RE PO RT ER OS An inclusive, communicative Spanish program that speaks to today’s young learners
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TABLE OF CONTENTS
¡Hola de nuevo! UNIT LEARNING GOALS • • • • • • • •
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to identify classroom objects to understand personal information to express and describe likes and dislikes to talk about daily routines to talk about family relationships to describe how you feel to talk about leisure activities to make plans with your friends
DOCUMENTOS • FOTOGRAFÍAS 1 - un alebrije (México) - un coquí (Puerto Rico) - un plato de cebiche (Perú) - una pintura de Fernando Botero (Colombia) - el Parc Güell de Gaudí (España) - la ciudad de Machu Picchu (Perú) - Frida Kahlo (México) • CAMERA CARTEL Material escolar, El Corte Inglés 2 • align-left CAMERA TARJETAS Hispanic personalities 3 • CAMERA CARTEL Tiempo libre, Instituto Coahuilense de la Juventud (México) 4 • CAMERA FOTOGRAFÍAS Clothing and accessories 5 • align-left PUBLICACIÓN BLOG Nicolás writes about his likes and his extracurricular activities 6 • CAMERA FOTOGRAFÍAS Daily routines 7 • MENSAJE DE VOZ Yasmina's routine 7 • align-left ARTÍCULO Valentina, hija de Salma Hayek, orgullosa de ser mexicana, ¡Hola! México 8 • align-left TEST Test de personalidad 9 • CAMERA FOTOGRAFÍAS Leisure activities 10 • DIÁLOGO A conversation between three friends about their plans 11
GRAMÁTICA • the verbs hay, ser, tener, gustar, estar, and ir • indefinite articles • noun-adjective agreement • regular verbs in the present tense • reflexive verbs • stem-changing verbs • possessive adjectives • verbs with irregular yo forms • ir a + infinitive
VOCABULARIO • • • • • • • • •
classroom objects occupations nationalities numbers clothing and accessories daily routines family relationships feelings and moods leisure activities
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1
UNIDAD
Vivir en la ciudad
¿Qué tal? Me llamo Hugo y soy de Madrid.
LECCIÓN 1 Así es mi barrio COMUNICACIÓN
GRAMÁTICA
• to describe neighborhoods 16 • to locate places 18 • to discuss different modes of transportation and their sustainability 20 • to propose, accept, and turn down plans or invitations 22
• hay, ser, and estar 26 • irregular verbs: salir and venir 28 • pronouns after prepositions 29
CULTURA • • • • •
neighborhoods in Madrid 16 markets in Spain 17 iconic sites in Madrid 18 European Mobility Week 21 leisure activities in Madrid 22
DOCUMENTOS • • • • • • • • • • • • •
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VIDEO Hugo introduces himself and his country 12 CAMERA CARTEL #Madrileñear, Ayuntamiento de Madrid 14 align-left CHAT Reporteros’ group chat conversation 15 align-left TEXTO Barrios de Madrid 16 VIDEO Qué hacer en Madrid, España, Viajefest 18 CAMERA MAPA Madrid city center map 18 MENSAJE DE VOZ Hugo describes the itinerary of a day trip to Madrid to his friend 19 CAMERA GRÁFICO Los medios de transporte más usados en España, Statista 20 CAMERA PÓSTER La Semana Europea de la Movilidad 21 align-left GUÍA Guía del Ocio de Madrid 22 DIÁLOGO A conversation between Hugo and his friend Lucía about weekend plans 23 align-left CHAT Hugo and his friends' group chat conversation 23 CAMERA align-left REPORTAJE Un fin de semana en Madrid 24
VOCABULARIO • • • •
the city 30, 31 places and locations 31, 32 means of transportation 31 plans 32
SONIDOS Y LETRAS • the sound of -CIÓN and -CCIÓN 32
MINIPROYECTO 1 Crear un video sobre un barrio para dar la bienvenida a nuevos vecinos. 33
Reporteros 2
ESSENTIAL QUESTIONS
How do the cities we live in define us? What can we do to improve our communities?
