Ponto De Encontro: Portuguese As A World Language by Anna KlobuckaPonto De Encontro: Portuguese As A World Language by Anna Klobucka

Ponto De Encontro: Portuguese As A World Language

byAnna Klobucka, Clémence De Jouët-pastré, Patrícia Isabel Sobral

Hardcover | January 4, 2007

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Ponto de Encontro is the first Portuguese language textbook that gives the student the choice to learn either Brazilian or European Portuguese. While it seeks to emphasize commonalities, Ponto also highlights and preserves important differences in both vocabulary and grammar. This program provides an ample, flexible, communication-oriented framework for a beginning or intermediate student of Portuguese.
Anna Klobucka holds an M.A. in Iberian Studies from the University of Warsaw (Poland) and a Ph.D. in Romance Languages and Literatures from Harvard University (1993). She has taught at the Ohio State University and the University of Georgia, and she is currently Professor of Portuguese at the University of Massachusetts Dartmouth, whe...
Title:Ponto De Encontro: Portuguese As A World LanguageFormat:HardcoverDimensions:648 pages, 10 × 8 × 1 inPublished:January 4, 2007Publisher:Pearson EducationLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0131894056

ISBN - 13:9780131894051


Read from the Book

Introduction: A Case-Based Approach Like the first edition, the second edition of this highly applied text introduces beginning education students to teaching and attempts to present an honest look at the real world of students, teachers, classrooms, and schools. The topics included in this book and the ways in which they're presented have been designed to answer the question, "What does this have to do with me and my fixture life as a teacher?" To answer this question, we have developed case studies and features that highlight the issues and challenges important in teachers' everyday lives. Each chapter begins with a case study that provides a framework for the discussions that follow and helps readers understand how chapter topics relate to the real world of teaching. Additional cases and vignettes are used to further illustrate the content of the chapter to make it real and concrete. The case margin icon identifies where cases and vignettes are integrated with the topics in each chapter. Text Themes The book is organized around three themes—Professionalism, Reform, and Decision Making—which provide the threads that bind together the topics of the chapters. Professionalism Professionalism is the theme that ties together topics such as career selection, teacher working conditions, career-long development, teacher evaluation, and relationships with supervisors, peers, students, parents, and the community. The movement toward professionalism provides a tangible goal that can guide beginning teachers as they develop, and it has both short- and long-term potential for improving teaching. Professionalism also provides a framework for examining a number of important issues that developing teachers face, such as standards, accountability and testing, and merit pay. The Online Portfolio Activities at the end of each chapter are connected to INTASC standards. The activities are intended to encourage students to evaluate their own professional growth. The first portfolio activity in each chapter uses a Personal journal Reflection to help the reader connect his or her ideas to issues raised in the chapter. The Reflect on This feature within each chapter connects the reader to realistic online cases that provide additional opportunities for professional growth through decision making. Reform Reform has always been a factor in our educational system. However, at no time in the past has reform had a more profound influence on education. Standards, accountability, and testing—for teachers and students—are being proposed as solutions to both educational and societal problems. No Child Left Behind, a sweeping federal reform initiative, has already changed schools and will continue to shape the profession for new teachers. The Teaching in an Era of Reform feature in each chapter frames a specific reform issue as it relates to chapter content and asks students to make a personal evaluation of its potential. Decision Making Decision making, which involves goal-oriented problem solving based on professional knowledge, is one of the central characteristics of teacher professionalism. This theme is introduced in Chapter 