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Following the first volume of Remembering the Kanji, the present work provides students with helpful tools for learning the pronunciation of the kanji. Behind the notorious inconsistencies in the way the Japanese language has come to pronounce the characters it received from China lie several coherent patterns. Identifying these patterns and arranging them in logical order can reduce dramatically the amount of time spent in the brute memorization of sounds unrelated to written forms.
Many of the primitive elements, or building blocks, used in the drawing of the characters also serve to indicate the Chinese reading that particular kanji use, chiefly in compound terms. By learning one of the kanji that uses such a signal primitive, one can learn the entire group at the same time. In this way, Remembering the Kanji 2 lays out the varieties of phonetic pattern and offers helpful hints for learning readings, that might otherwise appear completely random, in an efficient and rational way. Individual frames cross-reference the kanji to alternate readings and to the frame in volume 1 in which the meaning and writing of the kanji was first introduced. A parallel system of pronouncing the kanji, their Japanese readings, uses native Japanese words assigned to particular Chinese characters. Although these are more easily learned because of the association of the meaning to a single word, the author creates a kind of phonetic alphabet of single syllable words, each connected to a simple Japanese word, and shows how they can be combined to help memorize particularly troublesome vocabulary. The 4th edition has been updated to include the 196 new kanji approved by the government in 2010 as general-use kanji.
This is a thoroughly revised edition of Integrated Korean: Intermediate 1, the third volume of the best-selling series developed collaboratively by leading classroom teachers and linguists of Korean. All series' volumes have been developed in accordance with performance-based principles and methodology--contextualization, learner-centeredness, use of authentic materials, usage-orientedness, balance between skill getting and skill using, and integration of speaking, listening, reading, writing, and culture. Grammar points are systematically introduced in simple but adequate explanations and abundant examples and exercises.
Each situation/topic-based lesson of the main texts consists of model dialogues, narration, new words and expressions, vocabulary notes, culture, grammar, usage, and English translation of dialogues. In response to comments from hundreds of students and instructors of the first edition, this new edition features a more attractive two-color design with all new photos and drawings and an additional lesson and vocabulary exercises. Lessons are now organized into two main sections, each containing a conversational text (with its own vocabulary list) and a reading passage. The accompanying workbook, newly written, provides students with extensive skill-using activities based on the skills learned in the main text. illus. Audio files for this volume may be downloaded on the web in MP3 format at http: //www.kleartextbook.com. A set of CDs is also available for purchase.
Originally published as individual stories in the 1970s, under Billy Blackwell, Director and Editor of the Bilingual Reading Series, Nanaboozhoo Babaamosed brings together these traditional Ojibwe stories, offering readers a treasured bilingual text for language and cultural education. This 2nd edition, published in Ojibwemowin and English, includes original art created for the stories and an epilogue on the history of this project.
Most importantly, as these traditional Ojibwe stories have been collected from the Anishinaabeg, we ask readers to keep with Ojibwe customs: Nanaboozhoo stories can only be told when there is snow on the ground and the thunders have gone south. They cannot be read in summertime or late spring or early fall.
Two of the stories in this collection, Nishiime, the Lost Boy and The Boy Who Turned Into a Robin, can be read year-round.
Students who have learned to read and write the kanji taught in Japanese schools run into the same difficulty that Japan university students themselves face: the number of characters included in the approved list is not sufficient for advanced reading and writing. Although each academic specialization requires supplementary kanji of its own, there is considerable overlap. With that in mind, this book employs the same methods as Volumes 1 and 2 of Remembering the Kanji to introduce additional characters useful for upper-level proficiency, bringing the total of all three volumes to 3,000 kanji.
The 3rd edition has been updated to reflect the 196 new kanji approved by the government in 2010, all of which have been relocated in Volume 1. The selection of 800 new kanji is based on frequency lists and cross-checked against a number of standard Japanese kanji dictionaries. Separate parts of the book are devoted to learning the writing and reading of these characters. The writing requires only a handful of new primitive elements. A few are introduced as compound primitives (measure words) or as alternative forms for standard kanji. The majority of the kanji are organized according to the elements introduced in Volume 1. As in Volume 2, Chinese readings are arranged into groups for easy reference, enabling the student to take advantage of the readings assigned to signal primitives already learned. Seven indexes include hand-drawn samples of the new characters introduced and cumulative lists of the key word and primitive meaning, and of the Chinese and Japanese pronunciations, that appear in all 3 volumes of the series.
