\r\n1-B. Cardinal numbers\r\n\r\n1-C. Gender and number of nouns\r\n\r\n1-D. Definite and indefinite articles\r\n\r\n1-E. Indefinite articles\r\n\r\n1-F. El verbo ser<\/span><\/em><\/td>\r\n2-A. Regular verbs\r\n\r\n2-B. \u00bfQu\u00e9 hora es? Telling time\r\n\r\n2-C. El verbo ir<\/span><\/em>\r\n\r\n2-D. El futuro inmediato: Ir<\/span><\/em> + a<\/span><\/em> + infinitive\r\n\r\n2-E. Expressing likes and dislikes: The verb gustar<\/span><\/em>\r\n\r\n2-F. Making plans: Accepting and declining invitations<\/td>\r\n3-A. Los adjetivos descriptivos\r\n\r\n3-B. Los adjetivos posesivos\r\n\r\n3-C. Communicative strategy: Forming questions in Spanish\r\n\r\n3-D. The verb estar<\/span><\/em>\r\n\r\n3-E. Stem-changing verbs<\/td>\r\n4-A. The verb estar<\/span><\/em> to express location\r\n\r\n4-B. Estar<\/span><\/em> para condiciones\r\n\r\n4-C. Los mandatos\r\n\r\n4-D. Vosotros<\/span><\/em> commands\r\n\r\n4-E. Object pronouns: Avoiding repetition\r\n\r\n4-F. Estrategias de comunicaci\u00f3n: Expressing agreement and disagreement\r\n\r\n4-G. Asking for and expressing opinions and recommendations: \u00bfQu\u00e9 piensas?<\/td>\r\n5-A. El presente progresivo\r\n\r\n5-B. Ser<\/span><\/em> versus estar<\/span><\/em> resumen\r\n\r\n5-C. Pronombres de complemento indirecto\r\n\r\n5-D. Verbos como gustar<\/em><\/span><\/td>\r\n<\/tr>\r\n
    Evaluaci\u00f3n<\/span><\/td>\r\nInterpretive task<\/span><\/strong>\r\n\r\nComprehend an introduction statement.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nLearn basic information about a peer.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nPresent yourself to the class.<\/td>\r\nInterpretive task<\/span><\/strong>\r\n\r\nInterpret a description of a typical week in Buenos Aires with Carlos.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nShare hobbies and make plans.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nExplain how you spend your time.<\/td>\r\nInterpretive task<\/span><\/strong>\r\n\r\nInterpret an infographic about the values of Mexican families.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nDiscuss roles and responsibilities of different family members.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nPresent the unique attributes of your family.<\/td>\r\nCONTRIVED TEXT\r\n\r\nInterpretive task<\/span><\/strong>\r\n\r\nInterpret a letter from Ana\u2019s neighbor Se\u00f1ora Mart\u00ednez about Mercado el Carmen.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nDiscuss and make decisions about where you will go clothes shopping.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nResearch and present on a market or store.\r\n\r\nAUTHENTIC TEXT\r\n\r\nInterpretive task<\/span><\/strong>\r\n\r\nInterpret an article about the neighborhood Coyoac\u00e1n.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nPlan a visit to Coyoac\u00e1n with a friend.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nWrite a postcard to a friend about your visit to Coyoac\u00e1n.<\/td>\r\nCONTRIVED TEXT\r\n\r\nInterpretive task<\/span><\/strong>\r\n\r\nInterpret an email from Pablo to the university registrar.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nDiscuss fields of study, classes, and academic interests.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nEmail a prospective student who is interested in your field of study.\r\n\r\nAUTHENTIC TEXT\r\n\r\nInterpretive task<\/span><\/strong>\r\n\r\nInterpret information about La Universidad de Salamanca.\r\n\r\nInterpersonal task<\/span><\/strong>\r\n\r\nHelp a friend decide whether to live in a dorm or at home.\r\n\r\nPresentational task<\/span><\/strong>\r\n\r\nWrite a letter of application to be an RA.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n

