PROGRAM OVERVIEW | 2018 - LEVELS 1A-4 - Antillian Service
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PROGRAM OVERVIEW | © 2018
LEVELS 1A–4
Ibiza, España
The Spanish-speaking world awaits your students. Empower
them to explore that world and to realize the lifelong benefits
of learning another language.
¡Avancemos! © 2018 is designed to empower students to
communicate effectively in Spanish, while experiencing the
inseparable connections between culture and language.
Vibrant features such as the new HMH Field Trips Powered by
Google® Expeditions and the HMHfyi Español site immerse
your students in authentic culture and motivate them to build
conceptual knowledge.
Designed to meet student and educator needs, ¡Avancemos!
© 2018 brings you a new intuitive dashboard that provides easy
access to all resources in one place.
Try it free for 120 days!
Go to preview.hrw.com
Enter sample word: NAWL18
2 ¡AVANCEMOS! O V E R V I E W © 2 0 1 8
Connect Students to Authentic Culture
Motivate students with world-class pedagogy grounded
in culture.
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be made“File
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UNIDAD
7 Argentina my.hrw.com See these pages come alive!
Modernidad y tradición Buenos Aires is often called
“Paris of the Americas,” in part due to its European-
style architecture mixed with modern elements, such
¡Una semana fenomenal!
as El Obelisco (Obelisk) in the Plaza de la República.
At 400 feet across, the Avenida 9 de Julio leading up to
the plaza is considered the widest avenue in the world.
What landmarks does your community have?
Bolivia
Lección 1 Océano
Tema: En el cibercafé Paraguay
Pacífico
Lección 2 Argentina
Tema: Un día en el parque de diversiones El Obelisco en la Plaza de la República,
DO NOT EDIT--Changes must be made through “File info” Buenos Aires
Rosario UruguayCorrectionKey=NL-A;TX-A
●
Chile ★
Buenos Aires
● La identidad nacional y el gaucho Los gauchos
«¡Hola! Mar del Plata Océano
Atlántico
are considered cultural icons in Argentina. They lead
an independent and simple life, raising cattle on the
my.hrw.com See these pages come alive!
Somos Florencia y Mariano. plains (las pampas). How do gauchos compare to the
Vivimos en Argentina.» cowboys of the western United States?
Modernidad y tradición Buenos Aires is often called
“Paris of the Americas,” in part due to its European-
style architecture mixed with modern elements, such
as El Obelisco (Obelisk) in the Plaza de la República.
At 400 feet across, the Avenida 9 de Julio leading up to
the plaza is considered the widest avenue in the world. Gauchos y sus caballos en un bosque
What landmarks does your community have?
petrificado cerca de Sarmiento, Argentina
Ushuaia
Población: 43.431.886
Área: 1.068.302 millas cuadradas, Un baile muy popular On Sundays in Barrio de
el país hispanohablante más grande San Telmo, you can see tango dancers and hear the
del mundo accordion-like instrument el bandoneón. Most agree
El Obelisco en la Plaza de la República, that the now-famous tango originated in working-
Capital: Buenos Aires
Buenos Aires class neighborhoods of Buenos Aires at the end of the
Moneda: el peso argentino 19th century. What are some popular dances in the U.S.?
Idioma: español
La identidad nacional y el gaucho Los gauchos
Comida típica: asado, matambre, are considered cultural icons in Argentina. They lead
dulce de leche El cattle
an independent and simple life, raising Barrio onde
theSan Telmo,
plains (las pampas). How do gauchos compare to theBuenos Aires
Gente famosa: Norma Aleandro (actriz), cowboys of the western United States?
Jorge Luis Borges (escritor), César Milstein
(biólogo), Mercedes Sosa (cantante)
Argentina
352 trescientos cincuenta y dos trescientos
Gauchos y sus caballos cientos
en un bosque cincuenta y tres 353
petrificado cerca de Sarmiento, Argentina
1_WNLSSE861213_07fmuo.indd 352 02/02/16
1_WNLSSE861213_07fmuo.indd
3:29 PM 353 22/01/16 11:41 PM
Un baile muy popular On Sundays in Barrio de
San Telmo, you can see tango dancers and hear the
accordion-like instrument el bandoneón. Most agree
A deep dive into the
that the now-famous tango originated in working-
class neighborhoods of Buenos Aires at the end of the
19th century. What are some popular dances in the U.S.?
Spanish-speaking world El Barrio de San Telmo,
Buenos Aires
Argentina
Location-based units trescientos
cientos cincuenta y tres 353
Changes• emust
ncourage appreciation
be made throughfor culture
“File info”
1_WNLSSE861213_07fmuo.indd 353 22/01/16 11:41 PM
=NL-A;TX-A with in-depth views of the diverse
Spanish-speaking world.
• serve as the cultural backdrop for real-life
themes, linking culture and language
in relevant, interesting ways.
• allow you to incorporate culture my.hrw.com See these pages come alive!
every day.
Multimedia enhances cultural
proficiency
Modernidad y tradición Buenos Aires is often called
“ParisCultura
of the Americas,”
interactivainbrings
part due
thetoculture
its European-
and
style architecture mixed with modern elements, such
locations to life through video and audio clips.
as El Obelisco (Obelisk) in the Plaza de la República.
At 400 feet across, the Avenida 9 de Julio leading up to
the plaza is considered the widest avenue in the world.
What landmarks does your community have?