1 and integrated throughout the book. Each chapter concludes with Decision Making: Defining Yourself as a Professional, which asks readers to begin thinking about personal and professional decisions that will influence the kinds of teachers they will become. New to This Edition This edition of Introduction to Teaching: Becoming a Professional continues to focus on providing students with a realistic view of the teaching profession along with the knowledge and decision-making skills that will help shape them as professionals. To do this, we have updated and expanded coverage of current issues and practices, such as culturally relevant teaching, portfolio building, preparing for the Praxis test, and developing a personal teaching portfolio. These carefully selected additions and updates support the thrust of the second edition—to help students answer the question, "What does this have to do with me and my future life as a teacher?" The content of this edition places a strong emphasis on professionalism by focusing on: Professional Decision Making. This theme is introduced in Chapter 1 and reinforced in each chapter. Reflection. This topic is also introduced in Chapter 1 and expanded upon in every chapter as a critical part of professional development. Praxis: Comprehensive Teacher Testing. The Praxis guides in this edition are intended to help students be accountable for meeting professional standards. No Child Left Behind. NCLB is examined in Chapter 1 and connected with other topics throughout the text. Induction Programs. Characteristics of quality induction programs are analyzed for beginning teachers. Action Research. This new topic is described and connected to teachers' career-long professional development. Expanded Coverage of Classroom Management. Beginning teachers' primary challenge is described in terms of the realities of classroom life. Merit Pay. The pros and cons of this reform effort are analyzed. Privatization. The privatization movement is described in terms of its potential effects on students. Expanded Coverage of School Choice. Recent developments in charter schools and vouchers are described and related to teachers and students. Homeschooling. This growing national movement is analyzed in terms of strengths and potential pitfalls. New features to this edition include: Praxis Practice Exercises. Each chapter contains practice exercises with feedback on the text's Companion Website to prepare students for the Praxis Principles of Learning and Teaching exam. Praxis and INTASC Correlation Guides. These guides connect chapter topics to the maxis Principles of Learning and Teaching exam and the INTASC standards. Keys to Success on the Praxis. This new feature provides helpful tips for students on how to succeed on the Praxis Principles of Learning and Teaching exam. Decision Making: Defining Yourself as a Professional. This end-of-chapter feature emphasizes professional decision making and encourages readers to define themselves as professionals in terms of chapter content. Classroom Windows DVD. Each text now comes with a 1JVD containing eight videos of real teachers in real classrooms. These are integrated in Chapters 1, 2, 6, 7, 10, 11, 12, and 13 and are also available on videocassettes for use by instructors in their classrooms. Personal Reflection Portfolio Activities. These are found in each chapter, encouraging students to personally reflect upon chapter content through portfolio activities. Features of the Text The book is interactive, encouraging prospective teachers to make conscious decisions about the kind of teacher they want to become. To create this interactive environment, the text includes Theme Features, Field Experience Features, Video Features, and Pedagogical Features to enhance the content and aid prospective teachers in their journey toward becoming a professional. Theme Features highlight the three themes around which the book is organized—Professionalism, Reform, and Decision Making—and present the content in an interactive way. Exploring Diversity examines an issue related to each chanter's content for which the increasing diversity in today's students has important implications. Teaching in an Era of Reform provides an in-depth analysis of a reform issue related to each chapter's content. At the end of this section, You Take a Position invites the reader to take a personal position with respect to the issue presented in the chapter. Reflect on This is an online activity that