Platiquemos FSI Spanish
Автор: Don Casteel
Жанр: Самоучитель
Формат: PDF
Качество:
Книга: OCR без ошибок
MP3 (параметры так себе, но звучание четко и ясно):
MPEG-2 layer 3
20-24kbps,
16000Hz Mono
Язык: инглиш
Описание:The most complete Spanish Course available is now in Book & CD Version. 8 levels are available. Each level includes one book and 5-8 corresponding CDs.
Platiquemos FSI Spanish CourseThe world's best Spanish course just got better! Don Casteel fluent in several languages and a former Foreign Service Officer, is well trained in the FSI method. He has completely revised and improved "the course that works." This 2002 Edition has improved audio with both male and female voices and over 200 illustrations with factoids, and the content is more contemporary than ever. This new version has retained the same grammatical and language content that has made this the most widely sold course on the language market. Eight levels are available to lead you to mastery of Spanish. Once completed you will be able to understand spoken and written Spanish; it will also allow you to actively engage in conversations with an abundant vocabulary of several thousand words.
Platiquemos Means Let's TalkPlatiquemos was prepared specifically to train officers of the Foreign Service and of other United States Government agencies who are involved in foreign affairs and who need to learn to speak Spanish, and has been modified and adapted from its original format to make it applicable to a wider audience and to make it easier to read and use. The original FSI Basic Course in Spanish consists of four volumes with a total of well over 2,000 pages. In order to make the program more manageable, it has been divided it into eight levels, with the original text re-formatted for clarity and simplicity and modified to make it more relevant to non-government students; also included is new cultural information and interesting illustrations. The texts average about 175 letter-size pages, and each Level has audio, replicating the drills and exercises found in the text.
Method Of TeachingThe method is known as guided imitation. It may appear new, but it actually has been used by a considerable number of teachers for many years. As used in this program, it combines elements of the "direct", "audio-lingual", "communicative", and "grammar/translation" methods; other methodologies, such as Total Physical Response can also be used with the program. Its goal is to teach students to speak easily, fluently, with very little accent, and to do this without conscious effort, just as one speaks their own language without conscious effort.
There are two very important aspects of this method. The first is learning a relatively small body of material so well that it requires very little effort to produce it - this is called overlearning. If the student overlearns every dialogue and drill as they goes through this program, they will almost certainly make rapid progress in learning the language.
The second aspect is learning to authentically manipulate the sounds, sequences, and patterns of the language. The important implication here is the reality of both the model and the imitation. The model (teacher, recording, etc.) must provide Spanish as people really speak it in actual conversations, and the student must be helped to create an accurate imitation. Above all, the normal tempo of pronunciation must be the classroom standard; slowing down is in this context distortion.
PronunciationThe first two units are focused primarily on pronunciation problems. Drills on other aspects of the language are deliberately postponed because of the importance of developing good pronunciation habits from the very beginning of the course. The importance of pronunciation cannot be over-emphasized; it is the basis of all real fluency. A person will be able to understand anything they can meaningfully say themselves if there is a close similarity between the way they hear it and the way they say it. The more similar, the greater the ease of comprehension.
In Level I, you will begin to be introduced to some of the things that are different about Spanish and English, and can at first glance seem quite odd to us English speakers. For instance, all Spanish nouns must be either masculine or feminine; sometimes there appears to be no reason, and indeed the reasons why a "table" is feminine: la mesa; and a "book" is masculine: el libro, aren't important. What is important is to learn nouns with their pronouns la or el; and learn to automatically add the proper endings to all adjectives based on the gender of the noun they're describing.
Units 1 and 2 contain basic greetings, words and expressions that will give you a practical start in learning the language. A primary purpose of Units 1 and 2 is to give students a good grounding in pronunciation. The song for Unit 1 is La Adelita, perhaps the most famous song from the Mexican Revolution; for Unit 2 La Malagueña from Spain, but with the words, not just the instrumental version usually heard. Another well-known song from the Mexican revolution, La Valentina, together with an article about the antecedents of this cataclysmic event.
Unit 3. Gender of singular nouns and adjectives. The song for Unit 3 is Alma Llanera, a classic song from the Llano region of northern South America.
Unit 4. Number in nouns and adjectives, and the irregular verb estar. The song is En mi viejo San Juan [note the capitalization in this and other song titles--Spanish doesn't capitalize as much as English], from Puerto Rico in the classic "trio" genre which is found in music from almost every Spanish-speaking country.
Unit 5. The irregular verb ser. The song is Guitarra, guitarra mía; composed by Argentina's immortal Carlos Gardel and sung by the legendary Trío Los Panchos.