Occitan lyric poetry for language learners
A Troubadour Reader, a supplement to William D. Paden's Introduction to Old Occitan, provides a diverse selection of thirty medieval lyric poems in Occitan for language learners. Featuring poems by women, poems composed especially early or especially late in the language's literary use, and poems that feature Occitan in contact with other languages, the book highlights the range and wealth of medieval Occitan lyric poetry. Each poem is presented with a brief introduction, glosses on the text, and notes after each stanza. The volume also includes a section on basic Occitan grammar, a list of manuscripts, bibliographical references, and an index.
Essays on teaching the most influential vampire novel of all time
This volume helps teachers contextualize Bram Stoker's Dracula in its historical and cultural moment, considering psychology, technology, gender roles, colonialism, and anxieties about the other. It also situates the novel among the kindred texts that have proliferated since its publication, from film and television to the growing genre of vampire novels.
Essays explore the novel in terms of medical humanities, contagion, and the gothic as well as ethnicity, identity, and race. Contributors analyze Dracula in the context of various ancient and modern cultural productions, including classical Indian aesthetics and African American vampire literature, and describe a broad range of classroom settings, including a technical university, a Hispanic-serving institution, and others.
This volume contains discussion of Fury of Dracula (board game; 1987); Castlevania: Lords of Shadow (video game); Penny Dreadful (television series); Dracula (television adaptation; 2013); Nosferatu (film; dir. F. W. Murnau; 1922); Dracula (film; dir. Tod Browning; 1931); Bram Stoker's Dracula (film; dir. Francis Ford Coppola; 1992); Blacula (film; dir. William Crain; 1972); The Castle of Otranto (novel; Horace Walpole, 1764); Frankenstein (novel; Mary Shelley, 1818); The Vampyre (novella; John Polidori, 1819); The Horror of Dracula (film; dir. Terence Fisher; 1958); Leixlip Castle (story; Charles Maturin, 1825); The Fortunes of Sir Robert Ardagh (story; Joseph Sheridan Le Fanu, 1838); Ultor de Lacy (story; Joseph Sheridan Le Fanu, 1861); Melmoth the Wanderer: A Tale (novel; Charles Maturin, 1820); In a Glass Darkly (stories; Joseph Sheridan Le Fanu, 1872); Reading in the Dark (novel; Seamus Deane, 1996); Mistaken (novel; Neil Jordan, 2011).
Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process.
Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces.
These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.
Essays on teaching the most influential vampire novel of all time
This volume helps teachers contextualize Bram Stoker's Dracula in its historical and cultural moment, considering psychology, technology, gender roles, colonialism, and anxieties about the other. It also situates the novel among the kindred texts that have proliferated since its publication, from film and television to the growing genre of vampire novels.
Essays explore the novel in terms of medical humanities, contagion, and the gothic as well as ethnicity, identity, and race. Contributors analyze Dracula in the context of various ancient and modern cultural productions, including classical Indian aesthetics and African American vampire literature, and describe a broad range of classroom settings, including a technical university, a Hispanic-serving institution, and others.
This volume contains discussion of Fury of Dracula (board game; 1987); Castlevania: Lords of Shadow (video game); Penny Dreadful (television series); Dracula (television adaptation; 2013); Nosferatu (film; dir. F. W. Murnau; 1922); Dracula (film; dir. Tod Browning; 1931); Bram Stoker's Dracula (film; dir. Francis Ford Coppola; 1992); Blacula (film; dir. William Crain; 1972); The Castle of Otranto (novel; Horace Walpole, 1764); Frankenstein (novel; Mary Shelley, 1818); The Vampyre (novella; John Polidori, 1819); The Horror of Dracula (film; dir. Terence Fisher; 1958); Leixlip Castle (story; Charles Maturin, 1825); The Fortunes of Sir Robert Ardagh (story; Joseph Sheridan Le Fanu, 1838); Ultor de Lacy (story; Joseph Sheridan Le Fanu, 1861); Melmoth the Wanderer: A Tale (novel; Charles Maturin, 1820); In a Glass Darkly (stories; Joseph Sheridan Le Fanu, 1872); Reading in the Dark (novel; Seamus Deane, 1996); Mistaken (novel; Neil Jordan, 2011).
