Here is the standard rubric for comparing possible textbooks:
STANDARDS-BASED
TEXTBOOK EVALUATION GUIDE Foreign Language Standards Implementation
Guide, Indiana Standards (2000) Developed by Sally Hood Cisar Indiana
University, Bloomington Indiana Name
of Textbook:
_____________________________________________________________ Goal:
Name
of
Textbook
|
Score
from
Communi-cation
|
Score
from
Cultures
|
Score
from
Connections
|
Score
from
Comparisons
|
Score
from
Communities
|
GRAND
TOTAL
|
COMMUNICATION
Browse the text and
ancillaries for communicative activities that address each of the
three standards for communication. Read through the activities
carefully and rate them according to the listed criteria, using the
scale 0 through 4. Activity names (and/or numbers)
_________________________ Pages ____________________
Not
At All Partially Completely
0
– 1 – 2 - 3- 4
This is the Table I made to compare the different books and their strengths:
cgonzaleSPANISH
1010 – 1020 PROSPECTIVE TEXTBOOKS Preliminary data
Publisher
|
TITLE, ed
|
No. of lessons
|
Chapter(s) in which this
structure is taught
|
Chapter themes
|
Video
|
readings
|
writing,
oral
|
comments
|
||||
Preterite,
imperfect, contrast
|
Present
subjunctive
|
Past
subjunctive
|
Past
perfect subjunctive
|
|||||||||
Vista
|
18
|
6/7/8/9, 10, 10
|
12/13/14/ 15, 18
|
16, 18
|
17, 18
|
countries
|
3
types
|
Vistas
& Panoramas
share the same 3 videos: telenovela, cultural video-English to CH
6, and Span-language cultural video
|
||||
15
|
6/7/8/9/ 10, 10
|
12/13/14
|
no
|
no
|
countries
|
shorter
clone of Vista
|
||||||
18
|
5/6/8,
9, 9, 10
|
15/16/
17/18
|
no
|
no
|
themes
|
3 types
|
Has
present perfect before imperfect
|
|||||
16
|
6/7/8/9,
10, 11
|
12/13/14
|
16
|
no
|
Themes
& some countries
|
3 types
|
yes
|
Designed
for 2 semesters
|
||||
16
|
16
|
no
|
Same
as ¡Viva!
|
|||||||||
The
Supersite is where you will find all the multimedia (click on
Preview Student Site, on the upper right to see what the students
see), and all the testing and instructor resources (under the
Resources tab at the top).
This
text certainly fulfills all other requirements, with two caveats.
The
chapters are arranged thematically, rather than by country,
focusing on aspects of daily life. This allows us to group
vocabulary, readings, and culture around a central theme, in order
to provide an overarching context for the chapter content.
We
provide detailed country or region studies in every other chapter,
rather than every chapter. The studies (Aventuras en los
paises hispanos ) include a video documentary, and an overview of
the history, art, economy, and culture, including a review
exercise. These are generally more detailed than in most
books, according to the feedback I have received.
Each
chapter includes a 5 minute video segment called Flash Cultura,
which take a look at a “small c” cultural event,
practice, or daily routine in Spanish speaking countries.
There is a related reading on the topic as well, and these are in
every chapter within the Exploraciones sections. I think
that chapter 10, on the health care system in Argentina is my
favorite, because it is such an eye-opener on what is possible
(though lacking in the US).
So
we actually have two types of geocultural videos, and related
readings. In addition, the Videoclip
which
follows each Gramática section shows an authentic Spanish
language television news story, or commercial spot, including one
short film.
The
5 C’s served as a guide to how we organize the material, and you
will find icons throughout the instructor’s edition identifying
which standard is engaged within a particular activity.
No
other text on the market includes a Pronunciación section like
ours. Take a look at the full page coverage, and then see
how the integrated online activities encourage the student to
practice by recording their own voice and comparing that to a
native speaker. This has been incredibly popular with
students who are provided with a way to listen to and practice
proper speech outside the classroom. There are many
additional ways that students are exposed to authentic speech in
an interactive online context, and asked to produce speech as well
as listen.
And
no other text includes the type of animated Grammar Tutorials that
we do. Ours are far more engaging and fun for the students
(and teachers).
I
would be very happy to help point all these out, while refraining
from engaging in any leading or “sales like” commentary or
questions. If your colleagues prefer to be left alone, maybe
you and I could walk through the resources over the phone
together, and you could help to point out to them items that you
find particularly interesting. Or, I would be happy to drop
by your office and do the same in person as a purely informational
meeting. Laura is right to be concerned. Everywhere I
went last year, I heard the same comment about the sales effort
for Experience Spanish, “high pressure”. They not only
sent their executives on a national tour, but the reps were
strongly encouraged to keep the pressure on for this new book.
The results were not impressive, and the pressure tactics made
instructors more defensive with all the publishers.
If
you think this book should be a candidate, and would like to be
able to show your colleagues where to find all the online
resources, just let me know, and I will be happy to assist either
by phone or in person.
You
can make all of these sample videos full screen by clicking on the
tiny icon in the bottom right corner of the screen, after clicking
on the segment to open it.
http://vistahigherlearning.com/educators/highered/spanish-programs/aventuras-3rd-edition.html#components |
||||||||||||
Sent:
Wednesday, June 13, 2012 1:20 PMTo:
Christine GonzalesSubject:
Cengage
Learning eTextbook added to your CourseSmart account
Dear
Professor Gonzales,
This
email is to inform you that Your Cengage Learning representative,
Higher Ed Open 116Higher Ed Open 116, has added a new title to
your MyCourseSmart bookshelf for you to review.
