This book includes a detailed outline of Assyrian grammar, transliterated texts, an extensive glossary and a comprehensive list of alphabets. Aramaic is also known as Assyrian and knowledge of it is a must for any serious scholar of the bible. The instruction guide is designed for those intere4sted in learning to read the language.
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Content is organized within 12 thematic units, including Everyday Language, People, Housing, Food and Recreation.
Each unit starts with an Intro page (new to this edition) and ends with a story page, with single or double-page sub-topics introducing new words in a realistic visual context and easy-to-learn “chunks.”
The target new vocabulary is listed and simple practice activities help students put their new words into practice.
Story pages include pre-reading questions to build previewing and predicting skills and post-reading questions and role-play activities to support critical thinking and to encourage students to use the new language they have learned.
Rich visual contexts recycle words from the unit. This structure is designed to address the needs of multilevel classrooms.
Supporting components include more guidance on this topic as well as assessing needs and lesson planning. (available in English only).
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Touchstone Student’s Book 2 is the second level of the innovative Touchstone series. It is designed for high-beginning students and expands on the fundamental concepts established in Student’s Book 1. Drawing on research into the Cambridge International Corpus, Student’s Book 2 presents the vocabulary, grammar, and functions students encounter most often in real life. It also develops the conversation strategies that students need for effective conversations. The book features an attractive, contemporary design with color photos and illustrations. It makes learning fun by maximizing the time students spend on interactive, personalized activities on high-interest topics.
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Syriac is the Aramaic dialect of Edessa in Mesopotamia. Today, it is the classical tongue of the Nestorians and Chaldeans of Iran and Iraq and the liturgical language of the Jacobites of Eastern Anatolia and the Maronites of Greater Syria. Syriac is also the language of the Church of St. Thomas on the Malabar Coast of India. Syriac belongs to the Levantine group of the central branch of the West Semitic languages. Syriac literature flourished from the third century on and boasts of writers like Ephraem Syrus, Aphraates, Jacob of Sarug, John of Ephesus, Jacob of Edessa, and Barhebraeus. After the Arab conquests, Syriac became the language of a tolerated but disenfranchised and diminishing community and began a long, slow decline both as a spoken tongue and as a literary medium in favour of Arabic. Syriac played an important role as the intermediary through which Greek learning passed to the Islamic world. Syriac translations also preserve much Middle Iranian wisdom literature that has been lost in the original. Here, the language is presented both in the Syriac script and in transcription, which is given so that the pronunciation of individual words and the structure of the language may be represented as clearly as possible. The majority of the sentences in the exercises – and all of the readings in later lessons – are taken directly from the P’itta, the Syriac translation of the Bible. Most students learn Syriac as an adjunct to biblical or theological studies and will be interested primarily in this text. Biblical passages also have the advantage of being familiar, to some degree or other, to most English-speaking students. For many of those whose interest in Syriac stems from Biblical studies or from the history of Eastern Christianity, Syriac may be their first Semitic language. Every effort has been made in the presentation of the grammar to keep the Semitic structure of the language in the forefront and as clear as possible for those who have no previous experience with languages of that family. Syriac is structurally perhaps the simplest of all the Semitic languages. A chart of correspondences among Arabic, Hebrew, and Syriac is given.
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Content is organized within 12 thematic units, including Everyday Language, People, Housing, Food and Recreation.
Each unit starts with an Intro page (new to this edition) and ends with a story page, with single or double-page sub-topics introducing new words in a realistic visual context and easy-to-learn “chunks.”
The target new vocabulary is listed and simple practice activities help students put their new words into practice.
Story pages include pre-reading questions to build previewing and predicting skills and post-reading questions and role-play activities to support critical thinking and to encourage students to use the new language they have learned.
Rich visual contexts recycle words from the unit. This structure is designed to address the needs of multilevel classrooms.
Supporting components include more guidance on this topic as well as assessing needs and lesson planning. (available in English only).
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The need for a modern text to teach Chinese to English-speaking students has long been recognized. Even today Chinese tends to be taught by rote rather than concept for the want of pedagogically sophisticated course materials. Jennifer Liu and Margaret Yan, two Indiana University professors, have now produced a cognitively based first year course for learning Chinese. The innovative features of their texts include.
* An introduction to the cultural and social contexts of Chinese
* A presentation of Chinese calligraphy
* Lessons with real-life situations and lively dialogue
* Explanations of Chinese pronunciation and grammar
* Illustrations including cartoons
* Chinese characters with mnemonic visuals
* Criteria-grouped vocabulary
* An instructor’s manual
* Student workbook
In this book for second-year students of Arabic, Munther A. Younes builds on his successful introductory textbook, Elementary Arabic: An Integrated Approach. Using the same innovative approach he established in Elementary Arabic, Younes offers lessons that integrate the colloquial Levantine dialect with Modern Standard Arabic, thereby reflecting the actual use of the language by native speakers. This volume also continues to deepen the student’s understanding and appreciation of Arab society, culture, and history.
Focusing on the development of communicative skills, each lesson contains listening, speaking, and reading activities, as well as extra materials and exercises to provide variety, entertainment, and further opportunities for practice. The listening selections include folktales and anecdotes well known to native speakers as part of their oral tradition. The dialogues reflect the quality of everyday oral interaction among Arabs, often with an element of humor. The reading selections, consisting of poems, short stories, newspaper articles, descriptions of Arab cities, and biographies of historical figures, are designed to improve reading skills while enriching the student’s knowledge of Arab history, culture, language, and literature. Among the supplementary activities are songs, crossword puzzles, root-and-pattern identification exercises, passage completions, dictations, free compositions, and more.
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Best review for Intermediate Arabic: An Integrated Approach (Yale Language Series)
Arabic Handwriting Workbook II
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This is the first in a series of three workbooks for Arabic ESL grammar students. In Workbook One, the beginning ESL student can study, learn, and practice grammar structures one page at a time. Users of this book can study a grammar point, learn it through examples of usage, and practice by completing the accompanying exercises.
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Best review for The Best English Exercises for Arabic Students: Beginning Workbook One
This textbook is for beginning students of Arabic who are seeking to develop communicative oral skills in colloquial Levantine Arabic, the dialect used in Jerusalem and in contemporary Syria, Lebanon, Jordan, and Palestine/Israel. It is the first textbook for colloquial Arabic developed according to the principles of the proficiency movement in foreign language teaching, in which the emphasis is placed on the use of meaningful drills, activities that are appropriate to the context in which the language will be spoken, and a balance between linguistic accuracy and active use of the language. The first half of the teacher’s manual is devoted to a series of “functions” that focus on specific spoken activities, such as greetings, identifying objects, or asking for information. Each function is accompanied by explication, classroom activities, and suggestions for other activities both in and out of the classroom. The second part provides a series of ten situations in which passages in the colloquial dialect, mostly in the form of narratives, are intended to take the students beyond the level of basic communication to a more descriptive and narrative mode. The text is accompanied by charts and glossaries. A set of audio tapes is keyed to the individual functions and situations. The second part of the teacher’s manual is available as a separate book for student use. Levantine Arabic may be used as the primary text for a course designed exclusively to teach colloquial Arabic, or in conjunction with beginning and intermediate courses in Modern Standard Arabic.
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