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¡Anda! Curso elemental para estudiantes avanzados

¡Anda! Curso elemental para estudiantes avanzados

2nd Edition

Audrey Heining-Boynton, Glynis Cowell

Sep 2012, Paperback, 432 pages
ISBN13: 9780205905713
ISBN10: 0205905714
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Designed with You in Mind

The ¡Anda! program provides practical responses to the challenges today’s Spanish instructors and students encounter.

The High Beginner Edition is designed for students who have studied one to three years of high school Spanish.

· Organized for a one semester course, High Beginner Edition reviews what students have already studied and expands students’ knowledge of Elementary Spanish.

· At the end of the course, students are ready to move on to Intermediate Spanish.

· Course components include High Beginner Edition textbook and online materials.

· The streamlined textbook is designed to be used during class while the highly interactive environment in MySpanishLab provides multiple review and practice tools.

Teaching and Learning Experience

•Realistic and Balanced Approach – Instructors and students don’t have to rush through the entire scope of Spanish grammar in 2 semesters. They can focus on practical communication which helps students feel more motivated and successful in the course.
•Explore Grammar – Grammar is chunked to allow students to assimilate and practice without feeling overwhelmed. Explanations are clear and concise and include many supporting examples followed by practice activities.
•Build Vocabulary – Each chapter contains a realistic number of new vocabulary words and like grammar, is presented in chunks at the point of need.
•Develop Skills – Unique reading and video storyline mystery motivates students to read. Dedicated speaking, listening and writing sections provide strategies and the process necessary to effectively develop skills in the target language.
•Connect with Culture - Both “high” and “popular” cultureare woven throughout the chapters to enable students to learn to recognize and appreciate cultural diversity as they explore behaviors and values of the Spanish-speaking world. They are encouraged to think critically about these cultural practices and gifts to society.
•Personalize Learning – MySpanishLab’s proven results will be available for fall 2012 courses.

Note: MyLanguageLabs does not come automatically packaged with this text. To purchase MyLanguageLabs access, please visit:

Preliminar A: Para empezar

Preliminar B: Introducciones y repasos

1: ¿Quiénes somos?

7: ¡A comer!

2: La vida universitaria

8: ¿Qué te pones?

3: Estamos en casa

9: Estamos en forma

4: Nuestra comunidad

10: ¡Viajemos!

5: ¡A divertirse! La música y el cine

11: El mundo actual

6: ¡Sí, lo sé!

12: Y por fin, ¿lo sé!


· The High Beginner Edition is designed for students who have studied one to three years of high school Spanish.

· Organized for a one semester course, High Beginner Edition reviews what students have already studied and expands students’ knowledge of Elementary Spanish.

· At the end of the course, students are ready to move on to Intermediate Spanish.

· Course components include High Beginner Edition textbook and online materials.

· The streamlined textbook is designed to be used during class while the highly interactive environment in MySpanishLab provides multiple review and practice tools.


· The High Beginner Edition has been structured to foster preparation, recycling, and review within the context of a one-semester course. The seven regular chapters in the text are complemented by a preliminary chapter, Paraempezar and two recycling chapters.

· The Paraempezar chapter contains content from chapters Preliminar A through 3 from the full edition of ¡Anda! Curso elemental. Vocabulary presentations are preserved in their entirety. All grammar explanations, along with many activities, appear only in MySpanishLab for online review and practice.

· Vocabalary and grammar summaries for each subsumed chapter are included at the end of Paraempezar for easy student reference.

· Students have adequate time throughout the course to focus on communication, culture, and skills development, and to master new vocabulary and grammar concepts presented.

· New material is presented in manageable chunks, allowing students to assimilate and practice without feeling overwhelmed.

· Vocabulary and grammar explanations are interspersed, each introduced at the point of need.

· Chapters are organized around themes that reflect student interests and tap into students’ real-life experiences.

· Regular chapters contain the same content as in the full edition. Readings and activities for Nota cultural and Ambiciones siniestras along with the video can be in the eText in MySpanishLab.

· Each activity is designed to begin with what the student already knows.

· Practice begins with mechanical exercises, for which there are correct answers, progresses through more meaningful, structured activities in which the student is guided but has some flexibility in determining the appropriate response, and ends with communicative activities in which students are manipulating language to create personalized responses.

· Activities have been designed to foster active participation by students. The focus throughout is on giving students opportunities to speak and on allowing instructors to increase the amount of student “talk time” in each class period.

· The majority of activities elicit students’ ideas and opinions, engaging them to respond to each other on a variety of levels. Abundant pair and group activities encourage students to learn from and support each other, creating a comfortable arena for language learning.

· New learning objectives accompanying each Vocabulario and Gramática chunk make the learning goal of each chunk transparent to students.

· New ¿Cómo andas? self-assessment boxes align directly to the chapter objectives and are numbered to match with the corresponding Comunicación section, helping students tie the objectives to learning outcomes.


· Grammar explanations are clear and concise, utilizing either deductive or inductive presentations, and include many supporting examples followed by practice activities.

· The inductive presentations provide students with examples of a grammar concept. They then must formulate the rule(s) through the use of guiding questions. The inductive presentations are accompanied by a new Explícalo tú heading and an icon that directs them to Appendix 1 where they can find the answers to the questions.

· Explicit, systematic recycling boxes with page references help students link current learning to previously studied material in earlier chapters or sections.


· Each volume introduces a realistic number of new vocabulary words.

· Basic vocabulary has been selected and tested through ¡Anda! ’s development for its relevance and support, while additional words and phrases are offered so that students can personalize their responses and acquire the vocabulary that is most meaningful to them.

· Additional vocabulary items are found in Vocabulario útil boxes throughout the chapters as well as in Appendix 3 ( También se dice … ).


