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¡Anda! Curso intermedio

¡Anda! Curso intermedio

3rd Edition

Jean LeLoup, Glynis Cowell, Audrey Heining-Boynton

Apr 2016, Paperback, 672 pages
ISBN13: 9780134146874
ISBN10: 0134146875
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When we walk, we have time to talk.
The natural human pace is walking. We can run or sprint, but not for long. Eventually, we are exhausted and have to stop. But we can walk almost endlessly. It is actually amazing how far we can go when we walk, ultimately much farther than when we run.
The ΥAnda! program was designed to give students more opportunities to pause and take a breath to take in all that makes up the exciting Spanish-speaking world. ΥAnda!’s streamlined approach to grammar and vocabulary helps instructors slow the pace of Elementary and Intermediate Spanish, giving students time to put language to use. New online resources in MySpanishLab – such as tools that enable students to practice Spanish with native speakers from around the world and engaging video content that offers insights into Spanish-speaking cultures – further help facilitate meaningful learning experiences within and outside the classroom.

Capítulo APara empezar
Capítulo 1Así somos
Capítulo 2El tiempo libre
Capítulo 3Hogar, dulce hogar
Capítulo 4ΥCelebremos!
Capítulo 5Viajando por aquí y por allá
Capítulo 6ΥSí, lo sé!
Capítulo BPara Repasar
Capítulo 7Bienvenidos a mi mundo
Capítulo 8La vida professional
Capítulo 9La expression artística
Capítulo 10Un planeta para todos
Capítulo 11Hay que cuidarnos
Capítulo 12Y por fin, Υlo sé!