4
Hablar Contesta las preguntas sobre lo que hiciste. Explica tus respuestas si es
Escribir posible. (Answer the questions about what you did. Explain your answers whenever possible.)
modelo: ¿Aprendiste algo en la clase de español la semana pasada?
Sí, aprendí algo la semana pasada. Aprendí el vocabulario nuevo.
(No, no aprendí nada.)
1. ¿Estudiaste con alguien 5. ¿Ayudaste a alguien el sábado
anteayer? pasado?
2. ¿Comiste algunas galletas 6. ¿Practicaste algún deporte
anoche? ayer? Expansión
3. ¿Perdiste algo el año pasado? 7. ¿Escribiste algo anoche? Ask a partner these
4. ¿Compraste algo la semana 8. ¿Compartiste algo con questions and write
down the answers.
pasada? alguien ayer?
15 ¿Qué hay en la playa?
Culture that is relevant
Hablar
omparación cultural lessons
C
Las playas de Mar del Plata
What features and attractions are most popular for
tourists? Mar del Plata is a city with miles of beaches
• help students understand the significance of
along the Atlantic Ocean. It is a popular destination
for Buenos Aires residents and other tourists during culture by asking them to compare the target
the summer, especially between December and
February. Visitors can participate in a variety of
activities such as sunbathing, surfing, scuba diving, Las playas de Mar del Plata culture with their own experiences.
and fishing.
Compara con tu mundo During the summer months, what are popular
destinations in your area? What are common activities in these places?
• allow students to activate new language and
Pregúntale a otro(a) estudiante sobre la foto. Usa palabras afirmativas y practice grammar.
negativas. (Ask your partner about the photo. Use affirmative and negative words.)
A ¿Hay alguien B No, no hay
con un sombrero en nadie con un sombrero.
la playa? ¿Hay algo azul?
Más práctica Cuaderno pp. 301–303 Cuaderno para hispanohablantes pp. 302–305
Get Help Online
my.hrw.com
PARA
Y Did you get it? Write the opposite of these sentences.
PIENSA 1. Siempre recibo algunos correos electrónicos.
2. Nadie escribe nada con el mensajero instantáneo.
3. A Beatriz le gusta navegar por Internet y estar en línea.
Unidad 7 Argentina
Real-life look at culture
368 trescientos sesenta y ocho
Comparación cultural videos (levels 1–2)
1_WNLSSE861213_0701ac.indd 368 1/21/16 3:13 PM
• give students an opportunity to explore each
unit's theme by comparing cultures around
the Spanish-speaking world through engaging,
real-life situations.
• help students understand the relationship
between the products, practices, and
perspectives of different cultures.
¡Día de Popular topics draw students in
Estados Unidos los Muertos!
Mini cultural lessons provide access to high-
On Día de los Muertos families visit the cemeteries
and gravesites of their loved ones. They clean the sites and leave
flowers and candles and, in many countries, they bring entire
meals with special drinks and traditional breads to share with
the deceased. Displays are set up next to the gravesite that include
Las mojigangas People parade
flowers, hand-crafted skeletons, colorful paper cutouts, candy
skulls, personal items, and photos. Family members pass the
night sharing food and conversation as they keep vigil for
their ancestors.
interest topics at any time and in any order.
through the Pilsen-Little Village
neighborhood of Chicago. Some The celebration of Día de los Muertos spans two days, November
carry mojigangas, giant papier- 1 and 2. Also known as Día de los Difuntos, the traditions originate
mâché puppets typically carried in the centuries-old religious holiday Día de Todos los Santos. In the
in Mexican processions.
Americas, this holiday coincided with pre-Columbian festivals
that celebrated the harvest, the new year, and honored the dead.
The mix of cultures and traditions resulted in the celebration
Día de los Muertos.
México
Las calaveras A display
of dressed-up skulls and
skeletons on a street in
Mexico City
C8 Celebraciones
1_WNLSSE871912_fmho04.indd 8 25/01/12 2:42
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 5
Connect Students to Authentic Culture
Immerse students in cultural experiences that make them
eager to learn the language.
HMH Field Trips Powered by Google Expeditions and accompanying instructional resources
provide students with rich virtual reality experiences and authentic language practice that take
them to Spanish-speaking locations directly aligned to ¡Avancemos! content.
Field Trips
powered by
6
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Field Trip to Mexico LESSON PLAN
Use with share the additional information. You may want to give students an opportunity
to take notes. Each
DO NOT EDIT--Changes mustscene contains
be made a set of “File
through leveled questions that you can use to
info”
• Level 1, Unit 2, Cultura interactiva, pp. 82–83, Comparación cultural, p. 116
check students’ understanding. At the end of the field trip, have students put their
CorrectionKey=NL-A
• Level 2, Unit 4, Cultura interactiva, pp. 194–195, Comparación cultural, p. 234 viewers down for a few minutes.
• Level 3, Unit 1, Cultura interactiva, pp. 28–29 Guide students through the field trip a second time, this time using the
abbreviated script in Spanish provided below. (Note that there will not be a
• Level 4, Unit 3, Lesson 2, Comparación cultural, pp. 204–205, Unit 4, Lesson 2,
direct correspondence with each point of interest.) Provide students with the
Conexiones, p. 272
Field Trip to Mexico
performance tasks and wrap-up questions before reading the Spanish narration.
Then, have them put their viewers down and listen to the Spanish narration again,
Featured Locations this time taking notes.
