catalogo-difusion-us-2020

Difusión
Catalog
2020

2020
DIFUSIÓN USA
Difusión was born in 1988 as a response to demands from educators and
researchers for more communicative practice in Spanish-language classes. When
this small publishing house first opened its doors in Madrid, its instructional
materials and innovative ideas brought a breath of fresh air into Spanish-language
classrooms.
Since then, Difusión has become an internationally recognized publisher of Spanish
language educational materials. Today we have an in-house staff of 70-plus
people working with more than 200 contributors from around the world, and our
catalog offers more than 200 titles covering a wide range of educational materials
for K-12 and higher education programs.
Throughout the years, we have worked with thousands of educators and students of Spanish around the
world. Our goals have been to understand the needs and challenges of educators and learners, and to
provide them with tools that are useful, effective, and up to date. In 2019 alone we’ve trained more than
20,000 educators in our professional development seminars, both online and in person, in the United
States and around the world.
In recent years, as a result of our research and market development efforts, we’ve been in touch with
many educators working in a wide variety of educational contexts in the U.S. They have told us about
their needs and those of their students and have asked for innovative materials that respond to the
new challenges of teaching Spanish in the U.S. We’ve explored ideas about learning, communication,
and culture, and about recognizing the value of Spanish and U.S. Hispanics.
As a result, we have learned a lot about what it means to teach Spanish in the U.S. today. This is why we
are proud to present two new programs designed directly for that market:
• Alba y Gael, a course for children aged 7-11 years.
• Proyectos, an introductory and intermediate Spanish course for students in higher education.
Both programs are based on the ACTFL Proficiency Guidelines, with clearly stated goals and outcomes
by level. We are indebted to the generous and expert guidance and authorship of the educators in the
United States whose talent, experience, vision, and professional knowledge has gone into the crafting
of these materials.
Thanks to all of you!
Katia Coppola, CEO
difusion.us

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DIFUSIÓN
MISSION STATEMENT
ABOUT US
Leading the Change in Language Learning
We offer engaging educational resources and tools to teach your students to communicate in Spanish and
become global citizens.
We build cross-cultural connections by offering up today and realistic content moving students away from
stereotypes and helping them to think critically, both in and outside of the classroom.
We invite students to learn Spanish as well as transforming their present, creating new meanings for this new
changing world, and building the path that will lead them to their best future.
KEY FIGURES
Years
16 70
working alongside
faculties, students
and institutions in the
United States
Staff members
with a unique passion for
language materials represent
the core of our mission
52
American Universities
& Colleges
use our programs across the United States
100 %
of the Institutos Cervantes
use our products in the U.S.,
and most of them
around the world
1,100,000
books sold around the world in 2019
Contributors
from around the world work
every day to make Difusion
the best language publisher in
the world
1,000,000 +
minutes viewed last year
on our channel
35,000 +
followers on Facebook
75,000 +
educators stay
up-to-date with
our newsletters
200
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DIFUSIÓN USA
OUR MISSION
Our mission is to help students learn Spanish they can use in real-life situations. And we do it by creating
engaging and meaningful content that sparks their curiosity and motivates them to learn. We strongly believe
that educators play a key role in language learning, and part of our mission is to support them and give them
opportunities for professional development.
OUR VALUES
Commitment
Because everyone on the Difusión
team has a background in education
and works closely with educators
and students, our commitment
goes far beyond our daily work. We
understand the needs of educators
and students and we are passionate
about looking for solutions and tools
to help them succeed.
Innovation
Our educational materials focus
on the most current pedagogical
methodology. We work hard
to create materials that follow
the ACTFL Guidelines for
Proficiency and assimilate the 5
Cs. Our digital resources focus on
original content via a simple and
easy-to-use platform.
Affordability
We are committed to providing
high-quality print and digital
content and to offering
affordable prices to all those
who want to learn a language.
We guarantee lower prices
for high-quality content and
for simple and easy-to-use
technology.
Educators
We see educators from around
the world as our partners, and the
core of our mission is to support
them by providing professional
development opportunities, highquality
documents and activities,
and instructor resources in an
easily accessible format.
Communication
We view languages as tools for
communication and action. To learn
a language and build authentic
communicative competency, we need
a realistic context, a true need to
communicate, a focus on meaning,
and the right linguistic resources.
And that’s what we provide
in our materials.
Students
Our content is created to help
students learn Spanish fully so
they can communicate and
interact with other communities
and cultures, both in the United
States and abroad. We help
students become global citizens by
developing their intercultural and
critical thinking skills.
JESÚS HERRERA
Chief of
Pedagogical
Support
AGNÈS BERJA
Editor
PABLO GARRIDO
Editor in Chief
MARTA
CORRETGER
Chief of Digital Product
JAIME SALA
CEO
SARA ZUCCONI
Editor
JUAN MANUEL
VICENTE
Marketing &
Communications
specialist
CLARA SERFATY
Editor
AGUSTÍN
GARMENDIA
Publishing Director
KATIA COPPOLA
CEO
IÑAKI CALVO
Head of Online
Marketing
DIFUSIÓN USA 3

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DIFUSIÓN
PROFESSIONAL DEVELOPMENT
COMMITMENT
Our partners, instructors, and students are at the center of our mission.
We know that by helping them reach their goals, together we are taking language learning to the next level.
We offer multiple opportunities throughout the year for instructors to join us via webinars, teaching
conferences, and professional development sessions at schools that use our products on their premises.
Language educators, we are here for you!
Would you like updated information
about what we have planned?
difusion.us
spanish@difusion.us
ON DEMAND TRAINING
Our users have the opportunity to request on-site training related to our teaching materials, online
components, and teaching tips for our products, as well as professional development workshops related to
teaching and learning Spanish.
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DIFUSIÓN USA
TEACHING CONFERENCES
One of our core goals is to take part in language learning conferences in Spain, Europe, and elsewhere around
the world. Now you can meet us at the major educator conferences in the United States.
2020
NECTFL - NorthEast
Conference on the Teaching
of Foreign Language
Midtown, New York City
February 13–15, 2020
2021
NECTFL - NorthEast
Conference on the Teaching
of Foreign Language
Midtown, New York NY
February 25–27, 2021
102st Annual AATSP
Conference
San Juan, Puerto Rico
July 9–12, 2020
103rd Annual AATSP
Conference
Summer, 2021
ACTFL Annual Convention
and World Languages Expo
American Council on the Teaching
of Foreign Languages (ACTFL),
San Antonio, TX
November 20-22, 2020
ACTFL Annual Convention
and World Languages Expo
American Council on the Teaching
of Foreign Languages (ACTFL),
San Diego, CA
November 19-21, 2021
Learning Practice Interaction Experiences
DIFUSIÓN USA 5

