Aula en acción 2 - Lesson at a glance

en acción

Aula2

Jaime Corpas Eva García Agustín Garmendia Carmen Soriano Claudia Fernández University of Illinois–Chicago with contributions by Muriel Gallego Ohio University

Aula2 en acción

While many of us aim to implement proficiency-oriented Spanish classes, we know that achieving this in practice is no easy feat. This undertaking involves a variety of factors that must align in order to work effectively. One of the most important factors is the material we work with and the extent to which it facilitates our mission of teaching towards communicative goals.

Like many of you, I wanted to put into practice a proficiency-oriented Spanish program whose objective was for students to use the language for real, communicative purposes.

I knew we needed well-designed, principle-based materials that helped our students carry out authentic, real-world tasks and, in the process, enabled their acquisition of Spanish and developed both their communicative ability and intercultural competence.

You can imagine then how thrilled I was at the opportunity to be a part of AULA EN ACCIÓN, a task-based program where the linguistic resources and informational content are guided by the task at the end of each chapter. These final tasks invite students to personalize and make them their own, to be creative, and to share their interests—all while using Spanish authentically with a truly communicative purpose.

Following a backward design, the chapter activities are developed in keeping with this final goal while helping students use Spanish to learn about themselves, each other, their communities, and the Spanish-speaking world both in the USA and abroad.

AULA EN ACCIÓN accompanies us each step of the way as we implement a proficiency-oriented curriculum for our students. I very much hope that you reach your proficiency-oriented goals and that you find AULA EN ACCIÓN a helpful tool to achieve them.

Claudia Fernández

AULA EN ACCIÓN 2

AULA EN ACCIÓN is a modern, effective, and comprehensive Spanish program designed to bring the most advanced communicative approaches to the Spanish-language classroom.

The main objectives of AULA EN ACCIÓN are: • Putting students at the center of their own learning process • Prioritizing meaningful use of language • Offering an inclusive, contemporary vision of Spanish-speaking countries, free of stereotypes • Facilitating instruction

Thank you for trusting

AULA EN ACCIÓN

Lessons at a glance Primer contacto In the opening double-page spread of each lesson, the work that learners will complete at the end of the lesson is explained in detail as well as the communicative, grammatical, and lexical resources that will be incorporated. We dive right into the theme of the lesson through an activity that stimulates any background knowledge we may have and gives us our first contact with the lexicon that we’re going to need.

Realistic tasks, in keeping with the Can-Do statements, allow students to begin using authentic communication processes.

12 Si pudieras elegir,

Letras y vida EN ESTA LECCIÓN VAMOS A

escribir un balance personal de los últimos dos años

¿A QUIÉN TE GUSTARÍA PARECERTE? ¿CON QUIÉN TE TOMARÍAS UN SELFIE?

WENDY GUERRA “Me gustaría parecerme a una poeta cubana llamada Albis Torres: mi madre."

The proposed activities allow students to grasp the lexical and grammatical elements in a useful, meaningful way.

Si no hicieras lo que haces, ¿QUÉ HARÍAS?

LEARNING OUTCOMES

You will be able to…

• talk about past experiences • talk about things that could have happened • talk about things that might happen • recognize some literary genres and devices VOCABULARY • Connectors of cause and consequence

• Verbs: arrepentirse, lamentar • Life experiences • Genres and literary devices LANGUAGE STRUCTURES • Conditional clauses: si + imperfect subjunctive, conditional • Past Perfect Subjunctive • Conditional perfect • Past Conditionals • Subjunctive with conjunctions: a no ser que, siempre que...

De no haber sido lo que eres, ¿A QUÉ TE HABRÍAS DEDICADO?

CULTURAL CONNECTIONS • Un poeta que trabaja..., by Rubén Medina (poem, Mexico) • Video: El Quijote de Almagro (documentary, Spain) FINAL TASK • Take stock of the last two years by writing a creative text IPA • Written Text: an interview with Enrique Jaramillo Levi (interview, Panama)

Primer contacto Deseos

FERNANDO IWASAKI “Si no fuera escritor sería cantautor, para seguir contando historias acompañándome con la guitarra"

12.1. Investigamos. ¿Conoces a alguna de las personas de las imágenes? En parejas, busquen información en internet y compártanla en clase. p de dónde son y a qué se dedican p qué han hecho

OSCAR ISAAC “Me habría gustado ser fotógrafo de guerra."

12.2. Testimonios auténticos. Lee ahora los testimonios que los acompañan. ¿Cuál te parcece más original? ¿Con quién te identificas más?