Chichén Itzá, Ciudad de México, Distrito Federal: UNAM, el Zócalo, el Museo conocidaAfter
por su deslumbrante
students arquitectura
have heard moderna,
the Spanish que integra
narration readobras dehave
twice, variosthem completePERFORMANCE TASKS
artistas
Nacional de Antropología; Puerto Vallarta: el Malecón; Guadalajara: la Plaza de
the following leveled performance tasks. Select those that are most appropriate
mexicanos. DO NOT EDIT--Changes
Interpretive Listening must
Tasks be made through “File info”
Armas; Michoacán: el lago Pátzcuaro
for the proficiency level your students have reached. You may want to pause CorrectionKey=NL-A
Level 1: Ask your students to list ten cognates that they hear.
El Zócalo es el corazón de la Ciudad de México, y los mexicanos se juntan allí para
periodically to allow students to complete the various tasks. For the interpretive
Objective conmemorar los eventos de importancia nacional. Este lugar fue el nexo religioso y político
task, read through the script as many times as you feel necessary. Level 2: Ask your students to identify three indigenous groups, two town
de los aztecas; por eso, en 1519 Hernán Cortés lo designó como el centro de la nueva centers, and one cultural practice.
Upon completion of this trip, students should be able to
colonia. You
Para may want
mostrar quetoestablecían
just use the
unaSpanish
sociedadnarration
nueva, loswith more usaron
españoles advanced classes.
piedras de
Because it is an abbreviated versionedificios,
of the field Level 3/4: Ask your students what these locations say about two important
• identify landmarks in Mexico los templos y palacios aztecas para sus nuevos talestrip
comonarration,
el palaciobe awareothat
nacional la
students may not be able to answer some of the field trip questions. events in the history of Mexico.
• say where they would like to visit in Mexico catedral más grande de América.
LESSON PLAN
• describe people and customs in Mexico Este paseo es una deNARRATION
las atraccionesFOR
de este centro turístico situado en la costa Pacífica. Interpersonal Speaking/Writing Tasks
SPANISH INTERPRETIVE TASKS:
Francisco Cortés de
Chichén ItzáSan Buenaventura
es uno de los sitiosreclamó este lugar
arqueológicos máspara España
famosos deenMéxico.
1525, yLo
durante
establecieron Level 1: Have your
Presentational students work with
Speaking/Writing a partner to say which place(s) they like
Tasks: ven obras de arte y en Puerto Vallarta hay esculturas a lo largo del Malecón.
Introduce la épocalos
colonial
mayassirvió de almacén
y luego de abastecimientos
fue invadido por los toltecas. para los barcosporque
Es importante españoles. Puertoelementos more.
conserva Level 1: Have your students look at the pop-up image of the Day of the
La Catedral de Guadalajara tiene un techo cubierto de azulejo y hay murales
Vallarta, de
quelacuenta
culturacon un dos
de los clima agradable,
grupos. Estoshermosas playaselylugar
grupos usaron la tercera
para bahía más
sus ritos grande y
religiosos famosos en el Palacio del Gobierno.
Activate students’ prior knowledge by asking them if they have been to Mexico, —¿Qué
Dead lugar te gusta in
celebration más? (¿Qué lugar
Tzintzuntzan, orno te gusta?)
a different image from a photo file or the
de México, llegó a la fama
astronómicos, peromundial en 1964,como
sirvió también cuando el cineasta
mercado Johnurbano.
y centro HustonCuenta
filmó aquí
con pirámides,
or what they have learned about it. You may wish to project a map of Mexico and Internet. Ask them to describe the people they see.
—Me gusta… ¿Y a ti?
show students where they can find the locations they will see in the field trip. su película Night yoflathe
templos Iguana.
cancha deElpelota
paseomás
del grande
MalecóndeesMesoamérica.
renombrado por sus restaurantes, Tools and Suggestions for Assessment
Level 2: Have your students look at the pop-up image of the Day of the
tiendas y galerías, y los turistas pueden caminar, bañarse y tomar el sol. —A mí me gusta… If time allows, let students ask each other questions about their presentations.
La UNAM es la universidad más grande de América. Fue fundada en 1551 como la Real Dead celebration in Tzintzuntzan, or a different image from a photo file or the
Teach En 1790 ysePontificia
encontraron la Piedrade
Universidad delMéxico;
Sol y otras
justopiezas
antesdel Templo
de la Mayorse
Revolución dereinauguró
Tenochtitlan.como la Level 2: HaveAsk
Internet. your students
them workthink
what they with the
a partner
peopletoare
saydoing.
whichEncourage
place(s) they liketo
them
Suggest they add their presentations to their portfolios, or publish them to a class
more, Web page or Wiki. To assess your students’ work, remember that novice students
Guide students through the HMH Field Trip Field Trip to Mexico. As students lookEn estasUniversidad
piezas se representan
Nacional de elementos
México. Enreligiosos
1929 seyleastronómicos de la cultura
concedió su autonomía azteca.
del Al
gobierno. doand say why.
outside research on Day of the Dead celebrations and then briefly describe
will perform at the word level, while intermediate students will use simple
principio,
at each scene using their viewer, read to the class the information that appears on lasen
Hoy guardó la universidad.
día cuenta con unosAhora
350,000el museo, que está
estudiantes, en Chapultepec,
incluyendo sus planeslasdeprotege
estudiosy de twolugar
—¿Qué customs associated
te gusta with the
más? (¿Qué holiday
lugar no te in Mexico.
gusta?)
sentences in their exchanges. Advanced students will sustain their exchanges
your screen. Tap on each point of interest to direct students’ attention, and thenhace investigaciones
preparatoria, para enseñar
posgrados al público. a distancia. La ciudad universitaria de la UNAM es
y educación Level 3/4:porque….
