http://www.wiley.com//college/sc/dicho/se/index.html

Engaging activities with personalized student output

The majority of activities in Dicho y hecho connect the student to their language learning by involving them personally in the thinking and response process. Whether an input exercise (see 4-2), guided practice (see 4-3) or output (see 4-4 paso 5), the students' own perspective, interests, emotions and experiences provide the basis for developing their Spanish skills. This is motivating!

Take a look at Chapter 4 in the printed text, or view it online at Online Chapter 4 Preview

Look through and identify 2 sets of side-by-side pages that don't have activities that give students the opportunity to personalize the interaction. (Hint: You might find it on pages that have extensive reading selections.)

Pages:  
Incremental Input-Practice-Output Sequencing

Dicho y hecho presents an "undulating" sequencing of input-practice-output throughout the chapter to give students the opportunity to incrementally gain confidence in their output abilities at each step of the acquisition process.

See an example of what this looks like and on pp. 104-105 (Online Chapter 4 Preview) and identify the activity numbers that correspond to the following activity type:

Input      
Input + Practice
Practice + Output
Output      
Rich visual presentation

Whether in the opening vocabulary introduction where vocabulary is presented in a visually vivid contextualized fashion (pp. 102-103), in the photo-rich Cultura sections (pp. 112-115, 124-125) or on the realia used throughout (as on p. 107), visuals are used to reinforce direct connections between the Spanish language and culture.

Check out the authentic advertisement on p. 107 and indicate what it is promoting: (Online Chapter 4 Preview) Note how the visuals of this ad help students navigate the Spanish language presented.

The ad is promoting:  
Integrated Culture

In Dicho y hecho, culture is not an add-on at the end of the chapter, nor is it relegated to only "Big C" highlights of countries. Instead, each chapter contains two Cultura sections: one focuses on a country by delving into its history, economy, politics, etc., and the other focuses on culture as it relates to the chapter theme.

Check out the two Cultura sections in Chapter 4 to see how rich these are and how they tie into the theme. Note that each Cultura section includes pre- and post-reading activities, and merge comprehension of written and spoken language through associated video segments. (Online Chapter 4 Preview)

What country is focused on in this chapter?  
What is the theme of the second culture segment?  

Communicative activities

Page through Chapter 4 to review the many communicative activities throughout. Identify one of your favorite activities from this chapter and explain a bit why you find this useful.

Which activity?  
Why?
En vivo Live Language Coaching

Wiley has exclusively partnered with LinguaMeeting to bring you the En vivo program. These weekly 30-minute small-group conversation sessions are guided by a native Spanish speaking Coach. A special set of activities written to accompany Dicho y hecho provides a framework for conversation, which lets students practice the already learned vocabulary and grammar structures in weekly coaching sessions

Please view the short videos at: Wiley.com/college/sc/dicho

Please share a couple of your own thoughts on how such a program might help your students advance their communications skills.
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