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8/10/2019 Spanish Headstart for Spain Administration
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SPANISHHEADSTART FOR SPAIN
Manual of Administration
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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
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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 .
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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
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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
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.
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M NU L OF ADMINISTRATION
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
M NU L OF ADMINISTRATION
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
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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
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 .
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
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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
in s i t u a t i o n s
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
in s i t u a t i o n s
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
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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
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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
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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
C e r t i f i c a t e
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
C e r t i f i c a t e
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
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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
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
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
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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
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M NU L OF ADMINISTRATION
End-of-Module Simulat ions
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
End-of-Module Simulat ions
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?
Ins t ruc to r : You
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
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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 .
Ins t ruc to r : You are
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 .
Ins t ruc to r : You
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?
Ins t ruc to r : I 'm
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 .
Ins t ruc to r : You
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 .
Ins t ruc to r : You are
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 .
Ins t ruc to r : You
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 ambin .
Ins t ruc to r : Ask how
much it
i s .
Cunto es?
Ins t ruc to r : I 'm
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 .
Ins t ruc to r : You
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
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H NU L
OF DMINISTR TION
Ins t ruc to r : You are
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
Ins t ruc to r : You are
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
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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 n s t r u c to r :
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 n s t r u c to r :
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 n s t r u c to r :
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 n s t r u c to r :
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 n s t r u c to r :
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?
I n s t r u c to r :
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.
I n s t r u c to r :
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?
I n s t r u c to r :
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?
I n s t r u c to r :
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 n s t r u c to r :
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
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M NU L OF ADMINISTRATION
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
M NU L OF ADMINISTRATION
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
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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
M NU L OF ADMINISTRATION
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
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21/23
M NU L
OF ADMINISTRA
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