CourseSmart
enables instructors and students to access textbooks from multiple
publishers online.
With
your free account, you can:
This
title has been added to your CourseSmart account, but you can
request online exam copies from any of our partner publishers at
CourseSmart.
Viajes,
Cuadros Student Text, Volume 4 of 4, Cuadros Student Text, Volume
3 of 4, Cuadros Student Text, Volume 2 of 4, Cuadros Student Text,
Volume 1 of 4, Plazas by Hershberger/Navey-Davis/Borrás A..,
Long/Madrigal/Swanson/Carreira., Long/Madrigal/Swanson/Carreira.,
Long/Madrigal/Swanson/Carreira., Spaine Long/Madrigal
Velasco/Swanson/Carreira., Hershberger/Navey-Davis/Borrás A..
To
learn more and try CourseSmart, go to
http://instructors.coursesmart.com
When
you sign in:
IF
YOU CANNOT RECALL YOUR PASSWORD, click the "Password"
link on the login page after you enter your email address to reset
your password. A temporary, single use password will be emailed to
you immediately.
For
help, visit the CourseSmart Customer Service Center
at:http://support.coursesmart.com
We
hope you enjoy your complimentary digital rental.
Regards,
Higher Ed Open 116 Higher Ed Open 116 and CourseSmart CourseSmart, LLC Learn Smart. Choose Smart.www.coursesmart.com
CourseSmart's
publisher partners include
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Please DO NOT REPLY to this email. This email has been sent from
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If
you would like to unsubscribe, please click on the link below and
we will be happy to remove you from our
list.http://www.coursesmart.com/go/unsubscribe
|
||||||||||||
3
|
Nexos,
3rd
ed
|
14
|
14
|
|||||||||
From:
lanise thompson [laniset@gmail.com] Sent:
Wednesday, June 13, 2012 1:29 PMSo
I set up a practice course on the Nexos site.
1.
go to http://hlc.quia.com/books/
2.
log in username: slccnexos
password:
slcc2012
This
takes you to the student portion and you can view all the
different activities Click ebook to view the newest edition
in electronic form.
From
the teachers page click SLCCtest takes you to the teacher portion
from that page if you click assign you can see how to assign
assignments. green dots mean the computer will grade the
assignment, no instructor input needed. If you click on the name
of the assignment (underlined in blue) you can see the assignment. |
||||||||||||
Sheri
Spaine Long -
University of Alabama at Birmingham
María
Carreira -
California State University at Long Beach
Sylvia
Madrigal Velasco
Kristin
Swanson
ISBN-10:
1111833249 ISBN-13: 9781111833244
608
Pages Paperbound
©
2013 Published Heinle (Cengage)
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Personal
Tutor Spanish 3-Semester Instant Access Code
ISBN-10:
111177014X | ISBN-13: 9781111770143
Personal
Tutor gives students online access to live, one-on-one help from a
subject-area expert.
Premium
Web Site Instant Access Code
ISBN-10:
1133001009 | ISBN-13: 9781133001003
This
new online suite of digital resources makes it easy for your
students to access all of the eResources you select using this
one-stop online portal. You will find all of the teaching and
learning resources from the Companion Website plus all premium
digital content for the course in one place. Passkey-protected
premium content consists of the SAM Audio Program in mp3 format;
the complete three-tier Video Program in mp4 format; the In-Text
Audio Program in mp3 format; video grammar tutorials for every
grammar topic covered in the text; access to the Multimedia eBook;
and interactive multimedia practice activities. In addition, the
NEXOS Premium Website offers direct links to a variety of online
tutorial services.
Quia
Instant Access Code
ISBN-10:
1133001025 | ISBN-13: 9781133001027
For
online purchase only. The eSAM (Workbook/Laboratory Manual)
includes the entire SAM in an online format and includes a
comprehensive grade book. The eSAM program also includes the audio
associated with the Lab section of the SAM.
iLrn:
Heinle Learning Center 3-Semester Instant Access Code
ISBN-10:
1133433820 | ISBN-13: 9781133433828
For
online purchases only. iLrn: Heinle Learning Center (an all-in-one
online solution for the introductory Spanish course) provides
students with everything they need to master the skills and
concepts of the course. The dynamic audio- and video-enhanced
learning environment includes an audio-enhanced eBook with
integrated activities, companion videos, an interactive
voiceboard, an online workbook and lab manual with audio,
interactive enrichment activities, diagnostic activities that
generate a personalized study plan for each student, and access to
a variety of online tutorial services.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Table
of Contents
Capítulo
preliminar: ¡Bienvenidos a la clase de español!the alphabet. people. the textbook. numbers 0–100. objects in the classroom. the textbook. classroom commands. Capítulo 1: ¿Cómo te llamas? Temas -. La identidad personal. Introducción a los países de habla española. Comunicación -. introduce yourself and others, greet, and say goodbye. make a phone call. tell your and others' ages. address friends informally and acquaintances politely. write a personal letter. Vocabulario útil -. 1. Greetings. 2. Exchanging personal information (phone numbers and addresses). 3. Introductions and saying good-bye. - Gramática útil -. 1. Identifying people and objects: Nouns and articles. 2. Identifying and describing: Subject pronouns and the present indicative of the verb ser. 3. Expressing quantity: Hay + nouns. 4. Expressing possession, obligation, and age: Tener, tener que, tener + años. - Cultura -. Opener Spanish around the world. ¡Fíjate! Cell phones. Voces de la comunidad: Hispanics from the U.S., Canada, and around the world. ¡Explora y exprésate! --a brief history of the Spanish language. --some statistics about Spanish speakers. --a few comparisons between Spanish and English. --Spanish in the professional world. -Skills -. A ver. Estrategia Viewing a segment several times. A leer. Estrategia Identifying cognates. Lectura ¡Tu dirección electrónica revela tu personalidad! A escribir. Estrategia Prewriting--Identifying your target audience. Composición An e-mail message. Repaso y preparación. Capítulo 2: ¿Qué te gusta hacer? - Temas -. 