Have your¿Y students
—Me gusta… a ti? look at the pop-up image of the Day of the longer and will link sentences, possibly into paragraph-level discourse. As they
Guadalajara es la segunda ciudad más grande de México. Se conoce por su arquitectura Dead celebration in Tzintzuntzan, or a different image from a photo file or the gain proficiency, they will be able to understand and incorporate new, low-
—A Internet,
mí me gusta… porque….
and identify items they see on the altars the people are making. Then,
colonial y sus mariachis. La historia colonial y revolucionaria de la ciudad se refleja en la frequency vocabulary into their exchanges and presentations.
Plaza de Armas, donde se encuentra la catedral, con su techo cubierto de azulejos azules ask
Level them
3/4: to research
Have the Day
your students of the
work withDead altarsto
a partner online and givetoinstructions
recommend one
on how
another to build
a place one.
to visit in They should
Mexico. Theyinclude
should elements
include a such as foodofand
description thedrink,
y amarillos, y el Palacio de Gobierno, con sus famosos murales de Orozco. Hoy en día la
photos,
location andflowers,
say whycandles, papel
it’s a good picado,
place calaveras, and so on.
to visit.
Alternate Teaching Strategies
tecnología es una industria importante de esta región.
In addition to using this field trip as an extension of the Cultura interactiva
—¿Adónde me recomienda que vaya? and Comparación cultural features of the unit, you may choose to use it as
El lago Pátzcuaro, en el estado de Michoacán, es conocido por sus tradiciones indígenas,
sobre todo las celebraciones del Día de los Muertos en la isla Janitzio. Las ruinas de
Wrap-Up
—Yo te recomiendo que vayas a… Es un lugar… Es bueno para visitar enrichment for the Repaso inclusivo.
You may use the following questions to sum up what students have learned in the
porque…
Tzintzuntzan, en las orillas del lago, son de la civilización purépecha. Los españoles
field trip and throughout the unit.
conquistaron los purépechas y establecieron un gobierno y una iglesia regionales.
1. ¿En qué lugares se encuentran restos de civilizaciones indígenas? Se encuentran
restos indígenas en Chichén Itzá, en el Zócalo, en el Museo de Arqueología, y en
el lago Pátzcuaro (Tzintzuntzan).
Field Trip to Mexico
2. Entre el Distrito Federal y Guadalajara, ¿cuál es la ciudad más grande? ¿De qué
manera son semejantes? El Distrito Federal es más grande que Guadalajara. Las
dos tienen una plaza central, la cual es un lugar donde la gente se reúne. En
ambos lugares se ven edificios coloniales.
3. ¿Crees que a los mexicanos les gusta el arte? ¿Por qué crees así? Answers will
vary. Sample answer: Creo que les gusta el arte mucho. Por toda la UNAM se
Unforgettable opportunities to see
the world and communicate for
authentic purposes
HMH Teacher's Guides for Google Field Trips
• elevate the Field Trips to a remarkable cultural
experience that encourages production of
spontaneous language.
“Language is a culture, and when you get to
• motivate students to improve their language skills see the culture, you want to learn the language
with leveled performance tasks that target the ACTFL® as well. You want to know the backstory—you
modes of communication and wrap-up questions. want to know how it happened, and Spanish is
cool because there are many different cultures
• provide easy planning with Spanish language from the language. Visiting those different
narration, teaching suggestions, and correlations places makes me want to learn Spanish more.”
to the Student Edition.
—Student from Mount Prospect, Illinois
after viewing the HMH Field Trip to Mexico
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 7
Empower Students to Communicate Effectively
Build confidence to communicate with relevant,
performance-based instruction.
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=NL-A;TX-A
Presentación de VOCABULARIO Presentación de GRAMÁTICA
¡AVANZA! Goal: Learn about the clothes Enrique and Maribel like to wear. Then ¡AVANZA! Goal: Learn about the preterite forms of -er and -ir verbs. Then practice
practice what you have learned to talk about clothes and how much they using these verbs to say what you and others did. Actividades 6–9
cost. Actividades 1–2 ¿Recuerdas? Telling time p. 90, foods and beverages pp. 33, 140, 218
¿Recuerdas? Numbers from 11 to 100 p. 87
el centro comercial English Grammar Connection: Remember that the preterite is a tense
la tienda
A ¡Hola! Me llamo Enrique. Voy de used to express an action completed at a definite time in the past (see
compras al centro comercial con p. 331). In English, regular verbs in the past tense end in -ed.
VIDEO mi amiga, Maribel. Queremos
DVD
comprar ropa nueva. A Maribel
le gusta ir a todas las tiendas. ir de compras Preterite of Regular -er and -ir Verbs my.hrw.com
AUDIO B Voy a comprar una camisa y unos
jeans. Cuestan treinta euros. Regular -er and -ir verbs follow a pattern similar to regular -ar verbs in
El vestido de Maribel cuesta the preterite. How do you form the preterite of regular -er and -ir verbs?
veinte euros. Es un buen precio. DO NOT EDIT--Changes must be made through “File info” Here’s how:
CorrectionKey=NL-A;TX-A
In the preterite, -er and -ir verb endings are identical.
