Incredible english class book 4



Intermediate grammar games



Intermediate grammar games

Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEQuestion tags c= :"o / IM, -# 2\-u6 ,/r8- 4 Ee, w ffiq lntermediate Grammar Games PearsonEdutation Limited @ J Hadfield 2003 EEQuestion tags TAG CARDS canyou? h a veyo u ? i s n '' ti t ? h a v e n '' ty o u ? i s n '' th e ? do you? doesn'' tit? d o e s n '' th e ? I t s n '' t s n ea isit? ar e you? don''t you? i a r e n '' ty o u ? s h o u l d n '' ts h e ? I I I i I I I I I I I I I I I I c o u l dy o u ? i ii won''t you? I I I c a n '' ty o u ? didn''twe did he? will you? i I I I I lttl L - - - - - - - - - Irll n e e dl ? 110 - - -L - - - - - -l- - - - - - - - h a sh e ? - - - - - - - - - - - - J- h a s n '' th e ? - c o u l d n '' ty o u ? lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEVerb + preposition OFFICEGOSSIPPICTURE t------'' Alex Troceg Tom Lerog Sarnqntha Crotq HongMer o''y Parvq!i Torrrny Roshrd E1F EE l, F_ l l =l L , EE Sophie \e /@ A. t''> I I Tamarq lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEVerb + preposition Who ... be l i e v e si n a s tro l o g y?.. h a d t o a p o l o g i s et o t h e b o s sf o r s c r a p i n gh i s c a r ? c o m p l a i n e dt o t h e c o m p a n yd i r e c t o ra b o u t h e r b o s s '' sb e h a v i o u r ?. . . . . i s l o o k i n ga f t e r t h r e e d o g sa n d a p a r r o tw h i l e h e r a u n t i s a w a y ? c r a s h e di n t o a tre e l a stw e e k a n d w reckedhis car ?. s h o u t e da t t h e w a i te r i n a re sta u rantlast night and was askedto leave? i s n '' ts p e a k i n gt o h e r s i s t e r ? wa s t h r o w n ou t o f a n i g h t cl u b l a stweekend? i s t h i n k i n ga b o u t m o v i n ga b r o a d ? wr i t e sf a n l e tte rsto fi l m sta rs? i ss e a r c h i n g for a new house? i s p a y i n gf o r a t r i p r o u n d t h e w o r l d f o r h e r m o t h e r ? i s l o o k i n gf o r a h u s b a n d ? i s w a i t i n gf o r a p l a c ea t u n i v e r s i t y .?. s e c r e t l yd r e a mso f b e i n g a n a cto r? i s a p p l y i n gf o r a n e w j o b ? . a s k e df o r a p a y r i s el a s tw e e k ? . . . . . ha s n '' tt a l k e d to h i s n e xt-d o o rn e i q hbourfor 20 year s? go t p r o m o t e d b e ca u seh e a l w a ysl aughsat the boss'' sjokes? An d W H O d oe sth e ca t b e l o n gto ? Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EEVerb + preposition oF A- rV L b! - = si€# = i5 { F xsi 5 c >i E Y.g ot-r.tll+, i=# 55 (o IIJ- (o (o Lts 3gE c oi.= i s. 8 .o9 f 6 L g*.9 g> d5s SutS-O (o (J IJ IE,; 3,rrY t-r .- > t >. _ )L - (J .. ? R ro{ li g; # 9i.frY,U |!d ur.! -a-+:E-o o .9 O ar Q '' -- + q J 5 9.lg.: U O 5 oI )a+r+, f I3_E e< E -J I ! s I n''= o- y> I f*F o-o-o > '' ( T- vJ'' - - . ar--c >=P(o o) C o SF o U Lj-Pttt 6 O E 8P E (o x-Y rV,^-L i a . = = u\ ) r *- _LU i.r.l i: ;;g - oJ (J -. d > 3E o>''6 > =E ..\. ?q., P ! r.. fl (u.v+,^ v--vs - -- P - Pl L v>J (. E:8b b it!; b.eb (tc f E t".''O Eil p '' -: t , f c.. R a.iJ EYv ^r vt P- -C7 f9g_dn X c -v >! h-''f f+,sroooro >, o) 93 '', 9.e3E c^ TFgEE ),Yooot -c>o _r .!3 r.,r X -F: o ?* =:: ?E9€ "-''P o E* E f € o-l ... P ,. \l/ A< c) f ?F n J-F+, e# 3 =H 3 o-Vp 6 >ro o.,GG IIJ () o f a'' ; J-LAL Qtr. L C'') c .Lt, r\. !> P - a Ol k.9 i.E 3 =< o x9 I s=E o{ - t:E; FECI:e cXoGcr 9.I : ="I g *9 Y l€ *Egr* Xl-- 3 vi-Lro ---? n''Y Q cE |-. \F t> E('') L- (o.= foo o o-c >,/t _ n''.25 (o IJ o F_o ! 9 6''-o =''O> >> 5.) q c 9=: .Pg 6 4l-\F (/1 ()E ^.Oc cE(oe k''= v c ...S b fI ;''"i.= tr s =F 5 > u6uT 5g.Y v o_v HasE IMF '' n.9X Y(^(^ qJ.-X X i l-c Ar E (J tl >\, u'') L .,8 yo..9 ro|rJP r(, o f r : \ r or Y+t !0J= dUp >,I, L silg (EJ* I< o 113 lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EZ nOjective + preposition ADJECTIVECARDS CARDS PREPOSITION ADJECTIVECARDS jealous PREPOSITION CARDS of hopeless at envtous of aware of bad at angry w i th annoyed with a n n o y ed by delighted delighted w i th amazed by at sorry for by fam ous for fo r i nterested tn suspicious of good I rtl amazed impressed i------- - --- - -- - ---- - --- - -i- r e s p o n si b l e L---------------------J- 114 

Introducing second language acquisition