    How to use this book<\/h1>\r\nWe suggest assigning readings in English, including cultural readings and grammar and vocabulary explanations, along with the auto-graded and controlled practice activities as homework and using class time for the called-out interpretive, interpersonal, and presentational activities. Activities are numbered by chapter and individual activity (e.g., 1.19 for chapter 1, activity number 19), and grammar (and sometimes vocabulary) points are labeled by chapter and letter (e.g., 1-A for chapter 1, point A).\r\n

    Retain, reuse, revise, remix, redistribute<\/h1>\r\nRemember that this is an open educational resource that you may revise, remix, and redistribute as fits your needs. As the Comunidades<\/em><\/span> community grows, we hope to publish additional resources, supplementary materials, and edits. We welcome any and all questions, comments, additions, and corrections.\r\n\r\nYuriko Ikeda and Julia Baumgardt","rendered":"

    Comunidades<\/span><\/span><\/em><\/span> is an open-access curriculum for first-semester Spanish students focused on teaching novice-level students about and through the Spanish speakers who live, work, and thrive in their communities.<\/p>\n

    The Comunidades<\/span><\/span> philosophy<\/h1>\n

    The organization of this text may seem strange to those instructors who are accustomed to more traditional textbooks that focus on structures in isolation first and then conclude with more integrated and culturally focused activities. Since the impetus to write this book has come from our desire to teach the Spanish language through<\/span><\/span><\/em><\/span> exposure to the richness and vitality of Spanish-speaking cultures and the Spanish speakers who form part of our university communities, we have placed emphasis on exposing students to:<\/p>\n

    1. Native speakers and native language usage<\/span><\/strong>.<\/span><\/span> Rather than tailoring the content to privilege the vocabulary and structures we think are important, we have instead oriented the text toward providing the scaffolding students need to access, interpret, and interchange with native speakers and authentic texts.<\/p>\n

    2. A rich variety of input<\/span><\/span><\/strong>.<\/span><\/span>\u00a0We know that students will acquire Spanish as a new language through their meaningful interaction with input in that target language. To that end, each chapter has multiple interpretive activities that are sequenced to show students how language and structures are used and allow them to engage with those structures in context<\/span><\/span>.<\/p>\n

    3. Communicative activities<\/span><\/span><\/strong>.<\/span><\/span>\u00a0In every chapter, we provide multiple<\/span><\/span> opportunities for students to engage in interpretive, interpersonal, and presentational communication. Since these are the most important activities to foment acquisition, instead of separating them into their own section at the end of each chapter, they are interspersed throughout the book. Interpretive activities, interpersonal activities, presentational activities, cultural reflection activities, and cultural research activities are all identified by a callout in the margin. We suggest you dedicate class time to exploring and carrying out these activities, since they will be what promotes proficiency in Spanish for your students.<\/p>\n

    4. Cultural products and practices to work toward an understanding of cultural perspectives<\/span><\/strong>.<\/span><\/span> Especially in the variety of interpretive activities, but also through the \u201cTira c\u00f3mica,\u201d \u201c\u00bfTe fijaste que\u2026?,\u201d and \u201cAmpliaci\u00f3n,\u201d we seek to expose students to the diversity of cultural products and practices that enrich our world.<\/p>\n

    How to assess student progress using Comunidades<\/em><\/span><\/h1>\n

    Each chapter ends with at least one complete Integrated Performance Assessment (IPA), which is a three-part assessment that provides students an opportunity to both demonstrate what they know and<\/em><\/span> continue to learn throughout the assessment process. The first part, the interpretive task<\/span><\/strong>, asks students to use a variety of strategies and demonstrate skills to interpret a text, including guessing meaning from context, identifying key words, identifying supporting details, identifying the main idea, describing the author\u2019s perspective, and making a personal connection with the text. Next, students complete an interpersonal task<\/span><\/strong> in which they are given a conversational topic and a task to complete within the conversation. Finally, with the knowledge gained from the interpretive and interpersonal tasks, they complete a presentational task<\/span><\/strong> either orally or in writing in which they present specific personal content to the class. Chapters 1 and 2 ease students into the process by providing contrived texts at their level for the IPA. Chapter 3 helps bridge the gap using an authentic infographic as the main text. Chapters 4 and 5 present two options for the IPA, one with a contrived text and one using an authentic text. Instructors should feel empowered to use parts of the IPAs as practice, interspersing them into class as content for daily lessons and as formative and\/or summative assessments.<\/p>\n

