Spanish Headstart for Spain Administration

8/10/2019 Spanish Headstart for Spain Administration

1/23

SPANISHHEADSTART FOR SPAIN

Manual of Administration

Hosted for free on livelingua.com


2/23

CONTENTS

SECTION I GENER L

A Course Descript ion

1

Purpose

2. Course Mater ia l s

3.

Course

Content

B. Management

Guidance

SECTION

I I

INSTRUCTOR GUIDE

A Course Object ives

B. Course Design

C.

Role of Ins t ruc to r

SECTION I I I TESTING

A

End of Module Simulat ions

B.

End of Course

Test

1 Test Secur i ty

2. Test Administra t ion

3. Test Descript ion

APPENDIX

End of Module

Simulat ions

Module

I

Module

I I

Module

I I I

Module IV

M NU L OF

ADMINISTRATION

1

2

2

3

3

4

6

7

7

8

8

8

10

13

16

19

CONTENTS

SECTION

l

GENER L

A Course Descript ion

l

Purpose

2. Course Mater ia l s

3.

Course

Content

B. Management

Guidance

SECTION

11.

INSTRUCTOR GUIDE

A Course Object ives

B. Course Design

C.

Role of Ins t ruc to r

SECTION 111. TESTING

A

End of Module Simulat ions

B.

End of Course

Test

l Test Secur i ty

2. Test Administra t ion

3. Test Descript ion

APPENDIX

End of Module

Simulat ions

Module

1

Module

11

Module 111

Module IV

M NU L OF

ADMINISTRATION

1

2

2

3

3

4

6

7

7

8

8

8

10

13

16

19



3/23

M NU L OF ADMINISTRATION

SECTION I . GENER L

This manual i s

meant

to

provide

a l l necessary

informat ion

for

the implementat ion of

the Defense

Language Ins t i t u t e , Foreign

Language

c e n t e r s

Spanish

Headsta r t for

Spain program.

A COURSE DESCRIPTION

1 . Purpose.

The

Spanish

Headsta r t for Spain program serves

to:

a . Provide or ien ta t ion t ra in ing in the

Spanish

language

for mil i t a ry personnel

and

t he i r dependents to

enable

them to

communicate in

everyday

s i t ua t ions , such as smal l t a lk , t rav -

e l ing , ea t ing

out and

shopping.

b. Provide information

on Spanish

cu l tu re

to

a s s i s t per -

sonnel to

ad jus t

success fu l ly to a new cul tura l environment and

to enab le

them to

respond appropr ia te ly in

s i tua t ions requi r ing

c u l tu r a l awareness .

c .

Fac i l i t a t e

ef fec t iveness of newly ar r ived

personnel

in

the

Spanish environment.

2. Course Mate r i a l s .

a .

Each

s tudent

package

cons i s t s o f

a

binder con ta in ing

the t e x t which includes a

Spanish-Engl ish

and

English-Spanish

Cumulative Glossary

and

7 t apes .

b.

Each

admin i s t ra t ive package cons i s t s

of :

1)

Two

copies of the

Manual

of Admini s t ra t ion .

2)

A

t e s t

package conta in ing:

i )

Ten

copies of the

t e s t

booklet for

the

End-of-Course Test .

i i ) Two

copies

of

the End-of-Course Test

tape .

i i i )

Two s t enc i l scor ing

keys for the

End-of-Course Test .

M NU L

OF

ADMlNlSTRATlON

SECTlON l .

GENER L

This

manual i s meant to provide a l l

necessary

informat ion for

the

implementat ion

of

the

Defense Language l n s t i t u t e , Foreign

Language

Cente r s

Spanish

Headstar t for

Spain

programe

A COURSE DESCRlPTION

l. Purpose.

The

Spanish Headstar t

for Spain program serves

to:

a .

Provide

o r i en t a t i o n

t ra in ing

in the

Spanish

language

fo r mil i t a ry

personnel

and t he i r dependents to

enable

them to

communicate in everyday

s i t ua t ions ,

such as srnall t a lk , t rav -

e l i n g ,

ea t ing out

and

shopping.

b.

Provide inforrnat ion

on

Spanish

cu l tu re

to

a s s i s t per -

sonnel to ad jus t succes s fu l ly to a new c u l t u ra l environrnent and

to

enab le

thern to

respond

appropr i a t e ly

in s i t u a t i o n s

requi r ing

c u l tu r a l awareness .

c .

Fac i l i t a t e

ef fec t iveness of newly a r r ived

personnel

in

the Spanish environrnent.

2. Course

Mate r i a l s .

a .

Each

s tudent

package

cons i s t s o f

a

binder con ta in ing

the t e x t which includes a Spanish-Engl ish

and English-Spanish

Cumulative

Glossary

and

7 t apes .

b. Each

admin i s t ra t ive package

cons i s t s

of :

1) Two

cop ies o f the

Manual

of

Adminis t ra t ion .

2) A t e s t package con ta in ing :

i )

Ten copies of the t e s t bookle t

for

the

End-of-Course

Test .

i i )

Two cop ies o f the End-of-Course

Test tape .

iii

Two

s t e nc i l

scor ing keys for

the

End-of-Course

Test .



4/23


5/23

M NU L

OF

ADMINISTRATION

b. To rece ive mater ia l s

on

a nonre imbursable bas i s , the

Education Serv ices Off ice

must e s t a b l i sh

an approved language

program and p ro j e c t requirements l W Jo i n t

Regulat ion

R 350-20,

OPNAVINST

l550.7A,

FR

50-40,

o r MCO

l550.4C.

c .

Addi t ional

answer

shee ts

and

Ce r t i f i c a t e s o f

Completion

are ava i lab le

a t

no

co s t

from

DLIFLC,

ATTN:

ATFL-DIN-N,

Pres id io

o f

Monterey,

C

93944.

d. Information on

End-of-Course

Test

admin i s t ra t ion

and

t e s t

s ecu r i t y

i s found

in

Sect ion I I I . B.

o f

t h i s manual. A

minimum o f 40 c o r re c t answers out

of 50

(80 )

qua l i f i e s

a

s tudent

for

a

Ce r t i f i c a t e o f

Completion. Per t inen t data should be for

warded to

the

Mil i ta ry Personnel

Office for pos t ing

on the

i n d i v i d u a l ' s Educat ional Development Record. I f the examinee

scores 39 o r lower , he must

arrange

to t ake

the End-of-Course

Tes t

again and pass t in

order

to

rece ive

c r e d i t fo r

successful

complet ion

o f

the

course .

SECTION I I . INSTRUCTOR GUIDE

A.

COURSE

OBJECTIVES

While

spec i f i c objec t ive s

are se t

for th fo r each module, a

more genera l s t a tement of the

o v e r a l l

s k i l l l eve l s

expected

might

help

the i n s t ru c t o r

enable

the s tudents to

achieve them.

As

a l ready

mentioned, the s tuden t ' s

reading

s k i l l in Spanish i s i nc i

denta l to the

aims

of

the

Headstar t program.

1 .

Comprehension.

This

course aims

a t

provid ing the

s tudent

with

s u f f i c i e n t

unders tanding

o f

spoken

Spanish

to

meet

su rv iva l

needs and t r a v e l

requirements .

He i s

to be able

to unders tand

the

e s s e n t i a l fea tu re s of

f ace - to - face speech in

s tandard Spanish

r e l a t i ng to bas ic needs such as

food

and

dr ink ,

simple

d i r ec

t i ons , shopping, t ranspor t a t ion ,

money

and t ime. I t i s to be

kept

in

mind t ha t even i f

the

Spanish express ions

in the

mater ia l s are

of t en repea ted on

the

t ape ,

they are spoken a t a near ly normal

r a t e of

speech. Therefore , when the

s tudents

hear

these

express ions

in r e a l - l i f e

s i t ua t ions ,

they w i l l have

no

problem

in

unders tanding

them, because

they have been

exposed to

the r ea l

language

during

t he i r course .

3

M NU L OF

ADMINISTRATION

b. To rece ive mater ia l s

on

a nonre imbursable bas i s , the

Education Serv ices Off ice

must e s t a b l i sh

an approved language

program and p ro j e c t requirements I W Jo i n t

Regulat ion

R 350-20,

OPNAVINST

l550.7A,

FR

50-40,

o r

MCO l550.4C.

c .

Addi t ional

answer

shee ts

and

Ce r t i f i c a t e s o f

Completion

are ava i lab le

a t

no

co s t

from

DLIFLC,

ATTN:

ATFL-DIN-N,

Pres id io

o f

Monterey, C 93944.

d. Information on

End-of-Course

Test

admin i s t ra t ion

and

t e s t

s ecu r i t y

i s found

in

Sect ion 111. B.

o f

t h i s manual. A

minimum o f 40 c o r re c t answers out

of 50

(80 )

qua l i f i e s

a

s tudent

for

a

Ce r t i f i c a t e o f

Completion. Per t inen t data should be for

warded to

the

Mil i ta ry Personnel

Office for pos t ing

on the

i n d i v i d u a l ' s Educat ional Development Record. I f the examinee

scores 39 o r lower , he must

arrange

to t ake

the End-of-Course

Tes t

again and pass it in

order

to

rece ive

c r e d i t fo r

successful

complet ion

o f

the

course .