CHAPTER 1 Introducing Second Language Acquisition CHAPTER PREVIEW KEY TERMS Second Language Acquisition (SLA) Second language (L2) Informal L2 learning Formal L2 learning Linguistic competence Linguistic performance First language/native language/mother tongue (L1) Simultaneous multilingualism Sequential multilingualism When you were still a very young child, you began acquiring at least one language — what linguists call your L1 — probably without thinking much about it, and with very little conscious effort or awareness. Since that time, you may have acquired an additional language — your L2 — possibly also in the natural course of having the language used around you, but more likely with the same conscious effort needed to acquire other domains of knowledge in the process of becoming an “educated” individual. This book is about the phenomenon of adding languages. In this introductory chapter, I will define a few of the key terms that we will use and present the three basic questions that we will explore throughout the book. 2 INTRODUCING SECOND LANGUAGE ACQUISITION What is SLA? Second Language Acquisition (SLA) refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. The additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language (TL), which refers to any language that is the aim or goal of learning. The scope of SLA includes informal L2 learning that takes place in naturalistic contexts, formal L2 learning that takes place in classrooms, and L2 learning that involves a mixture of these settings and circumstances. For example, “informal learning” happens when a child from Japan is brought to the US and “picks up” English in the course of playing and attending school with native English-speaking children without any specialized language instruction, or when an adult Guatemalan immigrant in Canada learns English as a result of interacting with native English speakers or with co-workers who speak English as a second language. “Formal learning” occurs when a high school student in England takes a class in French, when an undergraduate student in Russia takes a course in Arabic, or when an attorney in Colombia takes a night class in English. A combination of formal and informal learning takes place when a student from the USA takes Chinese language classes in Taipei or Beijing while also using Chinese outside of class for social interaction and daily living experiences, or when an adult immigrant from Ethiopia in Israel learns Hebrew both from attending special classes and from interacting with co-workers and other residents in Hebrew. In trying to understand the process of second language acquisition, we are seeking to answer three basic questions: (1) What exactly does the L2 learner come to know? (2) How does the learner acquire this knowledge? (3) Why are some learners more successful than others? There are no simple answers to these questions – in fact, there are probably no answers that all second language researchers would agree on completely. In part this is because SLA is highly complex in nature, and in part because scholars studying SLA come from academic disciplines which differ greatly in theory and research methods. The multidisciplinary approach to studying SLA phenomena which has developed within the last half-century has yielded important insights, but many tantalizing mysteries remain. New findings are appearing every day, making this an exciting period to be studying the subject. The continuing search for answers is not only shedding light on SLA in its own right, but is illuminating related fields. Furthermore, exploring answers to these questions is of potentially great practical value to anyone who learns or teaches additional languages. SLA has emerged as a field of study primarily from within linguistics and psychology (and their subfields of applied linguistics, psycholinguistics, sociolinguistics, and social psychology), as a result of efforts to answer the Introducing Second Language Acquisition what, how, and why questions posed above. There are corresponding differences in what is emphasized by researchers who come from each of these fields: • Linguists emphasize the characteristics of the differences and similarities in the languages that are being learned, and the linguistic competence (underlying knowledge) and linguistic performance (actual production) of learners at various stages of acquisition. Psychologists and psycholinguists emphasize the mental or cognitive • processes