12.3. Mi selfie. Contesta las preguntas, razonando tu respuesta, y después compartan sus respuestas en grupos. p ¿Con quién te tomarías un selfie? p ¿Con quién irías de vacaciones? p ¿A quién te gustaría parecerte?

Yo me tomaría un selfie con... porque....

GIOCONDA BELLI “Si no me dedicara a la escritura, sería directora en el Hollywood de los westerns.”

PAULA HEREDIA “Me tomaría un selfie con Jacques Tati, el director de cine francés.”

A mí me gustaría parecerme a... porque....

ENRIQUE JARAMILLO LEVI “Yo no sé que habría hecho si no hubiera tenido la vocación profunda de escribir.”

12.4. Mi testimonio. Busca una imagen tuya y escribe un testimonio con la información que diste en las actividades 12.3. o 12.4. Luego compártela con tus compañeros/-as.

274 doscientos setenta y cuatro

doscientos setenta y cinco 275

The Para comunicar box provides expressions and vocabulary that serve as scaffolding to facilitate communication.

AULA EN ACCIÓN 2

Comprendemos On these two double-page spreads, a large part of the active vocabulary from the lesson is presented in a visually appealing format in context. The diversity and quality of texts included in this section allows the students a flexible approach -active vocabulary, reading and listening comprehension, communication- all of it helping them to immerse in the unit's theme.

Learners take on an active role; that is, we learn

the vocabulary by completing short tasks of comprehension, classification, personalization, etc. which lead us to interact with the lexicon in a meaningful way. It is not a matter of simply memorizing a list of words and filling in the blanks, but rather guiding us to understand the meaning of these new lexical items and using them in a simple, communicative way.

The new Construimos el léxico box allows the students to collect and work on their own vocabulary in a personal and meaningful way.

Active vocabulary is noted in blue: these are words of special relevance in the unit.

Comprendemos La publicidad hoy

Un anuncio

  Texto mapeado y locutado

4.3. Una nueva mirada. Lee esta entrevista a varias directoras de cine que trabajan para una agencia de publicidad y anota las respuestas a las siguientes preguntas. p p p p

¿Cómo valora Jess Praznik la industria de la publicidad? ¿Por qué es muy importante el casting? ¿Cómo es el concepto actual de la belleza, según Javiera Eyzaguirre?

Según Claudia Abend, ¿cómo se diferencia la publicidad tradicional de la publicidad actual?

ENTREVISTA

SER DIRECTORA, MUCHO MÁS QUE SER

MUJER

LA EVOLUCIÓN DE LA PUBLICIDAD Según Claudia Abend, “felizmente todo está cambiando muy rápido. La publicidad de toda la vida, esa tan ‘de mentira’, que vendía invariablemente a través de un mismo modelo de personas, ya casi no existe. Hoy se busca y se incentiva la diversidad y la inclusión cada vez más. Tanto que empezamos a sentir ridículo aquel mundo (para nada lejano en el tiempo), en el cual filmábamos siempre las caras que representan los parámetros de belleza que también están poco a poco siendo derribados”. (…)

Fuente: www.latinspots.com

LECCIÓN 4

  Texto mapeado y locutado

El FUEGO HACE CENIZAS TUS SUEÑOS

p ¿Qué anuncia? p ¿De qué marca o institución es? p ¿Tiene eslogan? ¿Cuál? ¿Es fácil de recordar? p ¿A qué tipo de público se dirige? (niños/as, hombres, mujeres, etc.) p ¿Qué elementos destacan? (texto, imagen, etc.) p ¿Qué mensajes transmite? p ¿Cuál es su objetivo ? (impactar, concienciar, promocionar...) p ¿Qué valores transmite? (belleza, éxito social, libertad, solidaridad, ecología, etc.)

En esta nota once directoras de la productora Casta Diva hablan de su rol como directoras de cine publicitario y debaten temas sobre los que hoy la publicidad está muy atenta: derribar estereotipos, el nuevo concepto de la belleza, la inclusión, el impacto de un mensaje, entre otros…

LA NUEVA “BEAUTY” En sintonía con derribar los estereotipos reinantes, hay temas y conceptos que evolucionan. Uno de ellos es el de belleza. Según Javiera Eyzaguirre, “hoy en día es un concepto más abierto, más libre y subjetivo, en un momento donde los cánones de belleza están cambiando, estamos construyendo desde nuestra identidad, desde un espacio más comprometido, más auténtico y valiente (…)”.

Si bien la forma de mostrar un cosmético, un perfume, una mujer cambió muchísimo, “pienso que aún estamos en un pequeño comienzo de ese cambio. (…) “Es decir, que ya basta de hacer analogías desde la mirada antigua de lo femenino para representar estos elementos (…).

