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Library of Congress Control Number: 2011936941
Student Edition:
ISBN-13: 978-1-111-82967-4
ISBN-10: 1-111-82967-5
Loose-leaf Edition:
ISBN-13: 978-1-111-83667-2
ISBN-10: 1-111-83667-1
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A Look at ¡Claro que sí! Seventh Edition
Each opener introduces the objectives for the chapter. The objectives describe functions—what you can do with the language, such as greet someone or talk about your everyday activities—which are the linguistic and communicative focus for the chapter.
¡Claro que sí! Seventh Edition consists of a preliminary chapter followed by 16 chapters.
Chapters 1–9 present a map and a photo relevant to the country or region that you will learn about in the chapter. Chapters 10–16 have a main cultural theme, with a photo that reflects it.
The ¿Qué saben? questions serve as an introduction to cultural information and topics that are presented in the chapter.
John & Lisa Merrill DanitaDelimont.com "Danita Delimont Photography" / Newscom
Accessible, contextualized language provides a focus for learning
Two Para ver sections in each chapter help develop your listening skills in Spanish. New and recycled vocabulary and grammar are presented in the context of video blogs, in which you will follow a series of characters through the videos they post.
Each video, available in iLrn: Heinle Learning Center and on CengageBrain.com, is accompanied by pre-, while- (signaled by the viewing icon) and post viewing practice. Each video can be viewed with or without subtitles in Spanish.
Focus on practical language fosters communication
Two Vocabulario esencial sections present practical, thematically grouped vocabulary, often using illustrations to convey the meaning of new words. The accompanying practice is engaging and often includes real-life situations so that you can use Spanish in meaningful contexts.
In-text icons in the vocabulary and grammar sections serve as a reminder to do the activities in the Workbook or Lab Manual sections of the Student Activities Manual (whether in print or online). There are additional activities on CengageBrain.com.
ACTIVIDAD
Functional grammar presentations build communication skills
The activities that follow each presentation often ask you to interact with classmates, using what you have just learned, so that you have plenty of opportunities to express yourself in Spanish.
Student annotations in the margins of the textbook offer learning strategies, relevant cultural information, and study tips.
Gramática para la comunicación I and II feature functionally sequenced grammar presentations (for example, describing daily routines) that stress the use of language for communication. Explanations are in English so that you can study them at home.
Numerous examples illustrate the concepts presented, and charts help you focus on key information when studying or reviewing.
Emphasis on culture promotes awareness of the Spanish-speaking world
The Más allá section at the end of each chapter offers you the opportunity to explore the cultures of the Spanish-speaking world through song and short videos. In every third chapter, there is also an introduction to a feature film. The songs, short videos, and films are accompanied by activities to help you comprehend the content. An iTunesTM playlist is available through iLrn and on CengageBrain.com. The videos for this section can be seen on CengageBrain.com
¿Lo sabían? cultural readings, in Spanish beginning in Capítulo 4, offer information and insights on a range of cultural topics. These readings encourage discussion and expose you to the diverse cultures of the Spanish-speaking world. They end with questions that encourage cross-cultural exploration. viii Overview
Study smart with a systematic chapter review
A list titled Now you know how to... provides a quick review of what you have learned to express in each chapter with examples that are easily understandable.
To help you review or prepare for quizzes and exams, the Vocabulario funcional section at the end of each chapter lists all active vocabulary in a thematically organized summary.
Integrated Teaching and Learning Tools
To the Student
Marcela Domínguez
Scope and Sequence
To the Student
CAPÍTULO PRELIMINAR
Bienvenidos al mundo hispano 2
j Las presentaciones 4
j Los saludos y las despedidas 6
j Países de habla española y sus capitales 7
j Expresiones para la clase 9
j Deletreo y pronunciación de palabras: El alfabeto 10
j Acentuación (Stress) 12
Cultura
j Countries with most Spanishspeakers 3; Tú vs. usted 5; Use of adiós 6; The abrazo and beso 7; Spanish-speaking countries and capitals 7 and 15; Spanish in the world 8; Facts about the Spanish alphabet 10; How to read acronyms 11
CAPÍTULO 1
¿Quién es?
