LMS Integration MyLab Spanish with Pearson eText Access Code (5 Months) for ¡Arriba!

Description

1. Hola, ¿qué tal?
2. ¿De dónde eres?
3. ¿Qué estudias?
4. ¿Cómo es tu familia?
5. ¿Cómo pasas el día?
6. ¡Buen provecho!
7. ¡A divertirnos!
8. ¿En qué puedo servirle?
9. Vamos de viaje
10. ¡Tu salud es lo primero!
11. ¿Para qué profesión te preparas?
12. ¡El futuro es tuyo!
13. ¿Oíste las noticias?
14. ¡Seamos cultos!
15. ¿Te gusta la política?

Appendix 1: Estudiante B Appendix 2: Verb Charts Appendix 3: Spanish–English Vocabulary Appendix 4: English–Spanish Vocabulary

Hallmark features of this title

• 15 flexible, thematic chapters pair functions and structures with cultural information about the Hispanic world.
• Guided vocabulary activities aid retention in each chapter, building logically from work with functional groups to conversations to communicative functions.
• Concise grammar instruction includes short bullet points, illustrated examples and practice that bolsters communication.
• Clear ACTFL-based communicative objectives and assessments throughout focus learners on what’s required. Reminder boxes end each section, recall objectives and test performance.
• Each 2-page Perfiles cultural spread offers a Spanish-speaking youth’s authentic first-person experience with questions and a sampling of that same youth’s favored music from the Spanish-speaking world.

About our authors

Eduardo Zayas-Bazán is a native of Camaguey, Cuba. He holds an M.S. in foreign languages from Kansas State Teachers College, Emporia, KS, and a Doctor en Derecho degree from Universidad Nacional José Martí, Havana, Cuba. He is a Professor Emeritus in Foreign Languages from East Tennessee State University, where he was chair of the Foreign Language Department from 1973 to 1993. Over the course of his distinguished career, Zayas-Bazán has received numerous awards in recognition of his professional achievements and has held noteworthy positions within many organizations dedicated to teaching Spanish. In addition to writing numerous articles in regional and national journals, he is the coauthor, coeditor and translator of 17 books, including ¡Arriba! Comunicación y cultura and Conexiones, published by Pearson.

Susan M. Bacon (Ph. D. Ohio State University) is Professor Emerita of Spanish at the University of Cincinnati and former Director of UC International Programs where she promoted and supervised all education abroad for the University. In the Department of Romance Languages, she served at various times as Director of the Basic Spanish Program, Undergraduate Director, Graduate Director and Assistant Department Head. In addition to her administrative duties, she taught Spanish language and culture, teaching methodology and second-language acquisition. Her research interests include child and adult second-language acquisition, and the processing of authentic input. She is recipient of the prestigious Paul Pimsleur Award for Research in Education. She was Project Director for a 4-year grant from the National Endowment for the Humanities in Mexico, and a Fulbright-Robles Scholar in Mexico. She is primary researcher for a considerable number of empirical studies and has coauthored several elementary and intermediate-level Spanish texts including ¡Arriba! Comunicación y cultura, Conexiones and Leyendas del mundo hispano, all published by Pearson.

Holly J. Nibert (Ph.D. University of Illinois, Urbana-Champaign) is Associate Professor of Hispanic Linguistics and Director of the Spanish and Portuguese Language Programs at The Ohio State University. Prior to joining Ohio State, Dr. Nibert served as Director of the First-Year Spanish Language Program at Western Michigan University where she was awarded the WMU Distinguished Teaching Award. Nibert’s research interests include phonology and phonetics, the acquisition of a second-language (L2) sound system, and the principles and practices of L2 classroom instruction, instructor training and language program direction. She has numerous publications on Spanish intonation and is coauthor on ¡Arriba! and the intermediate-level program, Día a día.

New and updated features of this title

• NEW: Redesigned and reorganized, the text improves on the logical sequence of vocabulary and structures activities to help students achieve meaningful self-expression, while new chapter openers feature learning objectives, a fine art image and links to resources that expand on the region of focus.
• NEW: Simplified, easy to implement info-gap activities offer straightforward directions that get students on task to problem-solve or role play situations related to a chapter’s cultural and thematic focus.
• NEW: Vocabulary and grammar instruction integrates and highlights key vocabulary within introductory contextualized dialogues and offers vocabulary lists updated with high-frequency expressions. Grammar explanations remain thorough but have been streamlined and made more visually appealing.
• NEW: Self-assessment activities test prior knowledge before (and knowledge gained after) grammar and vocabulary sections.
• UPDATED: Reflects Spanish-speaking world culture today with authentic profiles of Spanish-speaking youth, current music, cultural notes, images, topics and insights.
• REVISED: Reading and writing instruction is enhanced with new readings and Estrategias para leer with an activity sequence for practice, and new writing tasks and Estrategias para escribir with an activity sequence for practice.