Juntos, Student Edition,
1st Edition

INTRODUCCIÓN: Greetings, the classroom, formal vs. informal address. Objectives: learning how to greet other people and how to introduce yourself using basic courtesies. Vocabulary: numbers 0-50, in the classroom, basic salutations and introductions, the alphabet. Grammar: Ser, estar and hay; article-noun agreement; introduction to subject pronouns (singular); tú vs. usted. Pronunciation: The Spanish alphabet.
1. LA FAMILIA Y LOS AMIGOS.
Objectives: Talking about yourself and your family. Describing people's physical and emotional traits. Explaining and asking where someone is from. Vocabulary: family, colors, personal traits, feelings, and review of vocabulary from introduction; numbers 50-100. Grammar: Noun-Adjective agreement; ser and estar with adjectives; Questions: ¿cuántos, cómo, quién, cuál y qué?, Regular –ar, –er, –ir verbs; The verb tener to indicate possession and age. Culture: Naming conventions; the structure of Spanish-speaking families. Writing: Blog assignment (Introducing yourself). Writing strategies: How to go about posting to your blog (Outline – write – review – rewrite – reflect). Pronunciation: Syllable-final [e] and [o].
2. ¿QUÉ TE GUSTA HACER?
Objectives: Describing one's pastimes and daily activities. Talking about what you and others like. Telling time. Indicating possession. Vocabulary: Pastimes, sports, hobbies, leisure, activities; additional -ar verbs and numbers; connecting words. Grammar: Use of gustar; telling time; possessive adjectives. Culture: Sports in the Spanish-speaking world. Writing: Blog assignment (describing your favorite free time activities). Writing strategies: Using connecting words to form a cohesive paragraph. Pronunciation: e, i, u. Project 1: Looking for a new roommate (Chapters P, 1 and 2).
3. LA COMIDA.
Objectives: Expressing likes and dislikes regarding food. Describing and giving someone basic instructions on how to prepare a recipe; talking about future plans. Vocabulary: in restaurants, in the kitchen, food groups, food preparation. Grammar: Commands (informal); basic irregular verbs in the yo form (hacer, poner, etc.) in the singular; Expressing obligation (tener que) or necessity (hay que); Other expressions with tener; Expressing future plans (ir a). Culture: Food in the Hispanic world. Writing: Blog assignment (preparing a recipe). Writing strategy: Use grammar to achieve your communicative goals. Pronunciation: The pronunciation of letters b and v.
4. EN CASA.
Objectives: Describing a house, rooms and furniture, appliances, etc. Talking about chores and routines in the house. Comparing different types of housing. Expressing location. Describing what someone is doing. Talking about daily routines. Vocabulary: Rooms in the house, appliances, chores, In the house, Around the house, Architecture styles. Grammar: present progressive; comparatives and superlatives; stem-changing verbs; prepositions of location. Culture: La casa Luis Barragán. Writing: Blog assignment (describing your house). Writing strategies: Organizing your ideas before you write. Pronunciation: [p], [t] and [k]. Project 2: Family reunion (Chapters 3 and 4).
5. POR LA CIUDAD.
Objectives: Asking for and giving directions; indicating location; talking about immediate future plans. Vocabulary: The City, City Transportation, the University.
Grammar: Personal a; Commands (formal); reflexive verbs; ir, ser and estar in the preterit; verb ir. Culture: Cities and urban spaces. Comparing urban life in the US and the Hispanic world. Pronunciation:/b, d, g/. Writing: The city of the future. Blog assignment (describing your city).
6. DE VIAJE.
Objectives: Expressing travel preferences. Describing places. Talking about past travel experiences by describing a sequence of events in the past. Vocabulary: Weather, Seasons, Transportation, Travel. Grammar: preterite tense (regular verbs), demonstrative adjectives, adverbs, verbs like gustar, saber/conocer. Culture: Cultural festivals around the Spanish-speaking world. Writing: Blog assignment (past vacation).
Pronunciation: diphthongs. Project 3: Feria de turismo (Chapters 5 and 6).
7. TECNOLOGÍA.
Objectives: Simple narrating in the past, expressing basic opinions. Vocabulary: Technology, means of communication, social networking, blogs. Grammar: Preterite of regular and irregular verbs, direct object pronouns, por and para. Culture: Communication in the 21st century. Pronunciation: the letters y and ll. Writing: Blog assignment simple story in the past.
8. PROFESIONES Y CARRERAS.
Objectives: Describing the requirements for a job. Writing a résumé. Designing and participating in a job interview. Narrating in the past including background details and information. Expressing and inquiring about people's likes, dislikes and preferences.
Vocabulary: Professions, majors, job skills. Grammar: Imperfect, Preterite vs. imperfect, stem-changing verbs in the preterite; indirect object pronouns, more verbs like gustar (complete paradigm and review). Culture: Getting a job in a multilingual world; the value of Spanish. Writing: résumé. Pronunciation: /r/ and /l/.
Project 4: Tourist brochure (Chapters 7 and 8).
9. CULTURA POPULAR.
Objectives: Talking about the visual arts and popular culture. Discussing preferences and giving advice. Vocabulary: Movies, television, music, art. Grammar: Double object pronouns, uses of se. Culture: Artists, actors, and musicians across the Spanish-speaking world. Writing: Blog assignment (Popular culture; music, videos, movies, etc.). Pronunciation: syllabification.
10. LA MODA.
Objectives: Expressing opinions and subjective reactions, talking about hypothetical situations. Vocabulary: Clothing, fabrics, fashion. Grammar: Subjunctive mood to express indirect commands and opinions; Conditional; Future tense. Culture: Traditional vs. contemporary fashion. Writing: Blog assignment; conditional. Pronunciation: intonation and stress. Project 5: Job interview (Chapters 9 and 10).
11. LA SALUD.
Objectives: Visiting the clinic, describing symptoms; talking about exercise routines. Expressing emotions. Talking about healthy living. Vocabulary: The Body, the gym, the hospital and dentist's office. Grammar: Subjunctive emotions, hopes and wishes; Irregular verbs in the subjunctive, Negative tú commands. Culture: Health trends, Lifestyles of the average university student. Writing: blog assignment (narration in the past -- la salud). Pronunciation: Review I: Main challenges for English speakers.
12. EL MUNDO DE HOY.
Objectives: Learning to discuss and express subjective opinions and reactions about current issues in present and past. Vocabulary: Environment, politics, media, immigration, energy. Grammar: Relative clauses; subjunctive and indicative in relative clauses, the present perfect. Culture: Current events in the Spanish Speaking World.
Writing: Blog assignments (1. The world today, 2. What I learned in Spanish). Pronunciation: Review II: Main challenges for English speakers. Project 6: Op-Ed Piece (Chapters 11 and 12).