16
Para ver I 18
j Mi video blog número 1 18
Vocabulario esencial I 20
j Los números del cero al cien 20
j Las nacionalidades 22
Gramática para la comunicación I 24
j Talking about Yourself and Others (Part I): Subject Pronouns 24; Asking and Giving One’s Name: Llamarse 24; Stating Origin: Ser 1 de, ser 1 nationality 24
j Indicating One’s Age: Tener 26
Nuevos horizontes 28
j Reading Strategy: Scanning 28
j Lectura: “Los hispanos en los Estados Unidos” 29
Vocabulario esencial II 30
j Las ocupaciones 30
Para ver II 32
j Mis padres y amigos 32
Gramática para la comunicación II 34
j Talking about Yourself and Others (Part II): Subject Pronouns in the Singular and Plural 34; Singular and Plural Forms of the Verbs llamarse, tener, and ser 34; Singular and Plural Forms of Occupations and Adjectives of Nationality 35
j Asking Information and Negating: Question formation 37; Negating 37
Más allá 40
j Canción: “La bamba”, Los Lobos 40
j Video: El mes de la herencia hispana 40
Cultura
j Points of interest in Chicago and Los Angeles on Para ver I video; Two last names on Para ver I video and 19; Reading phone numbers 21; Refering to people from the U.S. 22; Hispanics vs. Latino in the U.S. 22; Demographics of Hispanics in the U.S. 28; Origin of Hispanics in the U.S. 29; Hispanics in the workforce of the U.S. 31; Spanish words used in English and English words used in Spanish 33; Diversity of Hispanics 39; Famous Hispanics 23, 30, 31, 36, 40
Material reciclado
j Introductions (P); Country names (P); Llamarse (P); Ser de 1 place (P); Tú vs. Ud. (P); Alphabet (P); Geography (P)
CAPÍTULO 2
¿Te gusta? 44
Para ver I 46
j Una visita a Puerto Rico 46
Vocabulario esencial I 48
j La habitación de un estudiante universitario 48
Gramática para la comunicación I 50
j Using Gender and Number: Gender 50; Number: Plural Formation 51
j Expressing Likes and Dislikes (Part I): Gustar 52
j Expressing Possession: The Preposition de 55; Possessive Adjectives 55
Nuevos horizontes 58
j Reading Strategy: Identifying Cognates 58
j Lectura: “Facultad de Ciencias de la Computación” 59
j Writing Strategy: Connecting Ideas 61
Vocabulario esencial II 62
j Acciones 62
j Los días de la semana (The Days of the Week): Expresiones de tiempo (Time Expressions) 63
Para ver II 66
j Planes para la República Dominicana y Panamá 66
Gramática para la comunicación II 68
j Expressing Likes and Dislikes (Part II): Gustar 68
j Expressing Obligation and Making Plans: Expressing obligation: Tener que 69; Making plans: ir a 69
Más allá 72
j Canciones: “¡Vive!”, “Estrellitas y duendes” y “Merengue con letra” 72
j Video: La ruta del carnaval dominicano 73
Cultura
j Cuba, the Dominican Republic, Puerto Rico, and Panama throughout and on Para ver I and II videos; History of Puerto Rico 47; Where college students live 52; Baseball 54; University systems including the facultad 60; Kunas and Tainos 64; Merengue, bachata, bolero, salsa, merengue, hip-hop, and reguetón on Para ver I video and 67, 72; Carnaval de las Tablas 71; Carnaval in the Dominican Republic 73
Material reciclado
j Tener (1); Ser (1); Question formation (1); Negation (1); Geography (P)
CAPÍTULO 3
¿Qué haces hoy? 76
Para ver I 78
j 78
Vocabulario esencial I 80
j Lugares (Places): 80
Gramática para la comunicación I 82
j Indicating Location: Estar 1 en 1 place 82
j
-ar Verbs; -er Verbs; -ir Verbs 83
j
Irregular yo Forms 86
Nuevos horizontes 88
j Reading Strategy: Dealing with Unfamiliar Words 88
j Lectura 89
j Writing Strategy: Using Models 90
Vocabulario esencial II 91
j El físico y la personalidad: Ser 1 adjective 91
j Las emociones y los estados: Estar 1 adjective 92
Para ver II 94
j Hay familias… y… FAMILIAS 94
Gramática para la comunicación II 96
j Describing Yourself and Others:
Adjective Agreement 96; of Adjectives 96; Ser/estar 1
j
Adjective 97
100
Más allá 102
j
Espinosa 102
j Video: Costa Rica: Sin ingredientes artificiales 102
j Sugar 103
Cultura
j Nicaragua throughout chapter; Sarchí 76 and on Para ver I video; Use of diminutives 79; Costa Rican democracy and Óscar Arias 79; Specialty stores vs. mercados vs. supermercados vs. hipermercados 81; El Güegüense 89; Luis Enrique Mejía 89; Nicaragua a land of lakes, volcanoes, and poets (Darío, Cardenal, Belli) on Para ver II video and 95;