Essays on teaching a major Latin American writer
Often considered a writer who transcends national borders, Jorge Luis Borges also aimed to reinvent the history and traditions of his own country, Argentina. His unconventional works appeal to students, who nonetheless can find his richly intertextual prose challenging. Addressing courses in Spanish and in English, this volume offers innovative approaches that help students navigate the texts, engage with them emotionally and creatively, and understand the time and place of their production while connecting them to the present.
Part 1, Materials, provides detailed biographical information about Borges as well as print and digital resources. The essays in part 2, Approaches, offer strategies for discussing his writing process, his manuscripts, and the material history and translation of his texts. Contributors also examine Borges's influences, which include film, mythology, history, and ideas of Islam and Judaism; the author's interest in humor and games; and resonances with other literary works.
This volume also contains discussion of the following authors and works: Miguel de Cervantes, Don Quixote; Sandra Cisneros, The House on Mango Street, A House of My Own, Loose Woman; Aelius Lampridus, Scriptores Historiae Augustae; Christopher Nolan, Interstellar; Pliny, Naturalis Historia; William Shakespeare, The Merchant of Venice, Twelfth Night, Macbeth, Hamlet, The Tempest; Josef von Sternberg, Underworld; S-Town; Orson Welles, Citizen Kane; Colson Whitehead, The Underground Railroad; The Wizard of Oz.
Essays on teaching a major Latin American writer
Often considered a writer who transcends national borders, Jorge Luis Borges also aimed to reinvent the history and traditions of his own country, Argentina. His unconventional works appeal to students, who nonetheless can find his richly intertextual prose challenging. Addressing courses in Spanish and in English, this volume offers innovative approaches that help students navigate the texts, engage with them emotionally and creatively, and understand the time and place of their production while connecting them to the present.
Part 1, Materials, provides detailed biographical information about Borges as well as print and digital resources. The essays in part 2, Approaches, offer strategies for discussing his writing process, his manuscripts, and the material history and translation of his texts. Contributors also examine Borges's influences, which include film, mythology, history, and ideas of Islam and Judaism; the author's interest in humor and games; and resonances with other literary works.
This volume also contains discussion of the following authors and works: Miguel de Cervantes, Don Quixote; Sandra Cisneros, The House on Mango Street, A House of My Own, Loose Woman; Aelius Lampridus, Scriptores Historiae Augustae; Christopher Nolan, Interstellar; Pliny, Naturalis Historia; William Shakespeare, The Merchant of Venice, Twelfth Night, Macbeth, Hamlet, The Tempest; Josef von Sternberg, Underworld; S-Town; Orson Welles, Citizen Kane; Colson Whitehead, The Underground Railroad; The Wizard of Oz.
![ILTS English Language Arts (207) Exam Study Guide: 2 Practice Tests and Illinois Licensure Testing System ELA Prep [3rd Edition]](https://otimages.com/Bookcover/5892/9781637985892.jpg)
Introducing our ILTS English Language Arts (207) Exam Study Guide: 2 Practice Tests and Illinois Licensure Testing System ELA Prep [3rd Edition]!
Cirrus Test Prep's ILTS English Language Arts (207) Exam Study Guide includes everything you need to pass the ILTS ELA 207 exam the first time.
Cirrus Test Prep's ILTS English Language Arts (207) Exam Study Guide is aligned with the official ILTS ELA exam framework. Topics covered include:
PearsonVue was not involved in the creation or production of this product, is not in any way affiliated with Cirrus Test Prep, and does not sponsor or endorse this product.
About Cirrus Test Prep
Developed by experienced current and former educators, Cirrus Test Prep's study materials help future educators gain the skills and knowledge needed to successfully pass their state-level teacher certification exams and enter the classroom. Each Cirrus Test Prep study guide includes: a detailed summary of the test's format, content, and scoring; an overview of the content knowledge required to pass the exam; worked-through sample questions with answers and explanations; full-length practice tests including answer explanations; and unique test-taking strategies with highlighted key concepts.
**How can the flaws within the global education system be addressed to ensure all language learners are accommodated? **
Guided by lived experience, Holistic Language Instruction challenges the idea that there is only one way to learn a language. As 40% of learners struggle with language development, author Jaime Hoerricks questions whether these students are disabled or if the system disables them by neglecting their unique language processing methods. Given that language processing differences have no connection with intellect, Hoerricks proposes that learners should be accommodated within the general population to enable their progress alongside peers, instead of being placed in a special education program or assigned to a speech and language professional.