1. Gustos y preferencias. 2. Hispanos en Estados Unidos. - Comunicación -. express likes and dislikes. compare yourself to other people and describe personality traits. ask and answer questions. talk about leisure-time activities. indicate nationality. - Vocabulario útil -. 1. Activities. 2. Physical traits. 3. Personality traits. - Gramática útil -. 1. Describing what you do or are doing: The present indicative of -ar verbs. 2. Saying what you and others like to do: Gustar + infinitive. 3. Describing yourself and others: Adjective agreement. - Cultura -. Opener Statistics on Hispanics in the U.S. ¡Fíjate! "Spanglish": la mezcla de dos idiomas. Voces de la comunidad Isabel Valdés, author and consultant. ¡Explora y exprésate! --world nationalities. --bilingual culture in the U.S. and Canada. --some statistics about Hispanics in the U.S. --Hispanic groups in the U.S.: brief overview of their history and culture. - Skills -. A ver. Estrategia: Using questions as an advance organizer. A leer. Estrategia: Using a bilingual dictionary. Lectura ¿Cómo soy yo? A escribir. Estrategia Prewriting: Using a bilingual dictionary. Composición: An art review. Repaso y preparación. Capítulo 3: ¿Qué clases vas a tomar? - Temas -. 1. Investigaciones. 2. Puerto Rico, Cuba y la República Dominicana. - Comunicación -. talk about courses and schedules and tell time. talk about present activities and future plans. talk about possessions. ask and answer questions. - Vocabulario útil -. 1. Fields of study and days of the week. 2. Telling time and times of day. 3. Talking about dates. - Gramática útil -. 1. Asking questions: Interrogative words. 2. Talking about daily activities: -er and -ir verbs in the present indicative. 3. Talking about possessions: Simple possessive adjectives. 4. Indicating destination and future plans: The verb ir. - Cultura -. Opener. Comparative facts about Caribbean countries. ¡Fíjate! The twenty-four hour clock. Voces de la comunidad. Erick Carreira, scientist. ¡Explora y exprésate! --Facts about Puerto Rico, Cuba, and the Dominican Republic. Cuba: the campaign for literacy. Puerto Rico: the bilingual education of the boricuas. República Dominicana: the oldest university in the New World. Skills -. A ver. Estrategia: Using body language. A leer. Estrategia Using visuals. Lectura Tres escuelas interesantes del Caribe. A escribir. Estrategia Prewriting--Brainstorming ideas. Composición A descriptive diary entry. Repaso y preparación. Capítulo 4: ¿Te interesa la tecnología? - Temas -. 1. Conexiones. 2. España. - Comunicación -. talk about computers and technology. identify colors. talk about likes and dislikes. describe people, emotions, and conditions. talk about current activities. say how something is done. Vocabulario útil -. 1. Technology, computers, and colors. 2. Emotions, electronics. 3. On the Internet. - Gramática útil -. 1. Expressing likes and dislikes: Gustar with nouns and other verbs like gustar. 2. Describing yourself and others and expressing conditions and locations: The verb estar and the uses of ser and estar. 3. Talking about everyday events: Stem-changing verbs in the present indicative. 4. Describing how something is done: Adverbs. - Cultura -. 1. Opener Comparative facts about Spain. 2. ¡Fíjate! 3. Internet language. 4. Voces de la comunidad. 5. Thaddeus Arroyo, CIO. 6. ¡Explora y exprésate! the Spanish empire. the great artists and writers of Spain. the Arabic influence on Spanish architecture. Buika, a Spanish singer who blends many musical styles. - Skills -. A ver. Estrategia Listening without sound. A leer. Estrategia Using format clues to aid comprehension. Lectura ¿Qué es Tuenti? A escribir. Estrategia Prewriting--Narrowing your topic. Composición An online message. Repaso y preparación. Capítulo 5: ¿Qué tal la familia? - Temas -. 1. Relaciones familiares. 2. Honduras y El Salvador. - Comunicación -. talk about and describe your family. talk about professions. describe daily routines. indicate ongoing actions. - Vocabulario útil -. 1. The family. 2. Professions and careers. 3. Personal care items. - Gramática útil -. 1. Describing daily activities: Irregular yo verbs in the present indicative. 2. Describing daily activities: Reflexive verbs. 3. Describing actions in progress: The present progressive tense. - Cultura -. 1. Opener Comparative facts about Honduras and El Salvador. 2. ¡Fíjate! 3. Professions with a global impact. 4. Voces de la comunidad. 5. Gloria G. Rodríguez, author and founder of Avance. 6. ¡Explora y exprésate! facts about Honduras and El Salvador. ethnic diversity in Honduras and El Salvador. a unique course of study in Honduras. a financial cooperative in El Salvador. - Skills -. A ver. Estrategia Listening for the main idea. A leer. Estrategia Skimming for the main idea. Lectura La cultura garífuna. A escribir. Estrategia Writing--Creating a topic sentence. Composición A description of a profession. Repaso y preparación. Capítulo 6: ¿Adónde vas? - Temas -. 1. La comunidad local. 2. México. - Comunicación -. talk about means of transportation. say where things are located. talk about where you are and where you are going. give directions. agree and disagree. indicate and talk about what you plan buy. make polite requests and commands. refer to object locations. - Vocabulario útil -. 1. Places in the university and around town. 2. Means of transportation. 3. Shopping. - Gramática útil -. 1.Indicating location: Prepositions of location. 2. Telling others what to do: Commands with usted and ustedes. 3. Affirming and negating: Affirmative and negative expressions. 