Portales: Comunidad Y Cultura text + website / Edition 3

Portales: Comunidad Y Cultura text + website / Edition 3

by Cathryn Collopy O'donnell
ISBN-10:
0757566480
ISBN-13:
2900757566485
Pub. Date:
08/25/2009
Publisher:
Kendall/Hunt Publishing Company

Other Format

View All Available Formats & Editions
Current price is , Original price is $116.78. You
Select a Purchase Option
  • purchase options
    $64.87 $116.78 Save 44% Current price is $64.87, Original price is $116.78. You Save 44%.
    icon-error
    Note: Access code and/or supplemental material are not guaranteed to be included with textbook rental or used textbook.

Overview

Portales: Comunidad Y Cultura text + website / Edition 3

Portales invites intermediate students of Spanish through the gateways of language learning as they immerse themselves in and make connections with their communities, other disciplines, and the world at large. Based on the National Standards for Foreign Language Learning, Portales offers students plentiful opportunities to strengthen their productive skills as they interact with each other and their instructor across interpersonal, interpretive, and presentational domains of communication.

UNIQUE FEATURES
  • A true content-driven style, in which the grammar and vocabulary are tightly woven in and around the main topics
  • Integration of vocabulary, skills development, culture, and grammar into cohesive chapter units
  • A balance between input and output activities, focused on meaningful tasks and real-life contexts
  • Consistent challenge to improve language proficiency while expanding students' knowledge and critical-thinking skills
  • Activities that connect relevant cultural topics and contemporary issues to the lives and experience of students
  • A well-articulated, process-oriented approach to writing for individual and collaborative group compositions
FOR THE STUDENT
  • Student Text 0-13-025772-9
  • In-text Audio 0-13-112054-9
  • Activities Manual 0-13-049816-5
  • Companion Website ) Students use the Companion Website to complete automatically graded grammar and vocabulary exercises as well as Web exploration activities designed to reinforce and further their knowledge of Hispanic cultures and communities. These activities can bebrought back into the classroom as a springboard for additional communicative practice.
  • Annotated Instructor's Edition. Marginal notations provide suggestions for introducing new vocabulary, teaching tips for successful completion of textbook activities, and instructions for follow-up activities, cultural notes, and pre-text grammar exercises.
  • Instructor's Resource Manual. The Instructor's Resource Manual contains a special section, How to Teach with Portales, that provides guidance and examples for implementing each section of the textbook/workbook. Additionally, it offers suggestions on how to group students effectively, manage classroom time, and guide students in the writing process. A list of orientation and follow-up questions gives TAs and language coordinators expanded opportunity for discussion and further reflection on communicative language teaching and the National Standards.
  • The IRM also includes sample course syllabi and lesson plans; tapescripts for the Student Text Audio CD; guidance on integrating the Companion Website and CD-ROM into the course; and handouts for the Student Goals and Study Tips Checklist, the Writing Strategies Checklist, and designated activities in the Student Text.

  • IBM and Mac Testing Program. The Testing Programs contain two tests for each chapter: (1) a more traditional test with multiple-choice, fill-in-the-blanks, and discrete point items; and (2) a communicative test that reflects the methodology and imitates the activity types of the text. Each test parallels the chapter sections and can be mixed and modified according to the instructor's needs.

Product Details

ISBN-13: 2900757566485
Publisher: Kendall/Hunt Publishing Company
Publication date: 08/25/2009
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author

Cathryn Collopy O'Donnell (Ph.D., University of California, Irvine) Cathryn Collopy O'Donnell is Associate Professor of Spanish in the Department of Foreign Languages at Fullerton College. Her interests include materials development, reading and writing strategy usage, and the application of technology to the teaching of modern languages. She has presented papers on Hispanic women poets at professional conferences and has also given many workshops and presentations in the areas of distance education, Web site , development, and the National Standards. She has developed and taught online courses for the intermediate level as well as Web-enhanced classes in peninsular literature and first-year Spanish. She has lived and taught in Spain and traveled in Mexico, Panama, and Colombia.

Kathryn E. Kelly (Ph.D., University of California, Irvine) Kathryn E. Kelly is an Associate Professor of Spanish at Riverside Community College where she has developed distance education courses, organized various communicative approach workshops and practicums, and served as chair of the Department of Foreign Languages (1990-2001). Her interests include applied linguistics, indigenous civilizations, and Central American literature and culture. She has received a National Institute for Staff and Organizational Development Teaching Excellence Award, among others. She is currently working on a series of teleweb and hybrid courses. She was an AFS exchange student in Ecuador, has carried out research and traveled extensively in Guatemala, taught a study abroad program in Mexico, and has traveled in Costa Rica and Peru. She is active as a volunteer in her community with AFSIntercultural Programs.