involved in acquisition, and the representation of language(s) in the brain. • Sociolinguists emphasize variability in learner linguistic performance, and extend the scope of study to communicative competence (underlying knowledge that additionally accounts for language use, or pragmatic competence). • Social psychologists emphasize group-related phenomena, such as identity and social motivation, and the interactional and larger social contexts of learning. Applied linguists who specialize in SLA may take any one or more of these perspectives, but they are also often concerned with the implications of theory and research for teaching second languages. Each discipline and subdiscipline uses different methods for gathering and analyzing data in research on SLA, employs different theoretical frameworks, and reaches its interpretation of research findings and conclusions in different ways. It is no surprise, then, that the understandings coming from these different disciplinary perspectives sometimes seem to conflict in ways that resemble the well-known Asian fable of the three blind men describing an elephant: one, feeling the tail, says it is like a rope; another, feeling the side, says it is flat and rubbery; the third, feeling the trunk, describes it as being like a long rubber hose. While each perception is correct individually, they fail to provide an accurate picture of the total animal because there is no holistic or integrated perspective. Ultimately, a satisfactory account of SLA must integrate these multiple perspectives; this book is a step in that direction. As in the fable of the elephant, three different perspectives are presented here: linguistic, psychological, and social. I make no presumption that any one perspective among these is ‘right’ or more privileged, but believe that all are needed to provide a fuller understanding of the complex phenomena of SLA. What is a second language? I have broadly defined the scope of SLA as concerned with any phenomena involved in learning an L2. Sometimes it is necessary for us to make further distinctions according to the function the L2 will serve in our lives, since this may significantly affect what we learn. These differences may determine the specific areas of vocabulary knowledge we need, the level of grammatical complexity we have to attain, and whether speaking or reading 3 4 INTRODUCING SECOND LANGUAGE ACQUISITION skills are more important. The following are distinctions commonly made in the literature: • A second language is typically an official or societally dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense, the term is contrasted with other terms in this list. A • foreign language is one not widely used in the learners’ immediate social context which might be used for future travel or other crosscultural communication situations, or studied as a curricular requirement or elective in school, but with no immediate or necessary practical application. • A library language is one which functions primarily as a tool for further learning through reading, especially when books or journals in a desired field of study are not commonly published in the learners’ native tongue. • An auxiliary language is one which learners need to know for some official functions in their immediate political setting, or will need for purposes of wider communication, although their first language serves most other needs in their lives. Other restricted or highly specialized functions for ‘second’ languages are designated language for specific purposes (such as French for Hotel Management, English for Aviation Technology, Spanish for Agriculture, and a host of others), and the learning of these typically focuses only on a narrow set of occupation-specific uses and functions. One such prominent area is English for Academic Purposes (EAP). What is a first language? There is also sometimes a need to distinguish among the concepts first language, native language, primary language, and mother tongue, although these are usually treated as a roughly synonymous set of terms (generalized as L1 to oppose the set generalized as L2). The distinctions are not always clear-cut. For purposes of SLA concerns, the important features that all shades of L1s share are that they are assumed to be languages which are acquired during early childhood – normally beginning before the age of about three years – and that they are learned as part of growing up among people who speak them. Acquisition of more than one language during early childhood is called simultaneous multilingualism, to be distinguished from sequential multilingualism, or learning additional languages after L1 has already been established. (‘Multilingualism’ as used here includes bilingualism.) Simultaneous multilingualism results in more than one “native” language for an individual, though it is undoubtedly much less common than sequential multilingualism. It appears that there are significant differences between the processes and/or results of Introducing Second Language Acquisition language acquisition by young children and by older learners, although this is an issue which is still open to debate, and is one of those which we will explore in chapters to follow. Diversity in learning and learners As already noted, the circumstances under which SLA takes place sometimes need to be taken into account, although they are perhaps too often taken for granted and ignored. What is learned in acquiring a second language, as well as how it is learned, is often influenced by whether the situation involves informal exposure to speakers of other languages, immersion in a setting where one needs a new language to meet basic needs, or formal instruction in school, and these learning conditions are often profoundly influenced by powerful social, cultural, and economic factors affecting the status of both languages and learners. The intriguing question of why some L2 learners are more successful than others requires us to unpack the broad label “learners” for some dimensions of discussion. Linguists may distinguish categories of learners defined by the identity and relationship of their L1 and L2; psycholinguists may make distinctions based on individual aptitude for L2 learning, personality factors, types and strength of motivation, and different learning strategies; sociolinguists may distinguish among learners with regard to social, economic, and political differences and learner experiences in negotiated interaction; and social psychologists may categorize learners according to aspects of their group identity and attitudes toward target language speakers or toward L2 learning itself. All of these factors and more will be addressed in turn in the following chapters. Chapter summary Second Language Acquisition (SLA) involves a wide range of language learning settings and learner characteristics and circumstances. This book will consider a broad scope of these, examining them from three different disciplinary perspectives: linguistic, psychological, and social. Different approaches to the study of SLA have developed from each of these perspectives in attempts to answer the three basic questions: What exactly does the L2 learner come to know? How does the learner acquire this knowledge? Why are some learners more (or less) successful than others? 5 6 INTRODUCING SECOND LANGUAGE ACQUISITION Activities Questions for self-study 1. Match the following terms to their definitions: 1. target language 2. 3. second language first language 4. foreign language a. has no immediate or necessary practical application, might be used later for travel or be required for school b. the aim or goal of language learning c. an officially or societally dominant language (not speakers’ L1) needed for education, employment or other basic purposes d. acquired during childhood 2. The underlying knowledge of language is called __________. 3. Actual production of language is called __________. Active learning 1. List all of the languages that you can use. First classify them as L1(s) and L2(s), and then further classify the L2(s) as “second,” “foreign,” “library,” “auxiliary,” or “for special purposes.” Finally, distinguish between the ways you learned each of the languages: through informal exposure, formal instruction, or some combination of these. 2. Do you think that you are (or would be) a “good” or a “poor” L2 learner? Why do you think so? Consider whether you believe that your own relative level of success as a language learner is due primarily to linguistic, psychological, or social factors (social may include type of instruction, contexts of learning, or attitudes toward the L1 and L2). 