 TEXTO LOCUTADO

4.6. Un anuncio. Mira este anuncio y contesta las siguientes preguntas.

El rol de la mujer como directora viene a traer otra mirada.

DERRIBAR ESTEREOTIPO SIENDO PARTE DEL CAMBIO Jess Praznik es bastante crítica de la industria. “La mayoría de las veces siento que (...) la realidad que quieren mostrar no es una realidad y que, en vez de incluir, lo que hacen es excluir. Muchas veces caricaturizan las realidades y no toman en serio las familias cuando no son heterosexuales”, opina.

En este sentido, dice, “el rol de la mujer como directora viene a traer otra mirada, en la que posiblemente las generaciones anteriores no estábamos tan acostumbrados a ver". (…)

Lo más importante para ella es no perder de vista a quién le estás hablando y cómo vas a transmitir ese mensaje. (…) "Muchas veces esos nexos pasan por lugares comunes, la juventud, la inexperiencia, y en todo eso uno puede identificarse igual. No importa si la persona es mujer, hombre, no binarie, o cuál sea su orientación sexual, creo que el punto pasa por encontrar esos espacios que puedan integrar”. (…)

Muchas veces un casting en sí mismo cuenta una historia, se nota un trabajo previo para dar con mujeres diversas y reales. Según cuentan Bel y Ju, “buscamos la autenticidad en nuestro trabajo y esto también se refleja en la elección del casting, estamos profundamente involucrados en la investigación, junto con nuestro equipo, siempre buscando mujeres reales que tengan una historia que contar, que representen la diversidad”. (…)

 TEXTO MAPEADO

p ¿Cómo es el anuncio ? (divertido, emotivo, impactante, provocador…) p ¿Les gusta? ¿Por qué?

4.7. Hablamos. En pequeños grupos, comenten sus respuestas a las preguntas de 4.6.

Construimos el

l

É

x

i

c o

Haz un mapa mental sobre tu relación con la publicidad. Aquí tienes un modelo.

LA PUBLICIDAD Y YO

TIPOS DE ANUNCIOS QUE MÁS RECIBO

TIPOS DE PUBLICIDAD QUE NO ME GUSTAN O QUE ME MOLESTAN

QUÉ HAGO YO (RELACIONADO CON LA PUBLICIDAD)

de televisión

folletos en el buzón

veo anuncios

de ropa

anuncios en redes

sigo a algunos influencers

en las redes

vallas publicitarias

4.4. Compartimos nuestras respuestas. Comenta con tus compañeros/-as tus respuestas de 4.3.

4.5. Nuestra opinión. ¿Y tú qué opinas sobre lo que dicen estas directoras? Hablen en pequeños grupos.

82

ochenta y dos

ochenta y tres

83

Lessons at a glance Exploramos la lengua On these pages, learners actively observe the language—through texts or other materials—and use it in a guided way. This way, we discover the function of the language through its different aspects (morphologic, lexical, syntactic, functional, textual, etc.) and we reinforce our explicit understanding of grammar.

In addition, we will learn how to be more autonomous, to effectively approach texts, to ask ourselves questions about the language and seek out the answers, and to build our own learning process. All of this has its benefits in class, of course, but the benefit is even greater outside the classroom when we encounter texts and other materials in Spanish in "the real world".

Students will work with short texts where they’ll encounter the material they need to learn and understand; the first step always consists of contextualized comprehension. The following steps guide the students to observe the phenomenon in question and actively build their grammatical understanding.

Tutoriales de gramática refer to video tutorials about grammar topics from the chapter.

The Más información box provides supplementary information of sociocultural or linguistic interest.

Commonly practiced activities in this section include: completing verb paradigms or simple grammatical rules, validating conclusions, performing small yet purposeful tasks to call upon linguistic resources, and expressing things that have personal meaning.

AULA EN ACCIÓN 2

Comunicamos This section is dedicated to linguistic and communicative practice and includes suggestions for a wide range of activities. Learners will experiment with the functionality of the language through communicative “microtasks” where the content of the

lesson comes alive. Many of the activities are based on our background and experiences as people, as learners, and as part of a group; this is how we use our own experiences and perception of our environment to carry out real, purposeful communicative interactions.

The activities make it possible to practice the contents of the lesson in a personal, meaningful way; this shows the student that they are capable of producing intelligent statements of their own which are closely tied to their realities.

As in the rest of the lesson, students are provided with samples of language that encourage them to jump in and speak or take the necessary steps to meet the task’s objectives.