promotes professional reflection by presenting students with realistic dilemmas in the form of case studies that ask students to make professional decisions. Students can then compare their responses to feedback on the book's Companion Website. Decision Making: Defining Yourself as a Professional, a chapter-closing section, integrates chapter topics with implications for contemporary teachers. Online Portfolio Activities, linked to INTASC standards, encourage students to begin constructing professional portfolio entries tied to each chapter's content. These involve students in a range of activities, including visiting the Web sites of professional organizations, beginning work on their philosophy of education, as well as connecting with local districts and state offices of education. The first portfolio activity in each chapter involves a Personal Journal Reflection that asks students to think about chapter content in terms of their own strengths and goals. Field Experience Features engage the student in reel or virtual classroom experiences to enhance their understanding of chapter content. Going into Schools, which appears at the end of each chapter, invites students to apply the information in the chapter to themselves and school settings. Using observations and interviews, students connect to the schools and classrooms in which they'll teach. Classroom Observation Guides describe concrete suggestions for observing and analyzing classrooms. Found in Chapters 3, 6, 10, 11 and 12, these observational guides encourage students to apply chapter content to actual classrooms. Virtual Field Experience, an extension of the Going into Schools feature, allows students who do not have a formal field experience component as part of their course to explore issues and topics through the Internet. This feature can be found in the Field Experience module of each chapter on the Companion Website. Video Features, found in each chapter, use videos of real-world situations and issues to connect with concepts presented in the text. Classroom Windows provides students with realistic glimpses of teachers working in real classrooms. This boxed feature contains a summary of the unscripted and unrehearsed, real-world video episodes that accompany the text. Students can view the video episodes on a DVD (located in the back of the text) and then respond to questions asking them to apply chapter content to what they've seen. Feedback for the questions is available on the Companion Website. Classroom Windows videos are found in Chapters 1, 2, 6, 7, 10, 11, 12, and 13. Video Perspectives allow the reader to investigate chapter topics through ABC News video segments focusing on controversial educational issues. Each Video Perspective section offers a short summary of the episode and asks students to respond to questions relating to the video and chapter content. Video Perspectives are found in Chapters 3, 4, 5, 8, and 9. Video Discussion Questionsm direct students to mew rodeo clips of educational leaders, such as Theodore Sizer and John Goodlad, answer discussion questions online, and receive immediate feedback through the text's Companion Website. These appear in Chapters 1, 2, 4, 7, 8, and 10. Pedagogical Features provide additional instructional support for students in their understanding of chapter content. Chapter Introductions and Focus Questions introduce chapter content and identify major issues and questions. Integrated Case Studies introduce each chapter and provide concrete frames of reference for the tonics discussed in the chapter. Increasing Understanding Questions, included in the margins of each chapter, encourage students to apply their understanding of the chapter topics to real-world situations. Students can answer these questions and receive immediate feedback on the Companion Website. Chapter Summaries provide a concise recap of the major ideas discussed in each chapter. Important Concepts lists key concepts and identifies the page on which each concept is 10cated and defined. Praxis Practice provides opportunities for students to assess their knowledge of chapter content in realistic case studies similar to those found in the Praxis Principles of Learning and Teaching exam. Students can take the exam and then receive immediate feedback on the Companion Website. Discussion Questions provide opportunities for students to integrate and personalize the content in the chapters as they interact with their peers in discussion formats.

