Author: Ana María Pérez-Gironés,William R. Glass,Thalia Dorwick,Hildebrando Villarreal,Marty Knorre
Publisher: McGraw-Hill Education
Category: Foreign Language Study
As the best-selling introductory Spanish textbook in the United States, Puntos de partida has long been a favorite of instructors across the country. For this new edition, the authors and editors of Puntos have turned to those very instructors to help formulate a plan that would respond to the needs of a changing discipline. We reached out to more than 275 students and instructors across the country, and the result is a thoroughly revised edition that we are confident will address new needs and preferences while continuing to provide the solid foundation in communicative language development that is the hallmark of Puntos de partida. Learn more about the Puntos program at the Online Learning Center - www.mhhe.com/puntos8 or at CENTRO - www.mhcentro.com Puntos de partida is available with CENTRO a portal learning management system through which various digital components, including QuiaTM Workbooks and Laboratory Manuals and interactive e-books, are delivered. This McGraw-Hill exclusive system offers a single log-in authentication for students and a single gradebook for instructors.
Supplementary Materials to accompany Puntos de partida, 8e, by Sharon Foerster and Jean Miller (University of Texas, Austin) is comprised of worksheets and a teacher's guide. These two supplements are a compilation of materials that include short pronunciation practice, listening exercises, grammar worksheets, integrative communication-building activities, comprehensive chapter reviews, and language games.
Emphasizes listening comprehension activities as well as cultural listening passages with listening strategies. Chapters offer form-focused speaking practice as well as interview and dialogue-based activities, including the Videoteca: Minidramas section in which students first hear a sample dialogue and then play the role of a participant in a similar exchange to apply what they’ve learned. The Prueba corta is a chapter-ending self-quiz that allows students to assess their language development before moving on to the next chapter.
Puntos de partida offers the most teacher- and student-friendly textbook on the market as well as a host of exciting new features, most notably a state-of-the-art Instructor Edition. This Instructor Edition offers more teaching apparatus than any other introductory Spanish book on the market. An enlarged trim size, extensive annotations, and other special features sets Puntos de partida apart from every book on the market, both physically and because of the breadth and quality of the marginal annotations.
The Workbook, by Alice. A Arana (formerly of Fullerton College) and Oswaldo Arana (formerly of California State University, Fullerton), continues the successful format of previous editions by providing additional practice with vocabulary and structures through a variety of input-based, controlled, and open-ended activities and guided compositions. Special features include the Prueba corta, preceded by a grammar self-check feature called A ver si sabe..., which allows students to quickly asses their knowledge of grammatical structures before completing the Punto final. The Perspectivas culturales (formerly Conozca...) section offers focused vocabulary and fact-based activities related to the same feature found in the student textbook.
This compilation of materials is filled with imaginative classroom tested ideas to help both teachers and students focus on the real aspects of the language.Every chapter has fun exercises to interest the first-year and conver- sational Spanish student. Short pronunciation practices, listening exercises, grammar worksheets, integrative commun- ication building activities, comprehensive chapter reviews, and language games make this invaluable to the Spanish teacher using PUNTOS DE PARTIDA.
Was die Reichen ihren Kindern über Geld beibringen
Author: Robert T. Kiyosaki
Publisher: FinanzBuch Verlag
Warum bleiben die Reichen reich und die Armen arm? Weil die Reichen ihren Kindern beibringen, wie sie mit Geld umgehen müssen, und die anderen nicht! Die meisten Angestellten verbringen im Laufe ihrer Ausbildung lieber Jahr um Jahr in Schule und Universität, wo sie nichts über Geld lernen, statt selbst erfolgreich zu werden. Robert T. Kiyosaki hatte in seiner Jugend einen "Rich Dad" und einen "Poor Dad". Nachdem er die Ratschläge des Ersteren beherzigt hatte, konnte er sich mit 47 Jahren zur Ruhe setzen. Er hatte gelernt, Geld für sich arbeiten zu lassen, statt andersherum. In Rich Dad Poor Dad teilt er sein Wissen und zeigt, wie jeder erfolgreich sein kann.
This textbook is for three groups of people involved with Spanish: first, for the students enrolled in Spanish/English linguistics courses; second, for college and university librarians; and third, for every Spanish language teacher/professor. We suggest that those who have courses of this type consider this book as a text for those classes. For those that do not have them, we recommend that you offer them and use this book. We also believe that it would also be an ideal book for libraries in which people interested in the topic can go to find out information, since there are no available texts as comprehensive as this one. It is also a book that all Spanish teachers/professors should have on their desks and shelves for reference purposes, being that it contains a lot of information about linguistics and grammar.