Connotations of the word familia on Para ver II video; Baseball in the Caribbean 103
Material reciclado
j
Occupations (1); Class subjects (2); Common nouns (1, 2); Gustar (2); Estar Tener que (2); Ir a (2); Actions (2)
CAPÍTULO 4
Un día típico 106
Para ver I 108
j Mi día típico 108
Vocabulario esencial I 110
j Las partes del cuerpo (Parts of the Body) 110
j Acciones reflexivas 112
Gramática para la comunicación I 114
j Describing Daily Routines: Reflexive Verbs 114
j a 116
Nuevos horizontes 118
j 118
j Lectura: misterioso de los incas” 119
j Writing Strategy: Brainstorming and Outlining 121
Vocabulario esencial II 122
j El tiempo, las estaciones y las fechas (The Weather, Seasons, and Dates) 122
Para ver II 126
j Las vacaciones 126
Gramática para la comunicación II 128
j Talking about Who and What You Know: Saber 128; Conocer 129
j
Demonstrative Adjectives 131; 131
Más allá 134
j Canción: “Esta es mi tierra”, Eva Ayllón 134
j Video: Bolivia 135
Cultura
j
geographic and ethnic diversity of 109; 110; Sayings and proverbs 112; Incas and Machu Picchu 119; Seasons and academic calendar in the Southern Hemisphere 125; Titicaca and the Galapagos on Para ver II video and 127; The cajón and charango as part of música criolla 134
Material reciclado
j Ir a 1 infinitive and tener que 1 infinitive (2); Ir a 1 Estar
expressions (2) ; Ser and estar with Occupations (1); Nationalities (1); Age (1)
j La ropa y los materiales (Clothes and Materials) 154
Para ver II 158
j El desfile de modas 158
Gramática para la comunicación II 160
j
j
Duration: Para and por 160
Thing, or Event: Estar en and ser en 161
Más allá 164
j Canción: “24 horas”, Café Tacuba 164
j Video: El Día de los Muertos 165
Cultura
j throughout the chapter; El Zócalo on Para ver I video and 141; to visit in Mexico City on Para ver I; 24-hour clock 142; Hispanics and time 143; Daily routine in Mexico, meal times and the almuerzo in Mexico vs. other countries 146; Store and restaurant hours 148; Mexican festivals (la Virgen de Guadalupe 151, Posadas 152, Día de los Muertos 165); La guayabera y el rebozo 155; Oaxaca 159; Diego Rivera and Frida Kahlo 163
Material reciclado
j Adjectives of nationality (1), Tener
Ser/estar Ser de 1 place (1); Days of the week (2); Gustar (2); Reflexives (4); Cardinal numbers (1);
CAPÍTULO 6
Ayer y hoy 168
Para ver I 170
j El padre de Julieta 170
Vocabulario esencial I 172
j Los números del cien al millón 172
j Preposiciones de lugar 174
Gramática para la comunicación I 176
j Talking about the Past: The Preterit 176
j Indicating Relationships: Prepositions 180
Nuevos horizontes 184
j Reading Strategy: Skimming 184
j Lectura: “La leyenda de Guatavita” 185
j Writing Strategy: Chronological Order 187
Vocabulario esencial II 188
j La familia de Julieta 188
Para ver II 191
j La boda en Caracas 191
Gramática para la comunicación II 193
j Using Indirect-Object Pronouns 193
j Using Affirmative and Negative Words 195
Más allá 198
j Canción: “¿Cuándo fue?”, Víctor Escalona 198
j Video: Conoce Venezuela 198
j Película: María llena eres de gracia 199
Cultura
j Chivas 168; Points of interest in Bogotá on Para ver I video; Museo del Oro and la Catedral de Sal 171; Gustavo Dudamel (Venezuelan conductor) 183; Famous Colombians and Venezuelans 183; The Legend of Guatavita 185; El Dorado 186; Family and the responsibility of its members 189; Venezuelan geography (including oil reserves, la Isla Margarita, el Salto Ángel, and tepuyes) on Para ver II video and 192, 198
Material reciclado
j Cardinal numbers (1); Estar for location (3); Reflexives (4); Stemchanging verbs (5); Days of the week and other time divisions (2); Present indicative (3, 4, 5); Ir a 1 infinitive (2)
CAPÍTULO 7
Los viajes 202
Para ver I 204
j Paseando por Madrid 204
Vocabulario esencial I 206
j El teléfono 206
j En el hotel 208
Gramática para la comunicación I 210
j Talking about the Past (Part I): Irregular Verbs in the Preterit 210; Change of Meaning in the Preterit 211
