Ambientes Looseleaf https://www.mheducation.com/cover-images/Jpeg_400-high/1260000222.jpeg 1 9781260000221 We all love stories. In Ambientes, students view, analyze, and converse about compelling stories and themes that organically emerge from the cortometrajes that serve as the foundation for every chapter. Highly contextualized grammar and language practice is presented in support of students’ pursuit to discuss and think critically about the stories told and the people who tell them. By focusing on the stories' visual narrative and authentic cultural contexts as a means to language practice and acquisition, students become engaged and active participants in their language-learning process. With highly interesting topics, consistent recycling of structures, and manageable groupings of thematic vocabulary, Ambientes unlocks each learner's potential and sets students up for success and engagement in the Intermediate Spanish course. Ambientes is designed for 1-semester Intermediate Spanish courses and is delivered to students in a loose-leaf format.
Ambientes Looseleaf

Ambientes Looseleaf

1st Edition
By Michael Sawyer and Julie Stephens-deJonge
ISBN10: 1260000222
ISBN13: 9781260000221
Copyright: 2018
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Ambientes 1e Table of Contents

Capítulo 1

Chapter Opener (Art): La familia - Gabriel Fernández Ledesma (MEX)

I: Anticipación: La concordancia de género y número; los pronombres de sujeto

II. Vocabulario

Tema I: La familia

III. Gramática

Tema II: Los mayores de edad

1.1 El presente de indicativo

1.2 Los verbos pronominales y los pronombres reflexivos

1.3 Los usos de ser y estar

Cortometraje: Éramos pocos (ESP)

IV. Contextos sociales

Tema III: Cocinar y disfrutar de la comida

Entrevista a la Chef Colondres (PR)

V. Contextos expresivos

Writing assignment: Describe a family or friend gathering that happens every year that centers on food.

Capítulo 2

Chapter Opener (Art): Romance guajiro – Pedro Blanco Aroche (CUB)

I: Anticipación: Previous chapter content; los usos de artículos definidos e indefinidos; -ir + a + infinitivo; las palabras interrogativas; el presente progresivo

II. Vocabulario

Tema I: La compatibilidad y las relaciones románticas

III. Gramática

Tema II: La unión sagrada, la unión civil y la cohabitación

2.1 Los verbos regulares, los verbos con cambio de raíz y los cambios de ortografía comunes en el pretérito

2.2 Los verbos irregulares en el pretérito

2.3 Los pronombres de complemento directo

Cortometraje: La lotería (DR)

IV. Contextos sociales

Tema III: La soltería

No a la soledad (MEX)

V. Contextos expresivos

Writing assignment: We’re in the future looking back. What happened in the last 20 years with Augusto and Savannah? - Narrating events in the past

Capítulo 3

Chapter Opener (Art): Niños jugando al recorrecalles – Francisco Goya (ESP)

I: Anticipación: Previous chapter content; los verbos del tipo gustar; los adverbios; el presente perfecto de indicativo

II. Vocabulario

Tema I: La diversión y el espectáculo

III. Gramática

Tema II: El deporte

3.1 El imperfecto

3.2 Los pronombres de complemento indirecto

3.3 El pretérito y el imperfecto en contraste

Cortometraje: De cómo Hipólito Vásquez encontró magia donde no buscaba (ARG)

IV. Contextos sociales

Tema III: La diversión y la niñez

Cuatro bicicletas – Federico Ivanier (URU)

V. Contextos expresivos

Writing assignment: Narrate a childhood story (using pret and imperf)

Capítulo 4

Chapter Opener (Art): Pushak, el que dirige - María Cristina Medeiros Soux (CHI)

I: Anticipación: Previous chapter content; la a personal; por/para; otras preposiciones

II. Vocabulario

Tema I: El sector informal de la economía

III. Gramática

Tema II: Los pueblos indígenas

4.1 Los pronombres en combinación

4.2 Los mandatos formales e informales

4.3 Las frases negativas e indefinidas

Cortometraje: Kay Pacha (PER)

IV. Contextos sociales

Tema III: Los papeles de los géneros

La infiel – Dirma Pardo Carugati (PAR)

V. Contextos expresivos

Writing assignment: Write a letter to your younger (high school freshman) self, giving advice

Capítulo 5

Chapter Opener (Art): Braceros - Domingo Ulloa (EE. UU.)

I: Anticipación: Previous chapter content; las frases verbales y preposicionales

II. Vocabulario
Tema I: Los trabajadores migrantes

III. Gramática

Tema II: La raza y la etnia

5.1 El presente de subjuntivo (formas)

5.2 Los usos del presente de subjuntivo: cláusula de sustantivo

5.3 El presente perfecto de subjuntivo

Cortometraje: Hispaniola (DR)

IV. Contextos sociales

Tema III: Las fronteras y las barreras

No se raje, chicanita – Gloria Anzaldúa (EEUU)

V. Contextos expresivos

Writing assignment: Brochure/guide book for new immigrants

Capítulo 6

Chapter Opener (Art): Protesta estudiantil - Mural (NIC)

I: Anticipación: Previous chapter content; el tiempo futuro; el modo condicional; el futuro perfecto y el condicional perfecto

II. Vocabulario

Tema I: La vida agraria

III. Gramática

Tema II: La guerra civil

6.1 El imperfecto y pluscuamperfecto de subjuntivo

6.2 Las oraciones condicionales

Cortometraje: Kalashnikov (COL)

IV. Contextos sociales

Tema III: El activismo y la resistencia

Josefa Isolda Rodríguez Rosales (NIC)

V. Contextos expresivos

Writing assignment: You are a political analyst hypothesizing about what would have happened had a certain event not happened or had a different outcome

About the Author

Michael Sawyer

Michael Sawyer holds a Ph.D. in Spanish from Texas Tech University. He is a Professor of Spanish at the University of Central Missouri, where he has acted as Chairperson of the Department of Government, International Studies, and Languages, and as Coordinator of the Modern Languages Program. He founded and continues to direct the Missouri Foreign Language Consortium, a partnership of the language programs at five Missouri state universities. He currently acts as the Assessment Coordinator for the College of Arts, Humanities and Social Sciences at UCM. His research interests include second language pedagogy and postcolonial literary theory. In addition to lower-division Spanish, he primarily teaches courses in Spanish composition and grammar, and Latin American civilization and literature.

Julie Stephens-deJonge

Julie Stephens de Jonge holds a Ph.D. in Spanish from the University of Kansas. She has taught all levels of Spanish language, literature, and civilization courses in undergraduate programs at public universities and at a small liberal arts college. Currently, she is a Professor of Spanish at the University of Central Missouri, where she teaches film-based courses in Spanish and English, and is the coordinator of an annual foreign language film festival for students in middle and high school. She is committed to the scholarship of teaching and learning and is particularly interested in second language acquisition, the pedagogy of critical thinking, and the development of reasoning about ethics through film and literature.

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