Espaqol Escrito: Curso Para Hispanohablantes Biling Es / Edition 5

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Overview

Español escrito, now in its fifth edition, is a rich text geared towards native speakers of Spanish who wish to improve their writing skills and increase their knowledge of the language. Full of inviting topics and enticing readings, Español escrito offers students a variety of ways to build upon their existing knowledge of Spanish. It serves as a bridge between the often informal Spanish learned at home and the formal spoken and written variations increasingly needed at school, the workplace, and in other everyday settings.

The fifth edition of Español escrito continues to employ a flexible, user-friendly structure. The first ten lessons focus on spelling, accentuation, and lexical development while the last ten are centered around grammar topics especially relevant to the native speaker. This flexibility gives instructors the freedom to match the book's lessons to the specific needs of them course.

Espñnol escrito are the Cuaderno de actividades, a Dictation Cassette, and the Dictation Tapescript all of which offer students more opportunities to hone their language skills.

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Product Details

  • ISBN-13: 9780130455673
  • Publisher: Pearson
  • Publication date: 6/24/2002
  • Language: Spanish
  • Edition description: Older Edition
  • Edition number: 5
  • Pages: 320
  • Product dimensions: 6.52 (w) x 9.78 (h) x 0.30 (d)

Table of Contents

(NOTE: TE: = Tema y expresión; LE: = Léxico y expansión; FF: =Forma y función; TC: = Texto y comprensión.)

Capítulo 1.

TE: ¿Quién soy yo?
LE: The Names of the Letters in Spanish. Double Consonants. Spanish Letters: Sounds, Spellings, Examples, and Comments. The Five Vowels. The Fourteen Diphthongs. The Broken Diphthongs. Division of Syllables and Consonants. Consonants: How They Behave.
TC: Marco Denevi. No hay que complicar la felicidad.

Capítulo 2.

TE: ¿Quiénes somos nosotros?
LE: Reading in Spanish.
TC: Brevísima historia de la lengua española y del mundo hispanohablante (I).

Capítulo 3.

TE: Mi familia.
LE: Stress Placement and the Written Accent. Stress Placement. Word Type According to Stress Position and Accent Use. Summary of These Four Accent Rules. Practical Rules for Certain Types of Aguda Words. Words Ending in -mente. Summational Activities on the Written Accent. Written Accents and Monosyllabic Words.
TC: Brevísima historia de la lengua española y del mundo hispanohablantes (II).

Capítulo 4.

TE: Un accidente.
LE: Las palabras que tienenel sonido /b/ y que se escriben con b o v.
TC: Luis Arturo Ramos, Zili, el Unicornio (I).

Capítulo 5.

TE: Las escuelas y yo.
LE: Las palabras con b.
TC: Luis Arturo Ramos, Zili, el Unicornio (II).

Capítulo 6.

TE: ¡A trabajar!
LE: Las palabras que tienen el sonido /s/ y que se escriben con c, s, o z.
TC: Tomás Rivera, Los niños no se aguantaron.

Capítulo 7.

TE: Una tragedia familiar.
LE: La letra z: ¿Con qué frecuencia se usa?
TC: Raquel Banda Farfán, La cita.

Capítulo 8.

TE: Nosotros nos cambiamos.
LE: La letra x. La letra h.
TC: Ramiro R. Rea, Fernando Estrella.

Capítulo 9.

TE: De trabajadora doméstica a directora de escuela.
LE: La ll y la y. Los contrastes que existen entre -ía, -illa e -ia. Los contrastes que existen entre ío, illo e io. Los diminutivos que acaban en -illo (o -ito, o -ico.
TC: Amparo Dávila, El húesped.

Capítulo 10.

TE: El alcoholismo y la adicción a las drogas.
LE: El sonido de /h/ como en gente, jefe. Dos reglas prácticas con respecto al uso de la letra j.
TC: Mario Benedetti, Réquiem con tostadas.

Capítulo 11.

TE: Profesores: los Buenos y los malos.
FF: Introducción a la gramática.
TC: Luis Fernando Ramos, Bodas de rancho.

Capítulo 12.

TE: Ojalá que esta carrera me sea útil.
FF: Los pronombres personales de sujeto. Los pronombres personales de sujeto y las formas verbales. Los sustantivos sujetos y las formas verbales. Repaso completo de la acentuación escrita. Reglas prácticas sacadas de lo anterior. Reglas prácticas para ciertas clases de palabras aguadas. Los adverbios que terminan en -mente. Los acentos que se usan para separar diptongos. El uso del acento escrito para diferenciar ciertas palabras monosilábicas de otras.
TC: Horacio Quiroga, A la deriva.

