Al corriente: Curso intermedio de espanol (Student Edition)
4th Edition
Published on 16. January 2003
Book
Paperback/Softback
448 pages
978-0-07-249640-6 (ISBN)
Description
A single-volume intermediate Spanish program, Al corriente places readings at the core of each chapter. Recent research has shown that reading is particularly effective for building language skills. The readings-both literary and contemporary authentic-serve as the basis for each of the chapter's vocabulary development, grammar, and many of the communicative activities. The real-life materials are interesting and motivating to students. Reading strategies help students understand the most important aspects of the readings. A special internet-integrated section of each chapter helps students develop their web research skills and connect with the Spanish-speaking world. Pair and group activities, integrated with the grammar sections, encourage meaningful communication.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
McGraw-Hill Education - Europe
Target group
College/higher education
Dimensions
Height: 231 mm
Width: 201 mm
Thickness: 15 mm
Weight
726 gr
ISBN-13
978-0-07-249640-6 (9780072496406)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Robert J. Blake is Chair of the Spanish and Classics Department at the University of California, Davis. He has published widely in the field of Hispanic linguistics and is a nationally recognized developer of computer-assisted language-learning software. Currently, he sits on MLAs Advisory Council and is an MLA delegate in pedagogy.
Mari?a Victoria Gonzi?lez-Pagani is currently Chair of the Foreign Language Program at the University of California at Santa Cruz. Previously, she was Spanish Language Coordinator at Northwestern University in Evanston, Illinois, and at the University of Michigan at Ann Arbor. Her special interests include language teaching methodology, Spanish syntax, computer-assisted foreign language instruction, and Latin American cultural studies, especially women's issues. Miss Gonzi?lez- Pagani attended the Universidad Nacional de Tucumi?n, Argentina, and received her M.A. in Applied and Hispanic Linguistics from the University of Illinois at Chicago.
Alicia Ramos is Associate Professor of Spanish and Coordinator of the basic language program in French, Italian, and Spanish at Hunter College (CUNY) in New York. She received her Ph.D. from the University of Pennsylvania, has served on the faculties of Barnard College and Indiana University of Pennsylvania and as Assistant Director of the Spanish School at Middlebury College. Dr. Ramos interests include methodology and materials development for courses from the elementary through advanced levels, including courses for Spanish speakers. Dr. Ramos has published in the field of Hispanic literature and has co-authored intermediate and advanced level textbooks including Cofre literario (2003, McGraw-Hill), a literary reader for the intermediate and advanced levels.
Martha Alford Marks received her Ph.D. from Northwestern University. Co-author of i?Qui? tal? and Destinos, a Spanish video course, she also served on the Advisory Board to Boston PBS station WGBH during the development of the Destinos program, which was funded by the Annenberg Foundation. She is widely known as an ACTFL-certified oral proficiency tester and trainer in Spanish and ESL.
Mari?a Victoria Gonzi?lez-Pagani is currently Chair of the Foreign Language Program at the University of California at Santa Cruz. Previously, she was Spanish Language Coordinator at Northwestern University in Evanston, Illinois, and at the University of Michigan at Ann Arbor. Her special interests include language teaching methodology, Spanish syntax, computer-assisted foreign language instruction, and Latin American cultural studies, especially women's issues. Miss Gonzi?lez- Pagani attended the Universidad Nacional de Tucumi?n, Argentina, and received her M.A. in Applied and Hispanic Linguistics from the University of Illinois at Chicago.
Alicia Ramos is Associate Professor of Spanish and Coordinator of the basic language program in French, Italian, and Spanish at Hunter College (CUNY) in New York. She received her Ph.D. from the University of Pennsylvania, has served on the faculties of Barnard College and Indiana University of Pennsylvania and as Assistant Director of the Spanish School at Middlebury College. Dr. Ramos interests include methodology and materials development for courses from the elementary through advanced levels, including courses for Spanish speakers. Dr. Ramos has published in the field of Hispanic literature and has co-authored intermediate and advanced level textbooks including Cofre literario (2003, McGraw-Hill), a literary reader for the intermediate and advanced levels.
Martha Alford Marks received her Ph.D. from Northwestern University. Co-author of i?Qui? tal? and Destinos, a Spanish video course, she also served on the Advisory Board to Boston PBS station WGBH during the development of the Destinos program, which was funded by the Annenberg Foundation. She is widely known as an ACTFL-certified oral proficiency tester and trainer in Spanish and ESL.
Content
PrefaceCapitulo preliminarGramatica en contextoSubject pronounsPresent Indicative TenseArticles and GenderPlurals of NounsDemonstrative Adjectives and PronounsExpressing ownershipPersonal aContractionsIdioms with tenerSaber versus conocer; pedir versus preguntarTime expressions with hacerAdditional IdiomsUnidad I La familia y las tradicionesCapitulo 1Gramatica en contextoDefining, describing, and locating: Ser Versus estarAsking questions: Interrogative FormsMore about description: Adjective agreementCapitulo 2Gramatica en contextoTalking about what you have done: The Present PerfectExpressing -self (-selves) and each other: Reflexive VerbsIndicating Change: More Reflexive Verb FormsCapitulo 3Gramatica en contextoExpressing Resulting Conditions: Adjectives Related to Reflexive Verb FormsReflexive Verb Forms with AdjectivesDirect and Indirect Object PronounsTalking About Needs, Likes, and Dislikes: Verbs like gustarUnidad II Ante el publicoCapitulo 4Gramatica en contextoTalking About the Indefinite Past: The ImperfectTalking about the Definite Past: The PreteriteCapitulo 5Gramatica en contextoIrregular Preterite Verb FormsDescribing the Past: Preterite Versus ImperfectThe Present ParticipleCapitulo 6Gramatica en contextoTalking About What You Had Done: The Past Perfect TenseTelling Who Did What to Whom: Double Object PronounsPronouns That Follow PrepositionsUnidad III Los hispanos que viven en los Estados UnidosCapitulo 7Gramatica en contextoMaking Requests: Formal (Ud., Uds.) CommandsTalking About the FutureCapitulo 8Gramatica en contextoThe SubjunctiveSubjunctive with Expression of Will and InfluenceMaking Requests of Friends: Informal (tu) CommandsCapitulo 9Gramatica en contextoIndicative Versus Subjunctive in Adverbial ClausesSubjunctive with Expressions of Emotion, Doubt, and DenialCapitulo 10Gramatica en contextoSe constructionsExpressing Goals and Means: por and paraCapitulo 11Gramatica en contextoAdjective Clauses and Relative PronounsThe Subjunctive with Adjective ClausesMore on the Subjunctive Versus the IndicativeCapitulo 12Gramatica en contextoThe Present Perfect SubjunctiveThe Imperfect SubjunctiveSequence of Subjunctive and Indicative TensesUnidad V America LatinaCapitulo 13Gramatica en contextoThe Passive VoicePast Participles as AdjectivesComparatives and SuperlativesCapitulo 14Gramatica en contextoThe ConditionalExpressing "Let's ...": Nosotros CommandsEmphasizing to Whom Something BelongsA Review of the Indicative Past TensesCapitulo 15Gramatica en contextoSi ClausesInfinitives Used as Nouns More About Talking About Events in Progress