How to use the modulos: Biografia Anticipación Descripción Lectura Redacción


The literary text (or fragment) is presented in both written and spoken formats and has an interactive glossary. The adjoining post-reading exercises focus on both comprehension and basic interpretation of the text.

Description and Goals

The readings used in the project have been chosen to parallel linguistic development presented in most first-year textbooks from a grammatical and lexical/thematic perspective. The readings provide gradual exposure to literary language, an aspect of language acquisition that is recognized as most difficult when progressing from the elementary to the intermediate to the advanced stages. The intent is to link the grammatical structures familiar to the students in a more oral format to those in the written, literary format, and thus provide continual practice in bridging the gap between the skills-based and text-based phases of language acquisition. A majority of the texts are autobiographical in nature and are presented in both written and spoken formats. The voice-over format is presented as an extra feature that allows students to listen to authentic speech patterns while they read. (The texts have been recorded by native speakers from the same country as the author.) This aural support not only exposes students to the various accents of the Spanish-speaking world; it also allows them to have repeated access to pronunciation and intonation patterns of extended discourse in a way not possible in the classroom.

The comprehension questions require the student to return to the text to locate specific information, while the interpretation questions ask the student to reflect on an aspect that is not found in the text but in the knowledge of the reader. Combined, the two sections propose to engage the student in a synthesis of both linguistic and interpretive meanings of literary texts. In addition, a link is provided to a specific panel of the Orozco mural housed in Baker Library at Dartmouth College, encouraging students to apply their interpretive skills to a different yet connected cultural medium.


Thursday or Friday: Students can be given two days to complete the reading and comprehension questions section. This section can then become the focus of an entire day's work in the classroom. The text can be read aloud or listened to if the classroom is computerized, and the questions and answers, printed out by each student, can be reviewed either as a large group or in smaller groups of students. Connections can be made to the previous pasos - the information on the author and country s/he is from, the vocabulary and syntax work, and the art can all be combined here into a mini cultural day.

How to use the modulos: Biografia Anticipación Descripción Lectura Redacción