Knowing me knowing you classroom activities to develop learning strategies and stimulate conversation



Language handbook additional practice in grammar, usage, and mechanics grade 6

TX_L06LH_01 1/4/70 10:26 AM Page 1 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 1 Identifying Nouns Exercise A Underline each noun in the following sentences. A sentence may have more than one noun. EXAMPLE 1. The apples in the basket are for Aunt Meg. 1. The samurai of Japan were powerful warriors. 2. Robin received e-mail from a friend. 3. Are Mom and Dad at the game? 4. Trout and perch swam in the lake. 5. Turn off the lights. 6. Francisco has an idea for the play. 7. Rows of wheat waved in the breeze. 8. Marissa carefully cut and sanded the boards. 9. Mr. Kwan showed the class a film about Egypt. 10. The high peaks of the Rocky Mountains stopped some pioneers. Exercise B For each of the following sentences, identify the underlined nouns. On the line provided, write common if the underlined noun is a common noun. Write proper if the noun is a proper noun. EXAMPLE proper 1. The cabin sat on the shores of the Hudson River. © Houghton Mifflin Harcourt Publishing Company _________ 1. Emily Rosa published an article in a medical journal when she was only nine. _________ 2. Marie Curie and her husband, Pierre, won a Nobel Prize in physics in 1903. _________ 3. The iron bridge rusted after years of neglect. _________ 4. Every soldier saluted the general. _________ 5. The first person over the finish line was Yolanda. _________ 6. Freighters carry goods through the Panama Canal. _________ 7. A series of canals connected the fields to the river. _________ 8. English scientist Jane Goodall studied chimpanzees in Tanzania, Africa. _________ 9. Beyond the desert lay green valleys and silver lakes. _________ 10. We recited the first words of the Declaration of Independence. The Parts of Speech 1 TX_L06LH_01 6/2/09 9:27 AM Page 2 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying Pronouns WORKSHEET 2 Exercise Underline the pronouns in the following sentences. A sentence may have more than one pronoun. EXAMPLE 1. They promised us a ride on their pony. 1. Do your homework before dinner. 2. Abe and she mopped the floor and waxed it. 3. The grateful king granted me a place at his feast. 4. The treehouse belongs to her, but he and I play in it. 5. We told our story, but they did not believe us. 6. The ancient Greeks often decorated their pottery with scenes from daily life. 7. The entire village greeted them after their journey. 8. The book The Dark Child is mine, but I lent it to her. 9. Chad took the turtle back to its pond. 10. Soon the golden trophy will be ours. 11. She looked at herself in the mirror. 12. Both of my sisters take singing lessons. 13. Bridget and I enjoyed the African dance performance. 14. These are the photos from our trip to Mexico City. 15. The coach congratulated everybody on the team. 16. You are being too hard on yourself. 18. Is this an Italian restaurant? 19. They think their dog eats its food too fast. 20. Did Mr. Moore give them a map of New Orleans? 21. Some of the boys amused themselves by reading their new magazines. 22. Please let me know when either of our cousins arrives. 23. Those have grown the tallest of any of the flowers in my garden. 24. Because she had many peaches, Mrs. Farley shared some with us. 25. He would not play his guitar until he had replaced all of its broken strings. 2 Language Handbook © Houghton Mifflin Harcourt Publishing Company 17. Has somebody eaten all of the peaches? TX_L06LH_01 1/4/70 10:26 AM Page 3 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 3 Identifying Adjectives Exercise A Underline the adjectives in the following sentences. Do not include the articles a, an, and the. On the line provided, write the word that each adjective modifies. EXAMPLE rocks 1. Colorful rocks lined the bottom of the aquarium. _____________ 1. A fish swam through a small castle. _____________ 2. Five catfish patrolled the bottom of the tank. _____________ 3. A toy diver bobbed up and down. _____________ 4. Anna gave the glass a light tap, and the fish swam toward her. _____________ 5. The aquarium belonged to the science class. _____________ 6. A tiny snake swam at the bottom. _____________ 7. Naguib fed the fish a special food. _____________ 8. Air bubbles gave the fish oxygen. _____________ 9. The fish seemed happy in the tank. _____________ 10. We were proud of the aquarium. Each of the following sentences contains at least one adjective. Underline each adjective, and draw an arrow to the word it modifies. Do not include the articles a, an, and the. Exercise B EXAMPLE 1. Those kittens seem healthy and active. 1. In many Japanese homes, people sleep on futons. © Houghton Mifflin Harcourt Publishing Company 2. Maya picked the perfect spot for the vegetable garden. 3. The food at that Indian restaurant tasted delicious. 4. In late spring, the flowers are beautiful. 5. That story is funny and has a positive message. 6. The city of Madrid has a dry climate. 7. Please set these bowls on the round table. 8. The explorers set out into the frigid Alaskan wilderness. 