This document contains a rubric evaluating a Spanish textbook called "¡Expresate!". It rates the textbook on 34 criteria on a scale of 1 to 3, including how well it incorporates communicative activities, authentic materials, cultural content, and technology. An assessment of the textbook then notes that while it focuses on communicative ability and offers opportunities to use different language modes, the activities often require modification by teachers to make them more relevant and ensure they achieve communicative goals. It also notes the textbook intends to integrate technology well but falls short by not clearly organizing its website and explaining how all materials coordinate.
This document contains a rubric evaluating a Spanish textbook called "¡Expresate!". It rates the textbook on 34 criteria on a scale of 1 to 3, including how well it incorporates communicative activities, authentic materials, cultural content, and technology. An assessment of the textbook then notes that while it focuses on communicative ability and offers opportunities to use different language modes, the activities often require modification by teachers to make them more relevant and ensure they achieve communicative goals. It also notes the textbook intends to integrate technology well but falls short by not clearly organizing its website and explaining how all materials coordinate.
This document contains a rubric evaluating a Spanish textbook called "¡Expresate!". It rates the textbook on 34 criteria on a scale of 1 to 3, including how well it incorporates communicative activities, authentic materials, cultural content, and technology. An assessment of the textbook then notes that while it focuses on communicative ability and offers opportunities to use different language modes, the activities often require modification by teachers to make them more relevant and ensure they achieve communicative goals. It also notes the textbook intends to integrate technology well but falls short by not clearly organizing its website and explaining how all materials coordinate.
Features an organization based on relevant and interesting topics and cultural contexts - 2 Provides activities in which students talk to each other, share information and opinions, ask personalized questions, and express feelings and ideas. - 2 Provides task in which students must negotiate meaning with one another. - 1 Provides authentic oral input (audiotapes, videotapes, CD-OM programs) that has engaging content and tasks - 2 Provides authentic printed texts (newspaper/magazine articles, ads,poems,short stories) that have engaging content and tasks - 2 Suggests strategies for comprehending and interpreting oral and written texts. - 3 Includes pre-listening/pre-viewing/pre-reading tasks - 3 Includes tasks in which students speak and write to an audience of listeners/readers (i.e., process-oriented tasks) - 2 Provides contextualized and meaningful activities that relate to a larger communicative goal - 1 Presents clear, concise, grammar explanations that are necessary for communication - 1 Presents vocabulary thematically, in context, and with the use of visual and authentic realia. - 2 Provides for integrated practice of the three modes of communication - 2 Presents an accurate view of the cultures in which the target language is spoken. - 3 Includes visuals for presenting vocabulary and illustrating authentic cultural aspects (overhead transparencies, visuals, PPT slides, realia). -2 Provides opportunities for students to discover and explore the products of the culture and their relationship to cultural perspectives. - 3 Provides opportunities for students to discover and explore the practices of the culture and their relationship to cultural perspectives. - 3 Provides opportunities for students to use the target language to learn about other subject areas - 1 Engages students in using the TLto acquire new information on topics of interest. - 2 Provides opportunities for students to compare key features of the native and target languages in interesting ways. - 1 Provides opportunities for students to compare products, practices, and perspectives of the native culture and target cultures in interesting ways. - 2 Includes activities in which students use the TL with peers in other communities and target language regions (e-mail, WWW, interactive video, field trips) - 1 Provides opportunities for students to select authentic texts to explore for enjoyment and learning. - 1 Provides contextualized, performance based achievement tests with scoring rubrics. - 2 Suggests strategies for assessing student progress in attaining standards - 2 Integrates technology effectively into instruction (audiotapes, videotapes, interactive video, CD-ROM, WWW, e-mail, online chat rooms) - 1 I have been using this textbook for a little over three years now. What enjoy about this book is its focus toward communicative ability. It offers many opportunities for students to use the different modes. However, these activities are typically a little misguided and uninteresting to students. So, they require more work from the teacher to modify the activities to be more relevant and to actually to achieve a communicative goal. It also has very good intentions for the use of technology with the textbook and its ancillary materials, though they fall short due to lack of clear organization on the textbooks website and the lack clear explanation for how the textbook and its materials actually coordinate together. Overall I enjoy the book series, I just wish it was more relevant and was designed with a little more thought in mind to creating the activities.
Jacques Berlinerblau The Vow and The Popular Religious Groups of Ancient Israel A Philological and Sociological Inquiry JSOT Supplement Series 1996 PDF