Unit 6. Present tense forms of regular verbs ending in -ar, and the use of definite articles with titles in reference to persons. The song is El amor de mi bohío, a Cuban folk song.
Unit 7. Present tense forms of regular verbs ending in -er, the demonstrative forms este, ese, aquel, and the distribution of ser and estar. The song is Yo vendo unos ojos negros, a folk song from Chile.
Unit 8. Present tense forms of regular verbs ending in -ir, obligatory contractions, and noun-adjective agreement. The song is the Mexican National Anthem [Himno nacional de la República Mexicana], which is representative in both style and lyrics of patriotic music from all over Latin America.
Unit 9. The irregular auxiliary verb haber, regular -do forms in the present perfect construction, full forms of possessives, and adjective position. The song is Cristo ya nació en Paracaguina, from Nicaragua.
Don't be put off by the technical language in the course description. See the introduction for an explanation of why this kind of presentation was considered necessary, but remember that this is not the way the program is presented.
In Level II, we continue with Spanish structures that are unfamiliar to English, and have no real parallels in English. Prominent examples in Level II are so-called "clitic pronouns," which despite its formidable title only refers to Spanish pronouns which are attached to verbs when they are used as direct or indirect objects. Our time-tested method of teaching this, as well as other unfamiliar constructions, is through the use of a multitude of examples--we don't expect you to memorize the definition of "clitic pronoun," or a list of them.
Level II also introduces another aspect of Spanish which makes little sense to English speakers--the existence of two past tenses, called the preterit and imperfect. Like the two verbs for "to be" in Level I, the two past tenses have more to do with culture (in this case, a different conception of the passage of time) than with formal linguistic structure. Once again, we don't expect you to memorize a bunch of rules, we try to help you to use these forms almost unconsciously. You can do it!
Unit 10. Personal a, direct clitic pronouns, --do forms functioning as modifiers, theme class in present tense forms.
Unit 11. Shortened forms of possessives, the negative particle with verbs, unemphatic "some, any" from English. Shortened forms of possessives, the negative particle with verbs, unemphatic "some, any" from English.
Unit 12. Subject pronouns, pronouns after phrase relators, components of phrases, statement intonation patterns in normal and contrastive statements, adjective agreement in remote positions.
Unit 13. --ndo forms and the present progressive construction, possessive constructions with de, nominalized possessive constructions, question intonation patterns in information questions, placement of negative participles.
Unit 14. Present tense forms of the irregular verbs ir, dar, and ver, the periphrastic future construction, question intonation patterns in yes-no questions, theme class in --do forms of verbs.
Unit 15. Indirect clitic pronouns with one object, indirect clitic pronouns with two objects, question intonation patterns in yes questions, review of possessive constructions Indirect clitic pronouns with one object, indirect clitic pronouns with two objects, question intonation patterns in yes questions, review of possessive constructions.
Unit 16. Redundant constructions with indirect clitic pronouns, question intonation patterns in "no" questions, review of possessive constructions.
Unit 17. Past I (preterit) forms of regular verbs, question intonation patterns in affirmative confirmation questions, possessive phrases with quien. Past I (preterit) forms of regular verbs, question intonation patterns in affirmative confirmation questions, possessive phrases with quien.
Unit 18. Past II (imperfect) tense forms of regular verbs, past II tense forms of irregular verbs, question intonation patterns in negative confirmation questions, review of word order in information questions.
Unit 19. Past I (preterit) and II (imperfect) in the same construction, question intonation patterns in "echo" questions, review of Spanish simple tense for English verb construction in interrogatories.
Unit 20. Direct and indirect clitics in the same construction, exclamatory qué, cómo; question intonation patterns in choice questions, review of postposed full-form possessives. Direct and indirect clitics in the same construction, exclamatory qué, cómo; question intonation patterns in choice questions, review of postposed full-form possessives.
Unit 21. Irregular preterit verb forms [verbs with extended stems, or verbs taking regular er or ir endings, verbs with modified stems, verbs with suppleted stems], statement intonation intonation patterns in deliberate statements, review of theme class in imperfect tense forms.
Unit 22. Present tense irregular verbs with stem vowel changing, statement intonation patterns, sentence modifiers, review of theme class in preterit tense forms.
Unit 23. Present tense irregular verbs [velar stem extensions and mixed stem-vowel changing], present tense of miscellaneous irregular verbs (caer, traer, oir, hacer, decir, saber), statement intonation patterns in saying goodbye, review of the obligatory clause relator que.
