Tu mundo immerses the Intro Spanish student in a culturally rich world full of opportunities to discover and explore the powerful connections between themselves and the people and cultures of the Spanish-speaking world. Students dive in to intensive communicative practice, building confidence in their ability to interact in a meaningful way in Spanish with access to a wealth of tools to support and guide their progress, including video chat, interactive online scenarios, and an adaptive diagnostic program. In addition, students are able to create their own sense of community, resulting in a unique individual experience that will evolve organically with each student, sparking their natural curiosity about their world.
Tu mundo employs a communicative methodology that focuses on developing all four skills, supported by the best digital learning platform available today: Connect Spanish. Because Tu mundo was designed with todays students in mind, students are more readily engaged with the content, thanks to their avid use of web-based tools, their innate interest the cultures of other countries, and their preference for visual presentations and quick access to information. Tu mundo reflects the world in which our students live; where online learning, social networking, texting, instant messaging, mobile devices, tablets, online gaming, and virtual scenarios are an integral part of daily life.
What are the pillars of Tu mundo? Our extensive and ongoing research in the Intro Spanish course has led to the creation of Tu mundo, with a strong emphasis on the 5 Cs: Communication, Culture, Connections, Comparisons, and Communities. Tu mundo delivers content in a variety of ways in order to ensure consistent course outcomes across all course formats.
1. Improved communication performance & skills: By jumping directly into communicative practice at the beginning of every chapter, students are encouraged to immerse themselves in the experience of active learning, whether in a face-to-face or online classroom. Grammar is presented at the end of each chapter, allowing students to study at home and work through the exercises in Connect Spanish for automatic feedback, coming to class ready to engage in discussion. This emphasis on communication in the classroom makes Tu mundo the most effective communicative program on the market. No other program commits to this methodology like Tu mundo.
2. Creating consistent learning outcomes: Tu mundo offers a powerful adaptive learning system called LearnSmart that allows students to identify grammatical structures and vocabulary words not yet mastered and to receive an individualized study program for mastering them. Students of all experience levels will benefit from using LearnSmart, which includes built-in reporting and a competitive scoreboard. Connect Spanish Voice Board and Blackboard Instant Messenger (BbIM), both powered by Wimba, ensure that students are getting ample practice time no matter where their classes take place.
3. Building community and connections between students: Creating a sense of community in the face-to-face or virtual classroom is a huge part of language learning and something that Tu mundo does implicitly. Whether students collaborate in a physical classroom or in Connect Spanish, they are provided with opportunities to engage in meaningful conversations and collaborative task-based activities. The Amigos sin fronteras, a cast of young Hispanic students that share common interests, are featured throughout the entire program and showcased in the Así somos video segments. Through the Amigos sin fronteras, students are exposed to a friendly model on how to apply what they are learning to another friendly group of students, i.e. their own class. In addition, Tu mundo presents an interactive online environment that applies engaging content and task-based scenarios that enable you to practicing your language skills in a fun, immersive way. Thus, students can practice Spanish in a context that is not only fun but extremely motivating.
4. More Culture and Comparisons coverage: Culture is so often left behindso Tu mundo offers it throughout the program. Each chapter features a country of focus which doubles as the home country of one of the fifteen amigos. Along with in-chapter cultural sections, every chapter of Tu mundo features a second video segment called Mi país (within Connect), narrated by the amigos themselves, as they share information about their native countries. This window into the lives of the amigos provides a point of comparison for you to describe your own life. The Mundo interactivo scenarios represent a variety of cultural contexts in which you can interact with language and culture in a way that is meaningful to you.
*Connect Spanish, including but not limited to the workbook/lab manual, LearnSmart, the video program, and chat tools, is sold separately and does not come automatically with the purchase of the textbook.
Capítulo 1 ¡A conversar!