SECTION 11. INSTRUCTOR GUIDE

A. COURSE OBJECTIVES

While

spec i f i c objec t ive s

are se t

for th fo r each module, a

more genera l s t a tement of the

o v e r a l l

s k i l l l eve l s

expected

might

help

the i n s t ru c t o r

enable

the s tudents to

achieve them.

As

a l ready

mentioned, the s tuden t ' s

reading

s k i l l in Spanish i s i nc i

denta l to the

aims

of

the

Headstar t

programe

l

Comprehension.

This

course aims

a t

provid ing the

s tudent

with

s u f f i c i e n t

unders tanding

o f

spoken

Spanish

to

meet

su rv iva l

needs and t r a v e l

requirements .

He i s

to be able

to unders tand

the

e s s e n t i a l fea tu re s of

f ace - to - face speech in

s tandard Spanish

r e l a t i ng to bas ic needs such as

food

and

dr ink ,

simple

d i r ec

t i ons , shopping, t ranspor t a t ion ,

money

and t ime. I t i s to be

kept

in

mind t ha t even i f

the

Spanish express ions

in the

mater ia l s are

of t en repea ted on

the

t ape ,

they are spoken a t a near ly normal

r a t e of

speech. Therefore , when the

s tudents

hear

these

express ions

in r e a l - l i f e

s i t ua t ions ,

they w i l l have

no

problem

in

unders tanding

them, because

they have been

exposed to

the r ea l

language

during

t he i r course .

3



6/23


2. Speaking. At the

end

of

t h i s

course

the s tudent wi l l

be

able to

ask and answer

ques t ions

on the

t op ic s to

which

he

has

been in t roduced.

Thus

a l l

s tudents a t

t h i s l eve l should be able

to make

po l i t e , simple conversa t ion ,

ask

for

d i rec t ions , order

a

meal

and

make

purchases and t r a v e l arrangements . Even though

the

s t u d e n t s

speaking vocabulary

i s

inadequate

for

express ing

more than the

most elementary needs and

even

though

he

makes

f requen t

mistakes

in pronunc ia t ion and grammar he can

be

understood by

a

Spaniard.

3.

Reading.

The s tudent

wi l l

be

able

to

i den t i fy

some

s t r e e t and t r a f f i c s igns and ce r t a in information s igns .

B. COURSE

DESIGN

1 . Sentence pa t t e rns and

vocabulary . For

the conversa t ions

and the exe rc i se s of t h i s course ,

we

have se lec ted the

most f re

quen t ly used sentence

pa t te rns ,

words and

express ions ,

and the

l ea s t

complicated

phrases

and

sen tences .

Ins t ruc to rs

should

use

t he i r judgment

in

in t roducinq

add i t iona l

words and phrases ;

however p r i o r i t y must be given to Heads ta r t sentence p a t t e rn s .

2.

Grammar.

Grammar exp lana t ions in

the

Headsta r t

program

are minimal. Unless s pe c i f i c a l l y

reques ted

by the

s tuden ts ,

i n s t ruc to rs should avoid grammar

explana t ions . When

abso lu te ly

necessary ,

in

response to

a

s t u d e n t s

ques t ion , the descr ip t ion

of a grammatical

fea ture should

be as

shor t and

simple as

poss ib le .

3. Ins t ruc t iona l modes.

One

of

the

advantages of the

Spanish

Headsta r t

for

Spain

program

i s

t ha t

the

mater ia l s

can

be

used:

a. In a

completely s e l f - i n s t ruc t iona l mode without an

ins t ruc tor .

The

s tudents

work

on

t he i r

own

with t he i r

own

tapes

and t ex t s and take the Self -evaluat ion Quiz

a t

the end of each

un i t whenever

they

are

ready.

b . In

a group-paced ( lockstep)

mode. All

s tudents

progress a t the

same space

in an ins t ruc tor-conduc ted c lass .

c . In

a

se l f -paced mode. The

s tudents a re

in

a

classroom

l ab ,

or on t he i r own under the superv i s ion of an

i n s t ruc to r . They progress a t t he i r

own

pace with t he i r tapes

and t e x t s , but they

are free

t o ,

and

encouraged to ,

consul t

the

i n s t ru c t o r

whenever

they need ass i s t ance , add i t iona l explana

t ions , or indiv idua l

p ra c t i c e .

The i n s t ruc to r i s

respons ib le

for

assess ing progress , ident i fy ing the need for remediat ion and for

providing

the

kind

of

prac t i ce

tha t

wi l l

enable the

s tudents to

acqu i re the language.

M NU L OF

ADMINISTRATION

2.

Speaking. At

the

end of t h i s course

the

s tudent

wi l l be

able to ask and answer ques t ions on

the

t op ic s to

which

he

has

been

in t roduced.

Thus a l l

s tudents a t t h i s

l eve l

should be able

to

make

p o l i t e , s imple

conversa t ion ,

ask fo r d i rec t ions , order

a

meal

and

make

purchases and t r a v e l arrangements .

Even

though

the

s t u d e n t s

speaking vocabulary

i s

inadequate

for express ing

more than

the

most

elementary

needs and

even though

he makes

f requen t mistakes

in

pronunciat ion and grammar he can be

understood by a

Spaniard .

3.

Reading.

The

s tudent

wi l l

be able to

i den t i fy

sorne

s t r e e t and t r a f f i c s igns and ce r t a in information s igns .

B. COURSE DESIGN

l Sentence pa t t e rns and

vocabulary . For the

conversa t ions

and the

exe rc i se s of

t h i s course ,

we

have se lec ted the most

f re

quen t ly used sen tence p a t t e rn s , words and

express ions ,

and the

l ea s t

complicated phrases

and

sen tences .

Ins t ruc to r s

should

use t he i r

judgment in

in t roducinq

add i t iona l

words and phrases

however p r i o r i t y must

be

given to Heads ta r t

sentence

p a t t e rn s .

2.

Grammar. Grammar

exp lana t ions

in the

Headstar t

program

are minimal. Unless s pe c i f i c a l l y reques ted by

the

s tuden ts ,

i n s t ruc to rs

should avoid grammar explana t ions .

When

abso lu te ly

necessary , in response to a s t u d e n t s

ques t ion ,

the

desc r ip t ion

o f a grammatical

fea ture should

be

as

shor t and s imple

as

poss ib le .

3. Ins t ruc t iona l modes. One of the advantages

of the

Spanish

Headstar t for

Spain

program

i s

t ha t

the

mater ia l s

can

be

used:

a . In

a

complete ly s e l f - i n s t ruc t iona l mode without

an

ins t ruc tor .

The

s tudents

work on t he i r

own

with t he i r

own tapes

and t ex t s and take the Se l f -eva lua t ion Quiz a t the end

of

each

un i t whenever they are ready.

b . In a

group-paced

( locks tep) mode. All

s tudents

progress a t the same space in an

ins t ruc tor-conduc ted

c l a s s .

c .

In

a se l f -paced mode. The

s tudents a re

in a

classroom l ab , or on t he i r own under

the

superv i s ion of an

i n s t ruc to r . They progress a t t he i r own pace with t he i r tapes

and t e x t s , but they are f ree t o ,

and encouraged

to ,

consul t

the

i n s t ru c t o r whenever they need

ass i s tance ,

add i t iona l

exp lana

t i ons ,

or

indiv idua l p ra c t i c e . The i n s t ruc to r i s respons ib le fo r

assess ing

progress , ident i fy ing

the need fo r remedia t ion

and

for

prov id ing

the

kind

of prac t i ce tha t

w i l l enable the s tuden t s to

acqu i re the language.



7/23


d.

In a modif ied se l f -paced mode. The s tudents s tudy

a t

t he i r

own pace , but must

complete

a block ( i . e . , a module or

uni t ) of i n s t ruc t ion by a spec i f i ed t ime. This

method

of

imple

mentat ion a l lows s tudents to be grouped on the bas is

o f

background or

a b i l i t y , and

for

ce r ta in

a c t i v i t i e s

to be

group

paced

( fo r

example,

presen ta t ion

and

prac t i ce

o f

the

dialogue,

d i rec ted

conversa t ions , or

review sess ions) and st ll al lows the

ins t ruc tor

to work

with

i nd iv idua l s

o r

smal l

groups. The

f l e x i b i l i t y

of these mater ia l s to accommodate various l ea rning

s ty l e s and l e a rn ing

r a t e s can

be exp lo i t ed bes t

in

a se l f -paced

or

modif ied se l f -paced program, and these

are

the

recommended

methods of

implementat ion .

4.

Implementation.

Headstar t

mater ia l s

can be used

in

programs

ranging from

se l f - i n s t ruc t i ona l

to group-paced.

To

accommodate

indiv idual

l ea rning s ty l e s

and

l ea rning r a t e s ,

however,

t

i s recommended t ha t

the

course be

implemented in

a

se l f -paced

( ins t ruc to r -gu ided and

ass i s t ed ) mode, ra the r

than in

a

group-paced

( locks tep)

mode.