Professor Dee L. Eldredge's Teaching Spanish, My Way is a treasure trove of information and a resource manual of over 370 pages to aid Spanish teachers / professors in their efforts to help students learn Spanish. It contains the author’s philosophy of teaching; suggestions for course and class preparation; principles of teaching that he follows; general linguistic, syntax, lexical, phonetic, and morphological explanations; Spanish language rules; Spanish historical, cultural, and geographical information; handouts that have been used a lot by the professor; and cards that have been utilized with great success to teach Spanish, especially at the beginning of classes. Would you like to read information about how to take charge of a class and more about the responsibilities of a teacher? Chapter 1 of the book gives the reader the author’s philosophy of teaching and much information on his perspectives relating to a teacher’s responsibilities. Topics such as being in charge of the class, being prepared for everything, grading practices, using time efficiently during class, presenting grammar, implementing oral drills, students speaking as much Spanish as possible during the class and before / after class with the teacher, being courteous, and others will help you be a better teacher / professor. Would you like to be better organized and run your classes more smoothly? Chapter 2 details many subjects important to course organization, class preparation, and class instruction. As part of course organization, syllabuses, schedule of classes, handouts, marking up textbooks, folders, copies, tests, and examining classrooms are discussed. Appertaining to class preparation, planning of the activities for the next class, grading, recording and placing papers in folders, handouts, and tests are explained. Concerning class instruction and activities, the following topics are presented: directing a class, starting a class, reviewing homework, asking questions, presenting new grammar, practicing new grammar, presenting new homework, reading, using handouts, giving tests/exams, grading and reviewing tests, and ending class. Would you like to have some excellent rules that would help you teach your classes more suitably? Chapter 3 lists the many rules that the author follows in teaching his classes. Some deal with the interaction with students, others with the organization of the classroom, others with the preparation of classes, and others with the way he organizes everything. Would you like to have explanations of grammar and linguistics that very much help you teach more competently? Chapter 4, which is by far the longest, gives explanations of many items in linguistics that can greatly aid Spanish teachers---such as synthetic and analytic languages; declensions; syntactical notation; thematic relations and relators; complementation; arguments; vocalic and consonantal languages; adverbials; markers; a sentence; moods; voices; raising; pro-forms; noun phrases; cases with pronouns; pronouns after prepositions; clitics; leísmo, laísmo, and loísmo; relative pronouns; clitic doubling; determiners; homonyms; verb phrases; verbal complementation; verbal particles; verbal aspect; verb forms; the English “dummy it”; usage comparison of auxiliary verbs in English and Spanish; prepositional phrases; prepositional complementation; modifiers; position of modifier adjectives; conjunctions; multiple meanings of English and Spanish verbs and other words; affirmative and negative words; question words; false cognates; Spanish and English verb problems; the silent h and u; juncture; phonemes; diphthongs; phonetic stress; vowels and consonants; representatives of sounds; spelling problems; cognates; and usage of linguistics in the classroom. This chapter aids the teacher to deliver the whys and wherefores to many grammatical problems—as for example, why the h became silent in Spanish, where the name California came from, and why the Spanish chose habla
María de los Ángeles Gómez González,Teresa Sánchez Roura
Author: María de los Ángeles Gómez González,Teresa Sánchez Roura
Publisher: Walter de Gruyter GmbH & Co KG
Category: Language Arts & Disciplines
This book covers the key concepts of English phonetics and phonology for Spanish-speaking learners of English. It combines theoretical issues and applications to practice, and also adopts a contrastive English-Spanish approach. Written by two experienced teachers and researchers, this book and its companion website will appeal to all Spanish-speaking students of English language and linguistics and those training for a certificate in TEFL.
Spanish is a pluricentric language, meaning that it has several centers of prestige (e.g., San Juan, Buenos Aires, Mexico City, and Lima). Moreover, Spanish, like all languages, evinces socio linguistic variation, in that levels of formality are expressed through the use of different structures. Given this variety, students of Spanish will inevitably come into contact with variation in Spanish. This variation in Spanish adds layers of complexity to the learning and instruction of the Spanish language; therefore, a linguistic understanding of variation is crucial for our students to achieve communicative competence. This unique work, which provides an overview of the most important linguistic aspects of Spanish within a context that recognizes variation, assumes no prior linguistic knowledge and is appropriate as a valuable resource manual for teachers and learners of Spanish alike.
Spanish Second Language Acquisition provides a panoramic overview of previous studies on the acquisition of Spanish as a second or foreign language, the theoretical approaches used in these studies, and the effects of various pedagogical approaches on the development of Spanish interlanguage systems. Barbara Lafford and Rafael Salaberry have compiled the first volume to provide a comprehensive critical overview of the research done and data compiled on how adults acquire Spanish as a second language. Major scholars in the field of SLA have contributed chapters having to do with a wide range of "products" (phonology, tense/aspect, subjunctive, clitics, lexicon, discourse/pragmatics) and "processes" (generative, cognitive and sociocultural theories) involved in the acquisition process-concluding with a discussion of the effects of instruction on Spanish interlanguage development. While being an invaluable reference tool for undergraduate and graduate programs that focus on the acquisition of Spanish as a second language, due to the extraordinary range of the review research on theoretical and methodological issues, this is also an extremely useful volume for second language theoreticians and practitioners involved in all aspects of the pedagogy of other second languages. It is the editors' desire that students, teachers, program administrators and scholars alike will benefit from the insights that the contributors bring to the myriad issues that language professionals confront.