Enrique
Maribel el vestido vender to sell escribir to write
vendí
my.hrw.com vendimos
See these pages come alive!escribí escribimos
la camisa
vendiste vendisteis escribiste escribisteis
Modernidad yvendió vendieron
vend
tradición Buenos Aires is often called escribió escribieron
escrib
el precio “Paris of the Americas,” in part due to its European-
la chaqueta style architecture mixed with modern elements, such
as El Obelisco (Obelisk) in the Plaza de la República.
la blusa The yo forms
At 400 and the
feet across, usted/él/ella
the Avenida formsuptake
9 de Julio leading to accents.
the plaza is considered the widest avenue in the world.
Vendí la computadora.
What landmarks does your community have?
I sold the computer.
Tomás escribió un correo electrónico.
Tomás wrote an e-mail.
los jeans
los pantalones The nosotros(as) form of regular -ir verbs is the same in both the present
El Obelisco en la Plaza de la República,
and the preterite. Use context clues to determine the tense of the verb.
Buenos Aires
Más vocabulario Salimos a las ocho anoche. The word anoche tells
you that salimos is in
cerrar to close preferir to prefer We left at eight o’clock last night.
the preterite tense.
¿Cuánto cuesta(n)? tener suerte La identidad nacional y el gaucho Los gauchos
los calcetines to be lucky are considered cultural icons in Argentina. They lead
los zapatos How much does it (do they) cost?
an independent and simple life, raising cattle on the Más práctica
el dólar dollar plains (las pampas). How do gauchos compare to the my.hrw.com
En España se dice... Cuaderno pp. 298–300
empezar to begin cowboys of the western United States? Leveled Practice
In Spain the word for jeans Cuaderno para hispanohablantes pp. 299–301 Conjuguemos.com
entender to understand
is los vaqueros. They also
use los tejanos. Expansión de vocabulario p. R5
Gauchos y sus caballos en un bosque
Unidad 4 España petrificado cerca de Sarmiento, Argentina Lección 1
194 ciento noventa y cuatro
trescientos sesenta y uno 361
Un baile muy popular On Sundays in Barrio de
1_WNLSSE871912_0401ac.indd 194 19/12/11 23:17 San Telmo, you can see tango dancers and hear the
1_WNLSSE861213_0701ac.indd 361 1/21/16 3:14 PM
accordion-like instrument el bandoneón. Most agree
that the now-famous tango originated in working-
class neighborhoods of Buenos Aires at the end of the
Modeling of language based on
19th century. What are some popular dances in the U.S.?
El Barrio de San Telmo,
popular themes
Buenos Aires
Argentina
trescientos
cientos cincuenta y tres 353
Presentación de vocabulario presents 1_WNLSSE861213_07fmuo.indd 353 22/01/16 11:41 PM
vocabulary in context and clearly marks
new words.
Presentación de gramática
• provides clear, color-coded explanations
of grammar concepts.
Vocabulary practice anytime, anywhere
HMH Spanish Vocabulary App
• provides an engaging flashcard interface to help
students retain Spanish words and phrases.
• includes progress tracking and native-speaker
audio that can be slowed down to help students
improve performance.
8
Proven pedagogy in ¡Avancemos! offers a foundation in culture and gets students communicating early on.
Student Edition activities cover the ACTFL modes of communication to scaffold support for beginners,
while providing the relevant, current content intermediate and advanced learners crave.
Throughout each lesson, ¡AVANZA! goals provide a clear objective to help students stay focused. Frequent
support from ¿Recuerdas? provides review notes, PARA Y PIENSA offers reteaching practice, and Expansión
accelerates growth with challenge activities.
Starting with location-based units,
students experience the
essential cultural backdrop
for two thematic lessons.
Repaso inclusivo Presentación de VOCABULARIO
provides options offers the building blocks for
for cumulative review theme-based language skills
and integrates language followed by relevant practice.
taught in previous units.
Presentación de GRAMÁTICA
Comparación cultural helps students understand
integrates reading and the structure of the language
writing skills with insights followed by meaningful practice
into different cultures. and authentic usage with
Comparación cultural.
En resumen
highlights essential vocabulary and
grammar in easy-to-study charts. Todo junto
Repaso de la lección lets students brings everything together
show what they have accomplished with further practice of
and includes practice with listening, speaking, reading,
Comparación cultural. and writing and through
Telehistoria.
Lectura (lesson 1) presents reading strategies
to help students become successful readers
followed by a Conexiones section that
encourages students to use Spanish to
learn about other disciplines.
Lectura cultural (lesson 2) readings highlight
cultural diversity with Comparación cultural
and offer comprehension activities.
Proyectos culturales offer fun projects to
further involve students with culture.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 9
Empower Students to Communicate Effectively
Offer students a wide variety of tools to communicate
about the cultural relationships between practices,
products, and perspectives.
Insights into culture that encourage
relevant conversations
HMHfyi Español
• allows students to self-select from authentic articles
and videos that offer insights into the rich variety of
regional practices, perspectives, and expressions.
• builds conceptual knowledge by reinforcing
understanding of each unit's location and theme.
• helps students find meaning in what they read and
view with thought-provoking questions and activities.
• keeps students motivated to learn as they visit
the site often to view new content that is added
throughout the school year and to share their
opinions through ¿Qué opinas?
Confidence to discuss current events
News and Networking
• helps students take ownership of their learning
by offering a wide variety of current events articles at
three levels of difficulty and high-interest videos.
• promotes self expression in the target language and
appreciation of diverse cultural perspectives
through a monitored social media space.
• provides frequent opportunities to learn through
ongoing updates to the content and individualized
help from a writing coach.