The

program

i s

designed

for

approximately

4 hours of

i n s t ruc t ion which,

i f

poss ib le , should

be spread over a t

l ea s t two weeks.

General guidance for the

i n s t ru c t o r

i s found

in Sec t ion

I I

of

t h i s manual. Further i n fo r

mation

and ass i s tance

i s

ava i lab le

from

DLIFLC, Nonres ident

Training Divis ion ATFL-DIN-N).

5.

Ins t ruc to r Respons ib i l i ty . Headstar t

for

Spain i s

designed

for independent s tudy,

but

ro le playing

with

peers

and

i n s t ru c t o r s can provide

a

l i ve ly and p ro f i t a b l e

oppor tuni ty to

prac t i ce and should be encouraged. The

i n s t r u c t o r s

respon

s i b i l i t y i s

to

f a c i l i t a t e

language

acqu is i t ion by encouraging

s tuden t s t o use what they have l ea rned in r e a l

or

simula ted

s i t ua t ions .

For

t h i s

reason,

the

i n s t ru c t o r

must

be

thoroughly

f ami l i a r

with

the t e x t

and

tapes of each module.

6.

Module Format.

The l eng th

of

modules var i es ,

both

in

es t imated

s tudy

t ime

and

amount

of

mater ia l

covered .

Each module

i s

div ided in to

un i t s 2 to 4 per module), each a complete

l e sson

in i t s e l f .

The

l ea rning

a c t i v i t i e s

for each

un i t

are

the

fol lowing:

Conversat ion

Notes on the

Conversat ion

Exercises

Sel f -eva lua t ion

Quiz

Module ob jec t ives ,

by

un i t , are

s t a t e d

a t the

beginning

of

the

module;

a

Spanish-English Glossary

and use fu l

express ions and

phrases

are a t the end

of

each volume. The answers

to

keyed

exerc ises and the Sel f -eva lua t ion Quizzes are a t the end of the

volume.

7. Learning Act iv i t i e s . To the ex ten t necessary to

reach

the

ob jec t ives ,

l ea rning

a c t i v i t i e s are designed to develop

5


d.

In a modif ied se l f -paced mode. The s tudents s tudy

a t

t he i r

own pace , but must

complete

a block ( i . e . , a module or

uni t ) of i n s t ruc t ion by a spec i f i ed t ime. This

method

of

imple

mentat ion a l lows s tudents to be grouped on the bas is

o f

background or

a b i l i t y , and

for

ce r ta in

a c t i v i t i e s

to be

group

paced

( fo r

example,

presen ta t ion

and

prac t i ce

o f

the

dialogue,

d i rec ted

conversa t ions , or

review sess ions) and st ll al lows the

ins t ruc tor

to work

with

i nd iv idua l s

o r

smal l

groups. The

f l e x i b i l i t y

of these mater ia l s to

accornmodate

various l ea rning

s ty l e s and l e a rn ing

r a t e s can

be exp lo i t ed bes t

in

a se l f -paced

or

modif ied se l f -paced program, and these

are

the recornmended

methods of

implementat ion .

4.

Implementation.

Headstar t

mater ia l s

can be used

in

programs

ranging from

se l f - i n s t ruc t i ona l

to group-paced.

To

accornmodate

indiv idual

l ea rning s ty l e s

and

l ea rning r a t e s ,

however,

t

i s recornmended t ha t

the

course be

implemented in

a

se l f -paced

( ins t ruc to r -gu ided and

ass i s t ed ) mode, ra the r

than in

a

group-paced

( locks tep)

mode.

The

program

i s

designed

for

approximately

4 hours of

i n s t ruc t ion which,

i f

poss ib le , should

be spread over a t

l ea s t two weeks.

General guidance for the

i n s t ru c t o r

i s found

in Sec t ion

11

of

t h i s manual. Further i n fo r

mation

and ass i s tance

i s

ava i lab le

from

DLIFLC, Nonres ident

Training Divis ion ATFL-DIN-N).

5.

Ins t ruc to r Respons ib i l i ty . Headstar t

for

Spain i s

designed

for independent s tudy,

but

ro le playing

with

peers

and

i n s t ru c t o r s can provide

a

l i ve ly and p ro f i t a b l e

oppor tuni ty to

prac t i ce and should be encouraged. The

i n s t r u c t o r s

respon

s i b i l i t y i s

to

f a c i l i t a t e

language

acqu is i t ion by encouraging

s tuden t s t o use what they have l ea rned in r e a l

or

simula ted

s i t ua t ions .

For

t h i s

reason,

the

i n s t ru c t o r

must

be

thoroughly

f ami l i a r

with

the t e x t

and

tapes of each module.

6.

Module Format.

The l eng th

of

modules var i es ,

both

in

es t imated

s tudy

t ime

and

amount

of

mater ia l

covered .

Each module

i s

div ided in to

un i t s 2 to 4 per module), each a complete

l e sson

in i t s e l f .

The

l ea rning

a c t i v i t i e s

for each

un i t

are

the

fol lowing:

Conversat ion

Notes on the

Conversat ion

Exercises

Sel f -eva lua t ion

Quiz

Module ob jec t ives ,

by

un i t , are

s t a t e d

a t the

beginning

of

the

module;

a

Spanish-English Glossary

and use fu l

express ions and

phrases

are a t the end

of

each volume. The answers

to

keyed

exerc ises and the Sel f -eva lua t ion Quizzes are a t the end of the

volume.

7. Learning Act iv i t i e s . To the ex ten t necessary to

reach

the

ob jec t ives ,

l ea rning

a c t i v i t i e s are designed to develop

5

https://www.livelingua.com/fsi-spanish-course.php


8/23

M NU L OF

ADMINISTRATION

s k i l l

in

unders tanding

and

speaking, and only

i n c id en t a l l y

in

read ing . Br ie f and s imple exp lana t ions guide

s tuden t s through

r e p e t i t i o n ex e r c i s e s , s u b s t i t u t i o n and

t rans fo rmat ion d r i l l s ,

quest ion-and-answer

p ra c t i c e , t r a n s l a t i o n exerc i ses ,

number

t r a n sc r i p t i o n

and

ro le

play ing

exe rc i se s

ap p ro p r i a t e t o

the

s i t ua t ions .

8. Exerc ise Format. Ins t ruc t ions

for

most

exe rc i se s

a re

modeled:

the

s t u d en t

hears

on

the

tape

and

sees in

his

t e x t

an

example of what he

i s

expected

to

do; t h a t i s , a cue i s

given

fol lowed by

the co r r ec t

sen tence .

The s tuden t

then

hears ano ther

cue

fol lowed

by a pause on the t ape .

During

t ha t pause he i s

expec ted to

respond

as in

the

model;

a f t e r reply ing, he rece ives

immediate

conf i rmat ion .

The

i n s t ru c t o r should ensure

t h a t

the

s tuden t s are doing

the

exe rc i se s c o r re c t l y

and remind

them to

s top the tape

i f they

need more

t ime

to formula te

t he i r

respon

ses . This

i s

es p ec i a l l y important a t the

beginning

of the course

to

e s t a b l i sh

co r r ec t

s tudy

h ab i t s . The i n s t r u c to r

should

a l so

make su re t h a t exe rc i se s are prac t i ced u n t i l the s tuden t can

respond without s topping the t ape . Students should

not

be

expec ted

to work

wi th

the

tape more

than

4 or 50

minutes

withou t

a break . Some s tuden t s wi l l need more f requen t b reaks ;

othe rs

wi l l be ab le to work

for

longer

pe r iods .

9. Tes t ing .

The

course i s designed to enab le

the s tuden t to

cope wi th the s i t u a t i o n s he i s l i k e l y to encounter , and

the

r e a l

t e s t of what

he

has l earned i s whether he can func t ion in

those

s i t ua t ions .

Since t h i s

kind

o f

t e s t

i s gene ra l ly

not pra c t i c a l ,

Sect ion I I I .A . con ta ins

guidance

fo r the

i n s t r u c to r

to conduct

mini - in te rv iews or s imula te rea l -wor ld s i t u a t i o n s .

I f the s t u d en t

has

per formed s a t i s f a c t o r i l y on the module

s imula t ions ,

he should

have no

d i f f i c u l t y with the End-of -Course

Tes t . Success fu l complet ion o f t h i s t e s t i s the

bas i s

for

i s su ing

a

C e r t i f i c a t e

of Complet ion.

C. ROLE OF INSTRUCTOR

In

the t r a d i t i ona l c la ss room the

i n s t r u c to r

must o f

necess i ty ,

devote

a grea t deal o f

t ime

to in t roduc ing ,

expla in ing,

and d r i l l i n g . Often,

meaningful p r ac t i c e

in using

the language must be sa c r i f i c e d because

t h e re s imply

i s n ' t enough

t ime.

There

i s

ne i the r

t ime

to

help

the

s lower

s tuden t

nor

to

provide

supplementary

or enr ichment

mate r i a l

to the f a s t e r s t u

den t , because the c lassroom pace i s geared to the average

s tuden t .

1 . In

the se l f -paced c lassroom

the s tuden t

works

with

his

own t apes and a t

his

own pace , f ree ing the

i n s t r u c to r

to

prov ide

much

more

a t t en t i o n

to

the

i nd iv idua l s tuden t .