Unit 24. Reflexive clitic pronouns, reflexive clitic pronouns with progressive and periphrastic future verb constructions, expressions for time of day, review of gender class assignment of certain nouns.
Level IV continues with more about clitic pronouns, the command form of verbs (which is in a way an indirect introduction to the infamous Spanish subjunctive), and ends up with a general review of the first half of the program. This may seem very little content to constitute an entire level. Yet, it is not learning such seeming "details" well that can cripple your ability to speak accurately and with fluency, and not paying sufficient attention to them is a significant weakness in many programs of learning. The use of object pronouns is for many English speakers one of the most confusing aspects of Spanish; the time and effort spent in mastering their use will pay huge dividends in the understandability, accuracy and cultural acceptability of your speech.
Unit 25. Reflexive and indirect clitic pronouns in the same construction, review of verb-subject order in dependent clauses.
Unit 26. Reflexive and indirect clitic pronouns in the same construction, review of verb-subject order in certain dependent clauses.
Unit 27. Formal and informal command forms for regular verbs, formal and informal command forms for irregular verbs, review of nominalized possessives.
Unit 28. Regular and irregular indirect command forms, hortatory command forms, review of Past I (preterit) tense forms.
Unit 29. Clitic pronouns with command forms, clitic pronouns in constructions with infinitives and with --ndo forms, review of present perfect construction.
Unit 30. General review, Units 1 - 29. Verb review.
The descriptions below might make it appear that Level V is full of "small" stuff. Yet it is just such seeming details as the appropriate use of por or para that make the difference between speaking Spanish or speaking something like Spanish, but not really Spanish. This level also has more about the subjunctive, the nightmare of Spanish learners.
Unit 31. Past progressive constructions; nominalized verb forms as subjects of sentences; --ndo forms in absolute constructions; vocabulary enrichment - business terminology.
Unit 32. Cardinal numbers, days of the week, months of the year; semantic correlations: saber-conocer, pedir-preguntar; strong stress as a function differentiator in verbs; 1 sg present vs. 2-3 sg preterit and sg command vs 1 sg preterit; vocabulary enrichment: economic development.
Unit 33. Articles before nominalized adjectives; ordinal numbers; Spanish reflexive clitics as the equivalent of English possessives; definite articles with days of the week and time expressions; vocabulary enrichment: Latin American geography.
Unit 34. Phrase relators por and para; colors; English subject-verb vs Spanish object-verb; relative position of the parts of a Spanish progressive construction - questions; vocabulary enrichment: Latin American urban life and public facilities.
Unit 35. Nominalization of articles; semantic correlations tomar-llevar, salir-dejar; position of clitics in commands; adjective agreement - hundreds; vocabulary enrichment: Education in Latin America.
Unit 36. Present subjunctive after ojalá; Spanish infinitive for English "--ing" forms as objects of relators; placement of verb modifiers; vocabulary enrichment: Rural Life.
Unit 37. Present subjunctive in noun clauses functioning as the object of a verb; indefinite adjectives as modifiers; gender in demonstratives; vocabulary enrichment: Latin American history.
Level Six continues with more about the subjunctive, something which frightens a lot of Spanish learners unnecessarily. Don't be put off by the technical descriptions of the course content--the important thing to remember is that it's the subjunctive mood, not tense. What that means very simply is that you use the subjunctive to express how you feel about something. The subjunctive is used to express such things as doubt, desire (that's why the command form is the subjunctive), etc. You'll learn lots of examples, and have lots of practice using these examples to form new expressions.
There is also some "easier" stuff interspersed; if you just do your best and make the time investment, you'll soon be a subjunctive "expert"!
Unit 38. Present subjunctive in noun clauses functioning as the subject of a verb; use of definite articles, generalized plurals, uncountables vs countables; indefinite articles with modi fied nouns after ser; vocabulary enrichment: "Panamericanism".
Unit 39. The derivational suffix -(es)it-; the derivational suffix -ísim-, the compounding suffix -mente; Spanish verbs with included subject, the adjective todo; vocabulary enrichment: The Organization of American States.
Unit 40. Present subjunctive in noun modifying clauses; adjective position--obligatory postposed adjectives; nominalization of demonstratives; vocabulary enrichment: The OAS and Regional Conflict.
Unit 41. Obligatory occurrence of present subjunctive in verb modifying clauses; compound phrase relators; nominalization of possessives; vocabulary enrichment: Crime and Law Enforcement in Latin America.
Unit 42. Conditioned occurrence of present subjunctive in verb modifying clauses; compound clause relators; nominalization of descriptive adjectives; vocabulary enrichment: Traffic Problems in Latin America.
