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With so many grammar points to cover, instructors often feel compelled to give short shrift to communicative activities and culture. This rapid treatment of so many linguistic structures leaves students with little opportunity to practice, recycle, and synthesize basic grammar and vocabulary or for communicative activities set in an authentic cultural context.
As we formulated the scope and sequence for Pasaporte, we considered what intermediate students should be able to do when they begin second-year Spanish. Ideally, we would like them to be able to describe and compare people and places; narrate in the present, past and future; talk about likes and dislikes; react and recommend; and begin to recognize how a hypothesis is expressed. With these goals in mind, we determined that the communicative functions would be presented in the context of a Global Opportunities Fair that encourages discussion about real-life opportunities such as study abroad, internships, cultural exchanges, and volunteer work in which the Spanish language would be an obvious asset.
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