· A high-interest mystery story, Ambiciones siniestras, runs through each chapter. Two episodes are presented, online, in each regular chapter, one as the chapter’s reading selection (in the Lectura section), the other in a corresponding video segment (in the Video section).

· The new ¡Conversemos! Speaking section provides communicative activities that combine vocabulary and grammar from the chapter and recycle content from previous chapters, providing students with the opportunity to “put it all together.”

· A new writing strategy has been added to each Escribe box to guide students to think critically about the writing process before they begin to write. · Chapters 6 and 12 are recycling chapters. No new material is presented. Designed for in-class use, these chapters recycle and recombine previously presented vocabulary, grammar, and culture, giving students more time to put all of their new skills together without the burden of learning new grammar or vocabulary. New rubrics have been provided in these chapters to assess student performance. They provide clear expectations for students as they review.


· Cultural Knowledge is approached thematically, making use of the chapter’s vocabulary and grammar. Many of the grammar and vocabulary activities are presented in a cultural context.

· Cultural presentations begin with the two-page chapter openers and always start with what the students already know about the cultural theme/concept from their home, local, regional, or national cultural perspective.

· The Nota cultural (online) and Les presento mi país sections provide rich cultural information about each Hispanic country.


MyLanguageLabs deliver proven results in helping individual students succeed.

· Pearson MyLabs are currently in use by millions of students each year across a variety of disciplines.

· MyLanguageLabs work—but don’t take our word for it. Visit to read white papers, case studies, and testimonials from instructors and students that consistently demonstrate the success of our MyLabs.

MyLanguageLabs provides engaging experiences that personalize, stimulate, and measure learning for each student.

· Everything Students Need to Succeed In One Place - MyLanguageLabs is the only program that thoroughly integrates all the component of a program bringing each element to your students as they need them to learn.

· Multilayered Feedback and Point-of-Need Support - Feedback bubbles in machine-graded activities give students instant hints on why an answer is incorrect. When students try the activity again, the “Need help?” feature links to specific sections in the eText and additional resources directly related to the activity's concept. The result is improved student performance.

· An assignment calendar provides students with a clear learning path and allows instructors to assign graded activities, with specific deadlines, and measure student progress.

· A fully customizable Gradebook allows instructors to add columns to their gradebook and organize them anyway they wish. MyLanguageLabs gradebook can become the unique gradebook for your course.

· English Grammar Readiness Checks test students’ understanding of grammar topics in English and provide personalized remediation via animated tutorials.

· Media assignments for each chapter—including videos with assignable questions—feed directly into the gradebook, enabling instructors to track student progress automatically.

· The Pearson eText lets students access their textbook anytime, anywhere, and any way they want—including listening online or downloading to iPad.

· Oral Practice - Voice Recording, Audio Feedback, and Blackboard Instant Messaging, Podcasting and MediaShare all enable students to increase oral proficiency without leaving the online environment.

· Assessment tied to every video and chapter enables both instructors and students to track progress and get immediate feedback. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early.

MyLanguageLabs come from a trusted partner with educational expertise and an eye on the future.

· Pearson supports instructors with workshops, training, and assistance from Pearson Faculty Advisors–so you get the help you need to make MyLanguageLabs work for your course.

· Pearson gathers feedback from instructors and students during the development of content and the feature enhancement of each release–to ensure that our products meet your needs.

Audrey Heining-Boynton received her Ph.D. from Michigan State University and her MA from The Ohio State University. Her career spans K-12 through graduate school teaching, most recently as Professor of Education and Spanish at The University of North Carolina at Chapel Hill. She has won many teaching awards, including the prestigious ACTFL Anthony Papalia Award for Excellence in Teacher Education, the Foreign Language Association of North Carolina (FLANC) Teacher of the Year Award, and The UNC ACCESS Award for Excellence in Working with LD and ADHD students. Dr. Heining-Boynton is a frequent presenter at national and international conferences, has published more than one hundred articles, curricula, textbooks, and manuals, and has won nearly $4 million in grants to help create language programs in North and South Carolina. Dr. Heining-Boynton has also held many important positions: President of the American Council on the Teaching of Foreign Languages (ACTFL), President of the National Network for Early Language Learning, Vice President of Michigan Foreign Language Association, board member of the Foreign Language Association of North Carolina, committee chair for Foreign Language in the Elementary School for the American Association of Teachers of Spanish and Portuguese, and elected Executive Council member of ACTFL. She is also an appointed two-term Foreign Language Annals Editorial Board member and guest editor of the publication.

Glynis Cowell is the Director of the Spanish Language Program in the Department of Romance Languages and Literatures and an Assistant Dean in the Academic Advising Program,College of Arts and Sciences, at The University of North Carolina at Chapel Hill. She has taught first-year seminars, honors courses, and numerous face-to-face and hybrid Spanish language courses. She also team-teaches a graduate course on the theories and techniques of teaching foreign languages. Dr. Cowell received her M.A. in Spanish Literature and her Ph.D. in Curriculum and Instruction, with a concentration in Foreign Language Education, from The University of North Carolina at Chapel Hill. Prior to joining the faculty at UNC-CH in August 1994, she coordinated the Spanish Language Program in the Department of Romance Studies at Duke University. She has also taught Spanish at both the high school and community college level. At UNC-CH she has received the Students’ Award for Excellence in Undergraduate Teaching as well as the Graduate Student Mentor Award for the Department of Romance Languages and Literatures.

Dr. Cowell has directed teacher workshops on Spanish language and cultures and has presented papers and written articles on the teaching of language and literature, the transition to blended and online courses in language teaching, and teaching across the curriculum. She is the co-author of two other college textbooks.