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Modelos An Integrated Approach for Proficiency in Spanish,9780131893016
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Modelos An Integrated Approach for Proficiency in Spanish

by ; ;
Edition:
1st
ISBN13:

9780131893016

ISBN10:
0131893017
Format:
Paperback
Pub. Date:
1/1/2004
Publisher(s):
Prentice Hall
List Price: $80.00
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Summary

This combination intermediate-level Spanish text/writer's manual offers a reader-centered, holistic approach that focuses on developing proficiency in speaking, reading, writing, and listening, and integrates coverage of literature and composition with grammar review. Each chapter of thetext consists of an authentic reading selection, instruction into writing strategies and tips, followed by activities with specific roles for understanding and exploring the text. The manual's chapters align with the text and review grammatical structures, provide additional focus on oral proficiency, editing and assessment exercises, and offer an appendix of extra materials, from sample editorial keys to a dictionary of rhetorical terms. Yo, autor? Definiciones y espejos. Escritor fotografo. Escritor escultor. Escritor reportero. Escritor pintor. Escritor cuentista. Escritor critico. Escritor abogado. Escritor critico literario. Escritor sociologo. Escritor inventor. Escritor escritor. For readers with intermediate-level proficiency inSpanish who want to further their skills in reading, writing, speaking, and listening.

Table of Contents

Yo, autor? Definiciones y espejos
Escritor fotografo
Escritor escultor
Escritor reportero
Escritor pintor
Escritor cuentista
Escritor critico
Escritor abogado
Escritor critico literario
Escritor sociologo
Escritor cientiifico
Escritor escritor
Table of Contents provided by Publisher. All Rights Reserved.

Excerpts

Modelosoffers a text- and manual-guided program designed for students within the ranges of intermediate and advanced low stages of proficiency (according to guidelines established by ACTFL). Modelosconcentrates on helping students fill in their basic knowledge with more control of the information they already possess, with a primary goal of enhancing and empowering the students in their critical thinking, receptive, and productive abilities. The premise is that through structured practice of their existing knowledge, the students'' proficiency and confidence in using the language will grow. Acquiring and understanding the subtleties of the language will occur as students take active ownership of their language production. Modelosemphasizes development in the writing skill, but time is devoted to growth in all four of the modalities of language: reading, writing, speaking, and listening. The text is organized to integrate grammatical review as well as to enhance the students'' critical thinking and interpretive skills. This involves a focus on the learner becoming motivated to comprehend and produce Spanish and an intention to make students assume responsibility, pride, and accountability for their production. Each of the students is also an author, with a voice and ideas: at all junctures, Modelosstrives to reinforce this notion. GOALS The goals of the text can be summarized in five areas: To help students further their ability in the production and comprehension of Spanish. To help students gain confidence in their usage of Spanish in order to communicate and understand at a level that approximates and furthers their native language ability as well. The focus is on communicative choices and content. Grammar review and intermediate level explanations are integrated as a critical complement to skill development. To help students acquire and inculcate strategies and habits of composition (strategies in pre-writing, writing, revising, editing, and evaluation) that go beyond any particular level or text, ones which they can utilize in any language situation or assignment. This includes the development of reflection and self-assessment, as well as precision in language use. To foster critical and integrative thinking skills. Beyond the "what" of the instruction in the particular subject matter of Spanish, Modelosaddresses the "how" of learning development. The text activities, especially the inclusion of a focus on learning communities for reading, are designed to enhance each student''s ability to listen, share, and participate in dialogues beyond the level of comprehension or passive reception of information. To provide instructors an integrated program from which they can emphasize the learning outcomes most pertinent to their own students, be it review of grammatical structures or literary interpretation and analysis or composition development. As the strong connection between the four language skills is apparent, the links between reading and writing, speaking and listening, and writing and speaking are emphasized and enhanced. This text presumes that students will work in peer groups, not only to complete peer evaluation of homework and essays, but also to work together as a discussion group and in cooperative learning situations. FORMAT AND SEQUENCE Modelosis comprised of a text and a separate Writer''s Manual (ISBN 0130324043), directed at or to students in the third year conversation/composition courses or syntax/composition courses. Text and manual are complementary, emphasizing the dual need for disciplined review of form and intentional writing. The text consists of the reading selections and instruction into writing, process and product. The materials invite exercise in all skills. The manual consists of chapters that align with the text; primarily the manual reviews grammatical structures in an order consistent with the writing per chapter. The manual also has additional focus on oral proficiency, editing, and assessment exercises to complement the composition instruction in the text. At the end of the manual is an appendix of extra materials, from ACTFL guidelines for proficiency in writing to abbreviations for Spanish terminology. The material is easily applicable to a one- or two-semester program, depending on particular curricular needs and emphases. Each instructor is welcome to order material according to his/her own classroom plan--our goal is to offer the instructor a thorough pedagogical and methodological package from which to craft his/her curriculum given particular priorities. Each chapter of Modeloshas been organized around the theme of models because we believe the concept of modeling distinct roles suits the composition process well. First, the readings in the text serve as models for composition strategies and syntactic growth; second, we ask the students to consider the different models, or roles and functions, writers take in the writing act. Chapters are arranged around these different role models; for example, Chapter 2 discusses the writer as photographer, Chapter 8 writer as lawyer, and Chapter 10 as sociologist. We believe the theme serves to maintain interest among instructors and students across a term as it explores the connection between language and how we use it according to the different roles we play. It is hoped that the double meaning of "modelos" as models students will analyze, and the roles they will assume, serves well to help students remember the different aspects of composition and the interrelatedness of the other productive and receptive skills. The reading activities have been geared to engage students actively in the reading process. Through the creation of learning communities, in which each student plays an important role in the reading process (e.g., investigators of background information, vocabulary expert, interpreters of information, facilitator of discussion), students are the key facilitators of the discussion, and the professor serves as a guide, participant, and mentor. These activities promote the critical and integrative thinking desired of students at this level, preparing them for advanced study. The composition component of the text includes attention to syntax (grammatical competence), structure (clause and sentence level attention), style (e.g., elements of tone, voice, precision, and concision), and framework (creating a comprehensive text around a central idea). These four aspects are discussed across chapters, again reinforcing the idea of recycling information and inculcating strategies across genre and assignment. Attention is especially paid to paragraph development, including freewriting, drafts, and revisions. Each chapter is divided into four pasosand has a connection to the manual, as follows: PASO 1 LEER POR MODELOS This section consists of readings of various genres and themes. Each reading serves as a model for the composition task, a foundation for developing critical reading strategies, and a means to become familiar with Hispanic culture(s). Depending on the goals of the chapter, there are one or two reading models; because we wish to prepare students for advanced study of Spanish, we also progress in the length of the readings. In addition to the work to be done by the reading community to have students develop collaborative skills, a glossary of words is provided at the end of each chapter. PASO 2 ESCRIBIR POR MODELOS In this section, aspects of composition are explored. First, we consider the thematic model of the chapter; then we review the reading for its representation of the model; next we study strategies for the stages of writing and add helpful hints for good writing. PASO 3 REDACTAR POR MODELOS In this section we explore perha


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