Table of Contents

Capítulo 1: Los cinco sentidos.
Capítulo 2: Paisajes.
Capítulo 3. Encuentros.
Capítulo 4. ¡Deje su huella en Centroamérica!
Capítulo 5. Vistas urbanas.
Capítulo 6. Comunidad e identidad cultural.
Capítulo 7. Retratos y autorretratos.
Capítulo 8. Voces multiétnicas.
Capítulo 9. Cultura popular y prácticas sociales.
Capítulo 10. Letras hispanas.

Introduction

Welcome to Portales!

This unique intermediate Spanish program, designed for use at the college level, features a systematic integration of skills and culture, a student-centered approach to the learning and teaching of Spanish, and a lively, cutting-edge communicative format. Students' immersion in, and connection to, their communities and the world at large lie at the heart of Portales. The chapter topics develop from this focus and connect the learning of language and culture with the study of other disciplines such as art, math, literature, geography, sociology, or history. You and your students will study and talk about cultural syncretism, ethnic diversity in Latin America, literature, muralism and community art in the U.S., New and Old World legacies, oral traditions, Spain's autonomous communities, the five senses, U.S.-Caribbean relationships, and voting practices in Central America, to name just a few topics.

Our expectation is that the Portales program will engage students so thoroughly in communicating about life and culture that they will forget they are studying a language per se. At the same time, we anticipate that they will learn more about the language and be able to express themselves in Spanish more competently than they ever thought possible.

Goals of the Portales Program

1. Meaningful Communication
Portales reflects our efforts to integrate the principles and premises of the National Standards for Foreign Language Learning into the second-year college Spanish curriculum. In light of the Standards, which define "appropriate and meaningful communication" as theultimate goal of foreign language study, our main objective was to design materials that would help instructors make communicative language teaching and learning happen in their classrooms. Students who use Portales are given plentiful opportunities to strengthen productive skills as they interact with each other and the instructor across interpersonal, interpretive, and presentational domains of communication. These activities require them to perform both simple and increasingly complex descriptive and narrative activities in a progression from controlled exercises to open-ended, challenging, and creative tasks.

2. Integration of Grammar
A special section in each chapter, Contextos, highlights discrete grammar points in communicative activities designed to simulate situations encountered in a specific real-life context. Annotations provide instructors with pre-text, contextualized oral activities to use in introducing or reviewing grammatical topics. In addition, Portales embeds targeted structures, when appropriate, in vocabulary, reading, and writing activities.

In place of the usual designated grammar section, students are referred to an inductive grammar guide, Guía gramatical (a basic grammar reference manual and learning tool), for independent study. This guide features a student-centered approach to the learning of grammar; this is devised to connect students to, and expand upon, what they may already know about any given topic.

3. Addressing the Whole Student
We believe that an intermediate program should not only raise the learners' level of language proficiency, but should also expand their knowledge and critical-thinking skills. This can be accomplished by providing a blend of opportunities for students to (1) use the knowledge they have, or may be acquiring, in other subject areas as a springboard for expansion; (2) use multiple intelligences to promote learning; (3) immerse themselves in the study of varied subject matters and cultural materials; (4) make thoughtful comparisons and contrasts between other cultures and their own; (5) learn and implement useful strategies for speaking, listening, reading, and writing in a second language; (6) assimilate general grammatical rules through an inductive presentation of grammar; and (7) continue the learning process beyond the classroom. Portales was designed to do all of the above.

Key Features

  • A four-skills, content-based approach to classroom and workbook activities that connect relevant cultural topics and contemporary issues to the lives and experiences of the students
  • An interactive and collaborative format with ample opportunities for pair and group activities
  • Integration of vocabulary, skills development, culture, and grammar into cohesive chapter units
  • Advance organizers that tap into what students may already know about any given thematic, cultural, or grammatical topic
  • Independent listening, speaking, reading, and writing activities based on movies, Internet research, and oral and written communication with native speakers
  • A well-articulated, process-oriented approach to writing, with opportunities for individual and collaborative group compositions
  • A balance between input and output activities, focused on meaningful tasks and real-life contexts
  • Engaging reading and listening selections with preparatory exercises, application of strategies, and follow-up activities that emphasize global comprehension, interpretation, and oral expression
  • A flexible textbook structure that gives instructors the option of starting with any chapter within each of the two divisions of the text and moving seamlessly to a previous or future point in that unit
  • An inductive grammar guide with culturally contextualized examples corresponding to the cultural themes presented in the main chapters

