Unidos Plus MySpanishLab 24MO -- Access Card Package

Web Online Copy Note: If you are purchasing the standalone text or electronic version, the online component powered by MySpanishLab does not come automatically packaged with the text. To purchase MySpanishLab, please visit: www.mylanguagelabs.com or you can purchase a package of the physical text + online component powered MySpanishLab by searching for ISBN 10: 0205954545/ ISBN 13: 9780205954544.  MySpanishLab is not a self-paced technology and should only be purchased when required by an instructor. It’s Time to Talk!   Unidos is a first. · Incorporates the flip teaching model into its highly flexible approach · Capitalizes on using technology so that valuable class time is focused on applying knowledge rather than for instruction–it literally flips the nature of what typically takes place in class and out of class. · Instead of first learning in the classroom and then practicing learned material out of class, students learn outside of class and then apply what they have learned in the communicative environment of the classroom.   Teaching & Learning Experience The Unidos program will provide a better teaching and learning experience — for you and your students. Here’s how:   · Improve Communication Skills:  With a unique online environment that offers a guided approach to instruction and practice, Unidos prepares students to come to class and communicate with confidence. The easy-to-carry printed Classroom Manual offers a wide variety of communicative activities for students put into practice the skills they learned in the online component. · Achieve Consistent Learning Outcomes:  The Unidos program reinforces learning objectives and gives instructors the tools to prove outcomes are achieved in all courses models; face-to-face, hybrid or fully online.  · Save Time Administering Your Course:  The Unidos online component offers the most powerful instructor tools available to help instructors efficiently manage their courses. · Manage Varied Proficiency Levels:  With its array of adaptive learning tools and individualized tutorials, the online component to Unidos tailors learning to every student’s individual needs and proves the support they need to come to class prepared to engage and to communicate.  

Table of Contents:
Brief Contents   Capítulo preliminar  Bienvenidos a Unidos Capítulo 1    ¿Qué estudias?    Capítulo 2    ¿Quiénes son tus amigos? Capítulo 3    ¿Qué hacen para divertirse? Capítulo 4    ¿Cómo es tu familia?   Capítulo 5    ¿Dónde vives?   Capítulo 6 ¿Qué te gusta comprar? Capítulo 7    ¿Cuál es tu deporte favorito?    Capítulo 8    ¿Cuáles son tus tradiciones? Capítulo 9    ¿Dónde trabajas? Capítulo 10 ¿Cuál es tu comida preferida?    Capítulo 11 ¿Cómo es tu salud? Capítulo 12 Buen viaje

About the Author :
Elizabeth E. Guzmán is the Director of the Elementary and Intermediate Spanish Language Program at the University of Iowa. Previously, she served as Language Coordinator at St. John’s University/College of St. Benedict, Director of the Spanish Program at Yale University, and Coordinator and Co-Director of the Elementary and Intermediate Language Program at The University of Michigan. In her native Chile, she supervised instructors of English as a Foreign Language. Ms. Guzmán received her B.A in English from Universidad de Santiago (Chile) and her M.A. in English as a Second Language from West Virginia University, and then pursued doctoral studies at the University of Pittsburgh. She is a co-author of Identidades and several earlier editions of Mosaicos.   Paloma Lapuerta holds the title ofProfessor of Spanish at Central Connecticut State University, where she teaches courses in Spanish language, culture, and literature. She has over twenty years of teaching experience at higher institutions around the world, including Spain, Switzerland, South Africa, and the United States, where she has taught at the University of Michigan, Dartmouth College, and the Middlebury College Spanish School. She completed her Licenciatura in Spanish Philology at the University of Salamanca, and she holds a Ph.D. in Spanish literature from the University of Geneva, Switzerland. She has published numerous articles and a book on Spanish culture and literature. She is a co-author of Identidades, La escritura paso a paso, and earlier editions of Mosaicos.   Judith E. Liskin-Gasparro is a professor of Spanish at the University of Iowa, where she teaches courses in second language acquisition, pedagogy, and Spanish language. She is the co-director of FLARE (Foreign Language Acquisition Research and Education), which offers an interdisciplinary doctoral program in Second Language Acquisition, and she was formerly the Director of the Elementary and Intermediate Spanish Language Program. Previously, she taught at Middlebury College and worked as a test development consultant at Educational Testing Service. She received her A.B. in Spanish from Bryn Mawr College, her M.A. from Princeton University and her Ph.D. from the University of Texas at Austin in Foreign Language Education. She has published articles and books on language learning and teaching and has led many workshops for language teachers. She is a co-author of Identidades and editor of the Theory and Practice in Second Language Classroom Instruction series.

Review :
 About the Unidos Approach to Achieving Communicative Goals “I like the idea of individualized online learning and assessment and freeing time for more communication activities so students can ‘use’ the language more and not just ‘talk’ about it… The student is given ample activities to practice vocabulary, grammar, and learn about the Hispanic culture.” Luis Latoja, Columbus State Community College   “Unidos is a truly comprehensive program that best integrates the technology supported online practices with in-class communicative and theme-based activities with culture-rich content to develop students’ abilities to communicate in the target language.” An Chung Cheng, University of Toledo    About the Individualized Tools to Manage Differing Proficiency Levels “The benefits are tremendous. It caters to all learning styles. No student would be left out. Students will be able to take advantage in their learning through this approach.” Frances Alpren, Vanderbilt University   “The interactive nature of the exercises makes the learning experience outside the classroom more individualized, more interesting, and, therefore, more effective.” Lea Ramsdell, Towson University   About the Focus on Achieving Consistent Learning Outcomes “This is a GREAT part of the chapter. It isn’t in the margin. It isn’t an aside. It is front and center, and clearly stated: Here is what you’ll be doing and this is how you will know if you ‘got it’”. Elizabeth Calvera, Virginia Tech University   “I like that there is a distinction between objectives, which are what a student will “learn” with his or her brain as they memorize vocabulary and grammar points, but the outcomes describe the meaningful contexts in which the student can actually ‘acquire‘ the ability to communicate without thinking through the various grammar points and vocabulary.” Janie McNutt, Texas Tech University