Enero
Abril
Julio
Mayo
Marzo
Junio
20
20
DIFUSIÓN
PROFESSIONAL DEVELOPMENT
MATERIALS FOR YOUR CLASSES
We want to support your educational training outside the classroom as well as your day-to-day life within it.
That’s why we offer a variety of complementary educator materials for your classes.
Just contact us at spanish@difusion.us.
Posters
ALBA Y GAEL
CURSO DE ESPAÑOL PARA NIÑAS Y NIÑOS
Jaleo
Carlos
Ideas para jugar
Calendario Difusión 2020
12 verbos para cuidar el planeta todos los días del año
REDUCIR LAS EMISIONES
PLANTAR UN ÁRBOL RESPETAR EL ENTORNO NATURAL
Edu
Tío Calavera 1 Piensa un objeto del póster y,
sin decirlo, descríbelo por sus colores
(Es azul, roja y negra [la bicicleta]).
Tus compañeros y compañeras te pueden hacer preguntas
Lupe
Chavela
(¿Es grande? ¿Es comida?).
Gana un punto quien lo adivine.
2 ¡Concurso de números! Por turnos, cada estudiante hace
una pregunta (¿Cuántas personas hay en el póster?).
Felipe
Quien responda primero gana un punto y hace su
pregunta, y así sucesivamente.
Eva
3 Piensa en un personaje del póster y
descríbelo sin decir su nombre.
Si consigues que otra persona lo adivine,
tú ganas dos puntos y la otra persona uno.
¡Todos los juegos se pueden adaptar
al nivel de los estudiantes!
Alba
Sara
Melisa
M J V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
L M M J V S D L M M J V
20 21 22 23 24 25 26 27 28 29 30 31
Febrero
S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
L M M J V S D L M M J V S
17 18 19 20 21 22 23 24 25 26 27 28 29
D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15
L M M J V S D L M M J V S D L M
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
CONSUMIR PRODUCTOS DE PROXIMIDAD RECICLAR LA BASURA REUTILIZAR ENVASES
OUR DIGITAL
ENVIRONMENT
Accessible at difusion.us
Miguel
Gael
Santi
EL JUEGO DE LA FIESTA
DE CUMPLEAÑOS
M J V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17 18 19
L M M J V S D L M M J
20 21 22 23 24 25 26 27 28 29 30
EVITAR EL USO DE PLÁSTICO
V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17
L M M J V S D L M M J V S D
18 19 20 21 22 23 24 25 26 27 28 29 30 31
DONAR LAS COSAS QUE PUEDEN
SERVIR A OTROS
L M J V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17 18 19 20
L M M J V S D L M M J
21 22 23 24 25 26 27 28 29 30 31
AHORRAR AGUA
Septiembre
M J V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
L M M J V S D L M M J V
20 21 22 23 24 25 26 27 28 29 30 31
aprovechar la luz natural desconectar los aparatos
que no uses
Agosto
S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16
L M M J V S D L M M J V S D L
17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
M M J V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17 18 19 20
L M M J V S D L M M
21 22 23 24 25 26 27 28 29 30
educar a las futuras
generaciones
Diciembre
Octubre
J V S D L M M J V S D L M M J V S D
D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17 18
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15
L M M J V S D L M M J V S
L M M J V S D L M M J V S D L
19 20 21 22 23 24 25 26 27 28 29 30 31
16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
¡Puedes practicar el uso de estos y otros verbos en clase con ayuda del calendario!
Encontrarás muchos más ejercicios relacionados en , en la sección de
Ejercicios interactivos/ Temas/ Geografía y naturaleza.
© Ernesto Rodríguez y Difusión, Centro de Investigación y Publicaciones de Idiomas, S. L. Barcelona 2019
Noviembre
M M J V S D L M M J V S D L M M J V S D
1 2 3 4 5 6 7 8 9 10 1 12 13 14 15 16 17 18 19 20
L M M J V S D L M M J
21 22 23 24 25 26 27 28 29 30 31
www.difusion.com
campus.difusion.com
Games
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DIFUSIÓN USA
WEBINARS
In our Webinars, you can find ideas to work culture and intercultural competence into your Spanish
classroom, techniques to manage your groups, and techniques to analyze the interaction between you
and your students. You will also find ideas to better explain difficult grammar points like the articles,
the past tense, how to incorporate videos into your classroom, and much more!
Free open webinars
We give you the opportunity to join us, free of
charge, from anywhere in the world for:
• professional development workshops on a wide range
of topics related to teaching and learning Spanish.
• presentations and teaching tips for our materials.
Customized webinars
For learning centers that wish to incorporate our
materials, or those that are already using them, we
offer online workshops so you can find out more
about our materials and implement them in your
classroom.
Upcoming webinars
for US educators
SERGIO TROITIÑO
Presenter and
Director
We offer you a new series of
webinars, four of them designed
in association with the AATSP,
that will cover topics like:
• Professional Spanish
• Spanish as an heritage language
• Social justice
• Teaching cultures
• Learning in the Internet Age
To find out more, contact us at: spanish@difusion.us
Access all the content from past webinars
directly on difusion.us.
More than 20,000 educators around the
world participate in our webinars
DIFUSIÓN USA 7

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DIFUSIÓN
NEW RELEASES / K-12
ELEMENTARY SCHOOL
ALBA Y GAEL
A new Spanish course for children
ALBA Y GAEL is a three-volume Spanish program for children between the ages of
seven and eleven which aims to teach Spanish in an easy and fun way.
Each volume of ALBA Y GAEL consists of seven units, a mini dictionary, and an
appendix with cut-out-materials.
This curriculum was designed following ACTFL World-Readiness Standards for
Learning Languages:
C OMMUNICATION
ALBA Y GAEL exposes students to real-life experiences and allows
students to practice in all three modes of communication: interpersonal,
interpretative, and presentational.
C ULTURE
C ONNECTIONS
C OMPARISONS
Students connect and compare their own native language and culture
with a significant cultural component introduced in class. In ALBA Y
GAEL, Alba is a girl from Spain and Gael is a boy from Mexico. They are
the main characters who share their stories and experiences from their
native countries. They both learn from each other’s culture as well.
ALBA Y GAEL encourages students to make connections with other
areas of study, reinforcing what they have already learned. Mathematics,
arts, music, social studies, and science, as well as other subjects and
topics, are part of the children’s experiences when they learn Spanish
with ALBA Y GAEL.
The family and friends in ALBA Y GAEL introduce students to diversity
in the Spanish-speaking world. In this way, students begin to develop a
deeper understanding of their own culture and language while learning
to appreciate different Spanish-speaking cultures and their linguistic
variations.
C OMMUNITIES
ALBA Y GAEL has been created for learners who will be part of
multilingual and multicultural communities in a global society. Thus,
ALBA Y GAEL offers activities that connect what students learn in their
native language with the world outside the classroom.
8 DIFUSIÓN USA

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DIFUSIÓN USA
TITLE
STUDENT’S BOOK
+ DOWNLOADABLE MP3
WORKBOOK
+ DOWNLOADABLE MP3
STUDENT’S PACK
(STUDENT’S BOOK + WORKBOOK)
BUNDLE STUDENT’S BOOK
+ THE SPANISH HUB
TEACHER’S GUIDE
TEACHER’S PACK (TEACHER’S
GUIDE + EXTRA DOWNLOADS)
TEACHER’S PACK
+THE SPANISH HUB
THE SPANISH HUB
(STUDENT)
Alba y Gael Level 1 978-84-17710-04-0 978-84-17710-05-7 978-84-18032-92-9 978-84-18032-93-6 978-84-17710-06-4 978-84-18032-94-3 978-84-18032-95-0 843-60-16734-39-4
Alba y Gael Level 2 978-84-17710-08-8 978-84-17710-09-5 978-84-18032-96-7 978-84-18032-97-4 978-84-17710-10-1 978-84-18032-98-1 978-84-18032-99-8 843-60-16734-41-7
Alba y Gael Level 3 978-84-17710-12-5 978-84-17710-13-2 978-84-18032-66-0 978-84-18032-67-7 978-84-17710-14-9 978-84-18032-68-4 978-84-16347-78-0 843-60-16734-43-1
DIFUSIÓN USA 9

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20
DIFUSIÓN
NEW RELEASES / K-12
Alba y Gael Level 1 Chapter Sample
Unidad 2
El cumpleaños de Gael
18
28
veintiocho
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DIFUSIÓN USA
Alba y Gael Level 1 Section Con lupa 2
Unidad 2 Unidad 2
CON LUPA 2
1
Escucha 21 y señala quién habla.
4 A. Lee y escribe los números. ✎ Cuaderno act. 6
+ más
- menos
= igual
a. ¿Cuántos años tiene Alba?
9 - 1 = 8 Tiene ocho años.
1 2 3
2 Escucha 22 las frases y repite . Después, lee los diálogos
con un compañero o una compañera.
b. ¿Cuántos años tiene Pablo?
4 + 2 = Tiene años.
c. ¿Cuántos años tiene Curro?
¿Cuántos años
tienes?
¿Y cuántos años
tiene Gael?
7 + 8 = Tiene años.
Tengo ocho años.
¿Y tú?
a. b.
Gael tiene
diez años.
d. ¿Cuántos años tienes tú?
- = Tengo años.
3 A. Escucha 23 y repite los números. ✎ Cuaderno act. 3, 4
0 1 2 3 4 5 6 7
e. ¿Cuántos años tiene tu compañero o compañera?
+ = Tiene años.
cero uno dos tres cuatro cinco seis siete
8 9 10 11 12 13 14 15
Ahora tú B. Juega
✎ Cuaderno act. 5, 7
con tus compañeros.
Tengo
siete años.
Alice tiene
siete años y yo
tengo nueve.
ocho nueve diez once doce trece catorce quince
B. Escucha 24 y señala en la tabla los números que escuches.
REGLAS DEL JUEGO
La primera persona dice
su edad. El compañero o
compañera de la derecha
la repite y añade la suya.
Y así sucesivamente.
32 treinta y dos
treinta y tres 33
Alba y Gael Level 1 Section Mis palabras y Gramática visual
MIS PALABRAS
GRAMÁTICA VISUAL
Unidad 2 Unidad 2
1
Mira , escucha 29 y repite . ✎ Cuaderno act. 1, 10
1
Lee y mira . ✎ Cuaderno act. 2
MASCULINO
el
FEMENINO
la
el regalo
el juego el pastel el globo el auto
el refresco
el hijo
el regalo
la hija
la bicicleta
el padre
la madre
el tren
el libro
la piñata
la patineta
la limonada
MASCULINO
PLURAL
FEMENINO
PLURAL
2
Recorta , clasifica las palabras y compara con un compañero
o una compañera .
los
las
los objetos de la fiesta de Gael
la familia de Gael
los hijos
los hijos
los regalos
las hijas
las bicicletas
2
Lee y mira . ✎ Cuaderno act. 9
3
Recorta las tarjetas, escucha a tu profe y juega .
mi globo
mi pelota
tu globo
tu pelota
su globo
su pelota
El auto.
3 Lee y mira .
Tengo una
patineta nueva.
¡Yo tengo
el auto!
¡Y yo!
yo
TENER
tengo
veintinueve
29
tú tienes
Alba tiene ocho años.
él, ella tiene
36 treinta y seis
treinta y siete 37
Each unit offers dynamic activities, vocabulary and grammar sections, and a fun final project to continue the
learning and playing. ALBA Y GAEL incorporates a new visual grammar concept so that students learn
more naturally.
Each volume of ALBA Y GAEL has a workbook with downloadable audio, a teacher’s guide with valuable
instructors’ lesson plans and teaching suggestions, and a full set of downloadable teacher resources. In
addition, we offer a special digital learning platform for teachers and students.
DIFUSIÓN USA 11