Comunícate
Los nombres de los compañeros de clase
La ropa, los colores y los números del 0 al 49
La descripción de las personas
Los saludos
Infórmate
Subject Pronouns and the Verb ser
Gender and Number of Nouns
Adjective-Noun Agreement
Negation
Mi país: Los Estados Unidos
Capítulo 2 Amigos y compañeros
Comunícate
Los cumpleaños y la edad
Las cosas en el salón de clase y los mandatos
El cuerpo humano
Amigos sin Fronteras
Infórmate
Expressing Age: The Verb tener
Expressing Location: The Verb estar
Forms and Placement of Adjectives
Origin: ser de
Mi país: Paraguay
Capítulo 3 Las actividades y el tiempo libre
Comunícate
Las actividades favoritas
La hora
Las actividades diarias
El tiempo
Infórmate
Using gustar to Express Likes and Dislikes
Telling Time: ¿Qué hora es? ¿A qué hora ?
Mi país: Argentina y Uruguay
Capítulo 4 La familia y los amigos
Comunícate
En familia
Las preferencias y los deseos
Datos personales
Los planes
Infórmate
Possession: tener, ser de, and Possessive Adjectives
The verbs preferir and querer + Infinitive
Question Formation
Making Plans: pensar, tener ganas de, and ir a with Activities and Places
Mi país: Ecuador
Capítulo 5 La rutina diaria
Comunícate
La rutina
Las tres comidas
Los días festivos
Los estados físicos y anímicos
Infórmate
Present Tense of Reflexive Verbs
Verbs with Stem Vowel Changes (ie, ue) in the Present Tense
Impersonal Direct Object Pronouns: lo, la, los, las
Irregular Verbs
Mi país: El Salvador, Honduras y Nicaragua
Capítulo 6 Las carreras y los oficios
Comunícate
Las materias
Las actividades en la clase
Las habilidades
El empleo
Infórmate
Indirect Object Pronouns
Present Progressive
Saber and poder + Infinitive
Obligations: tener que, deber, necesitar; hay que, es necesario + Infinitive
Mi país: Chile
Capítulo 7 Los lugares y la residencia
Comunícate
Los lugares en la ciudad
La casa y el vecindario
Las actividades domésticas
Actividades en casa y en otros lugares
Infórmate
Knowing People, Places, and Facts: conocer and saber
Comparisons of Inequality: más/menos
Comparisons of Equality: tan/tanto
The Preterite Tense of Regular Verbs
Mi país: Colombia y Panamá
Capítulo 8 Hablando del pasado
Comunícate
Mis experiencias
Las experiencias con los demás
Hechos memorables
Infórmate
Verbs with Irregular Preterite Forms
Stem-Changing Verbs in the Preterite
Verbs with Special Meaning in the Preterite: conocer, poder, querer, saber,
tener
Expressing ago: hacer + Time
Mi país: México
Capítulo 9 ¡Buen provecho!
Comunícate
La cocina del mundo hispano
La nutrición
La preparación de la comida
En el restaurante
Infórmate
Personal and Impersonal Direct Object Pronouns: lo, la, los, and las
Using Affirmative and Negative Words: alguien/nadie, algo/nada
Expressing one or you: The Impersonal se
Stem-Changing Verbs: pedir and servir
Mi país: Perú y Bolivia
Capítulo 10 Los recuerdos
Comunícate
La familia y los parientes
La niñez
La adolescencia
Infórmate
Prepositions and Pronouns
The Imperfect Tense
Talking About Past Actions in Progress: The Imperfect Progressive
Using the Imperfect to Express Intention: ir + a, querer and pensar +
Infinitive
Mi país: Cuba
Capítulo 11 De viaje
Comunícate
La geografía y el clima
Los medios de transporte
En busca de sitios
Los viajes
Infórmate
The Present Perfect
Destination and Time: por and para (Part 1)
Polite Commands
Using the Imperfect and the Preterite Together
Mi país: España
Capítulo 12 La salud
Comunícate
El cuerpo humano y la salud
Las enfermedades y su tratamiento
La atención médica
Los accidentes y las emergencias
Infórmate
Present Subjunctive with querer, recomendar, and Other Verbs of Volition
The Subjunctive in Time Clauses
Indirect Object Pronouns with Commands and Present Subjunctive
Unplanned Occurrences: se
Mi país: Venezuela
Capítulo 13 La familia y la crianza
Comunícate
Los lazos familiares
Las órdenes y los consejos y los buenos deseos
La crianza
Infórmate
Describing: ser and estar
Informal Commands
More Uses of the Subjunctive (Part 1)
Narrating Past Experiences: The Present Perfect, Imperfect, and Preterite
Mi país: Puerto Rico y la República Dominicana
Capítulo 14 De compras
Comunícate
Los productos y los materiales
Comprando ropa
Las compras y el regateo
¿Gastar o ahorrar?