Capítulo 13.

TE: Voy a casarme con un extranjero.
FF: El infinitivo verbal. Los tiempos sencillos de las tres conjugaciones. Análisis de los verbos regulares en sus siete tiempos sencillos. Formas normativas y populares de la primera persona plural del presente de indicativo.
TC: Carmen Lugo Filippi, Notas para un obituario.

Capítulo 14.

TE: Yo he tenido éxito en la vida.
FF: Los verbos irregulares en sus tiempos sencillos. Irregularidades de los tiempos presentes. Cambios puramente ortográfícos para preservar un sonido. Irregularidades del tiempo imperfecto de indicativo. Irregularidades del tiempo pretérito y del imperfecto de subjuntivo. El acento escrito y las formas verbales.
TC: Chencha Sánchez de García, El pastel de tres leches.

Capítulo 15.

TE: Lenguas, lenguas y más lenguas.
FF: La oración de más de una cláusula. ¿Cuántos tiempos subjuntivos hay en total? ¿Cuáles son las formas del subjuntivo? Las formas del presente de subjuntivo. Las formas del imperfecto de subjuntivo. El subjuntivo en los tiempos computestos.
TC: Pablo de la Torriente Brau, Último acto.

Capítulo 16.

TE: Cásate y monta casa.
FF: Los tiempos futuro y condicional. Oraciones hipotéticas: (Combinaciones del imperfecto de subjuntivo y el condicional en una sola oración. Los tiempos compuestos.
TC: Elena Poniatowska, La casita de sololoi.

Capítulo 17.

TE: De vacaciones.
FF: La voz activa y la voz pasiva. La voz media. El verbo ir. La preposición a después del verbo ir. La preposición a ante ciertos pronombres objetos. La preposición a versus la forma verbal ha. Los pronombres objetos.
TC: Silvina Bullrich, El divorcio.

Capítulo 18.

TE: Lo que quiero en un hombre/una mujer.
FF: Los artículos. El género de los sustantivos. El número de los sustantivos.
TC: Manuel Matus, Benita.

Capítulo 19.

TE: Siempre dice papá.
FF: Los adjetivos. La concordancia del adjetivo. Adjetivos que se acortan cuando van delante de sustantivos. Adjetivos que se acortan frente a cualquier sustantivo singular. Demostrativos determinantes y demostrativos pronominales.
TC: Miguel Méndez M., Juanrobado.

Capítulo 20.

TE: El amor y el futuro.
FF: Las preguntas confirmativas y las preguntas informativas de /k/ y dónde. Las expresiones de admiración. Los números cardinales y los números ordinales. Las letras mayúsculas. El uso de las conjunciones y/e, o/u.
TC: Luis Soto, Rubén Contreras.
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Preface

A serious book, a serious course. Espanol escrito: Curso para hispanohablantes bilingues takes teaching Spanish to students like you very seriously. And indeed it should! By the year 2000, the number of people around the world who spoke Spanish natively had reached nearly 400,000,000. Spanish is the world's fourth-largest language. It is the sole official, the co-official or the co-national language of twenty-three political entities including Spain (in Europe), Ecuatorial Guinea (in Africa), the Philippines (in Asia), and Mexico, Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panama, Cuba, the Dominican Republic, Puerto Rico, Venezuela, Colombia, Ecuador, Peru, Chile, Bolivia, Paraguay, Argentina and Uruguay in the Americas (the Western Hemisphere). Spanish is also the de facto second national language of the United States of America, where in the census of the year 2000, 12.6 per cent of the population or ca. 35,000,000 people declared themselves to be ethnically Hispanic. As one of those millions of Americans who speak Spanish natively (and approximately seventy five per cent of all U.S. Hispanics do so), you are a privileged person, a "folk" bilingual who is a speaker of two languages and who by taking this course and using this book is about to become an even more proficient speaker, reader and writer of one of them.

Why you shouldn't be nervous about your Spanish. Are you looking forward to taking this course? Many native Spanish-speaking students who have grown up in the United States begin or continue their formal study of Spanish (as you are doing now) with some uneasiness. They are often convinced that they speak"bad" Spanish, and they are afraid that this will be reflected in their professor's attitude toward them and in the grades they get. At the same time, other students, also convinced that they, too, speak "bad" Spanish, look forward to a class like this one because they assume it will concentrate on getting rid of their bad speaking habits (as in "I don't really speak Spanish; I only speak slang"). The problem is that different people mean different things when using terms like "bad," so let's try clarifying that label by examining it as a linguist would. (Linguists are people who analyze language scientifically.) We'll use examples from both English and Spanish.