Unidad 2 Unidad 2
1
2
3
Escucha y señala quién habla.
¡Feliz
cumpleaños,
Gael!
¡Muchas
gracias!
a. b.
Mira , lee y relaciona .
2
19
C o n l u p a 1
1 2 3
Alba, tengo
una bicicleta
nueva.
Roja y
azul.
¡Qué bien!
¿De qué color es?
1. un tren
2. una bicicleta
3. un auto
4. un juego
5. una patineta
6. un libro
compañera.
30 treinta treinta y uno 31
4
Mi lista de regalos
• una bicicleta
• una pelota
• un auto
• un tren
• un libro
• un juego
•
•
•
¡Feliz cumpleaños,
Tommy!
¡Muchas
gracias,
Julia!
Toma,
tus regalos. ¡Qué bien!
¡Una pelota
y un libro!
Representa
el diálogo en
clase .
20
20
DIFUSIÓN
NEW RELEASES / K-12
Teacher’s guide
ALBA Y GAEL offers a teacher’s guide with valuable lesson plans, teaching suggestions,
and a full set of downloadable teacher resources.
UNIT 2 UNIT 2
El cumpleaños
de Gael
Unit
objectives
1. Wish someone a
happy birthday.
2. Give and receive
gifts.
3. Ask and tell
someone’s age.
4. Talk about family
members and family
relationships.
5. Ask and talk about
nationality.
6. Express possession.
What are we going to
do in this unit?
Students will talk about birthday parties in Mexico
and will be able to compare them to the birthdays
in their own country. They will learn the names
of different gifts as well as and how to give and
receive gifts in Spanish. They will also learn about
two typical birthday songs (Cumpleaños feliz and
Las Mañanitas).
They will learn the numbers from 0 to 15, and
they will learn how to ask about age and answer
the question “how old are you?” in Spanish. In
addition, they will practice the mathematical
operations of adding and subtracting.
They will talk about family members, family
trees, and kinship between well-known people or
characters in the book. In addition, students will
talk about different types of families and their
own families. They will ask questions to identify
people they don’t know, their relationship with
other people, and their nationality.
Students will learn the difference between
masculine and feminine nouns, both singular
and plural; the difference between mi, tu, su to
express possession with regard to objects and
people; and the use of the verb tener to express
possession and age.
Unit Questions
This is the summary of the questions you will
encounter in this pedagogical guide throughout the
unit. The purpose of these questions is to explore
students’ prior knowledge at the beginning of some
sections of the unit (CON LUPA y DESCUBRIR
EL MUNDO). You can also consider asking these
questions at the end of each section to check
comprehension and students’ progress throughout
the course.
Con
Lupa 1
How do you
wish someone
a happy
birthday in
Spanish?
¿Qué decimos
para felicitar el
cumpleaños
en español?
What do you
say when
you give and
receive a gift?
¿Qué decimos
para ofrecer
y recibir un
regalo?
Con
Lupa 2
How do you
ask someone’s
age in
Spanish?
¿Qué decimos
para preguntar
la edad en
español?
You can create “a wall of questions and answers.”
You could designate a colorful spot in the
classroom for these questions. You could use a
bulletin board, a poster, an easel, or a space on the
wall. With your help, students will answer these
questions as the unit progresses.
Con
Lupa 3
Who are the
members of a
family?
¿Quiénes son
las personas
de una familia?
Descubrir
el Mundo
Are there
different types
of families?
¿Hay
diferentes
tipos de
familias?
What’s your
family like?
¿Cómo es tu
familia?
• Information on the unit
objectives and activities
• Explicit instructions
for the Student Book
activities and for the
entire course syllabus
• Innovative pedagogical
tools such as the
Thourght Routines
exercises
The final task
Students will be able to create a poster about their
birthday party where they will talk about their
family, their friends, their gifts and details of their
party. Finally, they will make a small presentation
in front of the whole class.
40 41
UNIT 2 UNIT 2
• Suggestions on
assessment for teacher
and students
• Ample supplementary
material to expand
activities
• Student Book and
Workbook Answer Key
• Transcriptions of the
Student Book and
Workbook audio
material
30 31
Con Lupa 1
Objetctives
• Wish someone a happy birthday in Spanish.
• Make a list of gifts.
• Give someone a gift.
• Receive and say thank you for a gift.
Vocabulary
Feliz cumpleaños. (Muchas) gracias. ¡Qué bien!
¿De qué color es? Toma. nuevo/a rojo/a
azul bicicleta tren auto juego patineta
libro regalo mi lista
1 Escucha y señala quién habla.
C Interpretive and Interpersonal Communication
Escucha 20 las frases y repite . Después, lee los diálogos
con un compañero o una compañera.
Look at the three images at the top of the page
and ask your students if they recognize the
scenes. These images are excerpts from the main
illustration of the unit (pages 28 and 29). Describe
the scenes in Spanish. You can say phrases
accompanied by gestures/body movements, point
to the image, and even use English to clarify a
term to aid comprehension:
1. Una niña y un niño miran el pastel de cumpleaños
2. Sara y un amigo miran unas fotos
3. Gael y Alba habla por videollamada
Then, explain to your students that they will hear
a short conversation. They should:
– listen to track 19 and mark the image they think
corresponds to that conversation
– check their answer with a partner
– listen again to track 19 and check their answers
with the class
Repeat track 19 as many times as you deem
necessary.
A. El juego de los regalos de la clase: lee la lista de regalos, escribe
otras ideas y dibuja dos regalos para un compañero o una
Ahora tú B. Pon tus regalos en una bolsa, lee el ejemplo y escribe
un diálogo parecido con un compañero o una compañera.
Materials
• Audio tracks 19, 20, paper, pens and markers, a
bag for every two students to store and give gifts
away
The questions in CON LUPA 1
• How do you wish someone a happy birthday in
Spanish?
¿Qué decimos para felicitar el cumpleaños en
español?
• What do you say when you give and receive a
gift?
¿Qué decimos para ofrecer y recibir un regalo?
Answer
3
2 Escucha las frases y repite. Después, lee los
diálogos con un compañero o una compañera.
C Interpretive Communication
Explain to your students that they will work on
two parts of the conversation they just heard in
activity 1. They must:
– listen to track 20
– repeat the conversation in unison emphasizing
pronunciation and intonation
– read both conversations aloud in pairs
– switch roles (within the same pair) and practice
the conversations again
While students practice the conversations in pairs,
go around to monitor their pronunciation and
intonation patterns and identify any pronunciation
and/or intonation difficulty. You may choose to
address any issues one-on-one with students. If
you notice any common errors, you can address
them with the class.
At the end of the practice, you can ask students to
voluntarily read the conversation aloud to check
their pronunciation and to make sure they feel
comfortable using the language. This exercise
can be challenging for students who experience
difficulties when reading and pronouncing in
Spanish, especially at the initial stages of learning
the different sounds of the phonetic sound system
in Spanish.
Repeat track 20 as you deem necessary.
3 Mira, lee y relaciona.
C Interpretive Communication
C Language Comparisons
Introduce the activity to your students and briefly
explain that they will learn words related to gifts
from Gael’s birthday party.
– Ask your students to pronounce the words on
the list. Teach them to pronounce the words by
patting or clapping out each syllable: bi-ci-cle-ta.
– Once you have pronounced all the words on the
list in this way, ask your students if any of the
words look like or sound like any word in their
native language.
– If you get some responses (e.g. tren/train,
bicicleta/bicycle), have students look at the
images and try to match the words with the images.
If students can’t match any words and images
correctly, help them to recognize the words. For
instance, write the word bicicleta on the board.
Pronounce the word, do choral repetitions, and ask
students to look at the images again.
Repeat this identification and association activity
when possible as a tool to learn vocabulary.
4 A. El juego de los regalos de la clase: lee la lista
de regalos, escribe otras ideas y dibuja dos
regalos para un compañero o una compañera.
C Interpretive and Interpersonal Communication
Explain to your students that they will play a game
called The Class Gift Game. They must:
– working in pairs, read the list and complete it with
other words (encourage them to ask for help if they
need it)
– working individually, draw two gifts on two pieces
of papers for a classmate
Ahora tú. B. Pon tus regalos en una bolsa, lee el
ejemplo y escribe un diálogo parecido con un
compañero o una compañera.
C Interpretive, Interpersonal & Presentational Communication
After drawing all their gifts, have students work
in pairs and hand out a bag for each pair. Students
must:
– put the gifts they’ve drawn in the bag
– exchange their bag with that of another pair in
the class
– look at the gifts received in the bag and write
down the name of the gift in Spanish on the back
of each drawing (encourage them to ask for help
if they need it)
When everyone has their gifts ready, ask two
volunteers to read the conversation as a model.
Answer any questions about the vocabulary that
may arise.
Then, have students work in the same pairs as
before. Students should:
– write a similar conversation about each one of
the gifts they got in the bag
– choose one of the conversations they
have written and rehearse it, emphasizing
pronunciation and intonation
– act out the conversation in class
If you have a small number of students, you
can encourage them to act out both of their
conversations in front of the class.
44 45
Answers
12 DIFUSIÓN USA

