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About the Mossaicos Program
Welcome to the third edition of Mosaicos! With this text, the beginning classroom becomes a setting for true communication and cultural exchange. Mosaicos combines the best elements of language instruction in a highly interactive approach. An emphasis on frequently used vocabulary, practical applications of grammar, illustrated language contexts, and engaging activities help to successfully develop good communication skills.
Mosaicos is built on a foundation of interaction, communication, and culture. Its functional grammatical syllabus provides an understanding of the language in a cleat concise format. Structures are presented as a means to effective communication and valuable class time can be spent interacting as well as developing and improving language skills in Spanish.
Highlights of the Program
The third edition of Mosaicos continues the successful tradition of the first and second, retaining and enhancing the core features, and presenting an all-new integrated video, CDROM, and Website that are unique to the Mosaicos program.
Focus on communication
The Mosaicos program features a lively and visual communicative format for presenting and practicing new language. Abundant activities in the A primera vista section of each chapter foster use of newly-acquired and previously-learned words and expressions in a variety of contexts. These contexts provide a natural environment for learning and practicing new vocabulary, as well as for recycling previously-taught language and previewing new structures.
Mosaicos presents grammar as a means to communicate effectively. The scope and sequence of grammatical topics in Mosaicos, Third Edition, is dictated by the communicative needs of beginning students. Activities in the Explicatión y expansión section of each chapter develop the ability to use linguistic structures for direct communicative purposes.
Opportunities for previewing and recycling. The Algo más section is designed to introduce structural points needed for communication in increments, which facilitates students' internalization of these linguistic structures. Throughout the text, annotations suggest opportunities for instructors to review and reinforce recycled structures and vocabulary clusters.
A closer integration of culture and language
In the third edition, the integration of culture and language has been further enriched and developed. Each chapter focuses closely on a country or region, and numerous examples from that country or region are used consistently throughout the chapter in language samples, photos, maps, and realia. Related cultural content is interwoven throughout the text in activities and readings.
Integrated media program
Mosaic, Third Edition offers a robust and truly integrated technology program featuring a new Fortunas Video, an Activity CD-ROM bound into every new copy of the text, and a Website. Each of the 15 chapters now concludes with the newly developed Enfoque interactivo, which integrates the Mosaicos media program--Video, Activity CD-ROM, and Website--into the course. The Enfoque interactivo highlights the activities that are available in the media program, indicates when the activities can be completed, and provides guidance to the instructor and student for when and how to use the media components and for the amount of time required by the task. Also new to this edition are the E-Workbook and E-Lab Manual, which are on-line versions of the print Workbook/Lab Manual.
From skill building to skill using
The unique culture-based Mosaicos sections of each chapter provide skill-building and skill-using activities in each area: listening, speaking, reading, and writing. These sections also provide ample opportunities for skill-chaining.
Listening strategy work. Many A escuchar sections include pre-listening activities that provide general listening strategies. In many cases, students are asked to fill in charts, comment on, or otherwise process the information they hear after completing the specific listening task, integrating listening with productive skills.
Personalized speaking activities. More open-ended activities in every chapter provide opportunities for individuals, pairs and groups of students to gather, process and share information in Spanish, stimulating real communication in the classroom. Conversation activities in the A conversar section of each chapter encourage interaction on a personal level combining newly acquired structures and vocabulary in discussions on chapter topics.
Increased attention to reading skills. Pre- and post-reading activities provide opportunities and strategies for developing reading skills. Reading selections include a greater number of authentic texts and reflect a variety of discourse types and styles ranging from journalistic to literary. Texts become longer and more challenging as the book progresses.
Process writing apparatus. Carefully-crafted process writing activities conclude each Mosaicos section. Pre- and post-writing activities are a guide through critical steps in the writing process. Throughout, extensive annotations guide instructors to teach writing as a recursive--rather than linear--process.
Scope and Sequence of the Third Edition
In response to helpful feedback from users of the second edition, the following adjustments have been made to scope and sequence:
To quickly facilitate learners' ability to communicate in Spanish, a number of linguistic structures needed for conversation are now presented earlier in the text. For example: question words are now in lesson 1, possessive adjectives are in lesson 2, adverbs and some reflexive verbs appear in lesson 4.
