EN TU MEDIO - PROGRAM SAMPLER

chapters Ya vimos boxes recall structures presented earlier in this text. Brief, culturally contextualized input readings model the use of new forms prior to their explicit presentation with simple yet precise explanations, clear-at-a-glance charts, and contextualized examples. Instructor Annotations highlight op- portunities for students to intuit grammar rules, which aids the internalization of these patterns. Integrated with the gram- mar explanations are animated grammar tutorials, English language grammar checkpoints, and plenty of opportunities to practice through a variety of drills, activities, and games. Chapters 9 and 10 provide an integrated review and overview of major concepts, offering the opportunity to apply these con- cepts holistically, providing a see-what-I’ve-learned sense of accomplishment, and creating a bridge to upper-level courses. Chapter Walkthrough Chapter Opener The full-color chapter opener presents a dramatic, highly visual overview of the chapter. It clearly lists communicative goals and chapter contents (film/video seg- ments, thematic context, grammatical concepts, recycled top- ics, regional focus, cultural/literary readings, and ¿Y tú qué pien- sas? synthesis topics). It also provides immediate-engagement activities to get students thinking and talking in Spanish about chapter topics and key vocabulary reminders for common first- year expressions. Vocabulario 1 This section presents a manageable amount of new vocabulary (between 35 and 40 words and ex- pressions) related to the chapter’s thematic context. Unlike many intermediate texts, En tu medio presents new vocabulary in a sleek, modern visual format, so that students can easily as- sociate the new word with its context. A youth-centered blog entry models, personalizes, and provides cultural context for more abstract words and expressions. Shaded Notas de lengua highlight regional variations, socio-linguistic issues, or vocabu- lary associated with modern culture. The vocabulary presenta- tion is followed by a wide range of vocabulary activities which begin with input recognition and progress toward output ori- ented and open-ended interaction. Tu pronunciación This groundbreaking feature targets specific areas of English-language interference using the newly- presented vocabulary as a point of departure. This brief presen- tation offers phonetic tips to heighten awareness of common problem areas, provides audio and visual support for correct usage, and includes practice activities. Para tus ojos This brief content video immediately en- gages students with the chapter’s thematic context and regional focus. At the same time, it activates target vocabulary and/or previews grammar concepts. The Para tus ojos section fully sup- ports video comprehension and analysis with pre-, during-, and post-viewing activities. However, students continue to work with the cultural content of the video throughout the chapter, as it is integrated into vocabulary, grammar, and ¿Y tu qué pi- ensas? activities. These multiple viewing opportunities for dif- ferent purposes encourage more in-depth comprehension and cross-cultural understanding. Gramática 1 This section introduces the first new gram- matical concept. It engages the student immediately through a brief, culturally contextualized input paragraph which mod- els the usage of the form to be introduced. The target structure is bolded throughout the passage and the cultural content is reinforced visually through photos or authentic materials. This passage is followed by a concise grammar explanation, clear- at-a-glance charts, and examples taken from the input reading. Ojo warnings and Notas de lengua highlight common points of confusion. Practice activities are task-based and contextualized within the culture, region, and video content of focus. They en- gage all four skills and progress logically from recognition to creation with the language. Each activity set features a mix of individual, pair, small group, and whole-class activities. Gramática 2 This section presents the chapter’s second grammatical concept, often related in some way to the first. It works toward the chapter’s communicative goals, incorpo- rates chapter vocabulary, and uses images, realia and a brief input paragraph to build upon the chapter’s cultural context even as it models the target structure. The activities follow the same format and flow of activities as the first grammatical concept. Recycle This recycling icon reminds students of a first-year concept that is pertinent to the grammatical, communicative and cultural topics at hand. It offers a very brief explanation and an example, followed by an individual guided practice ac- tivity set within the cultural context of the chapter and the input reading. Chapters 1 through 3 contain one or two reminders of grammar concepts recycled from introductory texts. Chapters 6 through 8 also include the Ya vimos section to review and recy- cle concepts seen in beginning chapters of this text. Cortometraje A high-interest authentic short film is provided in alternate chapters to enrich cultural knowledge, model regional and colloquial usage, challenge students with higher-level language, and serve as a springboard for linguistic and cultural analysis, examination of cultural stereotypes, in- depth discussion or debate of social issues, and further research on issues of personal interest. Each cortometraje explores a thought-provoking issue related to the chapter’s thematic focus and is fully supported by pre-, during-, and post-viewing activi- ties as well as opportunities for expansion and research. xii PREFACE