10Comprehension of unscripted
language found in real life
HMH Activities for Spanish Open-Source
Content
• enable students to research and
comprehend Spanish-language web
content while practicing the ACTFL modes of
communication.
www.museofridakahlo.org.mx • develop awareness and appreciation of the
products, practices, and perspectives of
the target location through popular topics.
• make the language accessible through
carefully scaffolded instruction embedded in
the activity masters—including helpful search
terms, suggestions, and charts.
Opportunities to hear and
reproduce spontaneous
language from native speakers
Authentic Spanish Videos
• present native speakers in real-life
contexts and provide cultural insights
and perspectives.
•p
rovide scripts, teaching suggestions,
and resources that transform listening and
viewing into strategies for comprehending
and responding in Spanish.
•o
ffer critical background building that
inspires global citizenship.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 11Empower Students to Communicate Effectively
Inspire students to build solid communication skills through
differentiated support.
Practice that builds initiative and
confidence
Spanish @HomeTutor
• provides three levels of practice with
immediate feedback and reteaching
support.
• encourages students to practice
independently, at their own level and pace—
offering a great tool for the flipped classroom
model.
• engages students with animated grammar,
video clips, audio flashcards, review games,
and self-check exercises.
Practice with immediate feedback
for accelerated growth
Cuaderno: práctica por niveles
(available in print and online)
• includes three levels of practice for
vocabulary, grammar, and reading.
• offers immediate feedback online
to accelerate learning.
121. Anita y Juan a la cafetería a las doce.
• telling
Expanded
time Information
Puerto Rico The island of Puerto Rico is
2. Selena y yo al gimnasio después de 100 miles long, and only 35 miles wide. Both
La Plaza de Colón las clases. Spanish and English are official languages of
en el Viejo San Juan 3. ¿ ustedes a la biblioteca? Tengo que Comparación cultural
Puerto Rico. Puerto Rico is not a country or
San Juan, Puerto Rico ir también. a state. It is a self-governing commonwealth
4. ¿ tú al baño? In this lesson you
in association withwill
thelearn
Unitedabout
States. Its ¿Qué ves?
5. Yo a la oficina. • historic
traditional cooking
official name is Estado Libre Asociado de Mira la foto
Answers: 1. van; 2. vamos; 3. Van; 4. Vas; 5. voy • Puerto Rico.
landmarks in Puerto Rico
¿Están contentos
Puerto Rico
ciento treinta y nueve 139 • grocery shopping in Puerto Rico los chicos?
Compara con tu mundo ¿Están delante o
Differentiating Instruction Long-term
These teenagers are buying ice cream from aRetention
street
detrás del señor?
¿Qué les gusta comer
2/16 1_WNLSSE861213_U03lo1.indd
3:56 PM 139 15/02/16 10:41 AM Recycle
vendor. Another popular cold treat in Puerto Rico is
a los chicos?
la piragua, a kind of shaved ice with fruit syrup. What
Pre-AP Slower-paced Learners
Exploring the Theme Have
do you like tostudents
eat or drinkwrite
duringahotlist of snack foods or
weather?
Expand and Elaborate Have Askstudents write
the following: Yes/No Questions Ask students yes/no beverages that they enjoy eating or drinking.
three to five things they know1.about
Do youPuerto questions
buy food from about what they see in the photo
street vendors? Then have them practice these words by using
Rico. Topics can include history,
2. Do geography, on pp.
you like to try new 138
types of and 139.
foods when Point to the appropriate them in the following sentence: Me gusta
138 ciento treinta y ocho
daily life, climate, language, etc.you
Have them
travel? item in the photo when the answer is yes. comer/beber .
post this information around3.a map of Puerto ¿Hay dos where
chicosyou
en lalive
foto? ¿Hay un parque?
Rico and call on volunteers to give
Are there any grocery shops Differentiating Instruction
thata sell
shortfoods fromUse familiar
other vocabulary on other
countries? topics when
description of the island. the answer is no. ¿Hay una chica enojada?
1_WNLSSE861213_U03lo1.indd 138 15/02/16 1_WNLSSE
3:56 PM
¿Qué ves? Sample ¿Hay answers include:
un gimnasio? Heritage Language Learners Inclusion
• Sí, los chicos están contentos. Support What They Know Ask students Cumulative Instruction Remind students
• Están delante del señor. what are some popular or typical dishes from that they already
139learned some vocabulary
• A los chicos les gusta comer helado. their country of origin. What are the main related to food in Unidad 1, Lección 1. Ask
ingredients, and how are they prepared? If you students to review this vocabulary by writing
have students of Puerto Rican descent, ask each familiar word and then drawing a
them to share what they know about typical corresponding picture. Then ask students to
Puerto Rican cuisine. You can also have draw pictures of new food items for which
students research the topic at the library or via they would like to learn the Spanish word.
the Internet.
138
Accessible learning
Differentiated Instruction in the Teacher's Edition offers support
at point of use so you can adapt to individual needs on the spot.
Unique support for heritage learners
HMH Spanish Resources for Heritage Learners
(available in print and online) offer a diagnostic exam along
with self-contained modules that target known and well-
documented nonstandard language errors common among
heritage learners.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 13Connect Students to Reading for Proficiency
Develop reading comprehension in Spanish with rich
selections and robust activities.
Opportunities for self-selected
independent reading
Spanish InterActive Reader
• develops language comprehension with leveled
texts for beginner, intermediate, and advanced.
• encourages students to dive deeper
into the text before, during, and after reading
and provides immediate feedback.
• scaffolds instruction with additional notes
for grammar, vocabulary, style, and culture.
14DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=NL-A;TX-A CorrectionKey=NL-A;TX-A
Lectura cultural Additional readings at my.hrw.com
SPANISH
InterActive Reader
¡ AVANZA! Goal: Read about non-traditional museums in Argentina and Bolivia. Then
compare the two museums and talk about museums that you have visited.
Comparación cultural
Museos
excepcionales
AUDIO
STRATEGY Leer
Compare museums Make
a table to compare the two ¿Qué imaginas cuando piensas en un museo? Muchas
museums by name (nombre),
location (ubicación), focus personas imaginan cuartos formales con obras 1 de arte. Hay
(enfoque), and exhibits
museos en Latinoamérica que celebran su cultura y también
(exhibiciones).
dan una experiencia diferente, sin 2 tantas restricciones como
1. 2.
un museo tradicional.
nombre
ubicación El Museo al Aire Libre 3 no tiene ni puertas ni paredes 4,
enfoque
pero es uno de los museos más populares de Buenos Aires. Está
exhibiciones
en el corazón de La Boca, una sección de Buenos Aires cerca del
mar, en una calle pequeña que se llama el Caminito. Allí viven
Argentina
muchos artistas argentinos en sus famosas casas multicolores.
1 2 3 4
works without Open-air walls
El Museo al Aire Libre en
Buenos Aires, Argentina
Unidad 7 Argentina
396 trescientos noventa y seis
1_WNLSSE861213_0702le.indd 396 23/01/16 8:58 AM
Development of interpretive skills
Lectura cultural
• uses realia and other cultural readings with activities
to reinforce unit themes.
• highlights cultural diversity with comparisons
between two countries to show how practices,
products, and perspectives are the same or different.
• provides advancing students in Levels 3–4 authentic
literature samples from world-class authors such as
Laura Esquivel and Gabriel García Márquez.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 15Target Instruction through Rich Assessment
Deliver optimal, data-driven instruction through a
comprehensive view of students’ learning needs and progress.
Nombre Clase Fecha Nombre Clase Fecha Nombre Clase Fecha
Examen Lección 1 Examen Lección 1 Examen Lección 1
UNIT 2 LESSON 1
UNIT 2 LESSON 1
UNIT 2 LESSON 1
_!6!.:!
Goal: Demonstrate that you have successfully learned to: _!6!.:!
Goal: Demonstrate that you have successfully learned to: _!6!.:!
Objetivo: Demuestra que puedes:
• describe volunteer activities • describe volunteer activities • describir actividades voluntarias
Test
Test
Test
• organize people to do a project • organizar un proyecto
• organize people to do a project
• persuade or influence others • persuadir e influenciar a otros
• persuade or influence others
• use commands • usar mandatos
• use commands
• use polite requests • hacer una pregunta amable
• use polite requests
Escuchar Test CD 1 Tracks 25, 26
Escuchar Test CD 1 Tracks 25, 26 Escuchar Test CD 1 Tracks 25, 26
A. Juana es la directora de una campaña de ayuda social en el barrio donde
A. Juana le da recomendaciones a su secretaria para el proyecto de voluntarios. A. Juana le da recomendaciones a su secretaria para el proyecto de voluntarios.
vive. Une las palabras de la columna de la izquierda con las palabras que
Empareja las columnas según sus recomendaciones. (5 puntos) Completa las oraciones según lo que escuchas. (5 puntos) corresponden en la columna de la derecha. Escribe oraciones completas para
1. Éste es un proyecto ____ . saber qué se hace en la campaña. (5 puntos)
1. Para este trabajo, tenemos que hacer bien las cosas. a. delegar
2. Le harán publicidad al mensaje con un ____ . 1. este trabajo no reciben dinero
2. Se usan para apoyar la campaña. b. proyecto
3. Antes de empezar el proyecto, hay que ____ los trabajos a los voluntarios. 2. se necesitan letreros escribir anuncio
3. Darles a otros cosas para hacer. c. voluntarios
4. Los voluntarios son trabajadores a quienes ____ que pagarles. 3. para hacerle publicidad proyecto social
4. Trabajadores a quienes no tenemos que pagarles. d. guantes
4. antes de empezar para apoyar la campaña
5. Para trabajar, los voluntarios van a recibir ____.
5. Los voluntarios los necesitan. e. letreros
5. los trabajadores voluntarios delegar responsabilidades
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Escucha el mensaje telefónico. Después, lee las preguntas y escoge la respuesta
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
B.
B. Escucha el mensaje telefónico. Contesta las preguntas según la información.
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
correcta. (5 puntos) B. Escucha el mensaje en el contestador y luego decide si las siguientes oraciones
(10 puntos) son ciertas (C) o falsas (F). Si son falsas, escríbelas correctamente. (5 puntos)
1. ¿Qué quiere hacer la Srta. López?
1. ¿Qué anuncio contestó la Srta. López? a.Quiere apoyar el b. Quiere organizar el c. Quiere delegar el 1. La señorita López quiere colaborar en un proyecto social.
2. ¿Qué actividades hacen los voluntarios de este proyecto? proyecto. proyecto. proyecto. 2. El diseño del parque no se va a hacer.
3. ¿Por qué el proyecto necesita voluntarios? 2. ¿Qué van a hacer los voluntarios? 3. La señorita López contestó un mensaje que recibió en el correo electrónico.
a. Van a hacer el b. Van a delegar el c. Van a recibir
4. ¿Cuál es el lema del proyecto? diseño del parque. trabajo. información. 4. El proyecto ya tiene bastantes voluntarios.