Unit 43. Comparison of inequality; the position of no in expressing contradictions and reservations; English verb + relator, Spanish verb; vocabulary enrichment: Transportation Problems in Latin America: Roads.
Level VII includes a lot of work on Spanish sentence structure, still more of the subjunctive, and the introduction of the conditional tense.
Unit 44. Comparison of equality; exclamatory expressions; irregular --do forms; English verb-relator-verb equivalent to Spanish verb-verb; stress pattern contrast in singular regular and irregular preterit (past I) forms; vocabulary enrichment: Transportation Problems in Latin America: Sea and Air.
Unit 45. The past perfect construction; shortening of certain adjectives; the --do form for postures; English verb-adverb- "to"-verb vs. Spanish verb-adjective-verb; theme class in present subjunctive forms; vocabulary enrichment: Problems of Daily Life in Latin America.
Unit 46. Comparison of identity and similarity; word order - verb and verb position of adverbial phrase modifier; English verb + object vs. Spanish verb + relator+ object; Spanish reflexive verb + relator + object; stem changing verbs in present tense; nominalization in present tense; nominalization in comparisons.
Unit 47. The past subjunctive, present perfect and past perfect subjunctives, Spanish verb+relator+infinitive, the intensifier mismo, hortatory reflexives, readings/vocabulary enrichment.
Unit 48. The conditional tense and the conditional perfect construction; conditional sentences with a subjunctive verb and a conditional verb; the periphrastic conditional; the neuter article lo with nominalized adjectives; stem changing verbs in Past 1 (preterit); the present progressive construction with alternate conjugated verbs; readings/vocabulary enrichment.
Unit 49. Idioms and sentence structures; the future tense and the future perfect construction; conditional sentences; irregular present - irregular Past I (preterit) forms; gender in pronouns after phrase relators; readings/vocabulary enrichment. Idioms and sentence structures; the future tense and the future perfect construction; conditional sentences; irregular present - irregular Past I (preterit) forms; gender in pronouns after phrase relators; readings/vocabulary enrichment.
In addition to more work with Spanish sentence structures, and more complicated uses of the subjunctive, Level VIII presents the 2d person plural vosotros form--of importance to those who wish to learn the Spanish of Madrid and much (but not all) of Spain. The vosotros 1st person familiar form is also presented, which is used in some parts of Central America and the Southern Cone. Also, the Spanish future tense is presented. Why didn't it come earlier in the course, you may ask. The main reason is that it's not really necessary: in Spanish the plain old present tense can also be used to express future, and the commonly used "periphrastic future" was in Level II. The future tense is usually used for emphasis, and is one of the most easily learned aspects of the Spanish language.
Unit 50. Idioms and sentence structures; past subjunctive in main clauses; past subjunctive after ojalá, aunque and como si; Spanish indirect clitic for English "for"; Spanish second person familiar commands; Past I (preterit), past perfect, and present perfect in contrast; readings/vocabulary enrichment.
Unit 51. Sentence structures and idioms; indicative and subjunctive after expressions of uncertainty; the future and conditional of probability; the passive voice; formal and familiar forms of address in Past I (preterit); Past I (preterit) and Past II (imperfect) in contrast; commands with velar stem extended verbs; readings/vocabulary enrichment.
Unit 52. Sentence structures and idioms; pero vs. sino: special uses of sino; constructions with desde, desde que, hace, desde hace, hacía, desde hacía; adjective position; English noun-noun: Spanish noun-relator-noun; sequence of tenses with subjunctive constructions; readings/vocabulary enrichment.
Unit 53. Sentence structures and idioms; irregular --ndo forms; relative pronouns; second person plural vosotros forms; por and para; the indirect command; future and conditional; readings/vocabulary enrichment.
Unit 54. Sentence structures and idioms; short answer patterns; correlatives; the familiar vos forms (the voseo); subjunctive after clause relators; readings/vocabulary enrichment.
Unit 55. Sentence structures and idioms; common derivational suffixes; the noun-forming suffix --idad; the noun-forming suffixes --ero and --ería; the noun-and-adjective forming suffixes --ante and --(i)ente; the noun-forming suffix --dor(a); the noun-forming suffix --ción; the noun-forming suffix --miento; the noun-forming suffix --ista; the noun-forming suffix --ez; the noun-forming suffix --eza; the adjective-forming suffix --oso(a); review Units 31-55; readings/vocabulary enrichment.
: Каждый юнит в отдельном архиве. Кто не хочет качать архив чтоб проверить качество, выбирайте папку
Sample, там выбранные абсолютно наобум MP3-файла, у остальных качество точно такое же