The implemen

t a t i o n of

se l f -paced

i n s t r u c t i o n s i g n i f i c a n t l y changes the

t e a c h e r ' s ro l e in the c lassroom. This does

not

mean t ha t he w i l l

6

M NU L OF

ADMINISTRATION

s k i l l

in

unders tanding

and

speaking, and only

i n c id en t a l l y

in

read ing . Br ie f and s imple exp lana t ions guide

s tuden t s through

r e p e t i t i o n ex e r c i s e s , s u b s t i t u t i o n and

t rans fo rmat ion d r i l l s ,

quest ion-and-answer

p ra c t i c e , t r a n s l a t i o n exerc i ses ,

number

t r a n sc r i p t i o n

and

ro le

play ing

exe rc i se s

ap p ro p r i a t e t o

the

s i t ua t ions .

8. Exerc ise Format. Ins t ruc t ions

for

most

exe rc i se s

a re

modeled:

the

s t u d en t

hears

on

the

tape

and

sees in

his

t e x t

an

example of what he

i s

expected

to do

t h a t i s , a cue i s

given

fol lowed by

the co r r ec t

sen tence .

The s tuden t

then

hears ano ther

cue

fol lowed

by a pause on the t ape .

During

t ha t pause he i s

expec ted to

respond

as in

the

model

a f t e r reply ing, he rece ives

irnmediate

conf i rmat ion .

The

i n s t ru c t o r should ensure

t h a t

the

s tuden t s are doing

the

exe rc i se s c o r re c t l y

and remind

them to

s top the tape

i f they

need more

t ime

to formula te

t he i r

respon

ses . This

i s

es p ec i a l l y important a t the

beginning

of the course

to

e s t a b l i sh

co r r ec t

s tudy

h ab i t s . The i n s t r u c to r

should

a l so

make su re t h a t exe rc i se s are prac t i ced u n t i l the s tuden t can

respond without s topping the t ape . Students should

not

be

expec ted

to work

wi th

the

tape more

than

4 or 50

minutes

withou t

a break . Sorne s tuden t s wi l l need more f requen t

breaks othe rs

wi l l be ab le to work

for

longer

pe r iods .

9. Tes t ing .

The

course i s designed to enab le

the s tuden t to

cope wi th the s i t u a t i o n s he i s l i k e l y to encounter , and

the

r e a l

t e s t of what

he

has l earned i s whether he can func t ion in

those

s i t ua t ions .

Since t h i s

kind

o f

t e s t

i s gene ra l ly

not pra c t i c a l ,

Sect ion I I I .A . con ta ins

guidance

fo r the

i n s t r u c to r

to conduct

mini - in te rv iews or s imula te rea l -wor ld s i t u a t i o n s .

I f the s t u d en t

has

per formed s a t i s f a c t o r i l y on the module

s imula t ions ,

he should

have no

d i f f i c u l t y with the End-of -Course

Tes t . Success fu l complet ion o f t h i s t e s t i s the

bas i s

for

i s su ing

a


of Complet ion.

C. ROLE OF INSTRUCTOR

In

the t r a d i t i ona l c la ss room the

i n s t r u c to r

must o f

necess i ty ,

devote

a grea t deal o f

t ime

to in t roduc ing ,

expla in ing,

and d r i l l i n g . Often,

meaningful p r ac t i c e

in using

the language must be sa c r i f i c e d because

t h e re s imply

i s n ' t enough

t ime.

There

i s

ne i the r

t ime

to

help

the

s lower

s tuden t

nor

to

provide

supplementary

or enr ichment

mate r i a l

to the f a s t e r s t u

den t , because the c lassroom pace i s geared to the average

s tuden t .

l In

the se l f -paced c lassroom

the s tuden t

works

with

his

own t apes and a t

his

own pace , f ree ing the

i n s t r u c to r

to

prov ide

much

more

a t t en t i o n

to

the

i nd iv idua l s tuden t .

The implemen

t a t i o n of

se l f -paced

i n s t r u c t i o n s i g n i f i c a n t l y changes the

t e a c h e r ' s ro l e in the c lassroom. This does

not

mean t ha t he w i l l

6



9/23

Ml\NU L OF ADMINISTRATION

be replaced by a tape

recorder ;

it means t ha t

the

i n s t ru c t o r i s

r e l i eved of

being

the

dr i l lmas te r

and can

devote his t ime to

the

rea l

business

of

language:

communication.

2.

Se l f - i ns t ruc t iona l

mater ia l s

al low

the

s tudent to

work

a t

h is own

pace

in

l e a rn ing

the language ( i t s phonology

i t s

vocabu

l a ry ,

i t s

s t ruc tu r e ,

and i t s t rans fo rmat ion ru le s ) . The i n s t ruc

t o r i s

respons ib le for

a s s i s t i ng each

s tudent

ind iv idua l ly in

t h i s l ea rning process ,

and more important ly , for

prov id ing the

oppor tun i t i e s

for

the

s tudent to acqu i re

the

language

by

ac tua l ly

using it The

s tudent

can

for

example prac t ice the

phrase ,

Bien

grac ias , hundreds of t imes wi th hi s

tapes and l ea rn

it

ex t remely wel l , but

the re

has been no acqu i s i t i on

un t i l

someone

e l s e says to him l omo e s t a

us ted?

in a r e a l s i t ua t ion , and he

responds

c o r re c t l y . The d r i l l s are necessary ; the ru les must

be

l ea rned. However l ea rning

the ru les

i s

not the ob jec t ive ; the

ob jec t ive i s using

the

language.

3.

The

most e f f e c t i v e way to enhance language acqu is i t ion i s

to

involve the

s tudent

in us ing the

language in meaningful

com

municat ive a c t i v i t i e s . I t i s

the

i n s t ruc t o r ' s

r e sp o n s i b i l i t y

to

see

t ha t

the

s tudent

i s

ac t ive ly involved in

communicating. His

foremost

concern

i s

to

ensure

t ha t

the

s tudent

unders tands spoken

Spanish and can express

himself

in Spanish


re la t ed

to the ob jec t ives of each module. Therefore

the

most important

aspec t

of

classroom t ime

i s

to

give the s tuden t - - ind iv idua l ly or

in

smal l groups- -as

much oppor tun i ty as

poss ib l e to

p r ac t i c e

speaking and unders tanding Spanish .

Since

the

s t u d e n t ' s

knowledge of

the

language i s l imi ted , these a c t i v i t i e s wi l l

na tu ra l ly take p lace under con t ro l l ed ci rcumstances . I t is up to

the

i n s t ru c t o r

to

s e t

the

d i r ec t i o n

and

l imi t s

of

these

con t ro l s .

4.

To

make

the most e f f i c i e n t

use of t r a in in g t ime the

i n s t ru c t o r

should , i f

poss ib le , have the

s tudents work

ind iv id

ua l ly with t he i r t apes . When they have completed a un i t , the

i n s t ru c t o r can have the

s tudents prac t i ce with

each o ther , or the

i n s t ru c t o r can

work with i nd iv idua l

s tudents ,

taking

the ro le of

a

t ax i dr ive r ,

t i cke t

agen t , wai te r , s a les c le rk ,

or

whatever

pa r t i s appropr ia te to

the

ob jec t ives

of

the module.

SECTION

I I I .

TESTING

A. END OF MODULE SIMULATIONS

1 .

Purpose . The End-of-Module Simulat ion has a dual

ob jec t ive .

a . F i r s t ,

it

i s

used

as

an

end-of-module

check

to de te r

mine whether a

s tudent

has mastered the mate r i a l and whether he

i s ready to s t a r t

the nex t

module. The i n s t ruc to r

w i l l

make t h i s

dete rmina t ion ; it

i s

up to

the

i n s t ruc to r to i den t i fy and

reme-

7

Ml\NU L OF ADMINISTRATION

be replaced by a t ape recorder it means t ha t

the

i n s t ru c t o r i s

r e l i eved of

being

the

dr i l lmas te r

and can

devote his t ime to

the

rea l

business

of

language:

cornmunication.

2.

Se l f - i ns t ruc t iona l

mater ia l s

al low

the

s tudent to

work

a t

h is own

pace

in

l e a rn ing

the language ( i t s phonology

i t s

vocabu

l a ry ,

i t s

s t ruc tu r e ,

and i t s t rans fo rmat ion ru le s ) . The i n s t ruc

t o r i s

respons ib le for

a s s i s t i ng each

s tudent

ind iv idua l ly in

t h i s l ea rning process ,

and more important ly , for

prov id ing the

oppor tun i t i e s

for

the

s tudent to acqu i re

the

language

by

ac tua l ly

using it The

s tudent

can

for

example prac t ice the

phrase ,

Bien

grac ias , hundreds of t imes wi th hi s

tapes and l ea rn

it

ex t remely wel l , but

the re

has been no acqu i s i t i on

un t i l

someone

e l s e

says

to

him Como

e s t a us ted?

in a

r e a l

s i t ua t ion , and he

responds

c o r re c t l y . The d r i l l s are necessary the ru les must

be

l ea rned. However l ea rning

the ru les

i s

not the

objec t ive

the

ob jec t ive i s using

the

language.