LECCIÓN 2 En comunidad COMUNICACIÓN
GRAMÁTICA
• • • •
• h ay que + infinitive 46 • i mpersonal constructions with se 46 • direct object pronouns 47
to discuss what makes a good neighbor 36 to explain different city rules 38 to understand a recycling campaign 40 to offer and ask for help from your neighbors 42
• indirect object pronouns 49
CULTURA
VOCABULARIO
• • • • •
• community life 50 • city rules 51 • recycling 52
l ocal businesses in Spain 35 the 24-hour time system 37 Madrid Río, a stretch of public green space in the city 39 recycling in Spain 40 resident and volunteer associations 42, 44
DOCUMENTOS • CAMERA CARTEL A local business campaign in Spain 34 • align-left CHAT Reporteros’ group chat conversation 35 • align-left GUÍA Guía para la convivencia en las comunidades de vecinos y vecinas, Ayuntamiento de Málaga 36 • CAMERA align-left PUBLICACIÓN RED SOCIAL Los vecinos ejemplares, Ayuntamiento de Las Gabias 37 • CAMERA CARTEL Park's rules, Ayuntamiento de Llubí 38 • CAMERA CARTEL Skate park's rules 39 • DIÁLOGO A conversation between Hugo and his friend Marta about the skate park's rules 39 • align-left GUÍA “Guía para reciclar”, El Mundo 40 • CAMERA CARTEL Campaign for La Escalera project 56 • DIÁLOGO Conversations between neighbors 42 • CAMERA align-left REPORTAJE El voluntariado: una forma de vivir 44
SONIDOS Y LETRAS • the letter R 52
MINIPROYECTO 2 Crear un cartel con las normas de la escuela. 53
PROYECTO FINAL Crear una guía digital informativa sobre un barrio. 54
PREPARO LA EVALUACIÓN • Interpretive mode 56 • Presentational mode 57 • Interpersonal mode 58
NUESTRAS CULTURAS • Cultural comparisons 59
Reporteros 2
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2 UNIDAD
De viaje por Argentina
¡Hola! ¿Qué hacés? Me llamo Valentina y soy argentina.
LECCIÓN 1 ¡Me encanta viajar! COMUNICACIÓN
GRAMÁTICA
• • • •
• conocer and saber 74 • relative and absolute superlatives 76
to learn about landscapes and geography 64 to describe what the weather is like 66 to express travel preferences 68 to talk about the effects of traveling 70
CULTURA • • • • • •
rgentinian regions 64 A the Celsius scale 67 the southern hemisphere 67 asado and mate 69 responsible tourism 70 the Cataratas del Iguazú and the glaciers 72
DOCUMENTOS • VIDEO Valentina introduces herself and her country 60 • CAMERA CARTEL Argentina: un país por descubrir, campaña del Ministerio de Turismo de Argentina 62 • align-left CHAT Reporteros’ group chat conversation 63 • CAMERA MAPA Argentinian regions 64 • VIDEO Argentina desde el aire, Fabian Middelmann 65 • CAMERA IMÁGENES Seven cities in Argentina 66 • CAMERA INFOGRAFÍA Preferencias y hábitos de los viajeros argentinos, encuesta de Picodi.com 68 • align-left ARTÍCULO Different traveler profiles 69 • align-left ARTÍCULO Turismo responsable: la huella positiva, Daniela Sánchez, Argentina a la carta 70 • VIDEO Sentirse libre en la Patagonia Argentina, Turismo Argentina 71 • CAMERA align-left REPORTAJE Dos lugares imprescindibles de Argentina 72
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VOCABULARIO • • • • • •
experiences 78 trips and plans 78 geography 79 seasons 79 cardinal directions 79 weather 80
SONIDOS Y LETRAS • the sound of LL and Y 80
MINIPROYECTO 1 Celebra un concurso de conocimientos sobre Argentina. 81
Reporteros 2
ESSENTIAL QUESTIONS
How does traveling enrich our perspective of the world? What are the benefits of travel experiences?