Lessons at a glance Conectamos nuestras culturas: Texto The sections CONECTAMOS NUESTRAS CULTURAS: TEXTO and CONECTAMOS NUESTRAS CULTURAS: VIDEO are designed to bring us closer to Spanishspeaking cultures from a multifaceted perspective that is free from generalization and stereotypes. The topics are connected to the content of the lesson, but the approaches are diverse.

Again, this is about providing us with the opportunity to become familiar with Spanish-speaking cultures and also compare and relate them to our own while using engaging materials.

In addition, AULA EN ACCIÓN offers students the unique feature of Textos locutados y mapeados. The mapping of these texts identifies three different linguistic features: connectors, frequently combined words, and verb combinations. Textos locutados are a fantastic source of samples of different variations of Spanish. Students can use them to focus on pronunciation, to compare, and to appreciate linguistic variation.

The activities in this section aim to have students take a critical look at cultural products, practices, and perspectives.

AULA EN ACCIÓN 2

Conectamos nuestras culturas: Video Every lesson presents a video with the objective of developing audiovisual competency in Spanish. How so?

• By offering a wide variety of genres, which will help us become familiar with different audiovisual languages.

• By presenting material from a variety of origins, which allows us to come into contact with the linguistic and cultural richness of different Spanish-speaking countries.

• By proposing comprehension activities which focus on meaning.

This section offers a wide variety of audiovisual genres: interviews, documentaries, short films, a mockumentary, and advertising campaigns.

Pronunciamos This section offers explanations and pronunciation activities specially designed to help English-speaking students with those issues that they often have trouble with or cause them to experience difficulty

The Pronunciamos section offers audio activities, with different Spanish varieties, that provide students with opportunities to develop their listening and speaking skills.

when communicating. We become aware of these “challenges” and learn fundamentals through two approaches: comparison with their native language and practice using audio recordings.

The Cápsula de pronunciación is an animated video to help students work on intonation and pronunciation in a visual and intuitive way.

The Estrategia box offers learning strategies for comprehension, speaking, writing, memorizing, vocabulary expansion, and more.

AULA EN ACCIÓN 2

Tarea final: ahora podemos…

In this section, following the model of the Can-Do statements, we present tasks that involve various skills that are summed up in a final product. These tasks may include: • Periods of individual research, reflection or creation as well as group/pair work that requires collaboration and teamwork, • Co-creation of texts; negotiation of form (and meaning), • Brainstorming and presentations, • Comments on the products of others (applying an active, critical view rather than passive), • Correction and peer evaluation, • Revision and re-elaboration of products based on the comments and constructive criticism received.

In general, these are activities that stimulate higher-order cognitive skills. We do not simply repeat statements or produce them automatically; we consciously create them to convey personal meaning.

We focus on both what we want to convey and the best way to do so. By carrying out these activities, we are performing tasks that also are meaningful in our communities: presenting what our ideal neighborhood would be like, preparing a menu for a special occasion, putting together a program of weekend activities in our city for a certain type of visitor, etc.

The Tarea final: Ahora podemos... is a holistic task that integrates the Three Modes of Communication (interpersonal, interpretive, and presentational) and it pushes learners to actively engage in language production by synthesizing most of the content covered up to this point.

Lessons at a glance Recursos lingüísticos: Gramática y comunicación In AULA EN ACCIÓN, grammar is approached from an inductive perspective, that is, language structures are provided within meaningful texts which learners interact with in a communicative way. Later on, students are encouraged to observe and discover how a given linguistic structure works.

Once students are engaged in understanding structures, they can verify their hypothesis in the Recursos lingüísticos section, specifically under Gramática y vocabulario.

Alternatively, students can look at grammar explanations prior to coming to class and engage with the materials in the classroom by

connecting and predicting the targeted linguistic rules. The different grammar concepts are presented in the same order in which they appear in the lesson. Functional grammar diagrams, thorough explanations, and a multitude of examples help clarify the use of these grammar rules in context.

The presentation of the grammar explanations aims to provide acccuracy and clarity while always maintaining that grammatical phenomena must be described by emphasizing the meaning, the context in which they appear, and their communicative value.

The ¿Necesitas ayuda? box provides additional help with comprehension activities: explanations, translations, etc.

Lessons at a glance

AULA EN ACCIÓN 2

Recursos lingüísticos: Vocabulario activo This page serves as both review and reference thanks to a glossary that includes the most relevant words and expressions of the lesson next to their corresponding English translations.

The vocabulary words were selected taking into account their significance in the lesson and their usability in communication.