2020
DIFUSIÓN USA
Our digital environment
for ALBA Y GAEL
With ease of use and affordability in mind, Difusión has chosen BlinkLearning, an educational technology
company with more than 1.5 million users in over 40 countries, to power The Spanish Hub, where all digital
content and resources for ALBA Y GAEL will be available.
As more and more schools move into the digital world, it is important for us to offer digital content in an
interface that is intuitive and straightforward for all types of users and 100% web-based and browser friendly,
as well as compatible with all smartphones and tablets via an application that allows educators and students to
work both offline and online at any time and from any location.
Technology that is affordable, intuitive, mobile and accessible to all!
For Teachers
• Interactive Student Book. A fully digital
version of the textbook
• Interactive Workbook, with interactive
activities to support student practice
• Teacher’s Guide (eBook)
• Printables: Gramática Visual,
Minidiccionario, Recortables and games
• Fichas proyectables, resource slides
• A fully functional learning platform
with gradebook, messaging, homework
assignment tool and more
• All materials are highly customizable, you
can duplicate, customize and share
For Students
• Interactive Student Book. A fully
digital version of the textbook
• Interactive Workbook, with interactive
activities for student practice
• Audio
• Songs lyrics
• Videos
• And MUCH more!
DIFUSIÓN USA 13

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DIFUSIÓN
NEW RELEASES / HIGHER EDUCATION
HIGHER EDUCATION
PROYECTOS
An introductory and intermediate
Spanish course
With PROYECTOS , the Spanish classroom becomes a space where students develop
21st‐century skills, such as collaboration, creativity, critical thinking, and communication.
→ PROYECTOS brings a contemporary view of
Hispanic cultures to the Spanish classroom
through engaging texts, themes, and topics:
students are motivated to act and
create in Spanish.
→ PROYECTOS offers a pedagogical sequence
in which grammar, vocabulary, and discourse
work to enable communication: students are
truly capable of acting and creating in Spanish.
→ PROYECTOS presents groundbreaking
content and language integration. Students use
the language in interdisciplinary scenarios
related to their own academic experiences,
which helps them develop their professional
skills and prepare for their future careers.
→ PROYECTOS promotes intercultural
competence, enabling critical thinking about
essential questions from a multidimensional,
contemporary, and inclusive perspective that is
free of stereotypes.
→ PROYECTOS offers an inclusive perspective
on learning. Its approach makes it open to all
learners and all types of intelligences (visual,
linguistic, interpersonal, intrapersonal, etc.). In
addition, its diverse and stimulating vision of
cultural realities embraces all the identities and
communities in the Hispanic world — and
in the students' world as well.
→ PROYECTOS allows for flipped classroom
dynamics, which optimizes class time. Students
can prepare independently before the class
session thus maximizing classroom
communication and collaboration.
→ PROYECTOS is the product of authentic
student-centered design. Students make
decisions and create projects which are not only
personally relevant but also academically, and
they take a leading, active role in
their own learning.
14 DIFUSIÓN USA

2020
DIFUSIÓN USA
PROYECTOS 1
PROYECTOS 1
PROYECTOS 2
Contreras | Pérez | Rosales
PROYECTOS 2
Contreras | Pérez | Rosales
TITLE
STUDENT’S BOOK
THE SPANISH HUB 12 MONTHS
(STUDENT)
THE SPANISH HUB 24 MONTHS
(STUDENT)
BUNDLE PROYECTOS +
THE SPANISH HUB 24 MONTHS (STUDENT)
ANNOTATED INSTRUCTOR’S
EDITION
Proyectos 978-84-17710-00-2 843-60-16734-37-0 978-84-18032-91-2 978-84-18032-76-9 978-84-17710-02-6
TITLE
STUDENT’S BOOK
THE SPANISH HUB 12 MONTHS
(STUDENT)
BUNDLE PROYECTOS +
THE SPANISH HUB 12 MONTHS (STUDENT)
ANNOTATED INSTRUCTOR’S EDITION
Proyectos 1 (split edition) 978-84-18032-57-8 978-84-18224-04-1 978-84-18224-00-3 The Spanish Hub
Proyectos 2 (split edition) 978-84-18032-58-5 978-84-18224-05-8 978-84-18224-01-0 The Spanish Hub
DIFUSIÓN USA 15

