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El Primer Libro del Bebé - Actividades Diarias (Baby's First Book (SPANISH VERSION - FREE SERIES) 10) - Kindle edition by Mary Monette Barbaso-Crall.
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Shapiro, Mary J. Nacimiento de la estatua de la libertad. How They Built the Statue of Liberty.

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Illus: Huck Scarry. Translated by Margarite Cavandoli. Barcelona: Timun Mas, Originally published in the U. In an easy-flowing narrative, it describes the planning and construction that resulted in one of the great technical achievements of the nineteenth century. The simple, black and white illustrations provide the right amount of detail and background information. The use of ser and estar often creates problems for both teachers and students. Most textbooks outline in great detail the rules for using ser and estar. While these rules are generally accurate and clear, they tend to provide more information than can be processed by the typical Spanish language learner, especially regarding the many uses of ser.

The second main problem lies in the use of the dichotomy of permanent and temporary to distinguish ser from estar. Both of these can be seen as permanent, which suggests the use of ser : nevertheless both constructions take estar. A cursory look at textbooks shows that there are as many as eight uses of ser outlined; however the choice of ser can be reduced by focusing on the memorization of the uses of estar. Most devices aiming to outline the use of ser and estar focus on both verbs, while the present device focuses on one verb only: estar.

The following are examples of each category of estar use:. P osition: expresses the physical position or posture of a person or thing: estar sentado , levantado , etc. C ondition: expresses health and other changeable states estar enfermo , sucio , lleno , etc. The usefulness of this five part mneumonic device is supported by Miller's psychological research on immediate memory.

The acronym P. If students focus on the uses of estar , the selection of ser becomes a matter of elimination. If one needs to express something that is not one of the five -tion words, then one must use ser. Mneumonic devices such as acronyms are helpful to teachers in providing explanations to students for learning rules for structure and usage. Krashen, Stephen D.

Principles and Practice in Second Language Acquisition. New York: Pergamon Press. Miller, G. Psychological Review After just a few weeks of class they absorb, often subconsciously, several such patterns of comparison. This absorption process is obviously fundamental to learning Spanish, for it enables students to discover new words, or at least make educated guesses at them, by extrapolating from patterns they already know.

Instead of learning vocabulary in discrete units, they are learning it systematically in large networks of significance. As their prowess at using patterns to discover words improves, so does every facet of their use of Spanish. A person who learns to induce unknown vocabulary words will listen, read, write, and especially, speak, far more effectively than one who does not. Indeed, even when one becomes fluent in the language, this technique will remain useful.

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Even Spanish teachers find themselves making educated guesses at words from time to time. While students often tend to intuit cog nates, there is much that teachers can do to help them improve their intuitive abilities Above all, teachers can encourage students to search actively for cognate patterns and use them to great advantage as they learn the language. The purpose of this paper is to suggest four ways to help students make intelligent guesses and expand their personal vocabularies through the induction of cognate patterns:. Teachers can enhance the subconscious absorption process mentioned above by making students consciously aware of cognate patterns and how these patterns can help them learn new vocabulary.

B capacity -- la capacidad reality -- la realidad city -- la ciudad formality --? The teacher can introduce the first few Spanish words in each group, pronouncing them in order to establish the correct pronunciation, and asking the students to repeat. Then the teacher can simply ask people to guess the Spanish equivalents of the English words for which no Spanish equivalent is given.

In this way the word is first heard, then reinforced as people read, say, and write it. Spanish-English cognates look so much alike that the possibility of interference from the native language is great. When all the words in a group have been guessed, the discovery process can go on if the students are asked to suggest other English words that might have similar cognates.

In this way, coming up with the English words and guessing the Spanish becomes an exciting game. Nor will the cognates always mean quite the same thing; sometimes the teacher will have to explain the differences between the Spanish and English words. The teacher can always point these words out as they come up, however, and warn the students to be especially careful in learning them.

The main points to get across about cognates are 1 that there are thou sands of them in Spanish and English, and 2 that with a knowledge of some of them, one can correctly induce many others.


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Besides learning new words, students are also learning a valuable lesson in gender and spelling through this guessing game. All the items cited above, for example, are feminine nouns. While they will encounter some exceptions to this rule, it will help them remember the gender of hundreds of words.