3.

The

most e f f e c t i v e way to enhance language acqu is i t ion i s

to

involve the

s tudent

in us ing the

language in meaningful

com

municat ive a c t i v i t i e s . I t i s

the

i n s t ruc t o r ' s

r e sp o n s i b i l i t y

to

see

t ha t

the

s tudent

i s

ac t ive ly involved in

cornmunicating. His

foremost

concern

i s

to

ensure

t ha t

the

s tudent

unders tands spoken

Spanish and can express

himself

in Spanish


re la t ed

to the ob jec t ives of each module. Therefore

the

most important

aspec t

of

classroom t ime

i s

to

give the s tuden t - - ind iv idua l ly or

in

smal l groups- -as

much oppor tun i ty as

poss ib l e to

p r ac t i c e

speaking and unders tanding Spanish .

Since

the

s t u d e n t ' s

knowledge of

the

language i s l imi ted , these a c t i v i t i e s wi l l

na tu ra l ly take p lace under con t ro l l ed ci rcumstances . I t is up to

the

i n s t ru c t o r

to

s e t

the

d i r ec t i o n

and

l imi t s

of

these

con t ro l s .

4.

To

make

the most e f f i c i e n t

use of t r a in in g t ime the

i n s t ru c t o r

should , i f

poss ib le , have the

s tudents work

ind iv id

ua l ly with t he i r t apes . When they have completed a un i t , the

i n s t ru c t o r can have the

s tudents prac t i ce with

each o ther , or the

i n s t ru c t o r can

work with i nd iv idua l

s tudents ,

taking

the ro le of

a

t ax i dr ive r ,

t i cke t

agen t , wai te r , s a les c le rk ,

or

whatever

pa r t i s appropr ia te to

the

ob jec t ives

of

the module.

SECTION 111. TESTING

A. END OF MODULE SIMULATIONS

l Purpose . The End-of-Module Simulat ion has a dual

ob jec t ive .

a . F i r s t ,

it

i s

used

as

an

end-of-module

check

to de te r

mine whether a

s tudent

has mastered the mate r i a l and whether he

i s ready to s t a r t

the nex t

module. The i n s t ruc to r

w i l l

make t h i s

determinat ion it

i s

up to

the

i n s t ruc to r to i den t i fy and

reme-

7



10/23

M NU L

OF

ADMINISTRATION

d ia te any problems

the s tudent might be

having

by d i rec t ing

the

s tudent to review c e r t a i n p a r t s

of

the module, or by provid ing

the

s tudent

with add i t iona l exerc i ses or remedial d r i l l s i f

necessary .

b. Second,

the

End-of-Module Simulat ions can

be used

as

guides for the prepa ra t ion of an end-of-course review.

As

pa r t

of t h i s

review,

s tudents

should

become

involved in ro le play ing

s i t ua t ions . This

wi l l

be an

exce l len t

warm-up sess ion

and

wi l l

al low

the s tudents

to

i n t e r a c t in s imula t ions of r e a l l i f e

s i t ua t ions

see the Appendix)

2.

Test .

The

s tudents

wi l l

be checked

one

a t

a t ime

by the

i n s t r u t ~

This

ora l

in te rv iew

should take about 15 minutes per

s tuden t and should be

conducted

in

as re laxed an

atmosphere

as

poss ib le .

B. END OF COURSE TEST

1 .

Test

Secur i ty . The End-of-Course Test i s

a con t ro l l ed

i tem. All t e s t mater ia l s

w i l l be:

a .

Stored in a locked

conta iner

when not in use .

b .

Inventor ied quar t e r ly by

the

Education Serv ices

of f i ce r .

c .

Logged

in and out

each

t ime used.

d.

Cont ro l l ed to ensure t ha t only au thor ized personnel

are permi t ted

access

to

them.

e . Proper ly disposed

of

when

no

longer

needed,

used

answer

shee ts

inc luded.

2.

Test Adminis t ra t ion .

a . The use of

s tandardized

procedures

for adminis t ra t ion

and scor ing

of

the

End-of-Course

Test i s

requi red .

DLI Form 104

w i l l

be

used

by

the

examinee to mark his responses.

I t i s impor

t a n t t ha t the t e s t monitor f ami l i a r ize himself with

t e s t

mater ia l s

and

adminis t ra t ion

and

scor ing

procedures

before

admin

i s t e r ing any t e s t .

b. The examinee i s not permi t t ed to br ing anyth ing in to

the

t e s t

area . The d i rec t ions to the examinee for f i l l i n g out

the answer

shee t

and marking

responses

to

t e s t ques t ions a re on

the

master

tape . The

t e s t

i s

con t ro l l ed

by t h i s t ape .

c . The following

t e s t

mater ia l s

are required

for admin

i s t r a t i o n

and

scor ing:

8

M NU L

OF

ADMINISTRATION

d ia te any problems

the s tudent might be

having

by d i rec t ing

the

s tudent to review c e r t a i n p a r t s

of

the module, or by provid ing

the

s tudent

with add i t iona l exerc i ses or remedial d r i l l s i f

necessary .

b. Second,

the

End-of-Module Simulat ions can

be used

as

guides for the prepa ra t ion of an end-of-course review.

As

pa r t

of t h i s

review,

s tudents

should

become

involved in ro le play ing

s i t ua t ions . This

wi l l

be an

exce l len t

warm-up sess ion

and

wi l l

al low

the s tudents

to

i n t e r a c t in s imula t ions of r e a l l i f e

s i t ua t ions

see the Appendix)

2.

Test .

The

s tudents

wi l l

be checked

one

a t

a t ime

by the

i n s t r u t ~

This

ora l

in te rv iew

should take about 15 minutes per

s tuden t and should be

conducted

in

as re laxed an

atmosphere

as

poss ib le .

B. END OF COURSE TEST

l Test

Secur i ty . The End-of-Course Test i s

a con t ro l l ed

i tem. All t e s t mater ia l s

w i l l be:

a .

Stored in a locked

conta iner

when not in use .

b .

Inventor ied quar t e r ly by

the

Education Serv ices

of f i ce r .

c .

Logged

in and out

each

t ime used.

d.

Cont ro l l ed to ensure t ha t only au thor ized personnel

are permi t ted

access

to

them.

e . Proper ly disposed

of

when

no

longer

needed,

used

answer

shee ts

inc luded.

2.

Test Adminis t ra t ion .

a . The use of

s tandardized

procedures

for adminis t ra t ion

and scor ing

of

the

End-of-Course

Test i s

requi red .

DLI Form 104

w i l l

be

used

by

the

examinee to mark his responses.

I t i s impor

t a n t t ha t the t e s t monitor f ami l i a r ize himself with

t e s t

mater ia l s

and

adminis t ra t ion

and

scor ing

procedures

before

admin

i s t e r ing any t e s t .

b. The examinee i s not permi t t ed to br ing anyth ing in to

the

t e s t

area . The d i rec t ions to the examinee for f i l l i n g out

the answer

shee t

and marking

responses

to

t e s t ques t ions a re on

the

master

tape . The

t e s t

i s

con t ro l l ed

by t h i s t ape .

c . The following

t e s t

mater ia l s

are required

for admin

i s t r a t i o n

and

scor ing:

8



11/23

t ~ N U L O

ADMINISTRATION

1 )

One

t e s t

bookle t

for each s tudent taking

the

t e s t .

2 )

One

No. 2

penc i l for each s tudent .

3 )

One DLI

Form

104

answer

shee t

for

each

s tudent .

4 )

One

master

tape for the t e s t .

5 )

One

s t e nc i l

scor ing key.

d.

The

t e s t monitor

should :

1) Prepare the t e s t mater ia l

and

requi red

equipment

pr io r

to examination t ime.

2) Ensure t ha t a l l t e s t mater ia l s are assoc ia ted with

the

proper t e s t .

3)

In se r t the

master

tape in to the

recorder

and

advance

the tape

un t i l the name

of the tape

i s

heard.

e .

After

the examinees

are

seated , the t e s t monitor

should :

1) Make

sure

t ha t a l l examinees are ab le to

hear the

tape

by replaying

the name

of the t ape .

2) Tel l

the s tudents to

r a i s e

t he i r

hands

i f

they

can-

not

hear

the

i n s t ruc t ions

on the

t ape .

3) Correc t any problems necessary , rewinding the tape

to the beginning

and

replaying as

requi red

un t i l a l l s tudents

can

hear

c l e a r ly .

4)

Pass

out

the

penc i l s ,

the

answer shee t s ,

and

t e s t

bookle ts .

5)

Tel l

the examinees

to

s i l e n t l y read

the privacy

Act

Statement and i n s t ruc t ions along with the

t ape .

6)

St a r t

the t ape .

7)

At

the

end

of

Par t

I I I

Side

1 ,

turn

the tape

over .

Begin again

on Side 2 for

Par t

IV

of

the

t e s t .

f .

s top the

tape

a t

the end of

Par t

IV

Side 2 , the

l i s t en ing por t ion of the t e s t . Tel l the examinees to go

on

to

Par t V, Reading

Comprehension. When they have f in i shed

reading

the i n s t ruc t ions

and the

example,

give the s igna l for the

examin-

ees

to

begin

the

t e s t s imul taneous ly . Only

f ive

minutes wi l l

be

al lowed

to complete t h i s

por t ion .