j Talking about the Past (Part II): StemChanging Verbs in the Preterit 212
j Expressing the Duration of an Action: Hace 1 Time Expression 1 que 1 Verb in the Present 216
Nuevos horizontes 218
j Reading Strategy: Identifying Main Ideas 218
j Lectura: “Historia de España” 219
j Writing Strategy: The Paragraph 221
Vocabulario esencial II 222
j Medios de transporte 222
j El pasaje y el aeropuerto 223
Para ver II 226
j ¿Pasajeros típicos? 226
Gramática para la comunicación II 228
j Indicating Time and Age in the Past: Ser and tener 228
j World soccer champions 202; Madrid on Para ver I video; Different cultures in Spanish history 205, 218; Making phone calls 206, 207; Text message abbreviations 207; Paradores in Spain 220; Barcelona on Para ver II video; Languages spoken in Spain 227; The patria chica 227; Don Juan Tenorio 232; The royal family 233; Seville and Andalucía 234, 235
Material reciclado
j Large numbers (1, 6); Time expressions; Stem-changing verbs (5); Hace que 1 Preterit (6); Question words (1); Preterit (6); Telling time (5); Telling age (1); Family (6)
CAPÍTULO 8
La comida y los deportes 238
Para ver I 240
j Comida casera en un restaurante guatemalteco 240
Vocabulario esencial I 242
j La comida 242
Gramática para la comunicación I 245
j Expressing Likes, Dislikes, and Opinions: Using Verbs Like gustar 245
j Avoiding Redundancies: Combining Direct- and Indirect-Object Pronouns 247
j Using ya and todavía 250
Nuevos horizontes 252
j Reading Strategy: Finding References 252
j Lectura: “El padre Antonio y su monaguillo Andrés”, Rubén Blades 254
j Writing Strategy: Avoiding Redundancy 256
Vocabulario esencial II 257
j Los deportes 257
j Los artículos deportivos 258
Para ver II 260
j ¡¡¡Goooooooooooolllll!!! 260
Gramática para la comunicación II 262
j Describing in the Past: Formation of the Imperfect 262; Using the Imperfect 263
Más allá 268
j Canción: “Te encontraré”, Ricardo Arjona 268
j Video: El Salvador tiene todo incluido 269
Cultura
j Points of interest in Guatemala, Honduras and El Salvador throughout chapter; Guatemalan food on Para ver I video; Tikal, Copán, and Joya de Cerén 241; Regional foods in Spanish-speaking countries 243; Setting the table for an elegant meal 243; Courses of a meal (platos) 244; Salvadoran Restaurant menu 244; Comercio justo and coffee exports 246; Óscar Romero 253, 254; Soccer, baseball and other sports 259; Garífunas 261; Childhood fantasies 266; Christmas and Holy Week traditions 266
Material reciclado
j Indirect- and direct-object pronouns (6, 7); Gustar (2); Preterit (6, 7); Telling time in the past (7); Telling age in the past (7)
CAPÍTULO 9
Cosas que ocurrieron 272
Para ver I 274
j Un accidente en las vacaciones 274
Vocabulario esencial I 276
j La salud 276
j Los medicamentos y otras palabras relacionadas 278
Gramática para la comunicación I 280
j
Imperfect 280
j 284
Nuevos horizontes 288
j Reading Strategy: Approaching Literature 288
j Lectura: “Tragedia”, Vicente Huidobro 289
j Writing Strategy: Narrating in the 290
Vocabulario esencial II 291
j El carro 291
Para ver II 294
j El cruce de la frontera a Chile 294
Gramática para la comunicación II 296
j
and Responsibilities: Iba a 1 infinitive and tenía/tuve que 1 infinitive 296; Saber and conocer in 297
j
Adjective 298
Más allá 302
j Canción: “Te recuerdo Amanda”, 302
j Video: Paraguay 303
j Tiempo de valientes 303
Cultura
j Aires, Colonia, Iguazu Falls and the tango on Para ver I video; Demographics of Argentina, 275; El mate 278; museums 285;
286; Machismo and feminism 289; Car sizes 293; Santiago, Chile on Para ver II video; Chile and la Isla de Pascua 295; “Cuadrados y ángulos”, Alfonsina Storni 300; 301; 302; harp 303
Material reciclado
j Body parts (4); Deber 1 inf. (4); Verbs like gustar Ir a 1 inf. (2); Tener que 1 inf. (2); Saber/ conocer
CAPÍTULO 10
En casa 306
Para ver I 308
j En busca de departamento 308
Vocabulario esencial I 310
j Los números ordinales 310
j Las habitaciones de una casa 312 Gramática para la comunicación I 313
j Using Other Affirmative and Negative Words 313