• Fernando Rubio

  Ph.D. Hispanic Linguistics: Theoretical and Applied, SUNY at Buffalo; M.A. Hispanic Literature and Linguistics, SUNY at Buffalo; M.S. Secondary Education/English, SUNY College at Fredonia; Diplome de Langue, Alliance Francaise, Oviedo, Spain; M.A. English, Universidad de Oviedo, Spain; Certified ACTFL OPI tester in Spanish.

• Cannon

• Flexibility: The combination of online and text-based platforms for the delivery of the program allows instructors the flexibility to create tailor-made lessons with the appropriate balance of face-to-face and out-of-class content to suit most course types.

• Project assessment: Each two-chapter unit includes a final performance-based assessment project that serves as the evaluation of the students' achievement. In the spirit of backward design, this assessment is the basis for all of the after the target tasks. The project includes multiple components -- such as different skills and modes of communication and it involves teacher, peer, and self-evaluation. Rubrics are provided to assess students’ performance on the various project components.

• Authentic, learner-centered video: Each chapter in the book includes an episode of the JUNTOS storyline video program. The story describes the experience of three international students and one Spanish student who attend a university in Spain. The U.S. student, Bella, shares an apartment with two Latin American students.

• The three modes of communication and the 5 Cs: The program's focus is on developing global competence in Spanish that goes beyond the more "passive" competence that is often typical of beginning-level learners. To accomplish this, activities and exercises are included throughout the book to drive practice of the three modes of communication (interpretive, interpersonal, and presentational). Each project assessment is designed to include performance in the three modes.

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