4. Indicating relative position of objects: Demonstrative adjectives and pronouns. - Cultura -. 1. Opener Comparative facts about Mexico. 2. ¡Fíjate! Regional variations of Spanish around the world. 3. Voces de la comunidad. 4. Sonia Sotomayor, U.S. Supreme Court judge. 5. ¡Explora y exprésate! ancient civilizations and indigenous populations of Mexico. the Spanish conquest and the Mexican Revolution. el tianguis, a special kind of open-air market. - Skills -. A ver. Estrategia Watching facial expressions. A leer. Estrategia Working with unknown grammatical structures. Lectura Los jóvenes se divierten. A escribir. Estrategia Writing--Adding supporting detail. Composición A description of a place of personal significance. Repaso y preparación. Capítulo 7: ¿Qué pasatiempos prefieres? - Temas-. 1. Los ratos libres. 2. Panamá y Costa Rica. - Comunicación -. talk about sports and leisure activities. talk about seasons and the weather. say how you feel using tener expressions. describe your recent leisure activities. suggest activities and plans to friends. - Vocabulario útil -. 1. Sports and leisure activities, seasons. 2. Tener expressions. 3. Weather. - Gramática útil -. 1. Talking about what you did: The preterite tense of regular verbs. 2. Talking about what you did: The preterite tense of some common irregular verbs. 3. Referring to something already mentioned: Direct object pronouns. 4. Telling friends what to do: Tú command forms. - Cultura -. 1. Opener Comparative facts about Costa Rica and Panamá. 2. ¡Fíjate! Weather on both sides of the Equator. 3. Voces de la comunidad new subject TBD. 4. ¡Explora y éxpresate!. ethnic diversity in Costa Rica and Panamá. general information about Costa Rica and Panamá. a special boat race from the Atlantic to the Pacific. Ecotourism in Costa Rica. - Skills -. A ver. Estrategia Listening for details. A leer. Estrategia Scanning for detail. Lectura Costa Rica: Aventuras en los rápidos. A escribir. Estrategia Writing--Freewriting. Composición. An article for the school newspaper. Repaso y preparación. Capítulo 8: ¿Cómo defines tu estilo? - Temas -. 1. Estilo personal. 2. Perú y Ecuador. - Comunicación -. talk about clothing and fashion. shop for various articles of clothing. discuss prices. describe recent purchases and shopping trips. talk about buying items and doing favors for friends. make comparisons. - Vocabulario útil -. 1. Articles of clothing, fabrics, accessories. 2. Clothes shopping. 3. Means of payment, numbers over 100. - Gramática útil -. 1. Talking about what you did: The preterite tense of more irregular verbs. 2. Talking about what you did: The preterite tense of –ir stem-changing verbs. 3. Saying who is affected or involved: Indirect object pronouns. 4. Making comparisons: Comparatives and superlatives. - Cultura -. 1. Opener Comparative facts about Perú and Ecuador. 2. ¡Fíjate! The ancestral tradition of weaving in the Andes. 3. Voces de la comunidad. 4. New subject, fashion designer. 5. ¡Explora y exprésate! ancient civilizations in Perú and Ecuador and their present-day descendants. general information about Perú and Ecuador. organic cotton from Perú. a colorful fair that sells traditional clothing in Ecuador. - Skills -. A ver. Estrategia: Using background knowledge to anticipate content. A leer. Estrategia: Using background knowledge to anticipate content. Lectura: El jean impone su encanto. A escribir: Estrategia Revising--Editing your freewriting. Composición: A description of your closet. Repaso y preparación. Capítulo 9: ¿Qué te apetece? - Temas -. 1. Sabores. 2. Bolivia y Paraguay. - Comunicación -. talk about food and cooking. shop for food. order in a restaurant. talk about what you used to eat and cook. say what you do for others. - Vocabulario útil -. 1. Restaurants and menus. 2. Recipes and food preparation. 3. Setting the table. - Gramática útil -. 1. Talking about what you used to do: The imperfect tense. 2. Talking about the past: Choosing between the preterite and the imperfect tenses. 3. Avoiding repetition: Double object pronouns. 4. Indicating for whom actions are done and what is done routinely: The uses of se. - Cultura -. 1. Opener Comparative facts about Bolivia and Paraguay. 2. ¡Fíjate! The metric system. 3. Voces de la comunidad. 4. Aaron Sánchez, chef, cookbook author, and restaurateur. 5. ¡Explora y exprésate! Bolivia and Paraguay: overview and history. La quinua, a special food from Bolivia. El tereré, a social tea tradition from Paraguay. some ancient and modern sites in Bolivia and Paraguay. - Skills -. A ver. Estrategia Using visuals to aid comprehension. A leer. Estrategia Setting a time. limit. Lectura Los bocadillos en las oficinas. A escribir. Estrategia Writing--Writing a paragraph. Composición A personal anecdote. Repaso y preparación. Capítulo 10: ¿Dónde vives? - Temas -.1. Ambientes. 2. Guatemala Nicaragua. - Comunicación -. talk about your childhood. describe houses and apartments and their furnishings. talk about household tasks. indicate numerical order. talk about the duration of past and present events. say what people want others to do. emphasize ownership. - Vocabulario útil -. 1. Parts of the city, the house, ordinal numbers. 2. Household tasks, furniture, and decorations. 3. Household appliances. - Gramática útil -. 1. Expressing hopes and wishes: The subjunctive mood. 2. Emphasizing ownership: Stressed possessives. 3. Expressing ongoing events and duration of time: Hace / Hacía with time expressions. 4. Choosing between por and para. - Cultura -. 1. Opener Housing in Guatemala, Nicaragua, the U.S., and Canada. 2. ¡Fíjate! Refranes del mundo hispano. 3. Voces de la comunidad. 4. New subject, Junot Díaz (tentative). 