j Describing Wants and Needs: Use of 315; Forms 316
Nuevos horizontes 320
j Reading Strategy: Using the Dictionary 320
j Lectura: “No quiero”, Ángela Figuera 321
j 323
Vocabulario esencial II 325
j En la casa 325
j Los muebles 326
Para ver II 328
j Amueblando el departamento 328
Gramática para la comunicación II 330
j Giving Advice and Stating Desires: Other Uses of the Subjunctive 330
Más allá 336
j Canción: “Amniótico”, Andrea Echeverri 336
j Video: Vive México 337
Cultura
j El portero on Para ver I video; Famous architects (Calatrava, 309; Planta baja vs. first floor 310; cycling 311; What to do with second-hand belongings 319; The Spanish Civil War and censorship in post-Civil War Spain 320; El mate on Para ver II video; Different types of outdoor markets 329; Oaxaca 337; Syncretism 337
Material reciclado
j
Affirmative and negative words (6); Indirect-object pronouns (6);
CAPÍTULO 11
El tiempo libre
340
Para ver I 342
j Estamos aburridos 342
Vocabulario esencial I 344
j El tiempo libre y los pasatiempos 344
Gramática para la comunicación I 346
j Expressing Doubt and Certainty: Contrasting the Subjunctive and the Indicative 346
j Saying How an Action is Done: Adverbs Ending in -mente 350
Nuevos horizontes 352
j Reading Strategy: Reading an Informative Interview Article 352
j Lectura: “La vida en la maquila” 353
j Writing Strategy: Describing and Giving Your Opinion 355
Vocabulario esencial II 356
j La vida saludable 356
j La preparación de la comida 358
Para ver II 359
j La clase de cocina 359
Gramática para la comunicación II 361
j se 361
j Other Uses of para and por 363
j Expressing Emotions: More Uses of the Subjunctive 366
Más allá 368
j Canción: “Sazón”, Celia Cruz 368
j Video: Ritmos 369
Cultura
j Spanish playing cards on Para ver I video and 342; The sobremesa 343; Hispanic musicians (Carlos Gardel, 348; 351; The maquiladoras 353; Ferran Adrià and Hispanic chefs 357; The tortilla española on Para ver II video; Food from the New World (chocolate, corn, tomatoes, potatoes, etc.) 360; Gazpacho 361; Empanadas from Argentina 362; Quinceañera 365; Flamenco 369; Andean music 369
Material reciclado
j Gustar (2); Subjunctive forms (10);
Ya and todavía (8); Telling time (6); Por and para (5); Indirect-object pronouns (6); Reflexive verbs (4)
and Sequence
CAPÍTULO 12
El campo y la ciudad 372
Para ver I 374
j La vida en la ciudad 374
Vocabulario esencial I 376
j La geografía 376
j Lugares de interés 378
Gramática para la comunicación I 380
j
Comparisons of Inequality 380; The Superlative 381
j Making Requests and Giving
usted and ustedes 383
Nuevos horizontes 386
j Reading Strategy: Understanding the 386
j Lectura: cima” 387
j Writing Strategy: Comparing and Contrasting 388
Vocabulario esencial II 389
j Cómo llegar a un lugar 389
Para ver II 391
j La propuesta 391
Gramática para la comunicación II 393
j
Comparisons of Equality 393
j Making Requests and Giving
tú 394
Más allá 398
j
Venegas 398
j Video: El biblioburro 398
j El laberinto del fauno 399
Cultura
j 373; The Ciclovía
on Para ver I video and 375; Geography of and natural disasters in Latin America 377; Sayings using comparatives 382; Common gestures 384; Teotihuacán 387; Tunas 392; 399
Material reciclado
j
Subjunctive forms (10); Indirectobject pronouns (6); Direct-object pronouns (7); Double-object pronouns (8); Question words (1)
CAPÍTULO 13
Los derechos universales
402
Para ver I 404
j La matanza de Tlatelolco 404
Vocabulario esencial I 406
j La política 406
Gramática para la comunicación I 408
j Review of Narrating and Describing
Imperfect 408
j Asking and Requesting: Preguntar and pedir 412
j Talking about Unintentional Occurrences: Se me olvidó and Similar Constructions 413
Nuevos horizontes 416
j Reading Strategy: Defining Style and Audience 416
j Lectura: “Beatriz (Una palabra enorme)”, Mario Benedetti 417
j 418
Vocabulario esencial II 419
j La personalidad 419
Para ver II 421
j Cómo conocer a alguien por Internet 421
Gramática para la comunicación II 423
j 423
j Expressing Doubts, Feelings, and 425
Más allá 428
j Canción: “En el país de Nomeacuerdo”, María Elena Walsh 428
