These tape scripts accompany tapes on Spanish grammatical structures for Level 1. The contents ...

222 Pages·2012·10.64 MB·English

RESUME
DOCUMENT
FL 001 183
ED 026 923
Manual of Tape Scripts; Spanish, Level 1. Curriculum Bulletin, 1967-68, Series Number 16.
New York City Board of Education, Brooklyn, N.Y. Bureau of Curriculum Development.
Pub Date 68
Note-221p.
Street,
Available from-Publications Sales Office, Board of Education of the City of New York, 110 Livingston
Brooklyn, N.Y. 11201 ($3.00).
EDRS Price MF-$100 HC Not Available from EDRS.
*Programed
Descriptors-*Grammar, Instructional Materials, Language Instruction, *Pattern Drills (Language),
Texts, *Secondary Schools, *Spanish, Vocabulary
for
These tape scripts accompany tapes on Spanish grammatical structures
The contents include pres.entation and practice on articles, adjectives,
Level
1.
and
the
irregular
pronouns,
verbs,
regular
and
adverbs,
negative,
simple
and
complimentary infinitive. Each script is prefaced with syllabus number and topic
of the tape. (DS)
the vocabulary to be introduced or reviewed before presentation
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
in
Microctchc only
'
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STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
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CITY OF NEW YORK
BOARD OF EDUCATION OF THE
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this copyrk.h.ted
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#nissioh 61 the
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York.
New York City public schools should order additional copies of this
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NO. 16
1967 - 68 SERIES
CURRICULUM BULLETIN
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$16 11
Level I
DEVELOPMENT
BUREAU OF CURRICULUM
NEW YORK
OF THE CITY OF
BOARD OF EDUCATION
BOARD OF EDUCATION
MRS. ROSE SHAPIRO, President
AARON BROWN, Vice-President
JOSEPH G. BARKAN
MORRIS IUSHEWITZ
BURKE
JOHN H. LOTZ
THOMAS
LLOYD K. GARRISON
CLARENCE SENIOR
Superintendent of Schools
BERNARD E. DONOVAN
Executive Deputy Superintendent of. Schools
NATHAN BROWN
Deputy Superintendents of Schools
FREDERICK W. HILL
THEODORE H. LANG
BUSINESS AFFAIRS
PERSONNEL
SEELIG LESTER
CURRICULUM AND INSTRUCTION
COPYRIGHT 1968
BY THE BOARD OF EDUCATION OF THE CITY
OF NEW YORK
Application for permission to reprint
any section of this material
should be made to the Superintendent of Schools,
110 Livingston
Street, Brooklyn, N. Y. 11201. Reprint of
any section of this ma-
terial should carry the line, "Reprinted from (title of
publication)
by permission of the Board of Education of the City of
New York."
.1
,
FOREWORD
universally accepted as
now
Audial materials are
objectives
audio-lingual
achieving the
invaluable aids in
progressive de.
i.e., the
language program,
of a foreign
lan-
and speak the
ability to understand
velopment of the
guage.
Spanish,
TaasScripts:
Manual of
This publication,
accompanies,
tapes which it
with the audio
Level 1, together
bulletin New York
the curriculum
prepared to support
was
Levels 1-5.
PmErami_Sarlish
ForeigoLitumftgalalaion
City
in the
intended for use
this manual are
The scripts in
for
grammatical structures
drill of the
presentation and
manuals will be pro-
that similar
It is expected
Level 1.
production pro-
5 as the tape
2, 3, 4, and
duced for Levels
gram progresses.
deep apprecia-
express
this bulletin, we
In presenting
generously contributed
who have so
staff members
tion to the
to this work.
WILLIAM H. BRISTOW
Superintendent
Assistant
Curriculum Development
Bureau of
January, 1968
ACKNOWLEDGMENTS
The tape and script production program
was initiated by the
Bureau of Foreign Languages in September, 1966
as a cooperative ven-
ture involving the Bureau of Curriculum Development,
William H. Bristow,
Assistant Superintendent; the Bureau of Foreign Languages, Leo
Benardo,
Director; and the Bureau of Audio-Visual Instruction,
Edward G. Bernard,
Director.
At various stages of its development the
program benefited from
the guidance and counsel of David A. Abramson,
Assistant Director, Bureau
of Curriculum Development; Margaret S. Douglas,
Deputy Superintendent,
Office of Cure.culum; and Helene M. Lloyd, Assistant
Superintendent, Of-
fice of the Superintendent of Schools.
This difficult program could not have been planned and
completed
without the assistance of
many foreign language teachers, supervisors,
and curriculum specialists.
The principal writing team
was under the
chairmanship of Gladys Lipton, Acting Assistant Director
of Foreign Lan-
guaies, and included Salvatore Capitano, Teacher of Spanish, J.H.S. 157 Q;
Rene Lavergneau Teacher of Spanish, I.S. 88 M;
Flora O'Neill, Teacher of
Spanish, J.H.S. 119 Q; and Miguel Madrid, Chairman
of Foreign Languages,
LS. 59 Q.
The tapes accompanying these scripts
were produced by Edward
Golub, Assistant Director, and Jerrold Eisenberg,
Acting Instructional
Recordist, Bureau of Audio-Visual Instruction.
The voices heard on the
tapes are those of: Rene Lavergneau and Flora O'Neill.