The entire ΥAnda! program was designed to increase the opportunity for student and instructor success by giving them more of what they need…and less of what they don’t! We recognize that more is asked, with less time and fewer resources. ΥAnda! is designed to be ready to go! Its innovations center around four key areas: realistic goals with a realistic approach, increasing student talk time inside and outside the classroom, a focus on student motivation, and tools to promote success.
*Realistic Goals. Realistic goals are the first step in achieving success!
*A Realistic Assessment of the 4-Semester Sequence.ΥAnda! is the first college-level Spanish program conceived from the outset as a two-year sequence of materials. The ΥAnda! program is divided into two halves, ΥAnda! Curso elemental and ΥAnda! Curso intermedio, each of which can be completed in one academic year. Each volume’s Scope and Sequence has been carefully designed, based on advice and feedback from hundreds of instructors and users at a wide variety of institutions. Each volume introduces a realistic number of new vocabulary words, and the traditional basic language grammar sequence has been spread over two volumes so that students have adequate time throughout the course to focus on communication, culture, and skills development, and to master the vocabulary and grammar concepts to which they are introduced.
* Jump-Start Chapters: ΥAnda! has two preliminary chapters, one at the beginning of each semester. A preliminary chapter at the beginning is designed to get students speaking quickly and experience the magic of communication in a new language right away. The second preliminary chapter, for the beginning of the second semester, is to help students remember what they learned in the first semester or to help those students who placed into second semester by giving them a catch-up or review.
*Special Recycling Chapters. Chapters 6 and 12 are recycling chapters. No new material is presented. Designed for in-class use, these chapters recycle and recombine previously presented vocabulary, grammar, and culture, giving students more time to practice communication without the burden of learning new grammar or vocabulary. New rubrics have been provided in these chapters to assess student performance. They provide clear expectations for students as they review.
*Vocabulary and Grammar Presented in Manageable Chunks: Vocabulary and grammar are presented in manageable amounts, or small chunks. Practice activities follow each presentation so that students get immediate practice on a manageable amount of material. Additionally, vocabulary and grammar explanations are interspersed, each introduced at the point of need.
*A Refined Approach to Vocabulary. In addition to a reasonable basic vocabulary load selected and tested through ΥAnda!’s development for its relevance and support, additional words and phrases are offered so that students can personalize their responses and acquire the vocabulary that is most meaningful to them. Additional vocabulary items are found in Vocabulario útil boxes throughout the chapters as well as in Appendix 3 (También se dice . . . ). A new icon in the Vocabulary presentations allows students to link to the También se dice Appendix from the eText for additional personalization of vocabulary.
*Realistic Vocabulary Load. Not more or less than is needed. Vocabulary has been selected for its relevance and support with the overall vocabulary load of approximately 100 words per chapter.
*A Nuanced Approach to Grammar Grammar: Grammar explanations are clear and concise, and include many supporting examples followed by practice activities. Explanations take both an inductive and deductive approach. The inductive presentations provide students with examples of a grammar concept. They then must formulate the rule(s) through the use of guiding questions. The inductive presentations are accompanied by an Explícalo tú heading and an icon that directs them to Appendix 1 where answers to the questions in the presentations may be found. Research has shown that the inductive method enables students to better remember and internalize the rules. For those grammar explanations that are easier for students to learn, the more direct deductive approach is used. *Online Preparación y práctica activities give students the comprehension practice they need before coming to class to actively participate in pair and group work. Virtually all of the in-class practice activities are pair and group activities, thereby ensuring students spend their class time speaking. However, note that there is a realistic approach to the activity sequence; not all activities are open-ended (more demanding), but rather practice begins with the online Preparación y práctica comprehension activities, followed in class by more mechanical exercises, for which there are correct answers. Practice then progresses through more meaningful, structured activities in which the student is guided but has some flexibility in determining the appropriate response, and ends with communicative activities in which students are manipulating language to create personalized responses. Research is conclusive that students learn best from other students. They are less timid when speaking with each other rather than in front of the whole class. With ΥAnda!, the goal is for students to speak 20-30 minutes per class period.
*Both “high” and “popular” culture are woven throughout the chapters to enable students to learn to recognize and appreciate cultural diversity as they explore behaviors and values of the Spanish-speaking world. They are encouraged to think critically about these cultural practices and gifts to society.
*Transparent recycling throughout the program. One of the hallmarks of the ΥAnda! program is the transparent and comprehensive recycling system that helps students link current learning to previously studied materials in earlier chapters or sections. Deliberate and explicit recycling makes students aware of the fact that language learning continually builds upon what they know and reuses what they know in different contexts: Within chapters: vocabulary and grammar are carried from one chunk to another whenever possible and appropriate.From chapter to chapter: There are at least two recycling activities in each chapter. Icons indicate this, and give a reference to the student of exactly where the recycled concept is referenced earlier in the text. There are two chapters entirely devoted to recycling. Capítulo 6 recycles materials from Capítulo A through Capítulo 5 and Capítulo 12 recycles material from Capítulo 7 through Capítulo 11. No new material is presented in these chapters. Rubrics have been provided for these chapters to assess student performance.
*Periodic review and self-assessment boxes (¿Cómo andas I? and ¿Cómo andas II?) help students gauge their understanding and retention of the material presented. A final assessment in each chapter (Y por fin, ¿cómo andas?) offers a comprehensive review and ties to the Learning Outcomes at the beginning of each chapter. Practice activities available in ΥAnda! online allow students to self-assess their understanding of chapter concepts, including full-length practice tests with remediation.
*Communication and Learning Strategies are abundant with tips for both students and instructors on how to maximize studying and in-class learning of Spanish, as well as how to utilize the language outside of the classroom.
*Critical Thinking Skills take center stage in ΥAnda! Questions throughout the chapters, in particular tied to the cultural presentations, provide students with the opportunities to answer more than discrete point questions. The answers students are able to provide do indeed require higher-order thinking, but at a linguistic level completely appropriate for a beginning language learner.*With regard to Other Subject Areas, ΥAnda! is diligent with regard to incorporating Connections to other disciplines via vocabulary, discussion topics, and suggested activities. This edition also highlights a Communities section, which includes experiential and service learning activities in the Student Activities Manual.
*Student notes provide additional explanations and guidance in the learning process. Some of these contain cross-references to other student supplements. Others offer learning strategies (Estrategia) and additional information (Fíjate).
*ΥAnda! online offers students a wealth of online resources and a supportive environment for completing homework assignments. When enabled by the instructor, extra resources appear at the point-of-need to support students as they complete online homework activities; providing links to English and Spanish grammar tutorials, eText sections, and additional practice activities—all directly relevant to the task at hand. Hints, verb charts, a glossary, and many other resources are available as well.
Instructor teaching support
One of the most important keys to student success is instructor success. The ΥAnda! program has all of the support that you have come to expect and, based on our research, it offers many other enhancements!
*The Annotated Instructor’s Edition of ΥAnda! offers a wealth of materials designed to help instructors teach effectively and efficiently. Strategically placed annotations explain the text’s methodology and function as a built-in course in language teaching methods.
*Estimated time indicators for presentational materials and practice activities help instructors create class plans.
*Other annotations provide additional activities and suggested answers. The annotations are color-coded and labeled for ready reference and ease of use.
*A treasure trove of supplemental activities, available for download in ΥAnda! online, allows instructors to choose additional materials for in-class use.
*The teacher annotations in the ΥAnda! program fall into several categories: Methodology: A deep and broad set of methods notes designed for the novice instructor. Section Goals: Set of student objectives for each section. National Standards: Information containing the correlation between each section with the National Standards as well as tips for increasing student performance. 21st Century Skills: Interpreting the new Partnership for the 21st Century skills and the National Standards. These skills enumerate what is necessary for successful 21st century citizens. Planning Ahead: Suggestions for instructors included in the chapter openers to help prepare materials in advance for certain activities in the chapter. Also provided is information regarding which activities to assign to students prior to them coming to class.  Warm-up: Suggestions for setting up an activity or how to activate students’ prior knowledge relating to the task at hand. Suggestion: Teaching tips that provide ideas that will help with the implementation of activities and sections. Note: Additional information that instructors may wish to share with students beyond what is presented in the text. Expansion: Ideas for variations of a topic that may serve as wrap-up activities. Follow-up: Suggestions to aid instructors in assessing student comprehension. Notes: Information on people, places, and things that aid in the completion of activities and sections by providing background knowledge. Additional Activity: Independent activities related to the ones in the text that provide further practice than those supplied in the text. Alternate Activity: Variations of activities provided to suit each individual classroom and preferences. Heritage Language Learners: Suggestions for the Heritage language learners in the classroom that provide alternatives and expansions for sections and activities based on prior knowledge and skills. Audioscript: Written script of all Escucha recordings.