LECCIÓN 2 Diario de viaje COMUNICACIÓN
GRAMÁTICA
• • • •
• t he preterite: regular, stem-changing, and some irregular verbs 94
to understand and react to a tourism campaign 84 to describe tourist experiences 86 to describe a travel route 88 to understand an excerpt of a travel book 90
CULTURA • • • • •
the Argentinian cartoonist Liniers 83 el Tren a las Nubes 85 la Ruta Nacional 40 89 the Argentinian writer Aniko Villalba 90 the Zapp family 92
VOCABULARIO • • • • •
tourist activities 98, 99 means of transportation 98, 99 lodging 98, 99 ordinal numbers 99 adjectives to describe experiences 100
SONIDOS Y LETRAS • stressed syllables 100
DOCUMENTOS • CAMERA CARTEL A campaign from the Argentinian Department of Tourism 82 • align-left CHAT Reporteros’ group chat conversation 83 • CAMERA VIÑETA Enriqueta and her cat Fellini from Liniers's comic strip Macanudo 83 • CAMERA CARTELES Argentina late con vos, ArgentinaTravel 84 • align-left PUBLICACIÓN BLOG Lucía asks for advice about traveling to Argentina 86 • DIÁLOGO A conversation between Valentina and his friend Pedro about her trips 39 • CAMERA FOTOS Misiones, Patagonia, Mar del Plata 87 • align-left DIARIO DE VIAJE Valentina's travel route through Argentina 88 • align-left RELATO Días de Viaje – Relatos en primera persona, Aniko Villalba 90 • CAMERA align-left REPORTAJE Las aventuras de la familia Zapp 92
Reporteros 2
MINIPROYECTO 2 Crear un diario de viaje colaborativo. 101
PROYECTO FINAL Crear una ruta turística sostenible por Argentina. 102
PREPARO LA EVALUACIÓN • Interpretive mode 104 • Presentational mode 105 • Interpersonal mode 106
NUESTRAS CULTURAS • Cultural comparisons 107
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3 UNIDAD
Historias de ayer y de hoy
¡Hola! ¿Qué hacen? Me llamo Mateo y soy chileno.
LECCIÓN 1 Antes y ahora COMUNICACIÓN
GRAMÁTICA
• • • •
• the imperfect tense 122 • comparatives 124 • affirmative and negative words 125
to describe situations in the past 112 to describe technological changes 114 to talk about habits in the past 116 to compare the past and the present 118
CULTURA • • • •
hilean history of education 112 C landmarks in Santiago 118 streetcars in Santiago 119 the Mapuche 120
VOCABULARIO • • • • •
time expressions 126 the city 126 communication and entertainment 127 education 127 toys and games 128
DOCUMENTOS
SONIDOS Y LETRAS
• VIDEO Mateo introduces himself and his country 108 • CAMERA FOTOGRAFÍA Children playing, Antonio Quintana, Memoria Chilena, Biblioteca Nacional de Chile 110 • align-left CHAT Reporteros’ group chat conversation 111 • CAMERA FOTOGRAFÍAS School life, Chile para Niños, Biblioteca Nacional de Chile 112 • DIÁLOGO A conversation between Mateo and his mother about school life in the past 113 • CAMERA ANUNCIO Objects from the past 114 • VIDEO Hola Chile, LaRed 115 • VIDEO Mateo talks about what he was like at age six 116 • CAMERA FOTOGRAFÍAS Las veinte más increíbles contrafotos de Santiago, Enterreno Chile 118 • CAMERA align-left REPORTAJE Así vivían los Mapuches 120 • CAMERA ILUSTRACIÓN Indigenous people of Chile 120
• spelling rules for J and GE, GI 128
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MINIPROYECTO 1 Crear una presentación para comparar la infancia de dos generaciones. 129
Reporteros 2
ESSENTIAL QUESTIONS
How has daily life changed in the last century? How do experiences and memories define us?