5. ¡Explora y exprésate! Guatemala and Nicaragua: overview and history. Ethnic diversity in Guatemala and Nicaragua. Some ancient and modern sites in Guatemala and Nicaragua. A unique recycling program in Guatemala. Alter Eco: "green" furniture and decorations for your home. - Skills -. A ver. Estrategia Listening to tone of voice. A leer. Estrategia Understanding poetry. Lectura Poems by Nicaraguan poets Rubén Darío and José Coronel Urtecho. A escribir Estrategia Writing--Adding transitions between paragraphs. Composición Transitional sentences. Repaso y preparación. Capítulo 11: ¿Qué significa la cultura para ti? - Temas -. 1. Culturas. 2. Venezuela Colombia. - Comunicación -. talk about popular and high culture. express preferences and make suggestions about entertainment. express emotion and wishes. express doubt and uncertainty. express unrealized desires and unknown situations.- Vocabulario útil -.1. Movie genres; talking about movies. 2. Television shows; talking about television. 3. Music, art, and culture. - Gramática útil -. 1. Expressing emotion and wishes: The subjunctive with impersonal expressions and verbs of emotion. 2. Expressing doubt and uncertainty: The subjunctive with expressions of doubt and disbelief. 3. Expressing unrealized desires and unknown situations: The subjunctive with nonexistent and indefinite situations. - Cultura -. 1. Opener Comparative facts about Venezuela and Colombia. 2. ¡Fíjate! New television, video, music, and Internet radio terms. 3. Voces de la comunidad. 4. Suzanna Guzmán, opera singer. 5. ¡Explora y exprésate! important facts about Colombia and Venezuela. the long history of Venezuelan cinema. MAMBO, a Colombian modern art museum.- Skills -. A ver. Estrategia: Listening for sequencing words. A leer. Estrategia: Using prefixes and suffixes to aid in comprehension. Lectura Elniuton.com: Innovación y experimentación a nivel internacional. A escribir. Estrategia: Prewriting--Creating an outline. Composición: A review. Repaso y preparación. Capítulo 12: ¿Qué síntomas tienes? - Temas -. 1. El bienestar. 2. Argentina y Uruguay. - Comunicación -. talk about health and illness. describe aches and parts of the body. express probable outcomes. express yourself precisely with the subjunctive and the indicative. talk about future activities. - Vocabulario útil -. 1. Symptoms and illnesses, parts of the body. 2. In the doctor's office. 3. Medications and treatments. - Gramática útil -. 1. Expressing possible outcomes: The subjunctive and indicative with conjunctions. 2. Expressing yourself precisely: Choosing between the subjunctive and indicative moods. 3. Talking about future activities: The future tense. - Cultura -. 1. Opener Comparative facts about Argentina and Uruguay. 2. ¡Fíjate! Medical language. 3. Voces de la comunidad. 4. Dr. Élmer Huerta, oncologist, radio and television host. 5. ¡Explora y exprésate! important facts about Argentina and Uruguay. the health benefits of tango, the Argentinian national dance. the long life expectancy of Uruguayans. the popularity of psychoanalysis in Argentina. - Skills -. A ver. Estrategia: Listening for cognates and key words. A leer. Estrategia: Understanding a chronology. Lectura: Argentina la analítica. A escribir: Estrategia Writing--Using softening language and courtesy expressions. Composición: A letter to the doctor. Repaso y preparación. Capítulo 13: ¿Cúal es tu trabajo ideal? - Temas -. 1. Metas profesionales. 2. Chile. - Comunicación -. talk about current events. interview for a job and talk about your skills and experience. talk about things you have done and had done in the past. express doubt, emotion, uncertainty, and opinions about recent events and actions. - Vocabulario útil -. 1. Current events. 2. Applying for a job. 3. Business and the economy. - Gramática útil -. 1. Talking about what has occurred: The present perfect tense. 2. Talking about events that took place prior to other events: The past perfect tense. 3. Expressing doubt, emotion, and will: The present perfect subjunctive. - Cultura -. 1. Opener Comparative facts about Chile. 2. ¡Fíjate! Using web translators. 3. Voces de la comunidad. 4. New subject, Yvonne García (tentative). 5. ¡Explora y exprésate! important facts about Chile. the most dramatic rescue of miners ever witnessed by the entire world. students and summer jobs in Chile. - Skills -. A ver. Estrategia: Watching for transitions and listening for words that signal a change in the conversation. A leer. Estrategia: Clustering words and phrases. Lectura: Trabajos veraniegos para jóvenes en Chile. A escribir. Estrategia: Writing--Writing from charts and diagrams. Composición: A cover letter or e-mail. Repaso y preparación. Capítulo 14: ¿Te gustaría explorar el mundo? - Temas -. 1. Comunidad global. 2. Andorra, Belice, Filipinas, Guinea Ecuatorial, Marruecos. - Comunicación -. talk about travel and make travel plans. describe animals and geography. hypothesize and speculate. express doubt, emotion, and reactions about past events. - Vocabulario útil -. 1. Travel, the airport, on the airplane. 2. In the hotel. 3. Geography. - Gramática útil -. 1. Expressing doubt, emotion, volition, and nonexistence in the past: The imperfect subjunctive. 2. Saying what might happen or could occur: The conditional. 3. Expressing the likelihood that an event will occur: Si clauses with the subjunctive and the indicative. - Cultura -. 1. Opener Spanish-speaking communities around the world. 2. ¡Fíjate! Indigenous languages of the Spanish-speaking world. 3. Voces de la comunidad. 4. Donato Ndongo-Bidyogo; Professor, writer and journalist. 5. ¡Explora y exprésate! important facts about Andorra, Belice, Filipinas, Guinea Ecuatorial, Marruecos. countries with large Spanish-speaking communities. - Skills -. A ver. Estrategia Integrating your viewing strategies. A leer. Estrategia Understanding an author's point of view. Lectura: "El reencuentro", Juan Balboa Boneke. A escribir Estrategia Revising--Editing your work. Composición An editing checklist. Repaso y preparación. |
||||||||||||
Cengage
Steve
Foster
801
391-2055
Phone:
(800) 354-9706, Monday – Friday, 8 a.m. – 6 p.m. ET
|
Prelim12
|
6, 7, 8
|
11, 12
|
no
|
no
|
3
1-
commu-niation.