As you already know, there are many different regional varieties of English. A native of New York and a native of Alabama rarely sound alike, and neither one sounds much like someone from Wisconsin, let alone like someone from England. Indeed, with few exceptions, you can generally tell where people come from because of certain features in their speech. Many speakers have a clear-cut preference for the regional varieties they use, to the point where they just don't like the way others speak "their" language! (Is it true that some regional varieties—for example the Castilian Spanish of Spain—are better than others? A linguist would answer that while no regional variety is inherently superior to any other one, it's sometimes the case that a particular variety is felt to be the best, often for historical reasons.)

There are other differences beside regional ones. As you've surely noticed, people do- not speak exactly the same way every time they open their mouths. What they say and how they say it is determined by whom they're speaking to, by the formality or informality of the setting, by how rapidly they're speaking, and so forth. While people speak carefully when lecturing or when conducting a job interview, they speak far less carefully when they're among friends. Notice, for example, what these differences in style can do to an ordinary English sentence:

What are you doing?
What're ya doin'?
Whaddya doin'?
Wacha dune?

Casual, intimate styles often omit or alter features that typify formal speech:

Friend a mine saw it. (= A friend of mine saw it.)
Coffee's cold. (= The coffee is cold.)
Jeet jet? (= Did you eat yet?)

We know, however, that when we write English, utterances such as Jeet jet? or Friend a mine are not considered acceptable unless, of course, we are writing dialogue which imitates informal speech. Indeed, we soon learn that even though in casual, intimate speech we use forms like gonna, whaddya and even dat, ain't and nuttin', we would never include them when writing or speaking formally. To sum up: language shows regional differences, stylistic differences and differences between writing and speech. So how does this apply to you as a native speaker of Spanish?

Spanish, too, is characterized by regional differences. For example, we recognize Mexican Spanish when we hear luego luego or mucho muy or no nomas no, Cuban Spanish when we hear Que to hiciste con la maquina?, Puerto Rican Spanish with its cheveres and Ay bendito!s, the vale, vale of Castilian Spanish, and so forth. As we've already said, no regional variety is better than any other; therefore, none of you will be expected to change dialects. However, a problem does arise for many of you with regard to style. Because most or even all of your formal education has taken place in English, and because English is still the predominant language of commerce, politics, the media, etc., in most of the United States, it's quite possible that you may not have had much exposure to the more formal styles of Spanish. Because of this, part of what you learn in this course will involve getting acquainted with formal, academic Spanish, especially if you are majoring in the language and/or plan to become a teacher of it yourself.

Equally important is that you become aware of the norms of written Spanish. In English, as you know, there is usually only one way to spell words. The same is even more true of Spanish; thus initial learning in a class such as this must involve quite a lot of practice in spelling. Here indeed there is such a thing as "bad Spanish." For example, the word telefono, despite how it's spelled in English, must always be spelled with an "f' and written with an accent in Spanish. Any other way is wrong.

One final problem for bilingual speakers of Spanish is that they areaplicar para ('to apply for'), puchar ('to push'), la marqueta ('the market'), or la groceria ('the grocery')—may be misinterpreted or not understood at all by others.

In this book we often make a point of presenting the differences between formal written Spanish (espanol escrito, formal, official, prescriptivo, normativo) and casual, everyday and at times regional Spanish (espanol popular). We hope that by the end of this course none of you will be writing bad Spanish and that all of you will possess an improved command of a variety of formal spoken Spanish.

Read More Show Less

Introduction

A serious book, a serious course. Espanol escrito: Curso para hispanohablantes bilingues takes teaching Spanish to students like you very seriously. And indeed it should! By the year 2000, the number of people around the world who spoke Spanish natively had reached nearly 400,000,000. Spanish is the world's fourth-largest language. It is the sole official, the co-official or the co-national language of twenty-three political entities including Spain (in Europe), Ecuatorial Guinea (in Africa), the Philippines (in Asia), and Mexico, Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panama, Cuba, the Dominican Republic, Puerto Rico, Venezuela, Colombia, Ecuador, Peru, Chile, Bolivia, Paraguay, Argentina and Uruguay in the Americas (the Western Hemisphere). Spanish is also the de facto second national language of the United States of America, where in the census of the year 2000, 12.6 per cent of the population or ca. 35,000,000 people declared themselves to be ethnically Hispanic. As one of those millions of Americans who speak Spanish natively (and approximately seventy five per cent of all U.S. Hispanics do so), you are a privileged person, a "folk" bilingual who is a speaker of two languages and who by taking this course and using this book is about to become an even more proficient speaker, reader and writer of one of them.