Key structural points were moved. In the third edition, the presentation and practice of the preterit has been divided between lessons 6 and 7. Lesson 6 covers the preterit tense of regular verbs and the preterit of ir and ser. Lesson 7 addresses the irregular forms of the preterit, the preterit of -er and -ir verbs whose stem ends in a vowel and the preterit of stem-changing -ir verbs: (e > i)(o > u)
Indirect commands were moved to lesson 10, and informal commands to lesson 11; the conditional was moved to lesson 13 to be presented immediately after the future; the past perfect and the infinitive as subject of a sentence and object of a preposition were moved to lesson 14; the imperfect subjunctive was moved to lesson 15.
The present perfect subjunctive, the past perfect subjunctive, if clauses using the perfect tenses, and the passive voice were moved to the Expansion gramatical. Instructors who wish to include these structures may incorporate them in the core lessons of the program.
Other features of the third edition that should prove beneficial for both students and instructors are:
Expanded Enfoque cultural sections. These sections in each chapter provide practical knowledge of specific cultural topics of the Spanish-speaking world as well as an orientation to the countries that make up that world. Activities in each Enfoque cultural encourage the exploration of Spanish-language Websites to gather information on the cultural topic presented. A new, interactive version of the Enfoque cultural on the Mosaicos Website provides hotlinks to related Spanish language Websites that extend the range of cultural examples to which the student is introduced. The new Mosaicos Website also provides numerous activities based on--and hotlinked to--Websites all over Spain and Latin America.
Revised situationes sections offer students guided, semi-guided, and open-ended role plays. These situaciones foster the use of the various patterns of oral exchanges in Spanish, allows for personalization of information and/or the filling of a communication gap, and aim at specific student output.
More extensive and consistent use of Cultura boxes. The range of the Cultura boxes has been expanded in the third edition and they now appear in each chapter to ensure students gain an understanding and appreciation of people and cultures while building linguistic skills.
Acentos boxes. Syllable stress and accent rules in Spanish often overlooked in introductory texts appear in new concept boxes called Acentos.
Lengua boxes, which inform learners of socio-linguistic distinctions in the Spanish language, appeared at strategic intervals throughout the second edition. In the third edition, they appear in every chapter.
A investigar boxes as well as A investigar activities appear in every lesson of the text to make the acquisition of cultural knowledge an active process by guiding students to gather information in the library or on the World Wide Web, which they then use to examine the cultural content embedded in the chapter materials.
Organization of the Text
Mosaicos consists of a preliminary chapter (Bienvenidos) and fifteen regular chapters. Through a variety of visual stimuli, the Bienvenidos chapter allows instructors to conduct classes in Spanish from the very first day. Each regular chapter maintains the following consistent structure:
Goals. Succinct, easy-to-understand objectives in each chapter opener provide realistic, communicative, structural, and cultural goals.
A primera vista. This opening section of each chapter provides a richly contextualized, cultural framework for learning and practicing new language. New material is presented within two or three thematic groupings, which make use of photos, illustrations, and authentic documents.
Comprehensible input is provided through a wide variety of language samples (dialogs, brief narratives, brochures, comic strips, captions, etc.). Within each thematic grouping, activities provide opportunities to practice the new vocabulary and in some cases preview grammar points which are formally presented later in the chapter. Following the thematic presentations, the A escucbar listening activity recycles vocabulary in an authentic conversational framework while providing practice in global listening skills. Previously-taught material is consistently recycled and reinforced.
Explicación y expansión. The Explicación y expansión sections consist of concise grammar explanations focused on usage followed by immediate practice of each new structural item within a contextualized framework. The exercises and activities in this section develop students' abilities to use linguistic structures for direct communicative purposes. Contextualized and personalized, the exercises focus student attention on a variety of useful tasks and provide practice for communicating effectively in pairs or small groups in a variety of real-life situations. These activities reinforce both vocabulary introduced in the A primera vista section of the chapter and vocabulary presented in previous chapters.
Mosaicos. Skills and topics are interwoven at the end of each chapter into a series of skill-building and skill-chaining activities that bring together the chapter vocabulary, structures, and cultural content:
A escuchar develops students' ability to understand spoken Spanish in a variety of authentic contexts: brief exchanges and longer conversations between two or more speakers, telephone messages, radio broadcasts, literary texts, etc.
A conversar includes open-ended speaking activities based on naturally-occurring discourse situations and authentic written texts. Students learn to express and discuss their own needs and interests. This section provides many opportunities for personalized expression.
