Al corriente: Curso intermedio de español (Student Edition)

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.

Table of Contents:
PrefaceCapítulo preliminarGramática 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 tradicionesCapítulo 1Gramática en contextoDefining, describing, and locating: Ser Versus estarAsking questions: Interrogative FormsMore about description: Adjective agreementCapítulo 2Gramática en contextoTalking about what you have done: The Present PerfectExpressing -self (-selves) and each other: Reflexive VerbsIndicating Change: More Reflexive Verb FormsCapítulo 3Gramática 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 públicoCapítulo 4Gramática en contextoTalking About the Indefinite Past: The ImperfectTalking about the Definite Past: The PreteriteCapítulo 5Gramática en contextoIrregular Preterite Verb FormsDescribing the Past: Preterite Versus ImperfectThe Present ParticipleCapítulo 6Gramática 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 UnidosCapítulo 7Gramática en contextoMaking Requests: Formal (Ud., Uds.) CommandsTalking About the FutureCapítulo 8Gramática en contextoThe SubjunctiveSubjunctive with Expression of Will and InfluenceMaking Requests of Friends: Informal (tú) CommandsCapítulo 9Gramática en contextoIndicative Versus Subjunctive in Adverbial ClausesSubjunctive with Expressions of Emotion, Doubt, and DenialCapítulo 10Gramática en contextoSe constructionsExpressing Goals and Means: por and paraCapítulo 11Gramática en contextoAdjective Clauses and Relative PronounsThe Subjunctive with Adjective ClausesMore on the Subjunctive Versus the IndicativeCapítulo 12Gramática en contextoThe Present Perfect SubjunctiveThe Imperfect SubjunctiveSequence of Subjunctive and Indicative TensesUnidad V América LatinaCapítulo 13Gramática en contextoThe Passive VoicePast Participles as AdjectivesComparatives and SuperlativesCapítulo 14Gramática en contextoThe ConditionalExpressing “Let’s …”: Nosotros CommandsEmphasizing to Whom Something BelongsA Review of the Indicative Past TensesCapítulo 15Gramática en contextoSi ClausesInfinitives Used as Nouns More About Talking About Events in Progress

About the Author :
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. Marï¿a Victoria Gonzï¿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 Gonzï¿lez- Pagani attended the Universidad Nacional de Tucumï¿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 ï¿Quï¿ 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.