    Chapter structure<\/h1>\n

    Each chapter follows the same structure.<\/p>\n

      \n
    1. Tira c\u00f3mica<\/span>\u2014Brings vocabulary and structures to life by presenting them in the context of the Midwest college student experience.<\/li>\n
    2. \u00bfTe fijaste que\u2026?<\/span>\u2014Allows students to explore their prior knowledge, confront stereotypes, and make connections by asking them to explore cultural practices and perspectives in the Spanish-speaking world and reflect on similarities and differences across cultures.<\/li>\n
    3. Ampliaci\u00f3n<\/span>\u2014Provides contemporary examples of the modern cultural products and practices in the Spanish-speaking world, extending \u201ctraditional\u201d cultural content and exposing students to the modernity of the Hispanic world.<\/li>\n
    4. Vocabulario<\/span>\u2014Exposes students to key lesson vocabulary and provides structured practice, moving from self-corrected homework activities to tasks that ask students to use the vocabulary to communicate personal meaning.<\/li>\n
    5. Video entrevistas<\/span>\u2014Puts vocabulary and structures in context and requires students to interpret real individuals\u2019 sharing of personal information related to lesson topics.<\/li>\n
    6. Gram\u00e1tica<\/span>\u2014Explains target structures, provides examples, and guides students through application from structured responses and other self-corrected activities for out-of-class practice to open-ended, communicative tasks to use in class.<\/li>\n
    7. Evaluaci\u00f3n<\/span>\u2014Presents an IPA created from a modified or authentic text. IPAs are three-part assessments that evaluate students\u2019 performance and proficiency in the three modes of communication related to the chapter topic. IPAs require students to interpret a text, engage in a meaningful conversation connected to the text for a specific purpose, and complete a presentational writing or speaking task to demonstrate their knowledge and proficiency.<\/li>\n<\/ol>\n
      \n\n\n\n\n\n\n\n\n\n\n\n\n
      <\/td>\nCap\u00edtulo 1\u2014\u00a1Soy yo!<\/td>\nCap\u00edtulo 2\u2014Mis amistades<\/td>\nCap\u00edtulo 3\u2014Mi familia<\/td>\nCap\u00edtulo 4\u2014Mi comunidad<\/td>\nCap\u00edtulo 5\u2014Mi universidad<\/td>\n<\/tr>\n
      Communicative goals<\/span><\/strong><\/td>\n1. Greet, meet, and introduce individuals and say good-bye.<\/p>\n

      2. Exchange basic personal information.<\/td>\n

      		1. Describe daily activities.<\/p>\n

      2. Make plans with friends.<\/p>\n

      3. Express likes and dislikes.<\/td>\n

      		1. Describe families.<\/p>\n

      2. Share feelings.<\/p>\n

      3. Elaborate and clarify information by asking follow-up questions.<\/td>\n

      		1. Identify and describe places in the community.<\/p>\n

      2. Ask for and give directions.<\/p>\n

      3. Make purchases.<\/p>\n

      4. Express agreement and disagreement.<\/p>\n

      5. Offer recommendations and opinions.<\/td>\n

      		1. Ask and answer questions about your field of study and courses.<\/p>\n

      2. Express opinions about classes.<\/p>\n

      3. Give advice to fellow students.<\/td>\n<\/tr>\n

      Cultural goals<\/span><\/strong><\/td>\n1. Learn appropriate behavior when meeting someone from a different culture.<\/p>\n

      2. Understand how people from different Hispanic cultures greet one another and the courtesy expressions expected on a day-to-day basis.<\/p>\n

      3. Begin to form cultural sensitivity that will transform into cultural competence.<\/td>\n

      		1. Compare and contrast activities that young people in different parts of the Hispanic world enjoy and consider entertainment.<\/p>\n

      2. Compare and contrast climates and the months in which different regions of the world experience their seasons.<\/td>\n