This section facilitates a view of the lexicon not as a list of words that students need to memorize, but terms that interact with others. Not only is the vocabulary organized by semantic fields with examples modeling its use, but they are also presented visually, in graphics or lexical maps.

This section presents lexical items logically and visually, putting special emphasis on frequent word combinations. The format of this presentation of words and expressions resembles how vocabulary is learned in an immersion environment.

In addition, it facilitates learning via graphic organizers, mental mapping, images, outlines, etc.

The La variedad del español box provides information about the lexical differences between the different varieties of Spanish.

IPA: Textos escritos This last section is dedicated to the comprehension of written texts and audiovisual materials and the creation of students’ own original texts. The development of comprehension and expression is carried out following a model similar to that of ACTFL’s IPA (Integrated Performance Assessment)

IPAs ask learners to use language for real purposes: writing a response to two letters expressing empathy, agreement or disagreement, posting an opinion on a social media site, writing a blog post about an environmental project… that is, they aim to generate genuine acts of communication.

The IPA is used for evaluating student’s language in the three communicative modes that correspond to the communication standards in the ACTFL Standards for Foreign Language Learning.

The IPA: Textos escritos section offers the following authentic texts: an interview with a Bolivian Aymara activist, a blog with tips on effective brand creation, two readers’ letters from an Argentine newspaper, an article about traditional footwear, an interview with a streamer, and an interview with writer Enrique Jaramillo Levi.

AULA EN ACCIÓN 2

IPA: Textos audiovisuales The IPA: Textos audiovisuales offers six authentic videos about: the Plaza de Armas in Lima, surfing as a way of life, jobs in the future, a couple's argument, an environmental project, and body language in Latin America.

Icons at a glance Audio Pair activity

 TUTORIAL

 TEXTO MAPEADO

Grammar Tutorial

Mapped version of the text

Group activity 

Search online



Compare with your own language Video

TEXTO LOCUTADO

Text with four audio versions

PRONUNCIAMOS

Pronunciation and Sounds Tutorial

Lessons at a glance Interactive Textbook

The Spanish Hub is a platform offering digital content and resources for students and instructors who work with AULA EN ACCIÓN. It is designed with a clear purpose in mind: to improve teaching and learning experiences in higher education environments with engaging content and helpful, userfriendly tools.

It offers easy access to a vast array of material in different formats to help students better grasp and practice concepts, build their skills, develop cultural insights, and meet learning objectives. These resources include online homework, grammar and pronunciation tutorials, cultural and vocabulary maps and assessment materials.

The Interactive Textbook is a full html version of the textbook which can be used to complement the hardcopy version or used instead of the hard copy (both in face-to-face and online classes).

The Interactive Textbook offers in-class and out-of-class content and activities. It is browser-friendly with sizeadaptable pages and a format that functions on any desktop or tablet. It also offers a wide variety of resources making it more flexible than a classic printed textbook.

In individual activities, students may write directly in the writing fields or, when more space is needed, they can attach files. There are note-taking options which may be used and corrected in class.

It features the following components: • Interactive Textbook • Interactive Activities • Enriched eText • Digital Teacher's Edition • Grammar Tutorials • Grammar and Verb Tables

Interactive Activities A modern and interactive version of a classic SAM (Student's Activities Manual). Students will be able to practice and expand upon the content and skills introduced in the textbook. Most exercises are auto‑corrected, particularly those with the main objective of learning and reviewing grammar, vocabulary, listening comprehension, phonetics, and culture.

• Pronunciation Tutorials • Assessment Materials The Spanish Hub gives you access to the content both online and offline.

It is compatible with: • smartphones and tablets: iOS and Android • computers: Windows, Mac, Chrome OS, and Linux.

It also includes writing activities and pronunciation practice which students may send to their instructors for feedback.

AULA EN ACCIÓN 2

Enriched eText

Cápsulas de pronunciación

An eBook version that allows students to browse through all the pages of the textbook and grants them access to the resources, such as videos and audio.

Animated explanations on selected pronunciation topics.

Grammar Tutorials

Other Resources

A series of short films features animated grammar and accompanying online practice to make grammatical structures easier and more fun to learn and understand.

• Videos and their scripts • Audios and their scripts • Textos locutados (audio text narrated in four different Spanish regional variations) • Textos mapeados (mapped versions of texts)

Grammar and Verb Tables Printable and projectable tables on selected grammar themes and examples of how to conjugate verbs.

• IPAs and Interactive Quizzes for each chapter • Spanish-English and English‑Spanish Glossaries • Rubrics • Cápsulas de pronunciación • And much more!