XXX YYY Consultora Nacional Santillana USA Español Santillana: Aprovechando los recursos digitales
Español Santillana: Aprovechando los recursos digitalesmdcpsbilingual.net/pdf/PD/Spanish/Espanol_Santillana_Aprovechando... · Santillana. • Practica el ... \爀屲The next slide
Español Santillana:Aprovechando los recursosdigitales
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Presenter
Presentation Notes
This is MY access code to my FL ES1 course. Please enter your own access code. Participants will need to be enrolled in your class. I’ve contacted Leo, and you might want to contact him on Wednesday to make sure that it works.
Localizando los videos
Presenter
Presentation Notes
Show them the folder for quick access to all of our audio and video files. Explain that there are many videos in the C Boxes with a link marked Tu desafío. Unlike the videos and fotonovelas, these do not come with teaching suggestions in the teacher edition. The next slide shows a C box in Unidad 3, Desafío 1. There is a live link to the video. Before you click, remind them that they are now “students” in Spanish 1. You will have color-coded student descriptors so that you can have a differentiated “classroom.”
Los videos
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Presentation Notes
Live link – click on the image AFTER you ask the questions. Show the slide to prepare your “students” for the video. Here are some ideas for pre-viewing focus questions: ¿Qué hay en Antigua? ¿Por qué hay ruinas en Antigua? ¿Qué importancia tiene el jade en Antigua? You’ll be showing the video a couple of times, first with the focus questions and revisiting them after viewing. Then you can show it with the audio off and Spanish subtitles on, having students read it. The third time, show it without audio or subtitles and have participants write their own scripts for the video. At this point, you might be asked about our pretty lame fotonovelas. There are a couple of things you can say, including an explanation about the genre and the instructional focus. The instructional strategy I would recommend is to have students act them out. Advanced students could write a new dialogue that aligns with the illustrations, including PG rated parodies, and all could record their presentations through a variety of video techniques.
Guide participants to talk about each aspect of the activity – there are two key points here; the first is the C Boxes. They appear in every lesson and directly support the content and concepts presented. Thy also contain a variety of multimedia activities. In Unit 3, the ones that contain videos are on pages 151 and 179. (The other videos are on pages 144 and 190. They have teaching suggestions embedded in the TG.)
Guide participants to talk about what they discovered by participating in the activity, focusing on how easy it was to just click on the audio, stop it and replay,
Show them the icons and note that there are usually at least two speaking activities per lesson that involve actually creating language rather than repeating words, phrases or sentences.
Usando la actividad en su salón de clase
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Presentation Notes
Be sure that you’ve assigned this activity and that everyone is a “student” in your course. Explain what you want them to do, based on the information in the next slide.
Usando la actividad en su salón de clase
Presenter
Presentation Notes
I think we can apply the TG differentiation strategies to the previous activity – with a little stretching.
Usando la actividad en su salón de clase
Presenter
Presentation Notes
LIVE LINK: Be sure that everyone is a “student” in your course. Demonstrate making the assignment and creating the rubric. Then have them record in pairs. If the record function won’t work in the computer lab, have them do it live, and walk around monitoring.
LIVE LINK: Open the Practice Workbook folder and navigate to Desafío 1. Remind them that every unit has between 55 and 60 practice activities. Assign a couple to your class and have them complete them. (These activities are all-or-nothing; there’s no way to individually assign.)
This is a really important skill – if they just use Delete in the menu, they will delete the activity, and they will have to deal with their IT, who will have to deal with ours. If you want to walk them through removing an assignment and time permits, excellent. If time grows tight, and I suspect it will, just skip this part. I’ve included a live link just in case.
Live link – you’ll need to navigate to page 61. Have students complete Actividad 4. You’ll need some kind of blue books to do this. If I can’t find them, we’ll just have notebook paper on hand.
Live Link – I suspect that all you’ll have time to do is walk them through the process. There is a document about Publishing a Test. I think it’s okay to have it in English – there is no need to translate it.