LECCIÓN 2 Momentos especiales COMUNICACIÓN
GRAMÁTICA
• • • • •
• • • •
to talk about your favorite things 132 to understand biographies 134 to describe past experiences 136 to react in conversations 137 to understand and tell stories 138
CULTURA • • • •
a famous Chilean television series 130 Condorito, a Chilean comic character 132 the poet Gabriela Mistral 134 the diaries of a Chilean girl who wrote about Pinochet’s coup d’état 140
DOCUMENTOS • • • • • • • •
CAMERA CARTEL Los 80, a series from Canal 13 130 align-left CHAT Reporteros’ group chat conversation 131 VIDEO Mateo's favorite things 132 align-left BIOGRAFÍA Gabriela Mistral, Memoria Chilena 134 align-left POEMA Besos, Gabriela Mistral 135 CAMERA CÓMIC Andrea's story 136 MENSAJE DE VOZ Andrea tells a story 137 align-left NOVELA Lola Lago detective: ¿Eres tú, María?, Lourdes Miquel y Neus Sans 138 • CAMERA align-left REPORTAJE La niña que contó el golpe de Estado 140 • CAMERA FOTOGRAFÍAS Francisca Márquez's diaries 140
irregular preterite verbs 142 the preterite vs. the imperfect 144 direct and indirect object pronouns combined 146 desde / desde hace / hace 147
VOCABULARIO • • • •
biographies 148 time expressions 149 numbers from 1,000 to 100,000 149 conversational reactions 150
SONIDOS Y LETRAS • accent mark rules 150
MINIPROYECTO 2 Crear un video sobre un objeto con historia. 151
PROYECTO FINAL Participar en un concurso de relatos cortos. 152
PREPARO LA EVALUACIÓN • Interpretive mode 154 • Presentational mode 155 • Interpersonal mode 156
NUESTRAS CULTURAS • Cultural comparisons 157
Reporteros 2
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4 UNIDAD
¡Pura vida!
¡Pura vida! Me llamo Fernanda y soy de Costa Rica.
LECCIÓN 1 Disfruta de la vida COMUNICACIÓN • • • • •
to describe moods 162 to discuss what makes people happy 162 to understand and give advice about wellness 164 to give advice about emotional well-being 166 to talk about bullying 168
CULTURA • • • •
the pura vida attitude 151 the origin of the name tico/a 151 Costa Rica's wellness campaigns 154 what makes Costa Rica a happy place 170
DOCUMENTOS • VIDEO Fernanda introduces herself and her country 158 • CAMERA CARTEL A campaign from the airport in San José, Costa Rica 160 • align-left CHAT Reporteros’ group chat conversation 161 • CAMERA align-left PUBLICACIÓN RED SOCIAL Helena's social media status 162 • VIDEO Mi receta de felicidad, CCK 163 • CAMERA CARTELES ¿Cómo proteger tu salud mental?, Colegio de Profesionales en Psicología de Costa Rica, Ministerio de Salud de Costa Rica 164 • align-left TEXTO Fernanda's notes from a conference 166 • CAMERA CARTEL Estoy aquí, campaña del Colegio de Profesionales en Psicología de Costa Rica 166 • MENSAJES DE VOZ School counselor recommendations for four students 167 • align-left TEXTO Respeta y respétate, Manual para llevarnos bien, Embajada de Suiza en Costa Rica, RET 166
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• CAMERA CARTEL Alto al bullying, campaña del Colegio de Profesionales en Psicología de Costa Rica 169 • CAMERA align-left REPORTAJE Costa Rica, un país pura vida 170 • CAMERA ILUSTRACIÓN Map of Costa Rica, HolaLola 170
GRAMÁTICA • informal affirmative tú commands 172 • informal negative tú commands 174 • informal tú commands with pronouns 172, 174
VOCABULARIO • feelings and moods 176 • personal well-being 177 • relationships 178
SONIDOS Y LETRAS • spelling rules for C, QU, and K 178
MINIPROYECTO 1 Crear un cartel para una campaña para el bienestar de los adolescentes. 179
Reporteros 2
ESSENTIAL QUESTIONS
How does a community's lifestyle influence their members' well-being? What factors contribute to our physical and emotional health?