Why you shouldn't be nervous about your Spanish. Are you looking forward to taking this course? Many native Spanish-speaking students who have grown up in the United States begin or continue their formal study of Spanish (as you are doing now) with some uneasiness. They are often convinced that they speak"bad" Spanish, and they are afraid that this will be reflected in their professor's attitude toward them and in the grades they get. At the same time, other students, also convinced that they, too, speak "bad" Spanish, look forward to a class like this one because they assume it will concentrate on getting rid of their bad speaking habits (as in "I don't really speak Spanish; I only speak slang"). The problem is that different people mean different things when using terms like "bad," so let's try clarifying that label by examining it as a linguist would. (Linguists are people who analyze language scientifically.) We'll use examples from both English and Spanish.

As you already know, there are many different regional varieties of English. A native of New York and a native of Alabama rarely sound alike, and neither one sounds much like someone from Wisconsin, let alone like someone from England. Indeed, with few exceptions, you can generally tell where people come from because of certain features in their speech. Many speakers have a clear-cut preference for the regional varieties they use, to the point where they just don't like the way others speak "their" language! (Is it true that some regional varieties—for example the Castilian Spanish of Spain—are better than others? A linguist would answer that while no regional variety is inherently superior to any other one, it's sometimes the case that a particular variety is felt to be the best, often for historical reasons.)

There are other differences beside regional ones. As you've surely noticed, people do- not speak exactly the same way every time they open their mouths. What they say and how they say it is determined by whom they're speaking to, by the formality or informality of the setting, by how rapidly they're speaking, and so forth. While people speak carefully when lecturing or when conducting a job interview, they speak far less carefully when they're among friends. Notice, for example, what these differences in style can do to an ordinary English sentence:

What are you doing?
What're ya doin'?
Whaddya doin'?
Wacha dune?

Casual, intimate styles often omit or alter features that typify formal speech:

Friend a mine saw it. (= A friend of mine saw it.)
Coffee's cold. (= The coffee is cold.)
Jeet jet? (= Did you eat yet?)

We know, however, that when we write English, utterances such as Jeet jet? or Friend a mine are not considered acceptable unless, of course, we are writing dialogue which imitates informal speech. Indeed, we soon learn that even though in casual, intimate speech we use forms like gonna, whaddya and even dat, ain't and nuttin', we would never include them when writing or speaking formally. To sum up: language shows regional differences, stylistic differences and differences between writing and speech. So how does this apply to you as a native speaker of Spanish?

Spanish, too, is characterized by regional differences. For example, we recognize Mexican Spanish when we hear luego luego or mucho muy or no nomas no, Cuban Spanish when we hear Que to hiciste con la maquina?, Puerto Rican Spanish with its cheveres and Ay bendito!s, the vale, vale of Castilian Spanish, and so forth. As we've already said, no regional variety is better than any other; therefore, none of you will be expected to change dialects. However, a problem does arise for many of you with regard to style. Because most or even all of your formal education has taken place in English, and because English is still the predominant language of commerce, politics, the media, etc., in most of the United States, it's quite possible that you may not have had much exposure to the more formal styles of Spanish. Because of this, part of what you learn in this course will involve getting acquainted with formal, academic Spanish, especially if you are majoring in the language and/or plan to become a teacher of it yourself.

Equally important is that you become aware of the norms of written Spanish. In English, as you know, there is usually only one way to spell words. The same is even more true of Spanish; thus initial learning in a class such as this must involve quite a lot of practice in spelling. Here indeed there is such a thing as "bad Spanish." For example, the word telefono, despite how it's spelled in English, must always be spelled with an "f' and written with an accent in Spanish. Any other way is wrong.

One final problem for bilingual speakers of Spanish is that they areaplicar para ('to apply for'), puchar ('to push'), la marqueta ('the market'), or la groceria ('the grocery')—may be misinterpreted or not understood at all by others.

In this book we often make a point of presenting the differences between formal written Spanish (espanol escrito, formal, official, prescriptivo, normativo) and casual, everyday and at times regional Spanish (espanol popular). We hope that by the end of this course none of you will be writing bad Spanish and that all of you will possess an improved command of a variety of formal spoken Spanish.

Read More Show Less

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