Offering guidance for educators on how to foster literacy growth in all students, this book is ideal reading for students of Education Studies, Disability Studies and related courses, Speech and Language development, as well as teachers, education policy makers, and parents.
The 10th edition of the Collins COBUILD Advanced Learner's Dictionary has been revised and updated to include detailed coverage of today's English in a clear, attractive format.
Ideal for upper intermediate and advanced learners of English, this dictionary covers all the words, phrases and idioms that students need to master in order to speak and write effective English. Thousands of updated examples taken from the 4.5- billion word Collins Corpus, show learners how the words are used in authentic contexts. The dictionary offers extensive help with grammar through the inclusion of grammar patterns at examples, plus a new supplement to help with academic and business grammar.
Additional information is provided throughout to help learners improve their knowledge of collocation, etymology and synonymy. Informative and relevant vocabulary panels show how words are used in a range of everyday contexts.
In addition, this dictionary offers learners guidance on how to communicate effectively in English. The Language in Use supplement provides a wealth of invaluable information on how to write and speak English for different purposes using the appropriate language, style, and tone. Resources and activities to help learners make the most of the dictionary are available for free online.
The Collins COBUILD Advanced Learner's Dictionary provides invaluable and detailed guidance on the English language, and is the complete reference tool for learners of English.
You live in a 6 x 8 foot cell. You're watched 24 hours per day. You seldom get one moment to yourself to think a thought, take a leak, make a private phone call. You have little control over anything at all in your life. Unless you're an innocent man, you've hurt someone and because you're paying the consequences, you're reminded of what you did every single day. Much of society has written you off, and depending on the kind of crime you've committed, does not want to see you out on the streets again any time soon, if ever.
You're an outlaw. You've taken a path that is literally outside of the law. And yet, even though you're only too aware of all of the above, something else is also true. You're a hero. There is indeed someone in charge of your life and that someone is you. You're the hero of your life, hereafter called your journey. Your life is a story, and you're the main character.
This is what The Hero's Journey is-you on an external journey to prison for a period of self-imposed exile in order to explore the inner landscape of your human journey. Practically, it's a system of storytelling, a way of thinking about our lives, a way to shape and revise and rewrite our personal life stories. Whether we use the form of memoir or novel, personal experience story or short story.
The Hero's Journey begins to show us our attitude toward our lives and stories, our resistance to some of the lessons we could be learning, and our shadow that is hiding the story truths we're not quite ready to look at. The Hero's Journey is a giant flashlight that you can use to illuminate the stories that burn passionately in your soul, and when you're ready to write them, it's there, waiting to help you make meaning out of those stories.
UN ENTRAÎNEMENT COMPLET AU DALF C1 2023
Conçu à l'origine par La Fée Prépa Éditions dans le but d'aider les enseignants qui préparent leurs étudiants au DALF Niveau C1, ce manuel a, depuis, fait ses preuves pour l'entraînement des candidats autonomes disposant de peu de temps. En effet, DALF C1 Tests complets corrigés comprend 6 tests blancs complets, prêts à l'emploi, sur le modèle de l'examen réel.
Adapté à la préparation au DALF C1 réforme 2020-2023, c'est un outil précieux pour s'entraîner dans les conditions d'examen, avec tous les corrigés des épreuves de compréhension de l'oral, compréhension des écrits, production écrite et production orale.
Le plus de La Fée Prépa: les tests sont élaborés par des enseignants d'expérience, à partir de documents axés sur les problématiques actuelles, et permettent aussi d'acquérir lexique contemporain et culture générale sur la sphère francophone.
Un peu plus difficiles que les sujets qui tombent généralement à l'examen, ces 6 tests permettent de s'accoutumer aux modalités comme aux thématiques du DALF C1 et d'être fin prêt le jour des épreuves.
Les documents audio se téléchargent gratuitement et facilement au format mp3 grâce à un lien fourni à la fin du manuel, ou directement sur le site de l'éditeur: lafeeprepa.com.
Information pour les candidats ayant passé le nouveau DELF B1/B2 (réforme 2020-2023), le DALF C1 n'a encore fait l'objet d'aucun changement par rapport à l'ancien format.