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Yo Puedo: Para Empezar SUNY Geneseo KnightScholar Milne Open Textbooks Open Educational Resources 7-16-2021 Yo puedo: para empezar Elizabeth Silvaggio-Adams Rocío Vallejo-Alegre Follow this and additional works at: https://knightscholar.geneseo.edu/oer-ost This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License Yo puedo para empezar Elizabeth Silvaggio-Adams & Ma. Del Rocío Vallejo-Alegre Milne Open Textbooks Geneseo, NY ISBN: 978-1-942341-83-3 © Elizabeth Silvaggio-Adams & Ma. Del Rocío Vallejo-Alegre Some Rights Reserved This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. We want to acknowledge the following websites for providing free access to openly licensed images that help illustrate and give life to our books to benefit our students: • WPClipart • Openclipart • Pixabay • Pixy.org • Pxhere.com • The LandView 6 and MARPLOT Milne Open Textbooks, One College Circle, Geneseo, NY Acknowledgements We thank the following people for their participation in providing materials and converting the Yo puedo series to the Open Educational Resources and systems support: + Allison Brown + Michelle Costello + Marie Shero + Eduardo Vallejo-Resines *************************************************************************** Be The Change The royalties from the print version of this book will be donated to Cultures Learning TOGETHER, Inc. Mission Cultures Learning TOGETHER is a win-win organization that enables people with different backgrounds and experiences to break linguistic barriers and embrace cultural diversity. Grounded in inclusion and belonging, we are a team of learners that exchange knowledge to unite our community with a network of cross-cultural bridges. Vision We aspire to create a permanent safe space to grow and connect the community through teaching, learning, and cultural integration. Cultures Learning TOGETHER is a team that be- lieves we can do more together than we ever could imagine alone. Values LEARNING: We are lifelong learners who are constantly growing and evolving. INCLUSIVITY: We accept, support, and celebrate differences. Learning new linguistic and cultural information expands our capacity to embrace and understand the perspectives of others. BRAVERY: We empower each other and advocate for the needs of those in our community. We are brave to learn, try new things, and confront challenges TOGETHER. To learn more about Cultures Learning TOGETHER, Inc. visit www.cultureslearningtogether. org. *************************************************************************** Lifelong Learners Because everything in this life can be improved, we would appreciate it if you were to contact us if you find any errors within the text. Our email addresses are vallejo@cultureslearningto- gether.org or [email protected] or [email protected]. Contents Introducción 1 Unidad 1: Los sonidos del español 5 Unidad 2: ¿Quiénes somos? 21 Unidad 3: Mis planes 65 Unidad 4: En mi casa 119 Unidad 5: En la comunidad 181 Verbs: Spanish to English 209 Glosario Español 214 Glosario Inglés 232 Objetivos por unidad 249 Introducción You have learned two words in a second language just by reading the title of your book. Think about that for a moment and reflect upon your prior foreign language experiences. Often, students enter language classes with previously acquired skills, be they from second- ary school or another college. Many say, “I have studied Spanish for years and don’t know how to speak or write it”, while others are a bit anxious about taking a second language for the first time, but all are overwhelmed by the expensive textbooks and online packages that don’t seem to be practical or relevant. We sought to change these common complaints by creating materials that take a communicative approach to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish. How will we achieve this common goal of empowering our students with the tools to commu- nicate effectively in Spanish? Our language courses will be based on students previewing videos or pre-reading topics that will be expanded upon in home-based and in-class assign- ments. Instead of giving you lectures in class and then homework, you will be studying the concepts at home using this book, along with our online materials. In the classroom we will complete exercises, discussions and projects that help you use the concepts that you studied at home, using the target language the whole time that you are in class. In other words, we are making our Spanish class a lab. Imagine a typical chemistry or biology lab: the student is expected to master the scientific concepts outside of class; the labs are all about practicing and applying concepts. In the same way, your Spanish class will not be a passive experience but rather an active learning environment. Some of the sections invoking active learning are: + PractiquemosàLet’s practice + Comprendamos or EntendamosàLet’s understand + EscuchemosàLet’s listen + CharlemosàLet’s chat + Añadamos or Agreguemos àLet’s add (add to your knowledge while practicing what you have learned) Pre-reading the materials, filling in scaffolded notes and stepping into the practices with some background allows you to have an idea of themes to make the classroom experience richer and more rewarding. As in any skill, you take ownership of learning by practicing and, in this case, doing the required readings, learning the vocabulary and studying the online assign- ments before each class. If you don’t come prepared to class you will not be successful. By coming to class with a base upon which to build you will be able to understand the in-class usage and practices better, ultimately making it possible to converse with other students in Spanish. As you work through the material at home, you should take detailed notes based Página 1 Yo Puedo 1 by Silvaggio-Adams & Vallejo-Alegre upon the videos, readings and other assigned material. In class, you will use your notes to enable you to participate in conversations and exercises in Spanish. While the instructor will answer questions on content, the focus of the class will be to explain grammar implicitly through examples of the use of vocabulary and grammar in daily speech so that you can begin building on your proficiency in Spanish. Our classroom structure includes: + Using your book as a notebook in which you will supplement the explanations with your own notes. + Viewing the videos and PowerPoint presentations at home. These will be indicated with the icon images as seen here to the left to highlight the fact that you must access the online platform to view them and write the information that is required in your book. + Processing the information you noted in exercises that are done in the book or to be handed in separately. + Applying the content in discussions in the target language in class in pairs, small groups or individually with the instructor. In order to participate actively in the class, you must come prepared knowing the concepts. + Being prepared for daily evaluations either orally or written for the application of the concepts to achieve oral and written proficiency. Ultimately, the goal for all language learners is to develop a functional use of another lan- guage. The American Council on the Teaching of Foreign Languages (ACTFL) divides func- tional use into the following categories: + Interpersonal Communication + Presentational Speaking + Presentational Writing + Interpretive Listening + Interpretive Reading During the semester, you will be developing skills in the above categories, along with learning how to be a global citizen. In order to assess what language students are learning—including your strengths and weaknesses—ACTFL created a series of Can-Do statements that will help you become a more reflective learner. Yo puedo … is structured around explicit objectives introduced at the beginning of the unit. Each unit ends with a checklist of Can-Do statements that you have learned throughout the unit. The vocabulary and grammar in that section per- tain to that skill. This is your time to reflect on how well you have achieved the goals noted in the Can-Do statements and how to maximize your language skills via additional practice of concepts covered or stretching your skills toward attaining the next level of proficiency of the material covered thus refining your ability. Vocabulary is presented in small groups with a master list found on the online platform for you to use as a self-correcting study tool. Sometimes, concepts that seem to be grammar points may be presented as vocabulary. Página 2 Introducción upon the videos, readings and other assigned material. In class, you will use your notes to Grammar is presented in brief explanations within the functional use of the language with a enable you to participate in conversations and exercises in Spanish. While the instructor balance of implicit (again functional use) and explicit (grammar explanations) approaches. will answer questions on content, the focus of the class will be to explain grammar implicitly through examples of the use of vocabulary and grammar in daily speech so that you can begin building on your proficiency in Spanish. Cultural awareness will be fostered in a variety of ways. It may be addressed through prop- er pronunciation (phonetics and phonology) or activities where you read about the lives of Our classroom structure includes: Spanish speakers. Cultural
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