j Video: Las madres de la Plaza de Mayo 428
Cultura
j Tlatelolco on Para ver I video; Student activism 405; expressions using se le 1 verb 414; Rights of indigenous people (including Rigoberta Menchú and María Aguinda) and human rights in general 414; Día de la Raza 414; The role of women in politics in Latin America 422; Famous Hispanics 427; Argentine Guerra sucia 429
Material reciclado
j Ir a 1 infinitive
Imperfect (6, 7, 8, 9); Ya and todavía
subjunctive (10); Comparisons of inequality (12); Superlative (12)
CAPÍTULO 14
El medio ambiente 432
Para ver I 434
j Eloísa Cartonera 434
Vocabulario esencial I 436
j El medio ambiente 436
Gramática para la comunicación I 439
j
Subjunctive in Adverbial Clauses 439
j Requesting Information: ¿Qué? and ¿cuál/es? 441
Nuevos horizontes 444
j Reading Strategy: Mind Mapping (when reading) 444
j Lectura: Esteban Mayorga 445
j Writing Strategy: Mind Mapping (when writing) 448
Vocabulario esencial II 449
j Los animales 449
Para ver II 452
j Activista de dientes para afuera 452
Gramática para la comunicación II 454
j Describing: Lo 1 Masculine Singular Adjective 454
j
in Adverbial Clauses 454
Más allá 458
j Schüll 458
j Video: A todo pulmón – Paraguay respira 459
Cultura
j Cartoneros on Para ver I video; Ecologically conscious designers 435; Threatened animals (mariposa monarca, quetzal, cóndor, and the yaguareté) 443, 451, and on Para ver II video; The Museo de la Biodiversidad 453; Reforestation of 459
Material reciclado
j
Ser 1 adjective
CAPÍTULO 15
La globalización y
el trabajo 462
Para ver I 464
j Un cafecito delicioso 464
Vocabulario esencial I 466
j En busca de trabajo 466
Gramática para la comunicación I 470
j Expressing the Future: The Future Tense 470
j Expressing Hypothetical Actions and Reporting: The Conditional 472
Nuevos horizontes 474
j Reading Strategy: Timed Reading 474
j Lectura: “Dime a quién conoces y te diré si tendrás trabajo”, J. A. Aunión 475
j Writing Strategy: Writing a Persuasive Proposal 477
Vocabulario esencial II 479
j La tecnología de las telecomunicaciones 479
Para ver II 481
j ¡Qué apatía! 481
Gramática para la comunicación II 483
j Expressing Probability: The Future and the Conditional 483
j Relating Ideas: The Relative Pronouns que, lo que, and quien 484
Más allá 486
j Canción: “Un día normal”, Juanes 486
j Video: Guatemala maya 486
j Película: Machuca 487
Cultura
j Globalization on Para ver I video and 465; Sayings and proverbs 465; Test psicotécnico 468; El enchufe/La palanca vs. networking 475; Studying abroad 482; Bicimáquina 484; Guatemalan tourism 486; the military regime of Pinochet 487
j Expressing Past Feelings, Doubts and Desires: The Imperfect Subjunctive 497
j Using the Subjunctive in Different Time Frames 499
Nuevos horizontes 502
j Reading Strategy: Reading a Play 502
j Lectura: “Estudio en blanco y negro”, Virgilio Piñera 503
j Writing Strategy: Describing a Scene 511
Vocabulario esencial II 512
j La expresión del amor 512
Para ver II 515
j Un encuentro de blogueros 515
Gramática para la comunicación II 517
j Expressing Reciprocal Actions 517
j Expressing Hypothetical Situations: Clauses with si 518
Más allá 522
j Canción: “La vida tómbola”, Manu Chao 522
j Video: Ciudad de México, Buenos Aires, San Juan, Quito y Madrid 523
Cultura
j Artists and museums 491; Prado, Reina Sofía and Thyssen-Bornemisza Museums, Madrid 493; Painting as a social commentary, Mexican muralists 495; Día del amigo 513; Religious and civil weddings 516; Machismo and feminism 510, 520; Maradona 522; Points of interest in Mexico City, Buenos Aires, San Juan, Quito, and Madrid 523
Telling your name and where you are from Asking others their name and where they are from
Greeting someone and saying good-by
Telling the names of countries and their capitals
Recognizing a number of classroom expressions and commands
Identifying where Spanish is spoken in the world
Datos interesantes
Los cinco países con mayor número de personas de habla española:
Las presentaciones
Spanish requires that punctuation marks be used at the beginning and end of questions and exclamations.