9. Some peoples in the Caribbean area weave beautiful cloth. 10. Bring me the blue shirt, please. The Parts of Speech 3 TX_L06LH_01 6/2/09 9:27 AM Page 4 NAME Language Handbook CLASS DATE 1 The Parts of Speech Using Pronouns and Adjectives WORKSHEET 4 Exercise A Rewrite the following sentences on the lines provided. Replace the repeated nouns with pronouns. EXAMPLE 1. Mrs. Robertson works in Mrs. Robertson’s office during the week. Mrs. Robertson works in her office during the week. 1. Mr. Lee picked up Mr. Lee’s Scout troop for the field trip. __________________________ 2. The best part of the movie is the movie’s special effects. __________________________ 3. James Joyce wrote about James Joyce’s native city of Dublin, Ireland. ______________ 4. Cathy likes science, but Cathy prefers math. ____________________________________ 5. Juan’s teachers recommended Juan for a scholarship. ______________________________ Exercise B For each of the following sentences, write an appropriate adjective in the blank. EXAMPLE 1. The puppy slept on a fluffy pillow. 1. Mrs. Calvino offered us a bowl of _______________ grapes. 3. The _______________ farmers planted corn and potatoes in Peru. 4. _______________ rings and golden coins filled the treasure chest. 5. Rich carpets and _______________ curtains decorated the German castle. 6. A _______________ gentleman guided us through the museum. 7. On the bedside table sat a _______________ clock. 8. Only _______________ minutes were left in the game. 9. A _______________ smell drifted from the kitchen where Mama was cooking lentil soup. 10. We found a _______________ bird’s nest behind the garage. 4 Language Handbook © Houghton Mifflin Harcourt Publishing Company 2. The _______________ team played until after dark. TX_L06LH_01 1/4/70 10:26 AM Page 5 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 5 Identifying and Using Action Verbs Exercise A Underline the verbs in the following sentences. Some sentences have more than one verb. EXAMPLE 1. Our new kitten sleeps under the couch and plays in the laundry basket. 1. Sea gulls soared on the wind and dived toward the sea. 2. The equator divides the Northern and Southern Hemispheres. 3. I remember the cluttered, dusty attic at Grandpa’s house. 4. The Maya of Central America and southern Mexico developed a form of hieroglyphics. 5. Call the doctor and make an appointment. 6. Good campers prepare for emergencies. 7. Dark gray clouds covered the horizon and hid the sun. 8. Antelope grazed along the grassy riverside. 9. The environmental club organized a small party in Cesar Chavez Park. 10. Joy and George Adamson worked with lions in Kenya, Africa. Exercise B On the line provided, write an action verb for each of the following sentences. EXAMPLE 1. Scientist Rosalind Franklin research. used X-rays in her 1. I _______________ the money in my bank account. © Houghton Mifflin Harcourt Publishing Company 2. Sunlight _______________ in through the window. 3. Mom _______________ my sister and me to hockey practice. 4. Our flag _______________ in front of the courthouse. 5. Miss Chan and Mr. Draper _______________ our float for the parade. 6. Toni Cade Bambara _______________ many stories. 7. Juanita _______________ the ducks some stale bread. 8. The mountain climbers stopped and _______________ for the night. 9. My friend Ravi easily _______________ his wheelchair around the school. 10. _______________ your name at the top of the page. The Parts of Speech 5 TX_L06LH_01 6/2/09 9:27 AM Page 6 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying Action and Linking Verbs WORKSHEET 6 Exercise A Underline the linking verbs in the following sentences. Some sentences have more than one linking verb. EXAMPLE 1. The large box appeared heavy but was light. 1. The colt grew fat in the lush pasture. 2. Amelia Earhart was the first woman to fly solo across the Atlantic Ocean. 3. I am very interested in the art of Pablo Picasso. 4. Those oranges tasted sour to me. 5. The sword remained sharp for many years. 6. Are Tamika and Tyrone twins or just brother and sister? 7. Learning fractions seems hard but is sometimes easy. 8. His tough words sounded brave but were foolish. 9. Be careful with my Patsy Cline CD. 10. The hamster appeared sad without its companion. Exercise B Underline each verb in the following sentences. If the verb is a linking verb, write LV in the blank at the left. If it is an action verb, write AV. EXAMPLES LV 1. Larry looked sad to Jenna and me. AV 2. We looked for Larry’s library book. _________ 1. I smelled the last roses of the summer. _________ 3. Dad tasted my brother’s homemade tortillas. _________ 4. The tortillas tasted dry to my father and me. _________ 5. Bharati Mukherjee is an interesting writer. _________ 6. She published her first book, The Tiger’s Daughter, in 1972. _________ 7. Alaskan farmers grow many kinds of vegetables. _________ 8. Fish grow large in the cold Alaskan waters. _________ 9. Each student felt the surfaces of the crystals. _________ 10. The crystals felt hard and bumpy. 6 Language Handbook © Houghton Mifflin Harcourt Publishing Company _________ 2. The roses smelled fresh and sweet. 