9

t ~ N U L O

ADMINISTRATION

1 )

One

t e s t

bookle t

for each s tudent taking

the

t e s t .

2 )

One

No. 2

penc i l for each s tudent .

3 )

One DLI

Form

104

answer

shee t

for

each

s tudent .

4 )

One

master

tape for the t e s t .

5 )

One

s t e nc i l

scor ing key.

d.

The

t e s t monitor

should :

1) Prepare the t e s t mater ia l

and

requi red

equipment

pr io r

to examination t ime.

2) Ensure t ha t a l l t e s t mater ia l s are assoc ia ted with

the

proper t e s t .

3)

In se r t the

master

tape in to the

recorder

and

advance

the tape

un t i l the name

of the tape

i s

heard.

e .

After

the examinees

are

seated , the t e s t monitor

should :

1) Make

sure

t ha t a l l examinees are ab le to

hear the

tape

by replaying

the name

of the t ape .

2) Tel l

the s tudents to

r a i s e

t he i r

hands

i f

they

can-

not

hear

the

i n s t ruc t ions

on the

t ape .

3) Correc t any problems necessary , rewinding the tape

to the beginning

and

replaying as

requi red

un t i l a l l s tudents

can

hear

c l e a r ly .

4)

Pass

out

the

penc i l s ,

the

answer shee t s ,

and

t e s t

bookle ts .

5)

Tel l

the examinees

to

s i l e n t l y read

the privacy

Act

Statement and i n s t ruc t ions along with the

t ape .

6) s t a r t the t ape .

7)

At

the

end

of

Par t

111

Side

1 ,

turn

the tape

over .

Begin again

on Side 2 for

Par t

IV

of

the

t e s t .

f .

s top the

tape

a t

the end of

Par t

IV

Side 2 , the

l i s t en ing por t ion of the t e s t . Tel l the examinees to go

on

to

Par t V, Reading

Comprehension. When they have f in i shed

reading

the i n s t ruc t ions

and the

example,

give the s igna l for the

examin-

ees

to

begin

the

t e s t s imul taneous ly . Only

f ive

minutes wi l l

be

al lowed

to complete t h i s

por t ion .

9



12/23

M NU L OF

ADMINISTRATION

g .

Col l ec t and grade the t e s t s . A

minimum score

t o t a l i n g

4 poin t s (80 ) i s requ i red fo r

the s t u d en t

to

pass

the

course

and rece ive

a


o f

Complet ion.

3.

Tes t

Descr ip t ion .

The

t e s t

cons i s t s

of

50

i tems

in

f ive

sec t ions .

a .

The f i r s t

sec t ion cons i s t s

o f

f ive recorded Spanish

sen tences

con ta in ing numbers

pr ices ,

t ime,

and so

fo r t h ) .

From

among th ree cho ices p r i n t e d in the t e s t

booklet ,

the s t u d en t

se l e c t s the appropr ia te

English

t r a n s l a t i o n and marks

hi s answer

shee t accord ing ly .

b .

The second

sec t ion

co n s i s t s

o f

15

sen tences recorded

in Spanish

and

t h r ee pr in ted

English t r a n s l a t i o n s for

each

sen-

t ence

from

which the s tuden t se l e c t s the most accura te t r a n s -

l a t i on .

c . The t h i rd

sec t ion

cons i s t s o f 10 ques t ions recorded

in

Spanish and t h r ee recorded responses . The s t u d en t se l e c t s the

most appropr ia te response to

the

ques t ion .

d . The four th sec t ion cons i s t s o f 15 s i t u a t i o n s

descr ibed

in Engl ish on tape and pr in ted in the t e s t

booklet .

Three re sponses

are recorded

in Spanish

for each

s i t u a t i o n ,

and

the

s tuden t

se l e c t s

the

most

appropr ia te response .

e .

The f i f t h

sec t ion

cons i s t s

of f ive s igns p r i n t e d in

Spanish

and t h r ee English

equ iva len t s .

The s tuden t

s e l ec t s

the

bes t

English

equ iva len t .

10

M NU L OF

ADMINISTRATION

g .

Col l ec t and grade the t e s t s . A

minimum score

t o t a l i n g

4 poin t s (80 ) i s requ i red fo r

the s t u d en t

to

pass

the

course

and rece ive

a


o f

Complet ion.

3.

Tes t

Descr ip t ion .

The

t e s t

cons i s t s

of

50

i tems

in

f ive

sec t ions .

a .

The f i r s t

sec t ion cons i s t s

o f

f ive recorded Spanish

sen tences

con ta in ing numbers

pr ices ,

t ime,

and so

fo r t h ) .

From

among th ree cho ices p r i n t e d in the t e s t

booklet ,

the s t u d en t

se l e c t s the appropr ia te

English

t r a n s l a t i o n and marks

hi s answer

shee t accord ing ly .

b .

The second

sec t ion

co n s i s t s

o f

15

sen tences recorded

in Spanish

and

t h r ee pr in ted

English t r a n s l a t i o n s for

each

sen-

t ence

from

which the s tuden t se l e c t s the most accura te t r a n s -

l a t i on .

c . The t h i rd

sec t ion

cons i s t s o f 10 ques t ions recorded

in

Spanish and t h r ee recorded responses . The s t u d en t se l e c t s the

most appropr ia te response to

the

ques t ion .

d . The four th sec t ion cons i s t s o f 15 s i t u a t i o n s

descr ibed

in Engl ish on tape and pr in ted in the t e s t

booklet .

Three re sponses

are recorded

in Spanish

for each

s i t u a t i o n ,

and

the

s tuden t

se l e c t s

the

most

appropr ia te response .

e .

The f i f t h

sec t ion

cons i s t s

of f ive s igns p r i n t e d in

Spanish

and t h r ee English

equ iva len t s .

The s tuden t

s e l ec t s

the

bes t

Engl i sh equ iva len te

10



13/23

M NU L OF

ADMINISTRATION

APPENDIX

End-of-Module Simulat ions

MODULE I

The fo l lowing mater ia l should help you conduct in terviews

to

determine whether

the

s tudent has achieved

the

module ob jec t ives .

The sequence

and

ques t ions a re

only sugges t ions and can

be var ied

for indiv idua l

s tuden ts .

For example, i f you

know

the s tudent i s

not marr ied , have him in t roduce a f r i end . Whenever poss ib le ,

make the

ques t ions

and s i t ua t ions r e a l i s t i c and r e levan t

to

each

s tuden t .

Maintain a re laxed atmosphere

to

keep the

s tudent a t

ease

to

prompt h i s /he r bes t performance .

Mistakes

in

grammar t ha t do

not

in te r fe re

with

communication

are

not

counted agains t

the s tudent .

I f

he/she

can be

under

s tood,

the s tudent has achieved the

ob jec t ives .

Module I

Ins t ruc to r :

Buenos

dias .

GC mo

e s t a

usted?

- - -

Buenos

d ias . Muy

bien,

grac ias . GY usted?

Ins t ruc to r :

Muy

bien.

GHace

mucho

que e s t a

usted aqui?

Hace

Ins t ruc to r :

GTe

gusta Madrid/Rota?

S1, me gusta . OR iOh Nos encanta (mucho).

OR

No,

no

me

gusta .

Ins t ruc to r :

GDe

d6nde

es us ted?

Soy de ( fol lowed by

place of

or ig in .

11

M NU L OF DMINISTR TION

PPENDIX


MODULE

I

The fo l lowing mater ia l should help you

conduct

in terviews

to

determine whether the s tudent has achieved the module ob jec t ives .

The sequence and ques t ions a re

only

sugges t ions

and

can be var ied

for indiv idua l

s tuden ts .

For example, i f you

know

the s tudent i s

not marr ied , have

him

in t roduce a f r i end . Whenever poss ib le ,

make the

ques t ions

and s i t ua t ions r e a l i s t i c and r e levan t

to

each

s tuden t .

Maintain a

re laxed atmosphere

to keep

the

s tudent a t

ease

to

prompt h i s /he r bes t performance .

Mistakes

in

grammar t ha t do

not

in te r fe re

with

communication

are

not

counted agains t the

s tudent .

I f

he/she can

be

under

s tood,

the s tudent has achieved the

ob jec t ives .

Module

I

Ins t ruc to r :

Buenos

das . Cmo

e s t

usted?

- - - Buenos d as .

Muy

bien,

grac ias . y

usted?

Ins t ruc to r : Muy bien. Hace mucho que

e s t

usted aqu?

Hace

Ins t ruc to r : Te

gusta

Madrid/Rota?

s , me gusta . OR Oh

Nos

encanta (mucho).

OR

No,

no

me

gusta .

Ins t ruc to r :

De

dnde

es us ted?

Soy de ( fol lowed by

place of

or ig in .

11



14/23

M NU L

OF ADMINISTRATION

Ins t ruc to r : lTiene

usted

h i jos?

Si , tengo h i j os / un h i jo y una h i j a / e t c .

OR No, no

tengo hi jos .

Ins t ruc to r : l n que t raba ja

usted?