      		1. Compare and contrast the makeup of families.<\/p>\n

      2. Review what families do when they spend time together.<\/p>\n

      3. Explore the relative importance of families in different cultures.<\/td>\n

      		1. Research and present on notable places in the Spanish-speaking world.<\/p>\n

      2. Become familiar with and compare different currencies in the Spanish-speaking world.<\/p>\n

      3. Compare and contrast aspects of Spanish-speaking communities and students\u2019 home communities.<\/td>\n

      		1. Compare and contrast different educational systems and practices.<\/p>\n

      2. Explore educational offerings in other countries.<\/td>\n<\/tr>\n

      Tira c\u00f3mica<\/span><\/td>\nMeet Ana and follow her as she greets and meets friends and acquaintances at home and on her university campus.<\/td>\nAna and Carlos spend the afternoon together and discuss their hobbies and favorite activities.<\/td>\nAna invites Carlos to spend Sunday at her house with her family.<\/td>\nAna goes to the farmers\u2019 market and shares a coffee with her neighbor, Se\u00f1ora Mart\u00ednez.<\/td>\nAna and her friend Pablo discuss their math class. Ana offers Pablo some advice.<\/td>\n<\/tr>\n
      \u00bfTe fijaste que\u2026?<\/span><\/td>\nLa cortest\u00eda en el mundo hispano<\/p>\n

      \u2022 Greetings and good-byes<\/p>\n

      \u2022 T\u00fa<\/span> and usted<\/span><\/p>\n

      \u2022 Los besos<\/td>\n

      		Los pasatiempos en el mundo hispano<\/p>\n

      \u2022 Las actividades de los j\u00f3venes<\/p>\n

      \u2022 El f\u00fatbol<\/p>\n

      \u2022 The metric system<\/p>\n

      \u2022 El paseo<\/p>\n

      \u2022 Public transportation and urbanization<\/p>\n

      \u2022 Climate<\/td>\n

      		Las familias en el mundo hispano<\/p>\n

      \u2022 La composici\u00f3n familiar<\/p>\n

      \u2022 Uso de t\u00fa y usted entre familia<\/p>\n

      \u2022 Los padrinos<\/p>\n

      \u2022 La unidad familiar<\/p>\n

      \u2022 Linguistic comparisons of relational categories<\/td>\n

      		Las comunidades en el mundo hispano<\/p>\n

      \u2022 Las tiendas y la pr\u00e1ctica de comprar<\/p>\n

      \u2022 La cortes\u00eda en las tiendas<\/p>\n

      \u2022 Las plazas y su calendario cultural<\/p>\n

      \u2022 La identidad colectiva<\/td>\n

      		La educaci\u00f3n en el mundo hispano<\/p>\n

      \u2022 El sistema escolar<\/p>\n

      \u2022 Sistemas de evaluaci\u00f3n<\/p>\n

      \u2022 Grade inflation and el examen de admisi\u00f3n<\/td>\n<\/tr>\n

      Ampliaci\u00f3n<\/span><\/td>\nLa diversidad hispana<\/p>\n

      \u2022 Preconceived notions about Spanish speakers and the Hispanic world<\/p>\n

      \u2022 Diversity in the Spanish-speaking world<\/td>\n

      		La comunicaci\u00f3n virtual<\/p>\n

      \u2022 \u201cTraditional\u201d hobbies versus high-tech hobbies<\/p>\n

      \u2022 WhatsApp, social media, and streaming<\/td>\n

      		El tama\u00f1o de la familia<\/p>\n

      \u2022 Housing in urban and rural environments<\/p>\n

      \u2022 Modern cities and public transport<\/td>\n

      		Las entregas al domicilio<\/p>\n

      \u2022 Traditional markets versus modern shopping<\/p>\n

      \u2022 Online shopping and las entregas al domicilio<\/span><\/td>\n

      		El papel de la universidad<\/p>\n

      \u2022 Differences in university life and perspectives on the value of a university<\/td>\n<\/tr>\n