A leer teaches students how to become independent readers by introducing basic strategies for understanding the general meaning of a text as well as for extracting specific information from it. A complete apparatus of pre-, during-, and post-reading activities guides students to develop their ability to read a variety of high-interest, authentic Spanish texts, from simple documents such as advertisements to the extended discourse of brochures, newspaper and magazine articles, letters, literary texts, etc.
A escribir provides step-by-step activities in which students learn to compose messages and memos, postcards and letters, journals, simple expository paragraphs and brief essays. Pre- and post-writing activities guide students through critical steps in the writing process, including: brainstorming (to develop ideas for topics); defining one's purpose, means of communication, tone, and reader; making an outline; revising; and conferencing and peer editing. Additionally, useful tips in A leer provide students with specific lexicon, structures, and points of syntax relevant to the writing task at hand.
Vocabulario. The vocabulary list includes all new, active vocabulary words and expressions presented in the chapter in clear, semantically-organized groups. All words included in the list are practiced and recycled throughout the chapter and in subsequent chapters in a variety of contexts. Written vocabulary practice appears in the A primera vista sections and in the accompanying Workbook/Lab Manual, and a recording of all active vocabulary words is included in the lab program and on the CD-ROM.
Enfoque cultural. This entertaining and informative section focuses on contemporary cultural issues related to the chapter theme. Enfoque cultural sections use a graphic layout, combining visual and textual elements--photos, maps, brief essays--to capture students' interest and expose them to key information. Additionally, every Enfoque cultural includes activities that encourage students to explore the issues at hand. A broad variety of contemporary topics is featured, ranging from distinctive and changing aspects of daily life, such as family, housing, shopping, and travel, to broader social, political, and economic issues in Hispanic countries. Students can explore the topics presented in the Enfoque cultural on the Web via an interactive version presented on the Mosaicos Website.
Enfoque interactivo. The Enfoque interactivo highlights the numerous resources and activities available on the Mosaicos Fortunas Video, Activity CD-ROM, and Website, and provides guidance to the instructor for how to integrate those components into his or her course. Media activities in the Enfoque interactivo can be done during classroom media lab sessions, or can be assigned as homework. Time estimates indicate the approximate time necessary to complete the activity, and teacher's annotations provide suggestions for using the activities in the classroom.
The Complete Program
Mosaicos is a complete learning and teaching program that includes the following components:
Student text with Activity CD-ROM
Annotated Instructor's Edition with Activity CD-ROM
Instructor's Resource Manual
Mosaicos Activity CD-ROM
Computerized Testing Program
Student Audio CDs/Cassettes
Workbook Answer Key
Audioprogram (Lab CDs/Cassettes)
Student Text with Activity CD-ROM
A copy of the Mosaicos Activity CD-ROM is included in each copy of the student text and instructor's edition. Also, Mosaicos is available for purchase with or without two sixty-minute audio CDs or cassettes that contain recordings of the A escuchar sections in the textbook. The A escuchar sections are also recorded for departmental language labs free of charge and are included in the audioprogram.
Annotated Instructor's Edition
Marginal annotations in the Annotated Instructor's Edition include extensive strategies, activities, expansion exercises, and a selected answer key for all sections of the text, and a printed Tapescript for the A escuchar section. Additional tips and hints offer effective classroom techniques.
Instructor's Resource Manual
The Instructor's Resource Manual is designed to aid instructors in using the text. It addresses theoretical and pedagogical concerns such as classroom atmosphere and the communicative oriented classroom. In addition, it provides course syllabi, suggestions for lesson plans, suggestions for using the media components of the program, a complete Tapescript for the Audioprogram, and tips for using video successfully.
Written and filmed specifically for the Mosaicos, Third Edition program, the new Fortunas video is an ongoing drama that features four contestants competing to solve cultural mysteries and locate three fortunes within Mexico. The three fortunes correspond to three cultural periods of Mexican history (Aztec, Colonial, and Contemporary). Clues highlight and teach students about these cultural periods while the contest atmosphere provides students with a dynamic, interesting environment in which to learn the target grammar and vocabulary. The Fortunas contest becomes interactive as activities presented in the in-text Enfoque interactivo, Activity CD-ROM, and Website allow students to try to solve the mysteries themselves, interact with the video characters by writing and voice-recording on the Activity CD-ROM, and influence the outcome of the contest by awarding the contestants points through viewer polls on the Website.