LECCIÓN 2 Cuida tu salud COMUNICACIÓN
GRAMÁTICA
• • • • •
• recommendations with ser + adjective and deber 192 • the verb doler 194
to discuss the health benefits of sports and physical activity 182 to talk about healthy lifestyle habits 184 to give recommendations about health-related issues 184 to talk about physical health and illnesses 186 to interact with a health professional during an appointment 188
CULTURA • • • •
Costa Rican fruits 181 accomplished Costa Rican athletes 183 the dengue virus 187 Jimena Ruiz, a Costa Rican para surfer 190
DOCUMENTOS • CAMERA CARTEL A Costa Rican Health Department Campaign 180 • align-left CHAT Reporteros’ group chat conversation 181 • VIDEO Fernanda's favorite sport 182 • align-left CARTEL Día de las buenas acciones 183 • align-left ARTÍCULO Las consecuencias del mal uso de las pantallas 184 • CAMERA MEME El dolor según mi mamá 186 • CAMERA PUBLICACIÓN RED SOCIAL Los síntomas del dengue, Cruz Roja Costarricense 187 • CAMERA ILUSTRACIÓN At the doctor's office 188 • DIÁLOGO A conversation at the doctor's office 189 • CAMERA align-left REPORTAJE Deporte sin límites 190 • CAMERA FOTOGRAFÍAS Costa Rican para surfer Jimena Ruiz 190, 191
VOCABULARIO • • • • •
healthy lifestyle habits 196 sports 196 body parts 197 health 197 useful phrases at the doctor's office 198
SONIDOS Y LETRAS • spelling rules for G, GU, and GÜ 198
MINIPROYECTO 2 Escenificar una entrevista a un/a deportista para un pódcast. 199
PROYECTO FINAL Crear una campaña sobre salud física y emocional y hábitos saludables. 200
PREPARO LA EVALUACIÓN • Interpretive mode 202 • Presentational mode 203 • Interpersonal mode 204
NUESTRAS CULTURAS • Cultural comparisons 205
Reporteros 2
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5 UNIDAD
Un futuro prometedor
¡Buenas! Me llamo Alejandro, y soy de Quito.
LECCIÓN 1 El mundo de mañana COMUNICACIÓN
GRAMÁTICA
• • • •
• the future tense 220 • si clauses in the present and future 222 • por and para 223
to react to and make predictions about the future 210 to discuss future housing conditions 212 to discuss environmental problems and solutions 214 to talk about the food of the future 216
CULTURA • • • • •
iodiversity in Ecuador 209 b the future of housing and food production 212, 216 the Ecuadorian regions of Galapagos and Amazonia 215 Andean catzo 217 the role of Ecuadorian movements in promoting environmental awareness 218
DOCUMENTOS • VIDEO Alejandro introduces himself and his country 206 • CAMERA FOTOGRAFÍA Demonstration against pollution in Guayaquil 208 • align-left CHAT Reporteros’ group chat conversation 209 • align-left TEXTO Predictions for the next 50 years 210 • CAMERA ILUSTRACIÓN The Future is Tech-inclusive, Braulio Samaniego, Paraguay 211 • CAMERA INFOGRAFÍA La casa del futuro, Teddy Patiño, diario Extra, Ecuador 212 • VIDEO La casa del futuro, UNICEF Ecuador 213 • CAMERA INFOGRAFÍA The future of the Earth 214 • VIDEO Galápagos: batalla contra la basura oceánica, DW en Español 215 • align-left ARTÍCULO Cinco alimentos del futuro 216 • CAMERA align-left REPORTAJE El pulmón del planeta 218
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VOCABULARIO • • • • • •
the environment and resources 224 changes 225 technology 225 food 226 home 226 society 226
SONIDOS Y LETRAS • the sounds of D and T 226
MINIPROYECTO 1 Crear un póster para el Día de la Tierra. 227
Reporteros 2
ESSENTIAL QUESTIONS
How will our lifestyle impact the world in the future? How can I prepare for my professional future?