      Vocabulario<\/span><\/td>\n\u2022 Greetings and good-byes<\/p>\n

      \u2022 Courtesy expressions<\/p>\n

      \u2022 Introducing oneself and others<\/p>\n

      \u2022 High-frequency words and phrases<\/td>\n

      		\u2022 Days, months, and seasons<\/p>\n

      \u2022 Expressions to make plans<\/p>\n

      \u2022 Regular verbs<\/p>\n

      \u2022 Key nouns<\/p>\n

      \u2022 Weather and time expressions<\/p>\n

      \u2022 Question words<\/p>\n

      \u2022 Irregular verbs<\/td>\n

      		\u2022 The family<\/p>\n

      \u2022 Descriptive adjectives for physical characteristics<\/p>\n

      \u2022 Descriptive adjectives for personality<\/p>\n

      \u2022 Possessive adjectives<\/p>\n

      \u2022 Question words<\/p>\n

      \u2022 Stem-changing verbs<\/p>\n

      \u2022 Emotions and feelings<\/td>\n

      		\u2022 Places<\/p>\n

      \u2022 Additional vocabulary related to the community<\/p>\n

      \u2022 Prepositions<\/p>\n

      \u2022 Making recommendations<\/p>\n

      \u2022 Phrases that indicate agreement or disagreement<\/p>\n

      \u2022 Direct object pronouns<\/td>\n

      		\u2022 Places on campus<\/p>\n

      \u2022 Areas of study<\/p>\n

      \u2022 People on campus<\/p>\n

      \u2022 Additional vocabulary related to the college experience<\/td>\n<\/tr>\n

      Video entrevistas<\/span><\/td>\n\u2022 \u00bfC\u00f3mo te llamas?<\/p>\n

      \u2022 \u00bfDe d\u00f3nde eres?<\/td>\n

      		\u2022 \u00bfCu\u00e1l es tu estaci\u00f3n del a\u00f1o favorita?<\/p>\n

      \u2022 \u00bfC\u00f3mo es el clima en tu pa\u00eds?<\/td>\n

      		\u2022 \u00bfC\u00f3mo es tu familia?<\/p>\n

      \u2022 Diferencias familiares<\/td>\n

      		\u2022 \u00bfC\u00f3mo es tu comunidad?<\/p>\n

      \u2022 El D\u00eda del Amor y la Amistad<\/p>\n

      \u2022 La Navidad en M\u00e9xico y Argentina<\/td>\n

      		\u2022 \u00bfQu\u00e9 estudias?<\/p>\n

      \u2022 \u00bfC\u00f3mo son tus clases?<\/p>\n

      \u2022 \u00bfQu\u00e9 le recomiendas a otro estudiante?<\/td>\n<\/tr>\n

      Gram\u00e1tica<\/span><\/td>\n1-A. The verb form hay<\/span><\/em><\/p>\n

      1-B. Cardinal numbers<\/p>\n

      1-C. Gender and number of nouns<\/p>\n

      1-D. Definite and indefinite articles<\/p>\n

      1-E. Indefinite articles<\/p>\n

      1-F. El verbo ser<\/span><\/em><\/td>\n

      		2-A. Regular verbs<\/p>\n

      2-B. \u00bfQu\u00e9 hora es? Telling time<\/p>\n

      2-C. El verbo ir<\/span><\/em><\/p>\n

      2-D. El futuro inmediato: Ir<\/span><\/em> + a<\/span><\/em> + infinitive<\/p>\n

      2-E. Expressing likes and dislikes: The verb gustar<\/span><\/em><\/p>\n

      2-F. Making plans: Accepting and declining invitations<\/td>\n

      		3-A. Los adjetivos descriptivos<\/p>\n

      3-B. Los adjetivos posesivos<\/p>\n

      3-C. Communicative strategy: Forming questions in Spanish<\/p>\n

      3-D. The verb estar<\/span><\/em><\/p>\n

      3-E. Stem-changing verbs<\/td>\n

      		4-A. The verb estar<\/span><\/em> to express location<\/p>\n

      4-B. Estar<\/span><\/em> para condiciones<\/p>\n

      4-C. Los mandatos<\/p>\n

      4-D. Vosotros<\/span><\/em> commands<\/p>\n

      4-E. Object pronouns: Avoiding repetition<\/p>\n

      4-F. Estrategias de comunicaci\u00f3n: Expressing agreement and disagreement<\/p>\n

