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Extractions: The history of Peru certainly didn't begin with the Spanish invasion. Before the soldiers from Spain came in search of gold, land and the glory of God, there was a large and prosperous indigenous population known as the Inca. This 5 page paper gives a brief history of the invasion of Peru by the Spanish. Bibliography lists 3 sources.
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Extractions: Boulder, Colorado 80301 director@ihadboulder.org Volunteer Application Fields in red are required for submission, though all information is eventually needed to process the application. Date Your status: CU Work Study Volunteer First Name Last Name Street Address City State Zip Home Phone Work Phone Fax number Other Phone Email Address Date of Birth Social Security Number Gender Female Male Ethnicity Most recent work history
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Extractions: My WWW Spanish Language Materials The Spanish language course materials available on my web pages have been developed over many years for a variety of classes, but primarily for an intermediate college-level course called S210 Second-Year Spanish Composition There are numerous components to this collection of materials: Grammatical explanations , consisting of a series of approximately 36 lessons on aspects of Spanish language. I conduct my classes primarily in Spanish, but these presentations are written in English, with examples given in Spanish with English translations; many students at the intermediate level have serious problems understanding aspects of language written in a foreign language, and a few simply balk at such a prospect. These explanations are heavily weighted in favor of the most challenging aspect of Spanish for English speakers: verb forms and uses. Individual lessons normally present an overview of a complete topic, for example, the present indicative for all verbs. This hopefully enables the students to synthesize the material to which they have already been exposed in other classes. [In my intermediate writing class, the pace also allows the past and past perfect subjunctive tenses to be reviewed in the middle of the semester, as opposed to the usual practice of leaving them until the very end of the first year (if at all), and the very end of the second year; thus students have half of the semester to practice these forms and accompanying concepts.]
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Extractions: Services: The Community Learning Center offers stimulating learning and community building opportunities for South San Francisco residents and workers through a wide variety of activities and programs. These include: English Language Classes Homework Assistance Computer Classes for Beginners Computer Drop-in Lab ... Keyboarding Class English Language Classes for Adults: Currently focuses on conversational English. Beginner and intermediate evening classes are available. Computers and videos are incorporated as learning tools. A Pronunciation Lab is available on Saturdays. This program is co-sponsored by South San Francisco Adult Education.
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Spanish 4010 Rhetoric And Composition - Susan Hallstead This course will also review spanish grammar and style result in a 0 for theentire composition. 2.) homework assignments Students will be given regular http://spot.colorado.edu/~hallstea/20034010Syllabus.html
Extractions: Spanish 4010.001 Advanced Rhetoric and Composition Instructor Susan Hallstead E-mail: hallstea@colorado.edu or srhst10@hotmail.com Office: McKenna 22 Of. hours: TBA De lector a escritor Diccionario esencial Santillana de la lengua española Course description This course is designed to offer a broad opportunity for written and oral practice of Spanish, with particular emphasis on structured writing in diverse styles and on oral rhetoric. This course will also review Spanish grammar and style by focusing on more subtle complex points and by increasing vocabulary. Course requirements Short papers Students will be required to write a series of short (1 page) papers every two weeks. (There will be approximately 7 one-page papers due throughout the semester.) The instructor will provide the topic of the paper before each assignment is due. These papers will be handed in every other Friday for peer correction. The peer corrector is required to hand back the corrected paper the following Monday. Final drafts of the one-pagers will then be due the following class period (Wednesday.) Example schedule: Jan 24: First one-pager due Jan 27: Peer corrector hands paper back to author Jan 29: Author hands in paper for instructor feedback NOTE: Failure to hand in and/or return papers back to original author on time will result in a 0 for the entire composition. If you know you will be absent, you must hand in your paper before the due date (i.e. the Wednesday before your absence) and you must NOT ACCEPT to correct a peers paper. THERE WILL BE NO EXCEPTIONS.
SYLLBUS - 223.15 ADVANCED SPANISH COMPOSITION to reviewing various compositional strategies in spanish, and to As noted in theCOMPOSITION PROFILE, a portion of above; the emailed homework exercises are http://lilt.ilstu.edu/bekurtz/223/001syl223.htm
SPANISH 223 - ADVANCED SPANISH COMPOSITION reviewing various compositional strategies in spanish, and to ESSAYS WILL FOLLOW THECOMPOSITION PROFILE, AVAILABLE above; the emailed homework exercises are http://lilt.ilstu.edu/bekurtz/984main223.htm
SPANISH 242. CONVERSATION, COMPOSITION, AND READING II A good spanishEnglish dictionary No late homework will be accepted Each compositionmust be presented in a folder and include 1) an outline, 2) a rough draft, 3 http://www.salve.edu/dept_mlanguages/syllabus_span.html
Extractions: E-mail: morenoi@salve.edu OBJECTIVES REQUIRED TEXTS: Schmitt, Conrad J. Schaum's Outline of Spanish Grammar. New York: McGraw-Hill, 1999. Schmitt, Conrad J. Schaum's Outline of Spanish Vocabulary. New York: McGraw-Hill, 1999. Valdés, Guadalupe, Trisha Dvorak and Tomasina Pagán Hannun. Composición: Proceso y síntesis. Boston: McGraw-Hill, 1999.
Syllabus- ELEMENTARY SPANISH II No late homework will be accepted. Along with your composition you need to present1) an outline, 2) a At least one of your sources should be in spanish. http://www.salve.edu/dept_mlanguages/spanish/spa203_fall02.html
Extractions: E-mail: morenoi@salve.edu DESCRIPTION - Intermediate Spanish I is the first part of a year long sequence that reviews and solidifies the basic Spanish concepts introduced during Elementary Spanish I and II. This course uses the new Destinos video-based language learning series, Nuevos Destinos. The print materials serve to support viewing and discussion of the video, provide cultural content, review vocabulary and grammar, and further develop reading and writing skills in Spanish. OBJECTIVES To consolidate the skills acquired in introductory level courses and to attain more sophistication in the Spanish language. To build communicative skills and cultural competency and a realistic and insightful understanding of Hispanic culture and thought. To prepare intermediate students to use Spanish in real-life situations by emphasizing oral communication and by developing the other basic language skills (reading and writing). To acquire a beginner high to intermediate low functional ability as specified by ACTFL Guidelines.
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Extractions: Lesson Plan for Young Learners Focusing on National Sterotypes Young learners - especially teenage learners - are at the point in their life when they are developing their own ideas about the world around them, especially the world beyond their immediate surroundings. Learning from their elders, media and teachers, young adults pick up a lot of stereotypes about other nations. Helping them come to terms with stereotypes, and recognize that stereotypes do contain some truth, but also can not be applied across the board, is central to this lesson. The lesson also helps them improve their descriptive adjective vocabulary while they discuss perceived differences between nations through stereotypes. Aim: Discussion of stereotypes, explaining, improving character adjective vocabulary