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DIFUSIÓN
NEW RELEASES / HIGHER EDUCATION
DOCUMENTOS PARA DESCUBRIR
PREPÁRATE
What makes PROYECTOS unique?
o no.
At the beginning of each chapter, the Para Empezar and Documentos para descubrir sections introduce its theme
1. Evitar comprar productos con
to students in a contextualized presentation, thanks to different authentic cultural content. envoltorio de plástico.
tos conceptos? ¿Por qué?
capítulo 5 para empezar
imágenes del mundo hispano
En este capítulo vas a presentar una
imagen diversa e inclusiva de una
región hispanohablante.
LA CAFETERÍA
leArning outComes
` Talk about daily routines
` Express likes, interests,
and preferences
voCABulAry
` Stereotypes and clichés
` Habits
` The academic calendar
` Ordinal numbers 1-10
` Weather and climate
` Months and seasons
` lAnguAge struCtures
` Stem-changing verbs
ie and ue
` The verbs gustar, encantar,
and interesar
` Reflexive verbs
` Tener que + infinitive
orAl AnD written texts
` Organizing information
` Contrasting arguments
` Making a poster
5
sounDs
` Diphthongs
Culture
` Surprising data in Panama
` Images of Spain in art
ProjeCts
` Group: prepare a
presentation about a
place in a Spanishspeaking
country
` Individual: write a text
about an important day
in your community
Imágenes
PrePárate
PREPÁRATE
1. Lee estas cuatro afirmaciones sobre los estereotipos del mundo hispano.
Relaciona cada una con la imagen que la desmiente.
1. Mucha gente cree que la familia en Latinoamérica es muy tradicional.
2. Muchas personas piensan que en Costa Rica la única actividad económica es el turismo.
3. Mucha gente cree que en Latinoamérica solo se baila salsa.
4. Muchas personas creen que en Latinoamérica siempre hace calor.
2. Lee las siguientes afirmaciones. ¿A qué país se refiere cada una?
1. Fue el primer país del continente americano en legalizar el matrimonio entre personas del mismo sexo.
2. El 40 % de sus exportaciones es de alta tecnología.
3. Tiene varias ciudades a más de 4000 metros de altitud. Allí, durante todo el año, hace mucho frío:
incluso menos de 0 o C (32 o Fahrenheit).
4. Tiene uno de los ballets más famosos del mundo.
3. En parejas, comparen sus respuestas a las actividades 1 y 2.
A
Costa rICa
C D
Perú Cuba
B
argentIna
capítulo 5
110 111
¿Cómo influye nuestra
manera de consumir en el
medioambiente?
¿Qué hábitos cotidianos
ayudan a protegerlo?
VIDEO: POR SU CUENTA
PROYECTOS helps
texto? ¿Cuáles?
Spanish students improve
their
consumo
language-production
responsable y responde.
skills not only through
• ¿Es fácil vivir como Laura, Patri y Fer?
models, • ¿Podrías vivir but así? through
meaningful difíciles? chunks of
• ¿Reparas tus objetos o los tiras
language, y compras otros highlighted nuevos? in
blue, that help them
¿Qué objetos querrías poder reparar?
acquire new grammatical
forms. In this way their
anxiety about unknown
forms is reduced and
classroom communication
is made limpieza easier. en envases que no sean de
8. Antes de ver el cortometraje, averigua el significado de las siguientes palabras.
¿Qué relación causa-efecto puede haber entre estos conceptos? Escríbelo.
sequía aljibe petróleo petrolera exploración petrolífera queja actividad agrícola
actividad ganadera pozo petrolero recursos naturales
9. Pon el video, pero cierra los ojos hasta que oigas el primer diálogo. Concéntrate en los sonidos que
escuchas. ¿Qué sonidos escuchas? ¿Cómo te imaginas el lugar? ¿En qué país crees que tiene lugar?
1
10. Ve el vídeo hasta el minuto 4.00. ¿Qué problema fundamental se representa?
11. A partir del minuto 4.06, se da una noticia en la radio. Señala si las siguientes afirmaciones son
verdaderas o falsas.
V F
1. El programa de exploración petrolífera va con retraso.
2. Falta dinero público para concretar las obras.
3. El gobierno ha decidido limitar la exploración petrolífera.
4. Las quejas de los gremios, la alcaldía y el consejo avisan
del deterioro del medioambiente.
5. El gobierno defiende a los dueños de los terrenos.
6. Se ha descubierto un pozo petrolero muy grande.
12. Ve desde el minuto 6.00 hasta 14.12. ¿Qué significa recibir un aviso de la compañía
petrolífera? ¿Qué noticia le da a Santiago su empleado? ¿Cómo reacciona Santiago?
¿Cómo se siente y qué medidas toma?
13. Ve desde el minuto 14.30. ¿Qué le pide la pareja? ¿Qué información contiene ese video?
¿Qué hace Santiago con él?
La Cafetería: an original resource that poses
themes and questions that “break” the walls of
the classroom and elicit weightier discussions.
This is a tool that in many cases takes on a
linguistic character, but in others its main goal is
the development of persuasive and critical thinking
skills, as well as showing the connections between
learned content and real life outside the classroom.
14. 16.38. ¿Qué noticia da la radio sobre el video? ¿Qué significa eso para Santiago?
15. En grupos, comparen sus respuestas a las actividades 8 a 14.
16. ¿En quién está basado el personaje de Santiago?
17. En pequeños grupos, comenten lo que saben sobre otras grandes compañías petroleras,
dónde trabajan, cómo afectan al medioambiente, etc. ¿Qué otras grandes empresas afectan
al medioambiente? ¿Conocen a personas que luchan contra ellas?
CONSUMO RESPONSABLE
18. ¿Sabes qué es el consumo responsable? ¿Con
qué lo asocias? Escríbelo aquí.
CAPÍTULO 14
19. Antes de leer el texto, di si los siguientes
hábitos son propios del consumo responsable
2. Usar objetos de un solo uso (platos,
vasos, cubiertos).
3. Consumir frutas y verduras de
productores locales.
4. Cambiar de celular una vez al año.
5. Reparar los electrodomésticos y
aparatos averiados.
6. No comprar aparatos si no los vas a
usar más de 4 veces por año.
7. Tirar la ropa usada a la basura
8. Comer mucha carne.
20. Le e el texto. ¿Antes de comprar algo te haces
alguna de las preguntas que aparecen en el
21. Lee los textos sobre las iniciativas de
• ¿Qué aspectos de la vida diaria serían más
• ¿Te gustaría aprender a reparar objetos?
22. En parejas, compartan sus respuestas a las
actividades 12, 13 y 14.
23. En grupos, discutan sobre las cuestiones
planteadas en la actividad 15.
24. En pequeños grupos, busquen iniciativas similares
que conozcan y expónganlas a los demás.
362
¤ — Para mí, sería difícil encontrar productos
plástico…
— Pues para mí lo difícil es reparar objetos…
El cohousing es/son…
consiste/n en…
es/son una forma de…
¤ — Yo he buscado información
sobre los bancos cooperativos…
361
¿Q
CO
RE
El co
cons
y sos
tene
vida
med
dere
Compr
justo y e
un hábi
medioa
de form
debería
¿Lo nec
¿Podría
qué ma
hecho?
¿Lleva a
o social
para empezar capítulo 14
The PROYECTOS videos: These 20 videos, carefully selected
and produced, belong to diverse genres: real-life, documentary,
fiction, interview, publicity, etc. They were designed to help
immerse students in Spanish and its variations as well as to help
them understand diverse Hispanic cultures, encouraging their
comprehension of the perspectives, practices, and products of
these cultures.
imágenes Video: Por su cuEnta
PrePárate
5. Mira las imágenes. ¿Cuáles relacionas con cada uno de estos conceptos? ¿Por qué?
1. consumismo
2. consumo responsable
Video
copy§
transcriPciÓn
Género:
cortometraje
País: colombia
director: Ómarjavier
umaña
año: 2019
PrePárate
8. Antes de ver el cortometraje, averigua el significado de las siguientes palabras.
¿Qué relación causa-efecto puede haber entre estos conceptos? Escríbelo.
sequía aljibe petróleo petrolera exploración petrolífera queja actividad agrícola
16 DIFUSIÓN USA
actividad ganadera pozo petrolero recursos naturales
9. Pon el video, pero cierra los ojos hasta que oigas el primer diálogo. Concéntrate en los sonidos que escuchas.
¿Qué sonidos se oyen? ¿Cómo te imaginas el lugar? ¿De qué país crees que se trata?
10. Ve el video hasta el minuto 4.15. ¿Qué problema fundamental se representa?
11. A partir del minuto 4.16, se da una noticia en la radio. Señala si las siguientes afirma
o falsas.