Student Aids

  • Goals checklist and study tips for diverse learning styles
  • Communication strategies chart Writing strategies checklist
  • Reading strategies correlated to each chapter reading
  • List of conversation gambits List of transitional phrases for writing

Organization of the Textbook and Chapter Features

The overall structure of the ten chapters develops holistically across the study of other bodies of knowledge, framed within a cultural context, as the students learn to talk about the physical, concrete world using the five senses, and then about the world of ideas and abstract concepts. Two grammar guides with guided exercises, explanations, and self-check activities for each chapter appear following Chapters 5 and 10.

Individual chapters feature a vocabulary theme and focus on specific communities of the Spanish-speaking world. The following explains in more detail the sections and features of each chapter:

CHAPTER OPENER

An attractive contemporary layout introduces students to the chapter objectives and content.

  • Portal al capítulo. This advance organizer contains leading questions that help students connect to the knowledge they may already have about the vocabulary and cultural themes to be presented. A photograph of a gateway, doorway, or portal from a Spanish-speaking country suggests the learners' access to knowledge of the world around them in general and of Hispanic culture and language in particular.
  • Prepárese para entrar! A second advance organizer requires learners to gather information from sources available in his/her community and/or on the Internet. These activities foster opportunities to use Spanish outside the classroom setting and prepare students to engage more fully in chapter activities with appropriate background information gathered from their research.
  • Galería cultural. This section provides historical and other background information about a second photograph. It is followed by questions designed to help students understand and analyze the cultural significance of the gateways depicted in the photograph and connect the topic to their own community.

ENLACES

This section develops the vocabulary theme and introduces students to a specific Spanish-speaking community.

Vocabulario. New and review vocabulary are organized topically around a beautifully designed presentation. Individual, pair, and small-group activities, presented within the context of the chapter's cultural focus, progress from controlled exercises to open-ended exchanges.

Cultura. Cultural information pertaining to the products, practices, and perspectives of a Hispanic community are embedded in a cutting-edge virtual display. This display presents information in a variety of formats, from statistics and graphics to newspaper headlines, fragments of Web-based realia, and descriptive summaries. It is followed by activities that help students understand and talk about the information contained in the display. Features of this section include:

  • Qué saben del terra? This activity helps instructors present an overall picture of the Spanish-speaking community targeted in the chapter. It connects students to what they may have learned already about the cultural theme and leads them to use their skills of logical deduction to infer new information.
  • Para escuchar. An audio CD, containing a listening segment related to the chapter's cultural focus, is used to give students guided listening practice in, or outside of, the classroom setting. The Para escuchar section opens with an activity called Antes de escuchar, designed to help students connect the cultural topic presented in the listening segment to their own lives. Background information related to the topic is presented through a Galería cultural. Comprensión global and Después de escuchar activities provide comprehension checks that ask students to identify, first, the overall theme and, then, specific details of the listening segment.

CONTEXTOS

Contextos provides a context for students to use targeted grammatical structures in communicative activities that simulate a specific real-life situation. An introductory paragraph sets the stage by giving students an overview of the tasks to be carried out. Individual, pair, and group activities guide the students through the simulation, using photographs and realia to pique their interest in the cultural setting. A grammar icon precedes each activity, directing students to specific sections of the grammar guide.

REFLEXIONES

This section presents a reading passage and a composition topic related to the thematic and cultural focus of the chapter.

Lecturas are based on and include authentic Spanish materials. Features of this section include:

  • Antes de leer. This activity activates and builds students' background knowledge, helping them get ready to read.
  • Antes de comenzar. A reading-strategy icon directs students to a special section of the textbook where they learn more about the targeted reading strategy.
  • Al leer. Specific instructions guide students through the reading as they implement the strategy.
  • Después de leer. The pair and group activities in this section check students' understanding of the material and provide an opportunity for them to help each other with difficulties in comprehension. An activity such as an interview or dramatization is included in many chapters to further connect the reading to the development of oral expression. Most chapters also include a final interpretive activity that leads students to take a qualitative leap beyond the theme of the reading by connecting it to their own lives and to the world in general.