McGraw hills complete medical spanish

Acknowledgments We would like to acknowledge Tamara Anahí Ríos, M.S.; Silvia “Yola” Ruanova; Dolores Torres Villate, R.N.; Emilio Fernández Torres, M.S.; and Luvy Bravo de Nuanes, Ph.D., for their help with vocabulary and expressions as used in Mexico, the Caribbean, and Central America. Special thanks go to Milagros Martínez Bello, M.D., for her assistance with medical terms and proofreading the dialogues for accuracy. Thanks also to all of the students in the medical field who have taken our courses over the years and have been an ongoing source of information. ix Copyright © 2004 by Joanna Ríos and José Fernández Torres. Click here for terms of use. This page intentionally left blank. Introduction McGraw-Hill’s Complete Medical Spanish is an illustrated medical Spanish text-workbook specifically geared to healthcare professionals, in particular, physicians, physicians’ assistants, nurses (including NPs, LVNs, LPNs, MAs), medical attendants, lab technicians, and ancillary medical staff. The book is composed of ten chapters or lessons. Each chapter introduces grammar concepts (often referred to as “structures,” which somehow sounds less threatening), vocabulary, and dialogues that attempt to follow the order in which your patient visit takes place. For example, you will learn to greet a patient, take vital signs, interview him or her, find out the chief complaint, review the medical history, give a physical exam, and then recommend prescription or follow-up instructions. Vocabulary and dialogues for various lab tests are also included. Many significant cultural aspects are also interspersed throughout each chapter, culminating with the last lesson that focuses on “Cross-cultural communication.” Each chapter follows a logical progression and introduces vocabulary by means of pictures that are generally related to a single topic. The initial vocabulary section of each chapter is followed by related exercises, dialogues, and/or crossword puzzles. Grammar concepts are explained in a simple, clear, and concise manner. Although grammar, per se, is not stressed, it is reinforced by constant repetition—the very manner in which we learned our native tongue as children. The purpose of the illustrations and the suggested method of instruction is to encourage you to avoid translating from Spanish to English and vice versa. Instead, you are encouraged to relate the image or concept directly with the appropriate Spanish word, thus eliminating an entire and irrelevant translation step. The dialogues are based on vocabulary that has already been presented, so you are familiarized with nearly all the words and phrases that will be encountered in each dialogue. Obviously, the purpose of this book is to teach you to communicate with your Spanish-speaking patients in order to form strong clinician–patient rapport. You will be learning a standardized universal Spanish that also includes many xi Copyright © 2004 by Joanna Ríos and José Fernández Torres. Click here for terms of use. xii Introduction words and expressions that take on different meanings in different countries and regions. Your Latino patients will come from a variety of countries, education levels, socioeconomic backgrounds, and origins (whether urban or rural). Some may be from indigenous groups for whom Spanish is also a second language. The point is that their Spanish accents, some vocabulary, expressions, and cultural traits will differ; yet you will be able to understand the essential, salient aspects of what they express. Just think of the variations that exist in English; nevertheless, you probably understand someone from England, Australia, New Zealand, the southern United States, or New York. If anything, the Spanish text is weighted slightly toward expressions used in Mexico. This is in large part a reflection of the fact that the majority of the healthcare professionals who have studied in the authors’ programs and workshops treat more Spanish-speaking-only patients of Mexican origin than those from any other region. Nevertheless, many expressions from Central America, the Caribbean, and some parts of South America are also included. It is important to remember that if you smile and say as much as you can in Spanish—even if it is only introducing yourself—most of your Spanish-speaking patients will be relieved and impressed that you are attempting to learn and use their language. Don’t worry too much about your accent—your patients will understand, and the more you listen to the accompanying recordings, the more you will improve. Just go for it, and, when necessary, ask for their help. You will find that by remembering just a handful of very basic structures, combined with some of the many cognates (words in Spanish that are similar to words in English) that exist in the medical field, you will surprise yourself with your ability