2020
DIFUSIÓN USA
Each chapter includes
a group project and an
individual project. Both help
connect students to the real
world and take their learning
outside the classroom. To
complete them, students
must research, create, and
prepare presentations
about interesting and
varied themes, ones that
are culturally relevant and
related to their community.
By so doing, they activate
and increase their acquired
knowledge and develop
competency by practicing all
modes of communication.
proYectos capítulo 5
ProyeCto en gruPo ProyeCto IndIVIdual
un lugar de habla
hispana
Vamos a crear un cartel para presentar una visión diversa y plural de un
país de habla hispana.
A. En grupos, escojan un país, una ciudad o una región hispanohablante que quieran presentar.
B. Piensen en diferentes aspectos interesantes de ese lugar e investiguen en internet para encontrar
datos e imágenes. Pueden incluir:
• una imagen que muestre un aspecto poco conocido de ese país o Estado y una frase para explicarla.
• una breve descripción del clima: lluvias, temperaturas, estaciones del año, etc. (puede tener
imágenes y diagramas).
• una imagen de una celebración o evento de ese país o Estado con sus datos más importantes:
nombre, lugar y día(s) en el que se celebra, breve descripción.
• una obra de arte (pintura, fotografía, película, canción, etc.) que muestre o hable de ese lugar con los
datos más importantes: título, autor, año de realización. Expliquen por qué les gusta.
C. Presenten su póster o cartel a la clase. ¿Qué país o Estado les gustaría visitar? ¿Por qué?
Muchas de las calles del Viejo San Juan
tienen adoquines azules que están hechos
con los desechos de la fundición de hierro.
Olga Albizu
Pionera del expresionismo
abstracto en Puerto Rico
Puerto Rico
Tiene un clima tropical y
la temperatura media es
de 19,4 o C (66,9 o F).
Grito de Lares
23 de septiembre
Clima
¡En julio y agosto
hace mucho calor!
Marca el nacimiento de
la nación puertorriqueña.
un día importante
en mi comunidad
Vas a escribir un texto sobre un día importante
para tu comunidad.
A. Piensa en un día importante o significativo en tu entorno (en tu país, tu estado, tu ciudad,
tu comunidad, etc.) y escribe esta información.
• Día del año
• Nombre del día o del evento
• Lugar de celebración
• Por qué es importante
B. Escribe cómo se celebra ese día. Piensa en los siguientes aspectos.
• Qué actividades tienen lugar
y a qué hora.
• Qué haces tú durante ese día.
• Cómo participan otras personas.
• ¿Te gusta ese día? ¿Cómo te
sientes durante ese día?
C. Busca imágenes o
un video corto para
acompañar tu documento.
D. Comparte tu documento
con tus compañeros/as.
¿Qué día les parece más
interesante? ¿Quieren
participar en ese evento
el año próximo?
DÍA DEL AÑO:
un sábado de
agosto
NOMBRE DEL
DÍA O DEL
EVENTO:
Austin Bat
Fest – Festival
de los murciélagos
de Austin
LUGAR DE
CELEBRACIÓN:
en el puente de
Congress Avenue
de Austin
POR QUÉ ES
IMPORTANTE:
1.5 millones
de murciélagos
salen del puente
y vuelan por el
cielo de Austin.
Todos los años, en verano, un sábado de
agosto, se celebra el Austin Bat Fest -
Festival de los murciélagos de Austin.
Es un evento muy impresionante porque,
al final de la tarde, más de un millón de
murciélagos salen del puente de Congress
Avenue. Hay varias actividades: un concurso
de disfraces de murciélago, una zona
especial para niños y música, sobre todo
rock.
Yo voy todos los años porque los grupos de
rock son bastante buenos y porque me gusta
ver los murciélagos. Normalmente voy a las
8 p. m., pero las personas que tienen hijos
van antes y muchos participan en el concurso
de disfraces. ¡Es muy divertido!
128 129
The Recursos lingüísticos section offers a summary of the grammar covered in each chapter
and can be complemented by Tutoriales de Gramática, created specifically for this program
and available online.
recursos lingüísticos capítulo 3
recursos lingüísticos
grammar
Talking abouT QuanTiTY
uWith verbs
verb + poco/suficiente/mucho/demasiado
CohesIon
seQuencing inFormaTion
Primero (First)
Después (Then)
VoCabulary
ruTinas (rOuTiNE ACTiONS)
capítulo 5
Luis habla poco.
Yo primero desayuno y después miro internet un rato.
Estoy muy cansado. Creo que no duermo suficiente.
En época de exámenes estudio mucho.
Marta, creo que trabajas demasiado.
uWith nouns
poco/a/os/as + noun
Estos días tengo poco trabajo.
En verano hay poca gente en el campus.
Tengo pocos amigos.
De lunes a viernes duermo pocas horas.
suficiente/s + noun
Tengo suficiente papel para imprimir el trabajo.
No tengo suficiente tinta para imprimir el trabajo.
¿Tenemos suficientes recursos para hacer el trabajo?
Mario, no duermes suficientes horas.
mucho/a/os/as + noun
Estos días tengo mucho trabajo.
Hoy hay mucha gente en el campus. ¿Qué pasa?
Tengo muchos amigos argentinos.
Los fines de semana duermo muchas horas.
demasiado/a/os/as + noun
Estos días tengo demasiado trabajo.
En esta ciudad hay demasiada contaminación.
Tengo demasiados trabajos para esta semana.
Tengo que hacer demasiadas cosas hoy.
masculino singular femenino singular
poco papel poca lluvia
suficiente papel/lluvia
mucho papel mucha lluvia
demasiado papel demasiada lluvia
masculino plural femenino plural
pocos días pocas horas
suficientes días/horas
muchos días muchas horas
demasiados días demasiadas horas
Antes (Before)
Los sábados como a las dos, pero antes juego al tenis
con un amigo.
después de + infinitive
Después de desayunar, leo un rato.
antes de + infinitive
Antes de desayunar, miro internet un rato.
despertarse
(to wake up)
desayunar
(to eat breakfast)
comer
(to eat)
relajarse
(to relax)
levantarse
(to get up)
maquillarse
(to put on makeup)
quedarse (en la biblioteca)
(to stay at the library)
acostarse
(to go to bed)
números ordinales (OrDiNAL NuMBErS)
1.º/1.ª primero/a*
2.º/2.ª segundo/a
3.º/3.ª tercero/a*
4.º/4.ª cuarto/a
5.º/5.ª quinto/a
6.º/6.ª sexto/a
7.º/7.ª séptimo/a
8.º/8.ª octavo/a
9.º/9.ª noveno/a
10.º/10.ª décimo/a
arreglarse
(to get ready)
prepararse
(to get ready)
cenar
(to eat dinner)
preparar el desayuno
(to make breakfast)
llegar
(to arrive)
ducharse
(to take a shower)
“Cuando
me ducho, me
siento bien.”
(i feel good after i've taken a shower.)
Before masculine nouns, the forms
primer and tercer are used:
el primer día/mes/trimestre…
el tercer día/mes/trimestre…
132 133
The Vocabulary section
presents lexical items
logically and visually,
and by putting special
emphasis on frequent
word combinations. This
presentation brings learning
closer to that which
happens in an immersion
environment and, in
addition, facilitates learning
via graphic organizers,
mental mapping, images,
outlines, etc.
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NEW RELEASES / HIGHER EDUCATION
Annotated Instructor’s Edition
The Annotated Instructor’s Edition (AIE) of PROYECTOS contains an abundance of
annotations created to complement various teaching styles, save time in class preparation
and course management, and provide additional ideas on how to extend some activities.
PROFICIENCY BENCHMARKS
Refer to communication learning targets
related to Can-Do Statements, which, as
defined by the National Council of State
Supervisors for Languages (NCSSFL), in
collaboration with the American Council on
the Teaching of Foreign Languages (ACTFL),
help students to identify and set learning
goals and chart their progress towards
language and intercultural proficiency.
LAYING THE
GROUNDWORK
Featured at the beginning of each
section in the first two chapters,
its main purpose is to familiarize
the instructor with how the
chapter content is laid out and
articulated in each section. This
annotation also directs instructors
to components of the book
relevant to the section, such as
Textos locutados y mapeados,
TheSpanishHub, Grammar
Tutorials, etc.
PLANNING
Invites instructors to focus on preparing the
activity prior to its implementation in class. It
provides ideas and recommendations with the
goal of facilitating the execution of the activity.
Suggestions range from assigning homework
beforehand to concrete examples for group
work. When pertinent, search terms are provided
for looking up content on the internet. Whenever
possible, annotations invite instructors to explore
and bring in content that goes beyond the
confines of the classroom and that connects
students to the broader sociocultural landscape
associated with learning Spanish.
LAYING THE GROUNDWORK
The goal for the activities in
the section Documentos para
descubrir is to contextualize the
linguistic content and themes in
the chapter. This section focuses
on the experiences of college
students and includes longer
written and audio texts, together
with comprehension activities.
The icon Texto locutado y
mapeado indicates that a
“mapped” version of text
can be downloaded from
TheSpanishHub together with
four tracks of the text read
aloud in four different varieties
of spoken Spanish.
PROFICIENCY BENCHMARKS
This section targets Interpretive
and Presentational Communication,
as students will aim to identify the
general topic of the texts (written and
visual) and do a brief presentation
about basic information on familiar
topics.
15. PLANNING
Students bring a variety of
background knowledge to this task.
Encourage students to activate this
prior knowledge by asking them what
cognates they recognize.
15. ANSWER KEY
2. la mercadotecnia y la publicidad
3. la geografía del mundo hispano
4. la vida de los estudiantes
universitarios
5. la historia del mundo hispano
6. la política
7. las tradiciones y las celebraciones
del mundo hispano
8. los problemas del medioambiente
9. el arte
10. las redes sociales
11. el español como lengua
internacional
12. la literatura en español
DocumeNtos para DescuBrIr
nUeStroS temAS
15. Look at these photos and read about the topics included
in Proyectos. Write the topic that corresponds with each
photo.
1. la gastronomía
2.
3.
4.
5.
6.
Atención
1 uno
2 dos
3 tres
4 cuatro
5 cinco
6 seis
7 siete
8 ocho
9 nueve
10 diez
7.
8.
9.
10.
11.
12.
11 once
12 doce
13 trece
14 catorce
15 quince
16. In groups, compare your answers to activity 15.
16 dieciséis
17 diecisiete
18 dieciocho
19 diecinueve
20 veinte
17. In groups, take turns sharing which themes interest you.
Follow the model.
Para mí, es interesante la política.
Para mí, son interesantes las tradiciones.
¤ —Para mí, son interesantes los problemas del medioambiente.
—Pues, para mí, la gastronomía.
18. Three students of Spanish talk about the topics that are
important to them. Write them down.
1. Mike:
2. Kathy:
3. Bill:
19. In groups, what other topics interest you?
Find photos and prepare a presentation
about the topics you choose.
el arte, la música y la gastronomía
nuestros temas
→ Las ciudades
la geografía del mundo hispano y los problemas del medioambiente
la literatura en español
→ La música
cON
proyectos
LOS
EStudiANtES
hAbLAN,
LEEN y
EScRibEN
SObRE...
→ la literatura en español
→ la mercadotecnia y la
publicidad
→ la geografía del mundo
hispano
→ la historia del mundo
hispano
→ la política
→ los problemas del
medioambiente
→ la gastronomía hispana
→ el arte
→ las tradiciones y las
celebraciones del mundo
hispano
→ las redes sociales
→ el español como lengua
internacional
→ la vida de los estudiantes
universitarios
19. PLANNING
5
AUDio
copy
trAnScriPción
teXto mAPeADo
1
capítulo 1
3 4
10 11 12
teXto LocUtADo
6 7
• “Texto locutado y mapeado”: Con Proyectos los estudiantes hablan, leen y escriben sobre...
• Audio and script: activity 18
• Interactive Activities: DOCUMENTOS PARA DESCUBRIR
Give students a few minutes to find two or three pictures on
their phone or on the web of other topics of interest. If you have
access to a shared web space, consider having students upload
their pictures for the instructor to project on a screen for all to
see. Alternatively, have students show pictures in a smaller group.
Again, the principal focus should be on communication and less
on grammatical precision at this point.
8
6
9
2
7
16. EXTENDING
Tell students you are thinking of a
number from 1-20. Start with one
student and call on others until
someone guesses it using the Spanish
word for the number. Use thumbs up
or thumbs down to indicate higher
or lower, or basic words like más or
menos. Then form groups of three and
have students play against each other.
On the internet, search for “Random
Number Generator” (RNG) and set
the minimum to 1 and maximum to
20. Project the RNG for everyone in
the class to see. In teams of two or
three, students must spell out the
number presented, without consulting
the textbook. For example, if the RNG
shows 10, students write diez.
17. PLANNING
Here students are exposed to some
linguistic features of the chapter:
gender and number agreement and the
conjugation of ser. The focus should be
on the communication of information
and less on the grammatical structure,
leaving this topic to the following
section, Entender cómo funciona la
lengua.
17. EXTENDING
Use an online survey application that
gathers answers to prepare a survey
with the twelve topics to see what the
preferences are for the whole class.
18. PLANNING
Encourage students simply to listen
for and identify the information
sought. Students do not need to
understand every word or write
complete sentences to complete this
exercise successfully. This is a good
moment to introduce the textos
locutados y mapeados that students
will have access to in TheSpanishHub
throughout the textbook. Have
students look at the highlighted words
in the texto mapeado: can they think
of similar combinations in English? Do
they work the same as in Spanish?
Play the four versions of the texto
locutado and ask them to identify one
difference they could perceive among
the spoken texts.
18. ANSWER KEY
1. Mike: el arte, la música, la
gastronomía
2. Kathy: la geografía del mundo
hispano y los problemas del
medioambiente
3. Bill: la literatura en español
6 7
LEARNING OUTCOMES
#LearningOutcomes highlights those
activities whose primary purpose
is to actively engage students with
the Learning Outcomes stated at the
beginning of each chapter. There
are also activities that address these
same learning outcomes, in a more
indirect way, and thus do not include
a hashtag.
These annotations
highlight the
digital content and
resources available
on The Spanish Hub
platform.
ANSWER KEY
Given in red directly in
the activities or in specific
annotations. In certain
cases, possible answers are
provided, which means that
answers may vary.
EXTENDING
Offers instructors ideas and
recommendations on how to
extend the activity further.
Instructors can provide students
with more exposure to input or
they can extend the practice
of the linguistic structure or
function intended in the activity.
18 DIFUSIÓN USA

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DIFUSIÓN USA
Our digital environment
for PROYECTOS
With ease of use and affordability in mind, Difusión has chosen BlinkLearning, an educational technology
company with more than 1.5 million users in over 40 countries, to power The Spanish Hub, where all digital
content and resources for PROYECTOS are available.
As more and more schools move into the digital world, it is important for us to offer digital content in an
interface that is intuitive and straightforward for all types of users and 100% web-based and browser friendly,
as well as compatible with all smartphones and tablets via an application that allows instructors and students
to work both offline and online at any time and from any location. Licenses are available for two lengths of
time, 12 months and 24 months, so you can adapt to all kinds of programs.
Technology that is affordable, intuitive, mobile and accessible to all!
For Students and Instructors
• Interactive Textbook. A full html version of
the textbook
• Interactive Activities. An interactive version
of a classic Student’s Activities Manual
• Enriched eText. An ebook version of the
textbook
• Grammar Tutorials. A series of animated
short films to make grammatical structures
easier and more fun to understand and learn
• Videos and their scripts
• Audios and their scripts
• Textos locutados, audio text narrated in
four different Sapnish varieties
• Textos mapeados, mapped versions of texts
• Interactive quizzes on each chapter
• Spanish-English and English-Spanish Glossaries
• Maps
• Rubrics
Only for Instructors
• Digital AIE
• Lesson plans
• Exams
• 50 multiple-choice questions per chapter
DIFUSIÓN USA 19

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DIFUSIÓN
NEW RELEASES / GRADED READERS
Culture, rapport, language, heritage
• Stories set in different cities in the U.S.
• A modern, cliché-free vision of Hispanic culture in the U.S.
• A reflection of a rich and diverse sociocultural heritage
TITLE BOOK E-BOOK (AMAZON)
24 horas en español. Nueva York 978-84-17260-72-9 978-84-17710-39-2
24 horas en español. Miami 978-84-17260-74-3 978-84-17710-40-8
20 DIFUSIÓN USA

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DIFUSIÓN USA
LOLA LAGO
& asociados
The most famous fictional character in the world
of Spanish as a second language
• New and exciting adventures with the detective Lola Lago, including the same characters, new additions, and
the series’ characteristic humorous touch, all reflecting the social and cultural realities of the 21st century.
• The series stands out for its linguistic sensitivity and for its natural presentation of daily language.
• Each book has a multilingual glossary at the end, lexical and cultural notes, and comprehension activities.
TITLE BOOK E-BOOK (AMAZON)
Sin noticias 978-84-18032-08-8 978-84-18032-55-4
Amor en línea 978-84-18032-09-7 978-84-18032-56-1
DIFUSIÓN USA 21

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DIFUSIÓN
OTHER PUBLICATIONS / K-12
METHODS
Above all, students learn languages when they
are doing interesting and fun things with them.
• It offers a new progression that encourages language
acquisition and consolidation of the content.
• It offers a variety of vocabulary and grammar aids and
formal practice activities in the unit.
• There is a skills assessment at the end of each unit.
• It takes into account the CEFR guidelines and the PCIC
reference levels.
22 DIFUSIÓN USA

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DIFUSIÓN USA
TITLE
STUDENT'S BOOK
+ CD AUDIO
WORKBOOK
EDUCATOR'S BOOK
USB STICK
WITH DIGITAL BOOK
Gente joven 1 Nueva edición A1.1 978-84-15620-75-4 978-84-15620-76-1 978-84-15640-04-2 978-84-17249-29-8
Gente joven 2 Nueva edición A1-A2 978-84-15620-87-7 978-84-15620-88-4 978-84-15620-93-8 978-84-17249-30-4
Gente joven 3 Nueva edición A2+ 978-84-15846-31-4 978-84-15846-32-1 978-84-15846-25-3 978-84-17249-31-1
Gente joven 4 Nueva edición B1.1 978-84-16057-21-4 978-84-16057-22-1 978-84-16057-23-8 978-84-17249-32-8
DIFUSIÓN USA 23

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OTHER PUBLICATIONS / PRE K-12 K-12
DIFUSIÓN
GRADED READERS
Los jóvenes mexicanos
CULTURE
Mexico is a country of young people: there are 36 million Mexicans aged
between 12 and 29. Los jóvenes mexicanos explores the challenges they
face in finding a job and expressing their individuality; and they tell us about
their political views and their plans and ideas to create a fairer country.
The text is accompanied with photographs, footnotes, a glossary in several
languages at the end of the book, plus a variety of activities. Lastly, there is a
CD with a reading of the text and a video.
TITLE
LIBRO
+ CD/DOWNLOADABLE MP3
E-BOOK (AMAZON)
Los jóvenes mexicanos A2-B1 978-84-8443-865-6 978-84-15620-71-6
Los jóvenes españoles
CULTURE
Spain is going through a period of great social, political and economic change.
These changes are affecting the lives of young people, their outlook on life
and their plans for the future. Los jóvenes españoles talks about how they
are some of the happiest in the world; they explore their relationships and
interests and their ability to use technology as a tool for social change.
The text is accompanied with photographs, a footnote Spanish glossary, and
another glossary in several languages at the end of the book, plus a variety of
activities. Lastly, ther is a CD with the full text and a video.
TITLE
LIBRO
+ CD/DOWNLOADABLE MP3
E-BOOK (AMAZON)
Los jóvenes españoles A2-B1 978-84-8443-862-5 978-84-15620-74-7
24 DIFUSIÓN USA

2020
DIFUSIÓN USA
GRADED READERS
CULTURE
The narrated stories in Aventura joven describe the
exciting, surprising adventures of Laura, Sergio, Mónica,
Guille, and Martín, five inseparable friends.
TITLE
LIBRO
+ CD/DOWNLOADABLE MP3
E-BOOK (AMAZON)
Aventura en La Habana A1 978-84-16057-27-6 978-84-16347-29-2
¿Dónde está Emiliano Fuentes? A1 978-84-8443-764-2 978-84-15620-24-2
Misterio en las Alpujarras A1 978-84-8443-271-5 978-84-15620-23-5
Objetivo: Barcelona A1 978-84-16057-26-9 978-84-16347-30-8
Perdidos en el Camino del Inca A1 978-84-8443-544-0 978-84-15620-25-9
Persecución en Madrid A1 978-84-8443-272-2 978-84-15620-22-8
El fantasma del instituto A2 978-84-8443-273-9 978-84-15620-26-6
El monstruo del rock A2 978-84-8443-274-6 978-84-15620-27-3
La chica de Mar del Plata A2 978-84-8443-543-3 978-84-15620-28-0
Trimestre maldito A2 978-84-8443-765-9 978-84-15620-29-7
DIFUSIÓN USA 25

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DIFUSIÓN
OTHER PUBLICATIONS / HIGHER EDUCATION
METHODS
The text as a trigger for learning
Learning and teaching with C de C1 means:
• Having a modern, complete manual which takes into
account the opinions of thousands of instructors with
experience at this level.
• Using real documents with a wide variety of text types
(from literature to Facebook messages) in class.
• Showing students different geographical and
sociolinguistic varieties of Spanish.
• Dealing with current, general-interest subjects in class.
• Working with samples of real language.
• Tackling a wide range of grammar, vocabulary, discursive,
and pragmatic content.
• Focusing on personal, in-depth, and dynamic learning; the
focus on vocabulary is one of the manual's main areas, as
are developing strategies, multilingual skills, and attention
to form.
• Assessing and training critical skills.
• Being able to work with units flexibly and, when so desired,
putting flipped classroom techniques into practice.
TITLE
STUDENT'S BOOK
+ DOWNLOADABLE MP3
WORKBOOK
+ DOWNLOADABLE MP3
USB STICK
WITH DIGITAL BOOK
C de C1 978-84-16273-48-5 978-84-16657-02-5 978-84-17249-50-2
26 DIFUSIÓN USA