Pasos a la escritura presents individual and collaborative group composition work, tied directly to the vocabulary and cultural themes of the chapter, in a process-oriented approach to writing. Steps needed to complete the composition include brainstorming of ideas; elaboration and testing-out of theses, topic sentences, introductions, supporting detail, and conclusions; and final peer or individual revision. Pasos a la escritura develops learner competency in the sensory/descriptive, imaginative/narrative, practical/informative, and analytical/expository domains of writing. Features of this section include:

  • Tema. Each chapter focuses on a specific domain of writing, which is explained and contextualized for the students in an introductory paragraph.
  • Prepararse. A series of prewriting activities helps students individually or collectively to brainstorm ideas, choose appropriate details, and make decisions about the content and focus of the composition.
  • Organizarse. These activities guide students in deciding how to organize the composition.
  • Leer con ojo critico. This list of questions helps students edit and revise their work.

EL MUNDO QUE NOS RODEA

El mundo que nos rodea presents high-interest cultural content, a learning scenario, and additional activities for use beyond the classroom setting.

Comparaciones culturales uses diverse textual and visual formats to provide yet another medium for introducing students to the products, practices, and perspectives of Spanish-speaking communities. Features of this section include:

  • Prereading (or previewing) questions centered on the students' own lives and experiences are used to connect them to the topic.
  • In formación de fondo boxes explain key terms related to the cultural topic and provide background information to facilitate understanding of the topic.
  • Follow-up questions guide students in making thoughtful comparisons and contrasts between aspects of Hispanic culture and their own.

Escenarios is a learning scenario built around the presentational mode of communication. It involves the whole class in a final activity that synthesizes the chapter content.

Comunidades contains the names of Spanish movies related to the chapter's cultural themes, topics for interviews with native speakers, suggestions for oral and written presentations, and/or topics for-additional Internet research.

VOCABULARIO

Key vocabulary is organized topically into meaningful lists for easy reference and study at the end of every chapter.

FLOATING FEATURES IN THE TEXTBOOK

  • Diccionario en breve. The Diccionario en breve presents Spanish definitions of words and phrases that students will need to comprehend reading passages and listening segments of the audio CD.
  • Expansión del tema text boxes foster critical thinking by posing more complex questions and controversial ideas related to a given cultural topic.
  • Galería cultural. These concise descriptions provide background information on individuals, communities, products, perspectives, and practices of the Hispanic world.

APPENDIXES

  • Answers to Guía gramatical activities
  • Verb charts
  • Spanish-English Glossary

COMPONENTS OF THE PORTALES PROGRAM

In addition to the student text, Portales offers the following components:

  1. In-text Audio CD. Prepared to accompany the Student Text, the In-text Audio CD contains the listening segments corresponding to the Para escuchar section of each chapter.


  2. Activities Manual. The Activities Manual with Answer Key parallels the organization of the Student Text and complements the cultural, thematic, and grammatical material through expanded practice in vocabulary, grammar, reading, and writing. In addition, it includes two special sections: Lecturas adicionales, which contains supplementary cultural vignettes and readings linked to chapter themes, and Comunidades: Conexiones con el mundo por Internet, comprised of Internet activities that can be used at home or in a lab setting.


  3. Portales Companion Website Students use the Companion Website to complete automatically graded grammar and vocabulary exercises as well as Web exploration activities designed to reinforce and further their knowledge of Hispanic cultures and communities. These activities can be brought back into the classroom as a springboard for additional communicative practice.


  4. Annotated Instructor's Edition. Marginal notations provide suggestions for introducing new vocabulary, teaching tips for successful completion of textbook activities, and instructions for follow-up activities, cultural notes, and pre-text grammar exercises.


  5. Instructor's Resource Manual. The Instructor's Resource Manual contains a special section, How to Teach with Portales, that provides guidance and examples for implementing each section of the textbook/workbook. Additionally, it offers suggestions on how to group students effectively, manage classroom time, and guide students in the writing process. A list of orientation and follow-up questions gives TAs and language coordinators expanded opportunity for discussion and further reflection on communicative language teaching and the National Standards.


  6. The IRM also includes sample course syllabi and lesson plans; tapescripts for the Student Text Audio CD; guidance on integrating the Companion Website and CD-ROM into the course; and handouts for the Student Goals and Study Tips Checklist, the Writing Strategies Checklist, and designated activities in the Student Text.

  7. IBM and Mac Testing Program. The Testing Programs contain two tests for each chapter: (1) a more traditional test with multiple-choice, fill-in-the-blanks, and discrete point items; and (2) a communicative test that reflects the methodology and imitates the activity types of the text. Each test parallels the chapter sections and can be mixed and modified according to the instructor's needs.

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews