Wake up to the new, 5th edition of Arriba! With each new edition, more and more instructors discover that Arriba! offers a solid, proven approach to reaching communicative objectives. Through its flexible approach -- one that allows instructors to adapt it to their own teaching styles and goals -- Arriba! ensures success for both students and instructors. Built on a balance of solid grammar and communication skills, the eclectic, balanced approach of Arriba! enables students to receive the broad foundation that they need to succeed in Intermediate courses and beyond. Culture frames and infuses every chapter giving students a doorway into the cultures of the Spanish speaking world and bringing fun and excitement into your classroom. Rich in pedagogy and supported by carefully integrated supplementary materials, this complete and versatile program is the result of years of development and class testing. Now, more than ever, Arriba! brings the Spanish-speaking world to your students and gives them the tools and motivation to thrive in your classroom and the world at large.
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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 co-author, co-editor, and translator of seventeen books, including Conexiones, an intermediate Spanish textbook published by Prentice Hall.
Susan M. Bacon earned her Ph.D. in Foreign Language Education and Spanish Linguistics from The Ohio State University. She has taught at the University of Cincinnati since 1985 and is currently Professor of Spanish and Acting Director for the Institute for Global Studies and Affairs. She has been Project Director of a four-year grant from the National Endowment for the Humanities, and a Fulbright-Robles Scholar in Mexico. She has published extensively in the area of foreign language acquisition and methodology, particularly in the use of authentic listening and reading text. In addition to ˇArriba!, she has co-authored Conexiones and Leyendas del mundo hispano.
Holly J. Nibert earned her Ph.D. in Spanish Linguistics from the University of Illinois at Urbana-Champaign in 2000. She has eighteen years of experience teaching Spanish language and linguistics at three different institutions, including UIUC, Penn State University at University Park, and Western Michigan University (WMU) in Kalamazoo. Presently, she is Associate Professor of Spanish Linguistics and Director of the First-Year Spanish Language Program and TA Training at WMU. Nibert has published various articles on Spanish phonology and phonetics (on intonation in particular) and the use of technology in teaching Spanish.Excerpt. © Reprinted by permission. All rights reserved.:
SINCE it was first published more than a decade ago, Arriba! Comunicacion y cultura has been used successfully by thousands of instructors and hundreds of thousands of students throughout North America. Originally conceived to address the need for an elementary Spanish text that went beyond grammar drill to develop cultural insight and communication skills, it has come to be known as a highly flexible program—one that can be used effectively in a wide range of academic settings and by instructors with a variety of different teaching styles. Adopters have consistently praised it for its clarity and for providing materials that are both motivating and easy to use in the classroom.
Highlights of the Fourth Edition
Drawing on the success of previous editions, the fourth edition of Arriba! has been carefully crafted to educate another generation of students. Like its predecessors, the new edition has been designed as an eclectic and flexible text that is clear, easy to use, and motivating to students.
But while the goals remain the same, many changes and refinements have been made as a result of extensive feedback from over a hundred reviewers. A new design enhances the clarity of the chapter structure, while other changes to the student text make it even more appealing and relevant to today's students. The comprehensive array of supplemental materials has also been carefully reviewed and revised, and several new items have been added to the program. Specific changes include the following:
The chapter opening spread now serves as an advance organizer for the chapter as a whole, explicitly introducing the chapter's target country or region through photos, a locator map, and a proverb, in addition to providing an outline and identifying communicative objectives for the chapter.
The vocabulary lists of Asi to decimos have been streamlined, with visuals added to provide context and motivate learning.
The Aplicacion vocabulary and grammar activities now move more systematically from guided to open-ended activities. The new organization allows a gradual progression from receptive to guided productive to open-ended communicative activities, building student competence in steady increments.
Cuanto sabes tu? self-assessment boxes at the end of each of the first two parts of each chapter remind students of the objectives set out in the chapter opener and assist students in determining how well they have mastered the material.
The Comparaciones section, now at the end of the first part of each chapter, has been organized into two sets of activities: a pre-reading activity, En tu experiencia, in which students draw on their own experiences and a post-reading activity, En tu opinion, in which students express their opinions.
A new video section, entitled Observaciones, appears at the end of the second part of each chapter. It enables students to integrate what they have learned both in the chapter and in the video through a series of pre-viewing, viewing, and post-viewing activities.
Nuestro mundo, the third major part of each chapter, has been reorganized and expanded to include Panoramas, Ritmos, Paginas, and Taller.
New annotations (Vinculos) in the Annotated Instructor's Edition correlate appropriate sections of supplementary materials with the activities in the student text. New annotations containing Teaching tips effectively provide lesson plans for each of the chapter's major sections.
The Scope and 5eduence has been revised to create more balance between semesters. Specific changes include the following:
Two different types of listening activities are now included in the Asi lo decimos sections of each chapter, the first focused on global understanding, second on listening for details.
Internet activities are now integrated into each chapter to encourage students to explore and research Hispanic culture outside the classroom.
The Illustration program has been extensively revised to reflect diversity of gender, ethnicity, age, physical ability, and socioeconomic and civil status.
The Instructor's Resource Manual has been expanded to include a general introduction to the Arriba program, an explanation of the North American educational system, and lesson plans for all 15 chapters.
A new Instructors Resource Center on CD brings the Instructor's Resource Manual, Testing Program, and Image Resource CD together on one convenient CD.
Testing content is now available in Test Gen format, allowing instructors to create, rearrange, and customize multiple versions of their exams from an extensive question bank.
A new integrated online resource, known as the Arriba OneKey, brings a wide array of supplemental resources together in one convenient place. It includes the online versions of the Workbook/Lab manual, the complete audio program, the complete video program, and a gradebook feature—as well as many other valuable tools and resources.
Organization and Pedagogy
Arriba, fourth edition, consists of fifteen topically organized chapters. The first twelve chapters present essential communicative functions and structures, along with basic cultural information about the., countries that make up the Hispanic world. The last three chapters present more advanced structures together with thematically focused cultural material. (A brief version of the text, consisting of the first twelve chapters only, is also available.)
All chapters have the same basic organizational structure, with content presented in three major sections. The language material that forms the core of each chapter is divided into two distinct instructional units, Primera parte and Segunda parte. The third, Nuestro mundo is a synthesizing-section that presents cultural information on a target country or region, along with activities designed to develop students' reading and writing skills.
The Primera parte opens with a section called Asi es la vida, which uses a combination of lively conversations, drawings, photos, realia, and/or readings to set the stage for the communicative functions and culture to be presented more formally later.
Vocabulary is presented and practiced in the Asi lo decimos section. The revised and streamlined vocabulary lists are grouped functionally and practically, with illustrations to provide context. A wide range of practice activities follows, ranging from more guided to more open-ended activities. One of these is a listening comprehension activity, building on the language sample in the Asi es la vida section.
Grammatical topics are presented and practiced in the Asi lo hacemos section. Grammatical explanations are clear and concise; many include helpful illustrations. Study tips assist students with structures that non-native speakers of Spanish often find difficult, and some structures are elaborated a step further in Expansion boxes. A wide variety of practice activities are provided for each grammar topic, moving from form-focused to meaning-focused to more openended communicative activities. A Cuanto sabes tu? self-assessment box toward the end of the Primera parte reminds students of the objectives set out in the chapter opener and assists them in determining how well they have mastered the material.
The final section of the Primera parte, entitled Comparaciones, presents information about the Spanish-speaking world as a whole, then asks students to compare what they have learned with aspects of their own culture. The En tu experiencia questions invite students to reflect on their experiences of their own culture, while the En tu opinion activities encourage students to discuss the topic in small groups.
The organization of the Segunda parte is largely parallel to that of the Primera parte. It also presents additional vocabulary and grammatical topics through sections entitled Asi es la vida, Asi to decimos and Asi to hacemos. Instead of Comparaciones, however, this section of the chapter offers a video-based section entitled Observaciones. The video comprehension activities offered here are based on the corresponding episode of the video filmed specifically to accompany Arriba!, Tono Villamil y otras mentiras. The pre-viewing, viewing, and post-viewing activities are designed to help students follow the plot of the story.
The synthesizing third part of each chapter begins...
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