Soy

fo l lowed by

profes s ion) .

Ins t ruc to r : lD6nde t raba ja usted?

- - -

Trabajo en followed

by p lace ) .

Ins t ruc to r :

Now suppose tha t you are

a t

a

par ty with

your wife/

husband. I am

Captain

Garcia . Introduce your wife/

husband to me.

Capitan

Garcia,

mi

mujer

NAME)/ mi marido

NAME). OR

Capitan Garcia , quiero

presen ta r l e

a

mi mujer

NAME)/

mi

esposo NAME).

Ins t ruc to r : Introduce yourse l f to me.

- - - Soy

Ins t ruc to r :

Suppose

tha t you have j u s t

been

introduced to Mrs.

Alvarez.

What do you

say

to her?

- - -

Mucho

gusto ,

senora . OR Encantado/a , senora .

Ins t ruc to r : Say t ha t

you re

sorry , but tha t you must

leave.

Lo s i en to , pero tengo que

irme.

12

M NU L

OF ADMINISTRATION

Ins t ruc to r :

Tiene

usted h i jos?

Si , tengo h i j os / un h i jo y

una

h i j a / e t c .

OR No, no

tengo hi jos .

Ins t ruc to r :

En

qu t raba ja

usted?

Soy

fo l lowed by

profes s ion) .

Ins t ruc to r : Dnde t raba ja usted?

- - -

Trabajo

en

followed

by p lace ) .

Ins t ruc to r :

Now suppose tha t you are

a t

a

par ty with

your wife/

husband. 1 am Captain Garci .

In troduce

your wife/

husband to

me.

Capitn Garc ia ,

mi

mujer

NAME)/ mi marido

NAME). OR

Capitn Garcia , quiero

presen ta r l e

a mi

mujer

NAME)/ mi esposo NAME).

Ins t ruc to r : Int roduce yourse l f to me.

- - - Soy

Ins t ruc to r :

Suppose

tha t you have j u s t

been

int roduced to Mrs.

Alvarez.

What do you say to her?

- - -

Mucho

gusto ,

seora . OR Encantado/a , seora .

Ins t ruc to r : Say t ha t

you re

sorry , but tha t you must

leave.

Lo s i en to , pero

tengo

que

irme.

12



15/23



MODULE

I I

Ins t ruc to r :

You are

in

Madrid

and want to

go by bus to

Zaragoza.

Ask

me where the bus s t a t i on

i s

located .

GDonde queda la es tac i6n de autobuses?

Ins t ruc to r : You have ar r ived a t the

bus

s ta t ion and need to buy

a t i cke t to Sevi l l a . Tel l the

t i cke t

se l l e r ,

A

round- t r ip

t i cke t

to

Sevi l l a ,

please .

Un

b i l l e t e

de

ida y

vuel ta

para

Sevi l l a ,

por

favor.

Ins t ruc to r : Ask me how much the

t i cke t

i s .

GCuanto

cues ta

e l

b i l l e t e? OR GCuanto

cuesta?

Ins t ruc to r : How do you ask the t i cke t

s e l l e r what

t ime the

bus

leaves?

G

que

hora sa l e e l

autobus?

OR

GCuando sa le

e l

autobus?

Ins t ruc to r :

You've asked

when

the

bus leaves and

I

t e l l

you,

Sale a l a s s i e t e y media. What did I

say?

I t leaves

a t

7:30.

Ins t ruc to r : I 'm

a policeman. Ask me i f t he re ' s a gas s ta t ion

nearby.

Perdone, guardia . GHay

una gasol inera

cerca de

aqui?

Ins t ruc to r : You

are

l o s t . Ask me which way to la Avenida

de

l as

Americas.

GPor

d6nde se

va

a la Avenida de l as Americas?

13

M NU L OF

ADMINISTRATION


MODULE 11

Ins t ruc to r : You are

in

Madrid

and

want

to go by

bus

to Zaragoza.

Ask

me

where the bus

s t a t i on

is located .

Donde queda la es tac in de autobuses?

Ins t ruc to r : You have ar r ived a t

the

bus s ta t ion and need to buy

a

t i cke t

to Sev i l l a . Tel l the t i cke t

s e l l e r ,

A round- t r ip

t i cke t to

Sev i l l a ,

p lease .

Un

b i l l e t e de

ida

y

vue l ta

para

Sev i l l a ,

por

favor .

Ins t ruc to r : Ask me how much the

t i cke t

i s .

Cunto

cues ta

e l

b i l l e t e? OR Cunto

cuesta?

Ins t ruc to r :

How

do you ask

the

t i cke t s e l l e r

what

t ime the bus

leaves?

A

qu

hora

sa le

e l autobs? OR Cundo

sa le

e l

autobs?

Ins t ruc to r :

Youlve

asked when the bus leaves and 1 t e l l you,

Sale a l a s

s i e t e

y media. What did 1 say?

I t leaves

a t

7:30.

Ins t ruc to r : 11m a

policeman.

Ask

me i f

t h e re l s a gas

s ta t ion

nearby.

Perdone, guardia . Hay

una gaso l ine ra cerca

de

aqu?


are

l o s t . Ask

me

which way

to

la Avenida

de

l a s

Amricas.

Por dnde se va

a

la Avenida de

l a s

Amricas?

13



16/23

r ~ N U L O DMINISTR TION

Ins t ruc to r : While giving d i r e c t i o n s ,

I

say to

you, Gire a

l a

i zqu ie rda en la pr6xima

esquina. Entonces

s iga

derecho

has ta

encon t ra r

la

gaso l ine ra . What did

I t e l l

you?

Turn l e f t a t

the next

corner .

Then con t inue

s t r a i g h t ahead u n t i l you f ind the gas s t a t i on .


a t

the

gas s t a t i on . Tel l

the

a t t endan t

to

ill

the tank and to check the

o i l

for

you.

- - -

Llene e l tanque

y

mire e l

a c e i t e , por

favor .


go

to a gas s t a t i o n

and

want the

a t t endan t t o

put in

f ive

do l l a r s ' worth of gas . What do

you say

to

him?

- - -

P6ngame c inco

d61ares de gaso l ina ,

por

favor .

I n s t r u c to r :

Tel l the a t t endan t t ha t

the

t i r e s

need

a i r ,

a l so .

- - - Las l l a n t a s

neces i t an

a i re , t ambien .

Ins t ruc to r : Ask how

much it

i s .

G

Cuanto

es?


the gas

s t a t i o n a t tendan t . After

you ask

how

much it i s , I respond,

Seisc ientas

c incuen ta

p es e t a s .

What did I say?

- - -

ix hundred f i f t y pese ta s .


have

been to ld t h a t the

Puer to las

Auto Shop

i s

on

Highway 3.

How do

you

ask,

Is t h a t fa r?

- - -

GQueda l e jos?

Ins t ruc to r :

You have asked a man fo r the whereabouts o f a

ce r t a in auto shop,

and

he

says to

you,

Queda a d o s

o

t r e s ki16metros de aqu i .

What does

t ha t

mean?

I t

i s ( loca ted) two

or three

ki lometers from

here .

14

r ~ N U L O ADMINISTRATION

Ins t ruc to r : While giving d i r e c t i o n s , say to

you, Gire a

l a

i zqu ie rda en la pr6xima

esquina. Entonces

s iga

derecho

has ta

encon t ra r

la

gaso l ine ra . What did

t e l l

you?

Turn l e f t a t

the next

corner .

Then con t inue

s t r a i g h t ahead u n t i l you f ind the gas s t a t i on .


a t

the

gas s t a t i on . Tel l

the

a t t endan t

to

ill

the tan k and to check the

o i l

for

you.

- - -

Llene e l tanque

y

mire e l

a c e i t e , por

favor .


go

to a gas s t a t i o n

and

want the

a t t endan t t o

put in

f ive

do l l a r s ' worth of gas . What do

you say

to

him?

- - -

P6ngame c inco

d61ares de gaso l ina ,

por

favor .


Tel l the a t t endan t t ha t

the

t i r e s

need

a i r ,

a l so .

- - - Las l l a n t a s

neces i t an

a i re , t ambin .

Ins t ruc to r : Ask how

much it

i s .

Cunto es?


the gas

s t a t i o n a t tendan t . After

you ask

how

much it i s , respond,

Seisc ientas

c incuen ta

p es e t a s .

What did I say?

- - -

ix hundred f i f t y pese ta s .


ha ve

been to ld t h a t the

Pur to las

Auto Shop

i s

on

Highway 3.

How do

you

ask,

Is t h a t fa r?

- - -

Queda

l e jos?

Ins t ruc to r :

You have asked aman fo r the whereabouts o f a

ce r t a in auto shop,

and

he

says to

you,

Queda

a dos

o

t r e s ki16metros de aqu .

What does

t ha t

mean?

I t

i s ( loca ted) two

or three

ki lometers from

here .

14



17/23

H NU L

OF DMINISTR TION


a t

an auto shop.

Ask

the mechanic, could

you

f ix

my

car?

lMe

podr ia

a r reg la r e l

coche?

Ins t ruc to r : You've

j u s t

gone

to

a mechanic

to

see about having

your

car f ixed .