Mosaicos Activity CD-ROM
Packaged FREE with each copy of Mosaicos, Third Edition, the Mosaicos Activity CD-ROM includes the entire Fortunas Video with a series of activities designed to involve students in the video story-line. Students work with the information presented in order to follow clues, gather information, and draw conclusions. These activities engage students and offer practice of the four skills (reading, writing, listening, and speaking). In addition, the Mosaicos Activity CD-ROM also includes numerous grammar and vocabulary practice exercises, cultural e-mails for the development of reading and writing skills, and fun review games.
The Mosaicos Website offers abundant vocabulary and grammar practice exercises and opportunities to explore Spanish language Websites. The entire Enfoque cultural section from the text is now available online with hotlinks to authentic Spanish Websites enabling students to further explore the themes and topics presented and to complete the Para investigar activities which accompany each Enfoque cultural. The Mosaicos Website also features a Fortunas section based on the video where students can work with clues and weblinks to solve the video mysteries, read contestant biographies and diaries, and cast their vote for different characters to influence the outcome of the contest through viewer polls.
The Testing Program consists of vocabulary quizzes for each A primera vista and three alternate versions of tests for each chapter: a more open-ended test, a structured test, and a multiple choice test. Each test is organized by skill, and uses a variety of techniques and activity formats to complement the text. The Testing Program is available in paper or computerized formats.
Computerized Testing Program
The Testing Program is available electronically for Macintosh and IBM. With the electronic version, instructors can mix and match testing materials according to their own needs.
Created specifically for the Mosaicos program, this set of fifty-three full-color transparencies of illustrations, realia, and maps, offers the instructor visual classroom support for presenting vocabulary, creating activities, and reviewing chapter materials.
Student Audio CDs or Cassettes
The Student Audio CDs/Cassettes contain the recordings for the in-text A escuchar listening activities. These recordings help students acquire and review vocabulary, become more accustomed to hearing spoken Spanish, and understand it better.
The organization of the Workbook parallels that of the main text. The Workbook provides further practice of each chapter's vocabulary and grammar structures through sentence building and completion exercises, fill-ins, and art- and realia-cued activities. Reading and writing activities include strategies for improving reading and writing skills. Two new sections hale been added to the third edition: a section to assess comprehension of the Enfoque Cultural and a section to practice accentuation, which correlates with the stress and written accent in the Lab Manual and the Acentos boxes in the text.
Workbook Answer Key. An answer key for the Workbook is available for instructors who want students to check their own work.
The Lab Manual is to be used in conjunction with the Audioprogram recordings of listening-comprehension passages such as conversations, descriptions, interviews, and public announcements. The listening-comprehension passages are followed by various comprehension check activities such as true-or-false, multiple choice, completion, and writing responses. Answers to the activities are included at the end of the Lab Manual.
The Audioprogram is available in either CD or cassette format and consists of the following three components: listening segments to accompany the Lab Manual; chapter-by-chapter text vocabulary; and in-text A escuchar listening selections. The listening CDs/Cassettes and the Lab Manual activities help students move beyond the in-text activities towards guided, more realistic, listening contexts.
This on-line, passcode protected version of the print Workbook allows students to complete activities and receive instant feedback on close-ended Workbook activities. The results for graded activities and students' answers to open-ended activities can be e-mailed to instructors.
The E-Lab Manual offers an on-line version of the print Lab Manual, with streaming audio. The passcode protected E-Lab Manual offers flexibility and convenience to students for accessing listening materials and completing the Lab Manual activities.
The National Standards in Foreign Language Education Project published Standards for Foreign Language Learning: Preparing for the 21st Century which identified five goal areas for programs of foreign language instruction: Communication, Cultures, Connections, Comparisons, and Communities. These goal areas inform the pedagogy of the Third Edition of Mosaicos.
Communication. Throughout the text, students engage in meaningful conversations, providing and obtaining information, expressing their opinions and feelings, and sharing their experiences. Students also listen to, read, and interpret language on a variety of topics. Through informes as part of many activities and in compositions in A escribir, students present information and ideas in both written and oral communication.
Cultures. Cultura boxes and the Enfoque cultural sections of each chapter give students an understanding of the relationship between culture and language throughout the Spanish-speaking world.
Connections. Realia, readings, and conversation activities throughout the text provide opportunities for making connections with other discipline areas. Students gain information and insight into the distinctive viewpoints of Spanish speakers and their cultures.
Comparisons. Lengua boxes often provide students with points of comparison between English and Spanish. Para pensar activities in the Enfoque cultural sections encourage students to reflect on aspects of daily life in their own culture before reading about and investigating
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