LECCIÓN 2 Mi futuro yo COMUNICACIÓN
GRAMÁTICA
• • • •
• reflexive verbs 240 • adverbs ending in -mente 241 • the conditional tense 242
to describe job-related personality traits 230 to make predictions about future jobs 232 to explain what you would enjoy doing in the future 234 to give advice about summer jobs 236
CULTURA • • • •
a vocational camp in Ecuador 229 jobs in the future 232 summer activities in Ecuador 237 Ecuadorian women pioneers in their jobs 238
DOCUMENTOS • CAMERA CARTELES Campaign from #YoQuieroSer, Programa de Orientación Vocacional YQS Coaching 228 • align-left CHAT Reporteros’ group chat conversation 229 • CAMERA INFOGRAFÍA Seis tipos de personalidad, Programa de Orientación Vocacional YQS Coaching 230 • align-left ARTÍCULO "Ocupaciones que existirán en 2050", Muy Interesante 232 • align-left NOVELA Un aire que mata, Emili Teixidor 234 • DIÁLOGO Alejandro's interview with his school counselor 235 • align-left FICHAS Two reporteros' file cards 235 • align-left FORO Three student job listings 236 • DIÁLOGO A conversation between Alejandro and his friend Carlos 236 • VIDEO Alejandro offers some ideas for activities to do on vacation 237 • CAMERA align-left REPORTAJE Pioneras en igualdad 238
Reporteros 2
VOCABULARIO • occupations and job requirements 244 • personality traits and skills 245 • time expressions 246
SONIDOS Y LETRAS • the sounds of B / V and P 246
MINIPROYECTO 2 Crear un mapa mental de nuestro proyecto de vida. 247
PROYECTO FINAL Escribir una edición especial de la revista escolar sobre el futuro. 248
PREPARO LA EVALUACIÓN • Interpretive mode 250 • Presentational mode 251 • Interpersonal mode 252
NUESTRAS CULTURAS • Cultural comparisons 253
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6 UNIDAD
El gusto de celebrar
¿Qué onda? Soy Marcela y soy de México.
LECCIÓN 1 Sabores de México COMUNICACIÓN
GRAMÁTICA
• • • •
• the impersonal se 268 • affirmative and negative usted and ustedes commands 269 • usted and ustedes commands with pronouns 270
to talk about food and eating habits 258 to describe typical dishes and their ingredients 260 to understand and give cooking instructions 262 to understand and give culinary advice 264
CULTURA • • • • • • •
Diego Rivera 257 traditional Mexican cuisine 259 Mexican Fiestas Patrias 260, 261 corn in Mexican culture 263 Mexican chili peppers 265 the origin of chocolate 266 ancient Mesoamerican civilizations 267
VOCABULARIO • • • •
food 272 meals and eating habits 273 tastes 273 cooking 274
SONIDOS Y LETRAS • linking sounds 274
DOCUMENTOS
MINIPROYECTO 1
• • • •
Participar en el casting de un programa de cocina de México. 275
• • • • • •
VIDEO Marcela introduces herself and her country 254 CAMERA CUADRO La molendera, Diego Rivera 256 align-left CHAT Reporteros’ group chat conversation 257 align-left ARTÍCULO El misterioso horario de la comida mexicana, Mónica Ocampo, ThinkThank 258 VIDEO ¿Qué comen realmente los mexicanos?, Judith Tiral 259 align-left PÓSTER Cuatro platos típicos de las Fiestas Patrias 260 MENSAJE DE VOZ Description of two typical Mexican dishes 261 VIDEO ¿Cómo hacer el mejor guacamole con totopos?, Cocina fácil 262 align-left ARTÍCULO Mitos de la comida mexicana, Rulo Luna Ramos, Matador Network 264 CAMERA align-left REPORTAJE Chocolate es Xocolatl 266
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Reporteros 2
ESSENTIAL QUESTIONS
What makes Mexican gastronomy so special? How do celebrations reflect the culture of a society?