Infórmate
Price, Beneficiary and Purpose: por and para (Part 2)
Using Indirect and Direct Object Pronouns Together
Pronoun Placement Summary
Opinions and Reactions: Indicative and Subjunctive
Mi país: Guatemala
Capítulo 15 Nuestro provenir
Comunícate
Las metas personales
Cuestiones sociales
La tecnología
El futuro del planeta
Infórmate
The Future Tense
More Uses of the Subjunctive (Part 2)
The Conditional
Past Subjunctive and Summary of Uses of the Subjunctive
Mi país: Costa Rica
Magdalena Andrade Received her first B.A. in Spanish/French and a second B.A. in English from San Diego University. After teaching in the Calexico Unified School District Bilingual Program for several years, she taught elementary and intermediate Spanish at both San Diego State and the University of California, Irvine, where she also taught Spanish for Heritage Speakers and Humanities Core Courses. Upon receiving her Ph.D. from the University of California, Irvine, she continued to teach there for several years and also at California State University, Long Beach. Currently an instructor at Irvine Valley College, Professor Andrade has co-authored Mundos de fantasï¿a: Fï¿bulas, cuentos de hadas y leyendas and Cocina y comidas hispanas (McGraw-Hill).
Jeanne Egasse Received her B.A. and M.A. in Spanish linguistics from the University of California, Irvine. She has taught foreign language methodology courses and supervised foreign language and ESL teachers in training for the Department of Education at the University of California, Irvine. Currently, she is an instructor of Spanish and coordinates the Spanish language Program at Irvine Valley College. In addition, Professor Egasse serves as a consultant for local schools and universities on implementing Natural aApproach in the language classroom. Professor Egasse is co-author of Cocina y comidas hispanas and Mundos de fantasia: Fabulas, cuentos de hadas y leyendas (McGraw-Hill).
Elï¿as Miguel Muï¿oz is a Cuban American poet and prose writer. He has a Ph.D. in Spanish from the University of California, Irvine, and he has taught language and literature at the university level. Dr. Muï¿oz is the author of Viajes fantï¿sticos, Ladrï¿n de la mente, and Isla de luz, titles in the Storyteller's Series by McGraw-Hill. He has published five other novels, two books of literary criticsm, and two poetry collections. His creative work has been featured in numerous anthologies and sourcebooks, including Herencia: The Anthology of Hispanic Literature of the United States, The Encyclopedia of American Literature, and The Scribner Writers Series:Latino and Latina Writers.
Marï¿a Josï¿ Cabrera Puche received her B.A. from Universidad de Murcia, Spain, her M.A. and M.Ed. from West Virginia University, and her Ph.D. in second language Acquisition and Bilingualism from Rutgers University. She has taught Spanish at Public schools and universities, foreign language methodology courses in both face-to-face and hybrid formats, and supervised foreign language student teachers for the Department of Education at Rutgers University and for the Department of Languages and Cultures at West Chester University of Pennsylvania (WCU). Currently she is an Assistant Professor of Spanish at WCU, where she coordinates the lower-level Spanish courses, and she is also the assessment coordinator in the Department of Languages and Cultures at WCU.