Table of Contents

Lição preliminar: Primeiros passos


Lição 1: A universidade


Lição 2: Entre amigos


Lição 3: Horas de lazer


Lição 4: A família


Lição 5: A casa e os móveis


Lição 6: A roupa e as compras


Lição 7: O tempo e os passatempos


Lição 8: Festas e tradições


Lição 9: O trabalho e os negócios


Lição 10: A comida


Lição 11: A saúde e os médicos


Lição 12: As férias e as viagens


Lição 13: O meio ambiente


Lição 14: A sociedade


Lição 15: A ciência e a tecnologia


Expansão gramatical


  • Apêndice I: Word formation in Portuguese; syllabic stress and written accents
  • Apêndice II: Verb charts
  • Apêndice III: Portuguese to English vocabulary
  • Apêndice IV: English to Portuguese vocabulary



Editorial Reviews

Ponto de Encontro According to Professors     Brazil and Portugal: I am particularly impressed with the decision of the authors’ to incorporate both peninsular and Brazilian Portuguese… It is key to developing the student’s understanding of the global nature of the lusophone world. Furthermore, from a practical point of view, it makes a coordinator’s life much easier... The authors’ approach in this regard is perfect. — Phillip Rothwell, Rutgers University   I think one of the greatest merits and challenges of Ponto de Encontro is the incorporations of both linguistic varieties, and I congratulate the authors for taking this task in a serious and successful manner. - Ana Maria Carvalho, University of California, Berkeley     Activities: I like that the activities involve working with partners and in small groups and then [are followed by] follow-ups that involve finding the general opinions of the class.  — Susan McMillen Villar, University of Minnesota   The activities are varied but communicative in nature, allowing students to practice language and structures in meaningful contexts. As with the content in general, there is an abundance of practice options, which give the instructor flexibility to use those which seem most appropriate. - Jason R. Jolley, Missouri State University   Vocabulary: Regarding vocabulary, I like the fact that the book goes into areas that are of great interest to students today, such as technology, the environment, social conditions and political systems, in addition to the more traditional subjects of home, family, food, health, school… The book will be more attractive than any other one on the market.  — Margo Milleret, University of New Mexico   …One of the greatest strengths of this proposal is the plethora of vocabulary units. It is diverse and relevant. - Bryan Kennedy, University of Wisconsin — Milwaukee   Grammar: The chapters present grammar in an intuitive sequence that will equip learners with the tools to begin using correct patterns early on in their communications. The explanations are indeed clear and accurate, without being convoluted.  — Jason R. Jolley, Missouri State University   Culture: I want to compliment the authors for the option of introducing cultural texts on all the Portuguese-speaking countries around the world. This will be the first book to include this aspect. One of the reasons we have waited so long to change our textbook is hoping that Ponto de Encontro can be our next option. — Monica Rector, University of North Carolina   Program Components: The features I find most attractive are the text’s excellent activities, use of the internet, the pre- during and post-reading activities, the situaações, the activity CD-ROM, the instructor’s resource manual and companion website…  - Clelia Donovan, University of California, Berkeley   Each of the supplements should be greatly appreciated. These are the kinds of supplements that we have for Spanish, French and German language teaching that have been lacking for teaching Portuguese… We would be delighted with what you have promised… With this text we can FINALLY teach our beginning and intermediate Portuguese language classes like we do our Spanish language classes without so much effort on the part of the instructors who have had the responsibility of developing so much to make the classes communicative. I can’t wait for the text to be published! - Susan McMillen Villar, University of Minnesota Overall:   This course is simply outstanding: it is pedagogically sound, communicative in approach, while giving appropriate levels of grammatical explanation and developing sound writing skills… It is long overdo and represents a landmark in Portuguese language courses… This text will be adopted by Rutgers University as soon as it becomes available.  - Phillip Rothwell, Rutgers University   Ponto de Encontro is a text that I wished I had had at the very beginning of this semester for my beginning and intermediate classes because it is a text that is written well, takes into account the reality of students learning Portuguese in the U.S. and gives the teacher the option of teaching the variations of the language that are most requested… I would definitely recommend this text to anyone. It is the epitome of context-sensitive language learning with an outreach to the reality of the student’s world, as well as to the world communities.  — Virginia da Luz Vieira, San Jose State University   This multifaceted introduction to Portuguese provides everything we have been waiting for: contextualized activities that allow communication to take place in the classroom, well-thought steps for the gradual development of all four skills, glimpses into all Portuguese-speaking cultures and traditions, and a very welcome incorporation of the 5 C’s suggested by the National Standards. Teachers and students alike will find the authors’ selection and presentation of topics interesting, richly illustrated and well organized. I also commend the authors’ successful efforts in exposing the students to the Portuguese-speaking world’s different cultures and dialects, instead of favoring one over another. Teachers of Portuguese will welcome these much-needed updated textbook and supplements for bringing the latest of L2 pedagogy into the study of the Portuguese language. - Ana Maria Carvalho, University of California, Berkeley   It [Ponto de Encontro] is presented as the most complete and conscientiously compiled Portuguese second language program that I have seen. Parabéns!!! — Richard Sansone , Valencia Community College   At this point, and after years of teaching Portuguese, this is the most appealing book to teach with… or to learn with. It’s fun.  — Nelson Lopez, SUNY-Delhi   …This proposal is light-years above and beyond any currently published Portuguese texts. I feel that the text indeed covers the authors’ goals of addressing grammar, communication, culture, writing and reading and am very happy to see all the skills addressed.  — Timothy McGovern, University of California,  Santa Barbara