to converse satisfactorily. Above all, keep in mind: do not translate literally, and keep it simple. Please note: medicine changes so rapidly that what is an accepted word or concept today may not be so tomorrow. Therefore, while we have changed VD to STDs and now to STIs, please make allowances for other examples of new usage that develop once this book is published. (And, by the way, in Spanish it is still called enfermedades venéreas!) We have tried to be as medically correct as possible, and although we have chosen only a few medical dialogues from certain fields, the conversations offer an example of how to use sentence structure and the “power verb concept.” The point of this text-workbook is not to include dialogues of every field for you to memorize, but to teach the basic sentence structures needed to form your own dialogues to suit your own specific needs. If you learn the basic structures, you will be able to fill in the sentences with any word from your specialized area. Introduction xiii If a word, dialogue, or concept related to your specific field is not mentioned or used, simply learn to use the sentence structure (in the simplest form) and add your specialized term. In this way, you will learn how to say whatever you need to and to understand why something is stated as it is in Spanish. This takes you beyond just memorizing and allows you to form your own thoughts in Spanish in order to best communicate with your Spanish-speaking-only patients. Remember to “keep it simple.” And don’t be afraid to use a dictionary. It’s a great invention—and it works! How to use this course 1. As this is a self-study course, we strongly suggest you start working through the text from the beginning, one section at a time. Don’t take things too fast, only to discover that you have not fully assimilated the material. The grammatical structures on which conversational Spanish is based are introduced gradually and are immediately placed in contexts that are relevant to healthcare professionals and applicable to common doctor–patient exchanges. 2. Be sure to complete the exercises. You will notice that the exercises within each section generally become progressively more challenging, starting with a basic reinforcement of the grammar concepts and progressing to exercises that require more challenging cognitive thinking. You may check your answers with the suggested responses in the Answer Key at the back of the book. For easy reference, a verb table is also provided in Appendix A, listing the different verb tense endings and conjugations. 3. Vocabulary lists are there to be learned. You should be accustomed to memorizing and assimilating vast quantities of information. (How else were you able to succeed during “med school” or any medically related field of training?) The vocabulary that is presented has been carefully selected to correspond to common healthcare-related conversations; where longer or more technical vocabulary lists are provided, you may be more selective and ignore terms that are not relevant to your specific field. 4. When you arrive at a dialogue in the text, having first memorized the vocabulary, read it as many times as you feel you need. Then listen to the dialogue on the recording while reading along in the book simultaneously. The first few times, just attempt to obtain the general idea of the dialogue. Do not focus on each separate word (just as you don’t concentrate on every word uttered by a radio announcer when listening to a radio station in English); rather, try to “catch” the key phrases. xiv Introduction Repeat words and phrases aloud as much as possible to reinforce the structures and to mimic the accent and intonation. Subsequently, just listen to the dialogue on the recording. As important as studying the healthcare provider’s role, however, is listening carefully to the patient’s part in the dialogues. This will train you to understand what your patient is attempting to communicate to you. To help you achieve this goal, a variety of accents and intonations are included on the recordings. If a particular dialogue has driven you crazy and you simply must know what it means in English, you may turn to Appendix C, which contains English translations of all the dialogues and monologues. However, we hope that you use the translations only as a last resort. 5. Remember, you can reread sections in the book and replay the recordings as often as you need. Even if it is only for five or ten minutes, regular review will help consolidate your grasp of medical Spanish and boost your confidence. You will then realize how much Spanish you have retained and now understand. 6. Don’t be shy! Use the Spanish that you have learned whenever the opportunity presents itself. The more you use it, the more comfortable and natural it will seem. And the more you will build your rapport with your Latino patients. Good luck!