Again, there will be some cases where these rules will not apply, but it is much more useful to internalize rules like these than to know the few exceptions to them. Since most Spanish texts list vocabulary at the end of each chapter by grammatical function, it can be a revelation to students to see cognates together. Instead of wading through another list of nouns or verbs or adjectives, they see words that, brought together, reveal a method to the madness of the language. They see that many words can be learned in a systematic way. Teaching from a list of cognates can, for several reasons, be especially productive on the first day of an introductory class.

It provides a good first lesson in pronunciation, because differences between the sound systems of the two languages become dramatically apparent when cognates are compared. Also, this activity immediately challenges the students to do something with the language, to use Spanish right from the start.

A final reason for working with a dittoed cognate list on the first day of class is purely practical: some students will not yet have the textbook. Of course the teacher can work on cognates in this way at various points in the term, but it is best to do it at least once during the first few weeks, so that students learn the habit of recognizing and making use of cognate patterns early on.

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Furthermore, it can be a useful exercise at the introductory, intermediate, and even the advanced levels. In their excellent second-year college reader Album , for example, Rebecca Valette and Joy Renjilian-Burgy focus many of their vocabulary exercises on cognates selected from stories by major literary figures from Spain and Latin America. As is readily apparent from the examples given thus far, English words that have easily recognizable cognates in Spanish tend to be erudite words of Greek or Latin origin. A general but useful rule-of thumb in the game of extrapolating cognates is that the abstract or learned words in English usually have corresponding cognates in Spanish, while the common, concrete, everyday words usually do not.

It is important to point this rule out to the students and reiterate it as they attempt to discover new patterns. Students should learn that an erudite word is likely to be a cognate, and that it is therefore always worth a guess. An elementary Spanish class should not become a course in historical linguistics, but students find it interesting to know the basis for this rule-of-thumb.

In essence, most erudite English words were borrowed from Latin, from which Spanish evolved, while the every day words are usually Germanic in origin. George F. Banta sums it up this way:. Throughout the Middle Ages, Latin was the language of technology, history, philosophy, religion, literature, education, diplomacy, first as the vehicle of Roman culture and then of Christianity and the pervasive influence of the church. Anyone who wrote at all was trained to write in Latin, and, if an attempt was made to write in English or German Anglo-Saxon or Old High German , the writer borrowed Latin vocabulary freely.

A second wave of heavy borrowing from Latin occurred during the period of Humanism ca. The Norman French nearly succeeded in making their speech the language of England; even though modern English is a Germanic language in structure, an estimated seventy percent of its vocabulary is Latin in origin, often through French. Inductive learning strategies may also be encouraged through testing. One might, for example, offer an extra-credit question requiring the students to guess one or more words that conform to a pattern already introduced. Also, teachers should consider giving partial credit for a good guess on an answer to any test question if the student demonstrates an awareness of a relevant cognate pattern.

While this answer is not exactly correct, it would probably be understood in context by a native speaker of Spanish, and it conforms to a common suffix pattern that can indicate profession. It is not the equivalent of the English, but it is in the same linguistic vicinity, so to speak. Such errors deserve some credit, for they show that students are taking advantage of the linguistic resources at their disposal to try to communicate. Teachers should recognize and reward such efforts.

A good guess should always count for something in the game of cognates.

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The habit of searching for words, and the awareness that it is possible to find them on one's own without resorting to a dictionary, encourage students to participate actively in the process of learning vocabulary. Since language study necessarily involves much memorization of vocabulary, inductive strategies can lighten the load of this kind of work. Indeed, learning vocabulary patterns and using them to guess words is an exciting mental game that makes every class session livelier, more interesting, more challenging. Instead of being told new words, students learn to discover Spanish for themselves Allen, Edward David and Rebecca M.

New York Harcourt Brace Jovanovich, Aspatore, Jilleen V. Banta, Frank G. MLJ 65 : Valette, Rebecca M.


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Lexington, MA: D. Heath, ,. Program development for attracting and retaining students is not the exclusive concern of those teaching Portuguese. Certainly, instructors of languages with large enrollments also must address this concern.