      4-G. Asking for and expressing opinions and recommendations: \u00bfQu\u00e9 piensas?<\/td>\n

      		5-A. El presente progresivo<\/p>\n

      5-B. Ser<\/span><\/em> versus estar<\/span><\/em> resumen<\/p>\n

      5-C. Pronombres de complemento indirecto<\/p>\n

      5-D. Verbos como gustar<\/em><\/span><\/td>\n<\/tr>\n

      Evaluaci\u00f3n<\/span><\/td>\nInterpretive task<\/span><\/strong><\/p>\n

      Comprehend an introduction statement.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Learn basic information about a peer.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Present yourself to the class.<\/td>\n

      		Interpretive task<\/span><\/strong><\/p>\n

      Interpret a description of a typical week in Buenos Aires with Carlos.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Share hobbies and make plans.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Explain how you spend your time.<\/td>\n

      		Interpretive task<\/span><\/strong><\/p>\n

      Interpret an infographic about the values of Mexican families.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Discuss roles and responsibilities of different family members.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Present the unique attributes of your family.<\/td>\n

      		CONTRIVED TEXT<\/p>\n

      Interpretive task<\/span><\/strong><\/p>\n

      Interpret a letter from Ana\u2019s neighbor Se\u00f1ora Mart\u00ednez about Mercado el Carmen.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Discuss and make decisions about where you will go clothes shopping.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Research and present on a market or store.<\/p>\n

      AUTHENTIC TEXT<\/p>\n

      Interpretive task<\/span><\/strong><\/p>\n

      Interpret an article about the neighborhood Coyoac\u00e1n.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Plan a visit to Coyoac\u00e1n with a friend.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Write a postcard to a friend about your visit to Coyoac\u00e1n.<\/td>\n

      		CONTRIVED TEXT<\/p>\n

      Interpretive task<\/span><\/strong><\/p>\n

      Interpret an email from Pablo to the university registrar.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Discuss fields of study, classes, and academic interests.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Email a prospective student who is interested in your field of study.<\/p>\n

      AUTHENTIC TEXT<\/p>\n

      Interpretive task<\/span><\/strong><\/p>\n

      Interpret information about La Universidad de Salamanca.<\/p>\n

      Interpersonal task<\/span><\/strong><\/p>\n

      Help a friend decide whether to live in a dorm or at home.<\/p>\n

      Presentational task<\/span><\/strong><\/p>\n

      Write a letter of application to be an RA.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n

      How to use this book<\/h1>\n

      We suggest assigning readings in English, including cultural readings and grammar and vocabulary explanations, along with the auto-graded and controlled practice activities as homework and using class time for the called-out interpretive, interpersonal, and presentational activities. Activities are numbered by chapter and individual activity (e.g., 1.19 for chapter 1, activity number 19), and grammar (and sometimes vocabulary) points are labeled by chapter and letter (e.g., 1-A for chapter 1, point A).<\/p>\n

      Retain, reuse, revise, remix, redistribute<\/h1>\n

      Remember that this is an open educational resource that you may revise, remix, and redistribute as fits your needs. As the Comunidades<\/em><\/span> community grows, we hope to publish additional resources, supplementary materials, and edits. We welcome any and all questions, comments, additions, and corrections.<\/p>\n

      Yuriko Ikeda and Julia Baumgardt<\/p>\n","protected":false},"author":3,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Instructor Guide","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[65,64],"license":[],"_links":{"self":[{"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/pressbooks\/v2\/front-matter\/198"}],"collection":[{"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/wp\/v2\/users\/3"}],"version-history":[{"count":22,"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/pressbooks\/v2\/front-matter\/198\/revisions"}],"predecessor-version":[{"id":822,"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/pressbooks\/v2\/front-matter\/198\/revisions\/822"}],"metadata":[{"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/pressbooks\/v2\/front-matter\/198\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/wp\/v2\/media?parent=198"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/pressbooks\/v2\/front-matter-type?post=198"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/wp\/v2\/contributor?post=198"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palni.org\/comunidades\/wp-json\/wp\/v2\/license?post=198"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}