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DIFUSIÓN USA
METHODS
A culture and civilization course that
deconstructs stereotypes
Objectives of the book:
• To ensure students gain sociocultural
knowledge about the Hispanic world,
seeking to show them the cultural and
linguistic diversity in it.
• To aid the development of the students'
intercultural skills through activities that
cause them to question their own values and
cultural reference points.
• To stress the relationship between culture
and language so that students are aware of
how they mutually influence one another.
• To allow the development of basic
communication skills: reading
comprehension, listening comprehension,
written expression, oral expression and
interaction.
• To learn how to use the language in specific
cultural contexts.
TITLE
STUDENT'S BOOK
+ CD/DOWNLOADABLE MP3 + DVD
EDUCATOR’S BOOK
Todas las voces A1-A2 978-84-8443-754-3 difusion.us
Todas las voces B1 978-84-8443-722-2 difusion.us
DIFUSIÓN USA 27

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DIFUSIÓN
OTHER PUBLICATIONS / HIGHER EDUCATION
GRADED READERS
América latina series
CULTURE
TITLE
READER + CD/
DOWNLOADABLE MP3
E-BOOK
(AMAZON)
Los espejuelos de Lennon A1 978-84-16057-28-3 978-84-16347-26-1
Ojalá que te vaya bonito A1-A2 978-84-16057-29-0 978-84-16347-27-8
Con Frida en el altiplano A1-A2 978-84-8443-479-5 978-84-15620-14-3
Guantanameras A1-A2 978-84-8443-402-3 978-84-15620-15-0
Pisco significa pájaro A1-A2 978-84-8443-480-1 978-84-15620-17-4
Dos semanas con los ticos A1-A2 978-84-8443-473-3 978-84-15620-16-7
Las nietas de Mayo A2-B1 978-84-16057-30-6 978-84-16347-28-5
Taxi a Coyoacán B1 978-84-8443-405-4 978-84-15620-19-8
La vida es un tango B1 978-84-8443-453-5 978-84-15620-20-4
Más conchas que un galápago B1 978-84-8443-481-8 978-84-15620-18-1
Mirta y el viejo señor B1 978-84-8443-482-5 978-84-15620-21-1
Marca España series
CULTURE
El camino de
las estrellas
CULTURE
Cocina
mexicana
CULTURE
TITLE
BOOK + CD
(MP3 + VIDEO)
E-BOOK
(AMAZON)
Cocina A2 978-84-8443-730-7 978-84-15620-08-2
Flamenco A2 978-84-8443-729-1 978-84-15620-10-5
Empresas B1 978-84-8443-731-4 978-84-15620-19-9
BOOK
978-84-8443-703-1
E-BOOK (AMAZON)
978-84-15620-35-8
BOOK
978-84-8443-866-3
E-BOOK (AMAZON)
978-84-15620-72-3
28 DIFUSIÓN USA

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DIFUSIÓN USA
GRADED READERS
Un día en... series
TITLE
CULTURE
READER + CD/
DOWNLOADABLE MP3
E-BOOK
(AMAZON)
Un día en Bogotá A1 978-84-17260-71-2 978-84-17710-38-5
Un día en Valencia A1 978-84-17249-64-9 978-84-17260-29-3
Un día en Sevilla A1 978-84-17249-63-2 978-84-17260-30-9
Un día en Barcelona A1 978-84-16273-49-2 978-84-16657-88-9
Un día en Madrid A1 978-84-16273-50-8 978-84-16657-90-2
Un día en Málaga A1 978-84-16273-52-2 978-84-16657-89-6
Un día en Salamanca A1 978-84-16273-51-5 978-84-16657-91-9
Un día en C. de México A1 978-84-16657-45-2 978-84-17260-08-8
Un día en Buenos Aires A1 978-84-16657-44-5 978-84-17260-07-1
Un día en La Habana A1 978-84-16657-43-8 978-84-17260-06-4
Aires de
fiesta latina
BOOK
978-84-8443-427-6
CULTURE
Grandes personajes series
BIOGRAPHY
TITLE
READER + CD/
DOWNLOADABLE MP3
E-BOOK
(AMAZON)
Picasso. Las mujeres de un genio A2 978-84-8443-735-2 978-84-15620-07-5
Dalí. El pintor de sueños A2 978-84-16057-33-7 978-84-16347-24-7
García Márquez. Una realidad mágica A2 978-84-16057-34-4 978-84-16347-25-4
Che. Geografías del Che B1 978-84-8443-767-3 978-84-15620-04-4
Frida Kahlo. Viva la vida B1 978-84-8443-736-9 978-84-15620-05-1
Lorca. La valiente alegría B1 978-84-8443-737-6 978-84-15620-06-8
Lola lago series
MYSTERY Gael series GRAPHIC NOVELS
TITLE
Vacaciones al
sol A1
Una nota falsa
A2
Poderoso
caballero A2
Por amor al
arte A2
La llamada de
La Habana A2-B1
Lejos de casa
A2-B1
¿Eres tú, María?
B1
READER + CD/
DOWNLOADABLE MP3
E-BOOK
(AMAZON)
978-84-8443-128-2 978-84-15620-40-2
978-84-8443-129-9 978-84-15620-41-9
978-84-8443-130-5 978-84-15620-43-3
978-84-8443-131-2 978-84-15620-42-6
978-84-8443-132-9 978-84-15620-45-7
978-84-8443-133-6 978-84-15620-44-0
978-84-8443-134-3 978-84-15620-46-4
978-84-8443-742-0 978-84-16657-59-9 978-84-17249-62-5
DIFUSIÓN USA 29

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DIFUSIÓN
OTHER PUBLICATIONS
GRAMMAR
Visual material to understand,
practice, and explain grammar
• It is designed for independent learning by
the student, or to supplement language
courses.
• It provides clear, precise, and accurate
explanations in simple, comprehensible
language.
• It contains more than 470 illustrations that
help you understand the grammar aspects
presented.
• It has more than 370 exercises to
understand and learn grammatical forms
and avoid the most common mistakes.
• It has language samples and representative
examples of real-life communicative use of
Spanish as well as a wide variety of texts.
TITLE SPANISH EDITION ENGLISH EDITION
Gramática básica del estudiante de español A1-B1 978-84-8443-726-0 978-84-8443-437-5
30 DIFUSIÓN USA

2020
DIFUSIÓN USA
RESEARCH ON METHODOLOGY
Specialized articles on new methodology
for Spanish-language educators
• This is the ideal content for Spanish
language instructors who want
to learn independently, as well as
for institutions that offer Master’s
degrees and educator training courses.
• It contains articles by renowned ELE
authors and scholars.
• Easy-to-use volumes with a modern
design
• Volumes dedicated to educator
training, to the teaching of children
and adolescents, and to vocabulary
and grammar
• Available in print or as e-books
• The series is edited by Neus Sans y
Francisco Herrera.
TITLE BOOK E-BOOK (AMAZON)
La gestión del aula de español. Desafíos y actuaciones 978-84-16347-98-8 978-84-16943-55-5
La didáctica de lenguas de par en par. Diálogo entre teoría y práctica 978-84-17710-82-8 978-84-17710-97-2
La formación del profesorado de español. Innovación y reto 978-84-16347-98-8 978-84-16943-55-5
Enseñar español a niños y adolescentes. Enfoques y tendencias 978-84-16657-42-1 978-84-16943-56-2
Enseñar léxico en el aula de español. El poder de las palabras 978-84-16943-88-3 978-84-17260-31-6
Enseñar gramática en el aula de español. Nuevas perspectivas y propuestas 978-84-16943-89-0 978-84-17260-32-3
DIFUSIÓN USA 31

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DIFUSIÓN
Distribution
WHERE TO BUY OUR BOOKS?
Main distributor
COLORADO
CONTINENTAL BOOK CO.
7000 Broadway, Unit #102
Denver, CO 80221
T. +1 303 289 1761 / +1 800 364 0350
F. +1 303 289 1764 / +1 800 279 1764
cbc@continentalbook.com
www.continentalbook.com
Other distributors
NEW YORK
IDEAL FOREIGN BOOKS
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Avenue Richmond Hill
N.Y. 11418 New York
T. +1 718 297 74 77
F. +1 718 297 76 45
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MASSACHUSETTS
MEP-INC / SCHOENHOF’S FOREIGN BOOKS
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T. +1 847 676 1596
info@mep-inc.net
Do you work with another distributor?
If you usually work with another distributor, please email us at spanish@difusion.us so
we can let you know how you can purchase the products in our catalog.
WHERE TO BUY OUR PLATFORM LICENSE?
You can purchase a license for The Spanish Hub directly at our website www.difusion.us,
or through our distributor, Continental Book Co.
Please be in touch with our U.S. Sales Marketing Manager,
Camilo Rodríguez, at crodriguez@difusion.us, +1 754 281 7436,
if you have questions or need more information.

Our mission is to help students learn Spanish they can
use in real-life situations. And we do it by creating
engaging and meaningful content that sparks their
curiosity and motivates them to learn. We strongly
believe that educators play a key role in language
learning, and part of our mission is to support them and
give them opportunities for professional development.
Leading the Change in Language Learning
difusion.us
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© Cover photography: Explorando Santiago de Chile. Claudia Gálvez / Getty Images