Appreciation is expressed to Lillian M. Gillers, Bureau of
Curricur.
lum Development, for her valuable suggestions,
and for her assistance in
editing and proofreading the manuscript.
Aaron N. Slotkin, Editor, collaborated in the editing and
design
of thie publication.
Simon Shulman, designed the cover.
Frances Moskowitz
assisted in production.
INTRODUCTION
in foreign lan-
audio-lingual approach
objective of the
A major
ati_Iatk_CIIEjnamilla
in the
Levels 1 and 2
instruction for
guage
the
Levels 1-2* is
La_n_g_g_loirza_.duaenamaSchools:Sn,ist,
situations.
in everyday
speaking Spanish
facility in
development of
his diaposal.
resource at
teacher must use every
To this end, the
of
the hearing
which allow for
particularly those
Taped materials,
for pupil response
offer opportunities
those which
several voices,
controlled pat-
offer carefully
and those which
following a model,
accomplishment of this
essential for the
are
terns of responses
goal.
audio
intended to accompany
in this manual are
The tape scripts
practice
presentation and
for use in the
been prepared
tapes which ha7e
The tapes have
for Level 1.
structures recommended
of the grammatical
high, and high
intermediate, junior
distributed to all
already been
taught.
Spanish is being
schools where
scripts will serve
and accompanying
that the tapes
It is hoped
freeing some
structures, thus
and drilling
aids in presenting
as key
aspects of for-
the more creative
valuable time for
of the teacher's
teachers will be
too, that
It is hoped,
instruction.
eign language
meet particular
and tapes to
similar scripts
encouraged to prepare
needs.
local and community
several purposes:
The scripts serve
be used to
of drills which can
with a variety
the teacher
O to provide
grammatical structure
and/or reinforce each
present
practice
for classroom
these drills
teacher to use
O to enable the
the
voice serving as
(the teacher's
necessary
without tapes, if
model voice)
with-
content of a tape
the precise
teacher to review
O to permit the
tape
to the whole
required to listen
the time
out spending
comprehension
in auditory
for practice
additional material
O to provide
mastered audio-lingual
for previously
reading practice
O to provide
material
to be presented or
list of vocabulary
the teacher with a
O to provide
particular drill
beginning a
reviewed before
that each tape re-
limited in length so
have been
The scripts
and
assigned the title
Each script is
than 10 minutes.
quires no more
This
of study.*
the course
is listed in
structure as it
number of the
Foreign
New York City
of New York.
of the City
*Board of Education
Levels 1-5. Cur-
Schools: Spanish,
for Secondary
Language Program
1965-66 Series.
No. 2b,
riculmn Bulletin
will help the teacher to identify the script with ease as he checks
the recommended structure list.
Although the script content increases
in difficulty as pupils progress from structure to structure, each
script is designed to drill one structure only.
Tapes and tape scripts
may be used either in or out of sequence, in the regular classroom, or
in the language laboratory.
No tape script or audio tape can meet all the language needs of
all the foreign language students in the New York City schools.
Teachers
may find that for some students a specific tape and script may need
amplification, and that for others certain tapes and scripts may be
omitted entirely.
The selection process will depend upon the pupils'
ability and the overall program as planned by the teacher.
Most impor-
tant, it should be remembered that the scripts and tapes are essentially
mechanical elements in the total language program and that their success
will depend upon the skill and artistry of the foreign language teacher
who uses them.
USING THE TAPE SCRIPTS
1. Table of Contents
The Table of Contents lists each of the required structures cf the
course of study in Level 1, first half, followed by Level 1, second
half, as presented on pages 40-42 of the New York City Foreign Lan-
ampproarni.:52.1-52cncializ_gclioolz.s_Spanish, Levels 111.
Next to
those structures which are scripted and taped are identification
letters and numerals which follow the pattern of the course of study.
Example:
Level I First Half
o and in a, Singular and Plural
S refers to the language, Spanish
5 refers to Adjectives, the fifth major category under Level 1,
First Half, p.40
a refers to number and gender
1 designates the first of a series in this subcategory; in
this case, singular and plural adjectives ending in o and a
2. Individual scripts
Each script is organized in the following fashion:
a. Syllabus number and topic
b. Vocabulary to be introduced or reviewed prior to presentation of
The vocabulary was
drills by the teacher.
audio tape or of
Level 1 in the course
recommended list for
selected from the
prescribed ILA
not in this
Those items which are
of study.
This vocabulary
(**).
with a double star
have been designated
determine
the teacher to
but it will help
list is not taped,
It is suggested
script.
range of the
the total vocabulary
before
the vocabulary
present or review
that the teacher
beginning the drills.
the tape scripts
and symbols used in
3. Abbreviations
voice
MV Male model
voice
FV Female modr1
repetition
Pause for pupil
P
stbstitu-
(this may be a repetition, a
PR Pause for pupil response
presentation
followed by.the
transformation, and ia
tion or a
response)
with the correct
of the model voice
the
tape which will cue
bell signal on the
*
This designates the
for the next item.
respond, but to wait
pupil not to repeat or
4. Directions
for each of
directions to pupils
of Levml 1, the
In the first half
the
half of Level 1,
In the second
in English,
the drills are given
by this
is expected that
Spanish because it
directions are given in
patterns, and will
with the drill
will be familiar
time the pupils
language cue.
to a foreign
be able to respond