5. ¿Qué van a recibir los voluntarios el día de la información? 3. ¿Cuál es el lema del proyecto? 5. La señorita López debe informar si va a asistir a la reunión.
a.“Siempre Verde” b. “Necesitamos voluntarios” c. “Salvemos el parque”
4. ¿Qué van a recibir los voluntarios?
a. Camisetas, cantimploras b. Camisetas, guantes c. Guantes, mochilas
y guantes. y mochilas. y herramientas.
5. ¿Qué se debe hacer para confirmar la asistencia?
a. Hablar con Estela. b. Enviar un mensaje c. Llamar por teléfono.
al correo electrónico.
¡Avancemos! Level 3 Unidad 2, Lección 1
On-Level Assessment ¡Avancemos! Level 3
Modified Assessment Unidad 2, Lección 1
Pre-AP Assessment Pre-AP Assessment Test 47
Modified Assessment Test 47
Unidad 2, Lección 1 ¡Avancemos! Level 3
68 Test On-level Assessment
Targeted assessment for all learners
Differentiated Assessment offers on-level, modified, ExamView® Assessment Suite allows you to print
Pre-AP®, and heritage learner assessments to support pre-made tests or create your own from a bank
students with different learning needs (Levels 1–3). of editable, downloadable test items correlated to
national standards.
Level 4 Assessments provide quizzes and tests to
assess lesson and unit-level learning.
16True picture of student performance
for targeted feedback
Integrated Performance Assessments
• help students set personal proficiency goals to
keep them motivated.
• capture a more accurate assessment of proficiency
with the ACTFL modes of communication.
• provide rich resources to transform assessments
into true learning events for students.
Interactive online testing
Online Differentiated Assessment
• scores closed-ended activities automatically
and enables you to diagnose student proficiency
of tested skills, view student reports by objective,
and generate progress reports.
• provides point-of-use audio tracks for listening
questions.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 17Plan and Manage Instruction with Ease
Save time and focus on what is most important:
language learning.
Manage planning so you're
free to focus on teaching
ew dashboard and online navigation
N
• provide convenient access to main
program resources.
• offer access to all program material with the
Search for Resources tool.
• enable flexibility to view, assign, or schedule
material by program structure or by standards
with the Browse function.
Monitor progress and drive
instruction using timely data
Review student work and provide oral and
written feedback.
Reports provides essential data to inform
instructional decisions.
18Access fundamental resources
in one location
Teacher Resources include planning and
teaching resources, ACTFL Standards
Correlations, Modalities Crosswalks,
and assessment.
Student Resources allow students to self-select
from a wide variety of rich program resources.
Connect to culturally authentic
resources in one click
Spanish FYI Site directs students to the new
HMHfyi Español site, providing a wealth of
authentic content directly tied to themes in the
Student Edition.
Google Expeditions Resources create
unforgettable encounters with cultural locations
around the globe by combining virtual tours
powered by Google Expeditions with HMH®
instruction.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 19Increase Proficiency with Ease
Elevate learning with interactive tools that make the language
accessible.
Tools for active learning
Student eBook
• brings content to life with point-of-use links
to the Cultura interactiva video and audio clips,
Telehistoria videos, audio, and other resources
such as the @HomeTutor.
• offers immediate feedback for student
activities.
• provides Cuaderno: práctica por niveles online
with three levels of practice and immediate
feedback. Access associated pages
conveniently by selecting the Resources icon
from the left navigation panel.
• encourages students to take ownership of
their learning with tools to search the Table
of Contents, create and manage bookmarks,
change the page view, highlight and annotate
text, and add notes.
20World-class pedagogy at your
fingertips anytime, anywhere
HMH eTextbook App
• offers more opportunities to learn with access to
the student edition from a mobile device* without
an internet connection.
• allows students to access point-of-use audio,
save notes, highlight and search content, and
bookmark pages.
*Available on select mobile devices. Visit hmhco.com/PTS to learn more.
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 21Maximize your Talents The Support You Need—When You Need It Our comprehensive Professional Learning solutions for leaders, teachers, and families are data- and evidence-driven: mapped to your goals, centered around your students, and delivered by master educators. These tailored, flexible solutions were designed with one goal in mind—to help you support all learners in their acquisition of language. 22
Start Strong, Finish Stronger
A Getting Started with ¡Avancemos! course will orient you to the program materials and technology,
examine the instructional routines, help you support differentiation, and provide effective whole-
and small-group instruction.
Need additional support with technology? Our technical services team can help you plan, prepare,
implement, and optimize your technology so you can get the most out of ¡Avancemos! digital tools.
We will help to enhance your technology with learning management system interoperability, rostering,
and single sign on within your environment.
Build Capacity, Ensure Success with In-Classroom Support
Our professional learning will provide you with deeper support about students’ acquisition of
language, in-class support to facilitate instructional strategies and routines, and the confidence to
engage your students.
You’ll get additional support with our Team and Individual Coaching. We’ll be there to help you
plan your lessons and model how to meet the needs of all learners with their language acquisition.
• Encourage students to take risks in all of the domains of language
• Incorporate meaningful, standards-based instruction
Proven Results
In 2014, 80% of teachers reported that
80
coaching significantly strengthened
their classroom instruction.
Based on national survey data collected from
Percent teachers who received coaching from HMH
during the 2014–2015 school year.
For more information regarding HMH Professional Services, visit hmhco.com/professionalservices
¡AVANCEMOS! O V E R V I E W © 2 0 1 8 23Follow these steps to get
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