Jean W. LeLoupJean W. LeLoup is Professor Emerita of Spanish at the State University of New York (SUNY), College at Cortland.She holds a Ph.D. in Foreign Language Education and an M.A. in Spanish Literature from The Ohio State University, as well as an M.S.Ed. in Counseling from the University of Missouri–St. Louis. For many years, she taught Spanish and was a guidance counselor at the secondary level in the St. Louis, Missouri, area. Dr. LeLoup is the co-founder/moderator of the Foreign Language Teaching Forum (FLTEACH) listserv, and presents and publishes on the integration of culture and the use of technology in foreign language instruction. Dr. LeLoup has won many professional awards, including the ACTFL/FDP-Houghton Mifflin Award for Excellence in Foreign Language Instruction Using Technology with IALL, the SUNY Chancellor's Awards for Excellence in Teaching and for Faculty Service, and several awards from the New York State Association of Foreign Language Teachers for outstanding publications and service to the profession. She has been a Fulbright Fellow and has also been program director of two grants from the National Endowment for the Humanities.She presently teaches Spanish at the United States Air Force Academy (USAFA), where she was named Outstanding Academy Educator in 2010 and received the 2011 USAFA Award for Innovative Excellence in Teaching, Learning, and Technology.
Glynis CowellGlynis Cowell is the Director of the Spanish Language Program in the Department of Romance Languages and Literatures at The University of North Carolina at Chapel Hill. She has taught first-year seminars, honors courses, and numerous face-to-face and hybrid Spanish language courses. She also team-teaches a graduate course on the theories and techniques of teaching foreign languages. Dr. Cowell received her M.A. in Spanish Literature and her Ph.D. in Curriculum and Instruction, with a concentration in Foreign Language Education, from The University of North Carolina at Chapel Hill.

Audrey Heining-Boynton Audrey Heining-Boynton received her Ph.D. from Michigan State University and her MA from The Ohio State University. Her career spans K-12 through graduate school teaching, most recently as Professor of Education and Spanish at The University of North Carolina at Chapel Hill. She has won many teaching awards, including the prestigious ACTFL Anthony Papalia Award for Excellence in Teacher Education, the Foreign Language Association of North Carolina (FLANC) Teacher of the Year Award, and the UNC ACCESS Award for Excellence in Working with LD and ADHD students. Dr. Heining-Boynton is a frequent presenter at national and international conferences and also held many important positions, including President of the American Council on the Teaching of Foreign Languages (ACTFL). She is an appointed two-term Foreign Language Annals Editorial Board member and guest editor.