2-geoculture
3-story
of 5 students
|
Wide
sampling, including: David Bisbal, La
casa de Bernarda Alba
|
every
chapter. Each "¡A comuni-carnos!" capstone writing
expands on the conver-sation theme
|
“focus
on communication and embedded high- and low-c culture”
1
country per Chapter
Sam
includes testing, autopruebas, powerpoints, tutorial podcasts &
tutorial, audio flashcards, etc.
|
|||
Prelim
9
|
5, 7 , 7
|
9
|
no
|
no
|
Teaches
reading skills
|
Teaches
writing skills
|
1-semester
Teaches
reflexivo & presente del perfecto before pretérito
|
|||||
Prelim
5
|
Regions
of
focus
|
3
tiers
|
The
first of a 4-volume, 4-semester program Self-evaluation
chapter,
|
|||||||||
Vol
2
short
films
|
||||||||||||
CUADROS Volume 1 (1st Semester or
1st Quarter) includes: Present Tense including Reflexive Verbs.
CUADROS Volume 2 (2nd Semester or
2nd Quarter) includes: Present Subjunctive, Future Tense, Present
and Past Perfect.
CUADROS Volume 3 (3rd Semester or
3rd Quarter) includes: Preterite & Indirect as well as
Commands.
CUADROS Volume 4 (4th Semester or 4th Quarter) includes:
Conditional, Imperfect Subjunctive, and Future & Conditional
Perfect. |
||||||||||||
15
|
6/7, 7, 8
|
11/12/13
|
15
|
no
|
Countries
|
2-tierd
video
|
||||||
Heinle
|
Exploraciones
|
14
|
6/7, 8, 9
|
12/13/14
|
14
|
no
|
||||||
If you are interested in any of the
supplements below, please contact your sales
representative.
CourseMate Instant Access Code
ISBN-10: 0495914215 | ISBN-13:
9780495914211
The more you study, the better the
results. Make the most of your study time by accessing everything
you need to succeed in one place. The EXPLORACIONES CourseMate
includes a media-enhanced eBook with highlighting, note taking,
and an interactive glossary. Through CourseMate you can access the
text and lab audio programs. There are also interactive tools,
including quizzes, flashcards, videos, and more!
Personal Tutor Instant Access Code
ISBN-10: 1111475415 | ISBN-13:
9781111475413
Available online, students have
access to experienced tutors with degrees in this subject area.
Students can receive one-on-one tutoring and on-demand help with
assignments. Available as a packaged item with new textbooks or
for purchase at http://www.iChapters.com.
Premium Web Site 3-Semester Instant
Access Code
ISBN-10: 0495914231 | ISBN-13:
9780495914235
iLrn™ Heinle Learning Center
Instant Access Code
ISBN-10: 0495914193 | ISBN-13:
9780495914198
Save time AND money with this all-in-one online companion to
EXPLORACIONES. With iLrn: Heinle Learning Center, everything you
need to master the skills and contents of the course is built
right in to this dynamic audio- and video-enhanced learning
environment, including an interactive diagnostic study tool that
helps you prepare for exams. The online workbook and lab manual
with audio allows you to receive immediate feedback on your work.
This learning center also gives you access to an audio- and
video-enhanced eBook, integrated textbook activities, partnered,
voice-recorded activities, and companion videos with pre- and
post-viewing activities.
|
||||||||||||
Wiley
|
Visión
y voz
3rd
ed
|
15
|
Webpages
often do not work. Material still seems too hard.
Unable
to get much info from website
|
|||||||||
|
From:
Evans, David - Hoboken [daevans@wiley.com]Sent:
Tuesday, June 12, 2012 10:20 AMTo:
Christine GonzalesSubject:
Your access to Galloway/Vision 3E Complete Spanish Course WEB has
been granted
Dear
CHRISTINE GONZALES,
To
access Galloway/Vision 3E Complete Spanish Course WEB Instructor
Companion Site, please click this link:
For
future reference, you can always access Wiley resources by
following these steps:
2.
Click the link to the Instructor Companion Site
3.
Click Login / Register in upper right corner
4.
Enter Email Address
5.
Enter Password
As
a reminder, you can click Maintain Your Wiley Account to change
your email, password and view status of materials requested. |
||||||||||||
Pearson
Jeffrey
Bischoff jeffrey.bischoff@pearson.com
801 347-4175 |
2
|
Arriba
6th
ed
|
15
|
14
|
no
|
yes
|
Entrevista
Diarios
de bicicleta
|
|||||
| Course, ¡Arriba! Comunicación y
cultura, 6e , CRSCDW8-474632 has been created. To access
your course, log in here
http://pegasus2.pearsoned.com/Pegasus/frmlogin.aspx save this course information for your records: CourseID: CRSCDW8-474632 Course Name: ¡Arriba! Comunicación y cultura, 6e Description: Text book Title: ¡Arriba! Comunicación y cultura, 6e Text book ISBN: 0205740375-9780205740376 |
||||||||||||
Preterite,
imperfect, contrast
|
Present
subjunctive
|
Past
subjunctive
|
Past
perfect subjunctive
|
|||||||||
20
|
no
|
no
|
||||||||||
| From: product.support@pearsoned.com
[product.support@pearsoned.com] Sent: Tuesday, June 12, 2012 1:04 PM Subject: Course Creation Notification Course, Gente: Nivel básico, Tercera edición , CRSCDJY-647174 has been created. To access your course, log in here http://pegasus2.pearsoned.com/Pegasus/frmlogin.aspx save this course information for your records: CourseID: CRSCDJY-647174 Course Name: Gente: Nivel básico, Tercera edición Description: Text book Title: Gente: Nivel básico, Tercera edición Text book ISBN: 0205783430-9780205783434 |
||||||||||||
1
|
Mosaicos
5th
ed.
|
15
|
15
|
no
|
||||||||
And here is the Final Rubric:
O (Rúbrica de 2007) TEXTBOOK COMPARISON CHARTS --- TOTALES
|
Name
of
book
|
|
PROMEDIO
TOTAL
|
|
GENTE
|
|
246
|
|
NEXOS
|
|
230
|
|
MOSAICOS
|
|
227
|
|
PANORAMA
|
|
209
|
|
ARRIBA
|
|
194
|
Tom
Humes
Modern
Language Specialist
Vista
Higher Learning
toll
free 1-866-649-6369
loose-leaf
three=hole punch 130
2
vol paperback paperback $89
hard
160.00
Jeff
Bischoff
Publisher's
Representative
Arts
& Sciences
Higher Education
Higher Education
M:
801.347.4175
Isbn $91.50 (122.00
longer Arriba 6th ed looseleafwith myspanishlab
020-503-4381
(2007) TEXTBOOK COMPARISON CHARTS ARRIBA
|
Name
of
Evaluator
|
Score
from
Communi-cation
|
Score
from
Cultures
|
Score
from
Connec-tions
Part
1
|
Connect-ions
Part
2
|
Score
from
Compari-sons
|
Score
from
Commu-nities
|
General
Elements
|
GRAND
TOTAL
|
|
Andrea
|
4
|
46
|
12
|
16
|
10
|
21
|
38
|
147
|
|
Marianna
|
41
|
57
|
20
|
49
|
12
|
23
|
39
|
241
|
|
promedio
|
194
|
|||||||
Andrea re Arriba: I jotted down page numbers where I saw evidence
of the different elements of the different standards when they were
met. I did not see any evidence where they addressed native/heritage
speakers. I really like the instructor grade-book, it seems much
more user friendly (MySpanishLab). All around this is a better text
than Experience Spanish.
Marianna
(Arriba): Very clear, well presented and easy to follow. In all my
years of teaching with online programs, Arriba presented no mayor
difficulties for the instructor or students.
(2007)
TEXTBOOK COMPARISON CHARTS GENTE
Y
2 págs. de Gente, Intermedia, del imperfecto del subjuntivo
|
Name
of
Evaluator
|
Score
from
Communi-cation
|
Score
from
Cultures
|
Score
from
Connec-tions
Part
1
|
Connect-ions
Part
2
|
Score
from
Compari-sons
|
Score
from
Commu-nities
|
General
Elements
|
GRAND
TOTAL
|
|
Marianna
|
36
|
48
|
18
|
39
|
10
|
22
|
29
|
202
|
|
Luz
|
48
|
30
|
19
|
62
|
7
|
18
|
36
|
290
|
|
promedio
|
246
|
|||||||
Luz (Gente—3era opción de Luz): both the vocabulary
and grammar sections are combined under each chapter topic, giving
good cohesion.
El enfoque de task based de Gente es muy bueno,
sin embargo, se puede aplicar a cualquier texto, solamente es
necesario planificar las actividades/proyectos y evaluaciones bajo
esa premisa. Considero que las conexiones culturales son muy
limitadas en Gente y aunque cada capítulo presenta un tema dentro
del cual se desarrolla la gramática y el vocabulario, el texto no
brinda un enfoque completo cultural.
Darin re Gente:....
I have given a brief look at Gente,
and I like it so far. It seems to be a pretty big departure
from what we have had in the past, which may be a good thing.
The only thing I noticed from the brief time I have had to to look at
it was that the vocabulary sections seemed a little confusing, but I
only looked at one or two. The other question I had with this
text was how the tests would work. Not only the format of the
tests, but also the timing. With 10 chapters, would we really
have a test after each chapter? For the classes that meet only
twice a week, this would mean a test almost every other class
period.
Marianna (Gente): I have some hesitance with the way
that the new vocabulary is presented in each chapter. I believe that
is helpful for students to have the visual connection between
object and concept.
Christine (Marianna’s comment about Gente): Cory
said that he could customize Gente by adding what Marianna wanted:
vocabulary words with picture cues; which he suggested be taken from
Arriba (not that Arriba’s and Gente’s would necessarily match….)
For me it is important to have one overriding task
per chapter and that all elements should lead to accomplishing the
task. I am glad that we have scrutinized Gente; it would be
interesting to pilot it, if and when we achieve a cadre of full- and
part-time faculty who work and contribute together in an atmosphere
of mutual goals and support.
I like that each little chapter task is on a two-page
spread and that chapters are short enough so students know exactly
what is happening on each page.
I also like that the vocabulary is introduced with
interpretive tasks and would like picture cues to be included on the
dictionary page at the chapter’s end.
I like that the most pertinent grammar is located in
wide inner margins on the grammar two-page spread. It is short and
pithy; if students (who maybe have not read the grammar) have
questions, instructors can usually refer them to the margin
note-explanations and avoid going over a lot of grammar in class.
There are also 3 pages of consultorio grammatical at the end of each
chapter or those who need more.
(2007) TEXTBOOK COMPARISON CHARTS
MOSAICOS
|
Name
of
Evaluator
|
Score
from
Communi-cation
|
Score
from
Cultures
|
Score
from
Connec-tions
Part
1
|
Connect-ions
Part
2
|
Score
from
Compari-sons
|
Score
from
Commu-nities
|
General
Elements
|
GRAND
TOTAL
|
|
Darin
|
45
|
33
|
13
|
43
|
9
|
9
|
35
|
187
|
|
Diana
|
44
|
42
|
27
|
46
|
12
|
26
|
40
|
237
|
|
Luz
|
48
|
42
|
32
|
58
|
12
|
25
|
40
|
257
|
|
promedio
|
227
|
|||||||
Luz
(Mosaicos-su 1era
opción) Considero que Mosaicos se apega
mayormente a los requisitos de la rúbrica porque brinda un gran
contexto cultural, gramática y vocabulario y ejercicios que
facilitan la actuación de los estudiantes en escenarios que van de
más a menos controlados
Darin
(Mosaicos) As for Mosaicos, overall I feel the book is solid and
meets most of Laura's criteria, but nothing about it really excites
me. This is a minor issue, but it looks like they used the same
artwork as ¡Arriba! had, and I have always hated it. But
that's just me, and I wouldn't let that sway anyone's decision.
One area that seemed to be a bit short was the culture. It was
there at the end of each chapter, but it was a long paragraph with
just a couple of pictures that didn't really draw your attention, and
some of the pictures seemed outdated. It didn't seem to do a
very good job of making a connection between the cultural theme with
the grammar lessons in each chapter.
(2007) TEXTBOOK COMPARISON CHARTS NEXOS
|
Name
of
Evaluator
|
Score
from
Communi-cation
|
Score
from
Cultures
|
Score
from
Connec-tions
Part
1
|
Connect-ions
Part
2
|
Score
from
Compari-sons
|
Score
from
Commu-nities
|
General
Elements
|
GRAND
TOTAL
|
|
Andrea
|
40
|
50
|
19
|
57
|
12
|
4
|
40
|
222
|
|
Luz
|
48
|
39
|
31
|
53
|
9
|
21
|
39
|
238
|
|
promedio
|
230
|
|||||||
Luz
(Nexos): es mi segunda
opción porque al igual que Mosaicos presenta mayores características
que se complementan para brindar las 5 C's, En mi experiencia
personal, he utilizado este texto (2a. edición) en la U of U y a
pesar de tener un par de fallas en el componente en línea, por lo
demás es muy bueno. La tercera edición está más
actualizada.
(2007) TEXTBOOK COMPARISON CHARTS
PANORAMA
Y las págs 558 a 561 de
Vistas: imperfecto del subjuntivo
|
Name
of
Evaluator
|
Score
from
Communi-cation
|
Score
from
Cultures
|
Score
from
Connec-tions
Part
1
|
Connect-ions
Part
2
|
Score
from
Compari-sons
|
Score
from
Commu-nities
|
General
Elements
|
GRAND
TOTAL
|
|
Marianna
|
40
|
55
|
19
|
49
|
11
|
23
|
38
|
235
|
|
Andrea
|
37
|
47
|
16
|
47
|
10
|
19
|
33
|
209
|
|
Luz
|
30
|
28
|
14
|
32
|
8
|
13
|
26
|
151
|
|
Promedio
parcial
|
187.3
|
|||||||
Luz
(Vistas-su 4a
opción): Vistas, ni que decir, le falta
mucho, tiene muchas limitaciones en cuanto a la cultura, la cantidad
y calidad de las actividades.
The
online component has major flaws; students spend more time learning
how to do it than working in it.
Christine
(Panorama-Vistas): I was able to on a guided
tour through the online site easily
Marianna
(Panorama)I like the formula of clarity and simplicity of this book.
Even though it is a shorter version of Vistas, it includes all the
pertinent content for the four semesters. I like the idea of
extending the teaching of intro. Spanish to three semesters. It
gives us the appropriate time to go over complex grammar subjects
like the subjunctive and other difficult topics.
Andrea
(Panorama-used Vistas) especially CH 3 I
love the layout.
I
really like all of the instructor and student ancillaries.
Supersite
is a great tool for both instructors and students.
Gradebook
is more user friendly. You can add columns for items not
completed graded online.
Fotonovela
is great!
Has
more listeneing comprehension exercises within the textbook.
Culture
is integrated throughout the chapter.
Has
suggestions on how to include/draw out Heritage speakers.
Testing
program has 6 versions of the chapter tests.
The
only part that I really do not like is the drawings.
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