Campo Libre 2, Libro de Práctica, complements the Libro del estudiante as a tool to exploit the texts both by the teacher in the classroom and by individual students working on their own.
Each article in the Libro del estudiante is exploited in the Libro de práctica by a series of exercises designed to develop the different language skills needed to achieve a sound command of Spanish, together with an understanding of Spanish cultural idiosyncracies.
The exercises follow the same sequence throughout the book and are identified by different symbols:
Introduction to the topic. The intention of this type of exercise is twofold. First to help the student get into the mood of the theme. (S)he will raise his/her awareness about the subject giving opinions and predicting the way the article will deal with the theme. This part could be carried out by individual reflection, by dialogue with another student or by debating in class. The second intention is to learn the vocabulary and grammatical structures relevant to the particular theme.
The second area of practice is reading exercises that focus on the points of interest by encouraging concentration and the development of thought, as well as by pointing to special language features.
The third area is grammar. Once the student knows the text, this type of exercise will make him/her aware of the structures as they appear in the article and foster deeper understanding by practice.
Once theme and structures are covered, vocabulary development will provide the tools to carry out the remaining tasks.
In a few cases, translation into English is set in order to focus on the differences between the two languages.
Oral practice through presentation, dialogue and debate will deal with language development but also with the contrast of ideas and constructive conclusion of themes. At this stage the student should be encouraged to compare his/her initial ideas with possible changes after discussion with the rest of the class.
After students have worked with language and ideas, the practice will end with writing exercises. The proposed activities can be creative writing, precis or letter writing. Good structure, clarity of ideas and ability to show different points of view are encouraged by the design and guidelines of the exercises.
On the whole the practice is considered to be a means to harmonise language ability with understanding, by encouraging the integration of the skills and the confidence to express one's thoughts which are the product of extended practice.
A key to the exercises, when relevant, is contained at the end of the book. This is designed to help the independent learner and to facilitate classroom work. In the case of the translations, several possibilities are given.
We hope both students and teachers will enjoy the practice and find that it provides lively and stimulating methods of learning.
Pilar Muñoz
School of Language, Law & International Studies,
University of Surrey 2000