LECCIÓN 2 Tradiciones que unen COMUNICACIÓN
GRAMÁTICA
• to discuss social habits 278 • to describe celebrations and express your opinion about them 280 • to identify and describe a traditional celebration 282 • to understand a legend and connect it to a tradition 284
• expressing habitual actions with ser + adjective and soler 288 • si clauses + commands 290
CULTURA • • • • • •
t he Veracruz Carnival 277 Mexican social habits 278 la Quinceañera 280 la Guelaguetza 282 los Voladores de Papantla 284 el Cinco de Mayo 286
DOCUMENTOS • • • • • • • • • • • •
CAMERA FOTOGRAFÍA Veracruz carnival parade 276 align-left CHAT Reporteros’ group chat conversation 277 CAMERA INFOGRAFÍA Entendiendo México, Pictoline 278 MENSAJE DE VOZ Marcela explains what a Mexican party is like 279 VIDEO Quinceañeras en EE. UU., BBC Studios 280 CAMERA REVISTA Miss Quince magazine cover 281 VIDEO La Guelaguetza, la fiesta más grande de Oaxaca, NotimexTV 282 align-left POEMA Chupa ladxidua’ (Dos es mi corazón), Irma Pineda 283 align-left LEYENDA La leyenda de los hombres pájaro 284 CAMERA ILUSTRACIÓN Dance of the Voladores de Papantla 284 CAMERA FOTOGRAFÍA A young Volador de Papantla 284 CAMERA align-left REPORTAJE Cinco de mayo, ¿una fiesta mexicana? 286
• the preterite vs. the imperfect 291
VOCABULARIO • • • • •
celebrations 292 social habits 293 clothing and accessories 293 styles 294 time expressions 294
SONIDOS Y LETRAS • capital and lowercase letters 294
MINIPROYECTO 2 Presentar una celebración de tu país especial para ti. 295
PROYECTO FINAL Una exposición sobre fiestas y tradiciones mexicanas. 296
PREPARO LA EVALUACIÓN • Interpretive mode 298 • Presentational mode 299 • Interpersonal mode 300
NUESTRAS CULTURAS • Cultural comparisons 301
Reporteros 2
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THE SPANISH HUB
The Spanish Hub is a platform offering digital content and resources for students and teachers who work with REPORTEROS. It is designed with a clear purpose in mind: to improve teaching and learning experiences in middle school and high school environments with engaging content and helpful, user-friendly tools. The platform offers easy access to a vast array of material in different formats to help students better grasp and practice concepts, build their skills, develop cultural insights, and meet learning objectives. The Spanish Hub is easy, flexible and intuitive for all users. The interactive textbook versions of the Student Edition and the Workbook allow for a full digital learning and teaching experience. Students can write directly in the writing fields, record themselves, attach files, self-correct, re-do activities... The Spanish Hub delivers digital content in an interface that is intuitive and straightforward for all types of users, compatible with all smartphones and tablets via an application allowing teachers and students to work offline and online, giving everyone the opportunity to work at any time from anywhere. AVAILABLE FOR… • Smartphones and tablets: iOS and Android • Computers: Windows, Mac, Chrome OS, and Linux
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Reporteros 2
ICONS AND BOXES Throughout the book, you will find the following icons and boxes. Activities marked with this icon have been created specifically to develop critical thinking skills. In these activities, you will reflect critically on what you have read, on your own culture, and on the cultures of others.
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DIFFERENTIATION
Worksheets to differentiate instruction
ASSESSMENT RUBRIC
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SELF AND PEER ASSESSMENT RUBRIC
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MY PROGRESS
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E-WORKBOOK
Interactive version of the Workbook
Reporteros 2
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