He

says,

Le

echo un

v i s t azo .

What did he

say?

- - -

I wi l l take a

look.

Ins t ruc to r : I

am

a mechanic. I ask

you

what

i s wrong

with

your

ca r .

Tel l me you th ink

it i s the spark

plugs .

- - - Creo

que

son l a s bu j i a s .

Ins t ruc to r :

mechanic has checked the engine in

your car

and

he

says

to you, SeBor, hay

que

poner a punto e l

motor . What did he

say?

I t

needs a tune up. OR The engine needs

to be

tuned up.

Ins t ruc to r : Tel l

the mechanic

who has asked you

what 's

wrong

with

your

car tha t it

sometimes overheats and

s t a l l s .

- - -

veces se

reca l i en ta

y

se

para .

Ins t ruc to r :

You

need to ge t your car f ixed , but you

can only

bring it

in on a c e r t a i n

day.

Ask

the mechanic,

Can I bring it

in

Tuesday

morning?

- - - lPuedo

t r ae r l o

e l

martes

por la manana?

Ins t ruc to r : You've agreed with a

mechanic

tha t you wi l l br ing

your

car

in

to be

f ixed

the next day. Tel l him,

Tha t ' s

f ine .

I ll

see

you tomorrow, then .

- - -

Esta

bien.

Entonces

has ta

maBana.

15

H NU L

OF ADMINISTRATION


a t

an auto shop.

Ask

the mechanic, Could

you

f ix

my

car?

Me

podr a

a r reg la r e l

coche?

Ins t ruc to r : You've

j u s t

gone

to

a mechanic

to

see about having

your

car f ixed .

He

says,

Le

echo un

v i s t azo .

What did he

say?

- - -

wi l l take a

look.

Ins t ruc to r :

am

a mechanic. ask

you

what

i s wrong

with

your

ca r .

Tel l me you th ink

t i s the spark

plugs .

- - - Creo

que

son l a s bu j a s .

Ins t ruc to r :

A mechanic has checked the engine in

your car

and

he

says

to you, Seftor, hay

que

poner a punto e l

motor . What did he

say?

I t

needs a tune up. OR The engine needs

to be

tuned up.

Ins t ruc to r : Tel l

the mechanic

who has asked you

what 's

wrong

with

your

car tha t t

sometimes overheats and

s t a l l s .

- - -

A

veces se

reca l i en ta

y

se

para .

Ins t ruc to r :

You

need to ge t your car f ixed , but you

can only

bring t

in on a c e r t a i n

day.

Ask

the mechanic,

Can bring t

in

Tuesday

morning?

- - - Puedo

t r ae r l o

e l

martes

por la maana?

Ins t ruc to r : You've agreed with a

mechanic

tha t you wi l l br ing

your

car

in

to be

f ixed

the next day. Tel l him,

Tha t ' s

f ine .

1'11

see

you tomorrow, then .

- - -

Est

bien.

Entonces

has ta maftana.

15



18/23

MANUAL OF

ADMINISTRATION

End-of-Module

Simulat ions

MODULE

I I I

I n s t r u c to r : I 'm

the

f i sh s e l l e r . Ask me how

much

a k i lo

of

hake

i s .

LA como e s t a

e l k i lo

de merluza?


I

s e l l

f i sh . Te l l

me

to give you two k i los of

shr imp.

- - - Deme

dos

k i los

de gambas.


I work a t a f i sh s t and and I

say , L

Que mas quiere?

What did I ask you?

- - - What e l s e

would

you l ike?


I work a t a

vegetab le

s tand .

Ask

me to give

you

a

k i lo

of pota toes and t h ree heads of l e t t u c e .

- - - Deme un k i lo de pa ta tas y t r e s l echugas .

I n s t r u c to r : I

work

a t a

souvenir

s t o re . Ask me, How

much

does

t h a t

ash t ray cos t?

- - - LCuanto vale ese cen icero?


I have quoted you a pr i ce fo r a t ab le l i nen s e t , but

you cons ider t too high. Ask, Why so

expensive?

LPor que tan cara?


I 'm se l l i n g souven i rs . Ask,

What

are those sandals

[made]

of?

- - - L e que

son

esas sanda l i as?

16

M NU L OF

ADMINISTRATION

End-of-Module

Simulat ions

MODULE

111

I n s t r u c to r : I 'm

the

f i sh s e l l e r . Ask me how

much

a k i lo

of

hake

i s .

A

cmo

e s t e l k i lo

de

merluza?


1

s e l l

f i sh . Te l l

me

to give you two k i los of

shr imp.

- - - Deme

dos

k i los

de gambas.


1 work a t a f i sh s t and and 1

say ,

Qu ms quiere?

What did 1 ask you?

- - - What e l s e

would

you l ike?


1 work a t a

vegetab le

s tand .

Ask

me to give

you

a

k i lo

of pota toes and t h ree heads of l e t t u c e .

- - - Deme un k i lo de pa ta tas y t r e s l echugas .

I n s t r u c to r : 1

work

a t a

souvenir

s t o re . Ask me, How

much

does

t h a t

ash t ray cos t?

- - -

Cunto

vale ese

cen icero?


1 have quoted you a pr i ce fo r a t a b l e l i nen s e t , but

you cons ider t too high. Ask, Why so

expensive?

Por qu tan cara?


I 'm se l l i n g souven i rs . Ask,

What

are those sandals

[made]

of?

- - - De qu

son

esas sanda l i as?

16



19/23


Ins t ruc to r :

You have

asked me what

a c e r t a i n

i tem i s made

of

and

I respond, De

p la t a . What did

I say?

Ins t ruc to r :

- - - Of s i l v e r .

I 'm the

sa lesperson a t

a

department

s to re and I say,

GQue desea? What does tha t mean?

---What would you

l ike?

Ins t ruc to r : I work

a t

a department s tore . Tel l

me

t ha t you

would l i ke a long-s leeved

s h i r t .

- - -Qui s i e ra

una

camisa

de manga l a rga .

Ins t ruc to r :

I 'm

a

c le rk

a t

a

department

s t o re .

You

want

to

buy

a s h i r t or blouse

and

1 say

to

you, GQue t a l l a

usa

usted?

What does

tha t

mean?

- - -

What s ize

do you

wear?

Ins t ruc to r : I 'm the c le rk

a t

a

department

s to re . Refer r ing

to

a s h i r t or blouse t ha t you want

to

buy, how

do

you

say , I l ike tha t

green

one.

May I

t r y it

on?

- - -

Me

gusta

esa verde. GPuedo

probarmela?

Ins t ruc to r : I 'm helping you in the

c lo th ing

department . You

have t r i e d

on

some pants and they don ' t

it

you.

How do you say, They don ' t it me. They' re too

big .

- - -

No

me

quedan

bien.

Son muy

grandes.

Ins t ruc to r :

I 'm

the sa lesperson.

After

choosing the i tems you

want

to

buy,

ask me i f you

can pay

with VISA.

- - - GPuedo pagar con VISA?

17


Ins t ruc to r :

You have

asked me what

a c e r t a i n

i tem i s made

of

and

1 respond, De

p la t a . What did

1 say?

Ins t ruc to r :

- - - Of s i l v e r .

11m the

sa lesperson a t

a department s to re and 1 say,

Qu desea? What does tha t mean?

---What would you

l ike?

Ins t ruc to r : 1 work

a t

a department s tore . Tel l

me

t ha t you

would l i ke a long-s leeved

s h i r t .

- - -Qui s i e ra

una

camisa

de manga l a rga .

Ins t ruc to r :

11m a

c le rk

a t

a

department

s t o re .

You

want

to

buy

a

s h i r t or blouse

and 1

say to

you,

Qu

t a l l a

usa

usted?

What does

tha t

mean?

- - -

What s ize

do you

wear?

Ins t ruc to r : 11m the

c le rk

a t a department s to re . Refer r ing

to

a s h i r t or blouse t ha t you want

to

buy, how

do

you

say , 1 l ike tha t

green

one.

May 1

t r y it

on?

- - -

Me

gusta

sa verde. Puedo

probrmela?

Ins t ruc to r : 11m

helping

you in the c lo th ing department . You

have t r i e d

on

sorne pants and they donl t it

you.

How do you say, They donl t it me. Theylre too

big .

- - -

No

me

quedan

bien.

Son muy

grandes.

Ins t ruc to r :

11m

the sa lesperson.

After

choosing the i tems you

want

to

buy,

ask me i f you

can pay

with VISA.

- - -

Puedo

pagar con VISA?

17



20/23

M NU L OF DMINISTR TION

Ins t ruc to r : I 'm the

sa lesperson.

After

you

have se lec ted

an

i tem you want to buy, I say

Pague en

la ca ja ,

por

favor . What

does tha t mean?

- - -

Pay

a t

the

r eg i s t e r ,

please .

18


Ins t ruc to r : m the sa lesperson. After you have se lec ted an

i tem you want to buy, say

Pague en

la ca ja ,

por

favor . What

does tha t mean?

- - -

pay

a t

the

r eg i s t e r ,

please .

18



21/23

M NU L

OF ADMINISTRA

Documents

Spanish Headstart for Spain Administration