A: Hola.
B: Hola.
A: ¿Cómo te llamas?
B: Me llamo Marisa. ¿Y tú?
A: Marta.
B: Encantada.
A: Igualmente.
B: ¿De dónde eres?
A: Soy de La Paz, Bolivia. ¿Y tú?
B: Soy de Caracas, Venezuela.
ACTIVIDAD 1 ¿Cómo te llamas? Take three minutes to meet as many people in your class as you can by asking their names. Follow the model. Note: Men say encantado and women say encantada.
c A: Hola. ¿Cómo te llamas? A: Igualmente.
B: Me llamo [Jessica]. ¿Y tú? B: Chau.
A: Me llamo [Omar]. A: Chau.
B: Encantada.
ACTIVIDAD 2 ¿De dónde eres? Ask four or five classmates where they are from. Follow the model.
ACTIVIDAD 3 Hola… Chau Go to the front of the room and form two concentric circles with the people in the inner circle facing those in the outer circle. Each person should speak to the person facing him/her and include the following in the conversation: greet the person, ask his/ her name, find out where he/she is from, say good-by. When finished with a conversation, wait for a signal from your instructor; then the inner circle should move to the next person to their right and have the same conversation with a new partner.
c A: Hola. B: Hola.
A: Buenos días.
B: Buenos días.
A: ¿Cómo te llamas?
B: Me llamo…
A: ¿Cómo se llama Ud., profesor?
B: Me llamo Tomás Gómez ¿Y Ud.?
A: Silvia Rivera.
B: Encantado.
A: Igualmente.
B: ¿De dónde es Ud.?
A: Soy de Lima, Perú. ¿Y Ud.?
B: Soy de San Juan, Puerto Rico.
A: Adiós.
B: Adiós.
¿Lo sabían?
…
Spanish has two forms of address to reflect different levels of formality. Usted (Ud.) is generally used when talking to a person whom you would address by his/her last name (Mrs. Smith, Mr. Jones). Tú is used when speaking to a young person and to people whom you would call by their first name.
What words, besides “Mr.,” “Mrs.,” and “Ms.,” are used in English to address people formally?
ACTIVIDAD 4 ¿Cómo se llama Ud.? Imagine that you are at a business conference. Introduce yourself to three people. Follow the model.
c A: Buenos días.
B: Buenos días.
A: Me llamo…
B: Encantado/a.
A: ¿Cómo se llama Ud.? A: Encantado/a.
B: Me llamo… ¿Y Ud.?
B: Adiós.
A: Adiós.
NOTE: Ud. is the abbreviation of the word usted and will be used throughout this text.
Do corresponding Workbook and Web activities as you proceed through the chapter.
ACTIVIDAD 5 ¿De dónde es Ud.? You are a businessman/ businesswoman at a cocktail party and you are talking to other guests. Find out their names and where they are from. Follow the model.
c A: Buenas noches.
B: Buenas noches.
A: ¿Cómo se llama Ud.?
B: … ¿Y Ud.?
A: … ¿De dónde es (Ud.)?
B: Soy de… ¿Y Ud.?
A: …
B: Encantado/a.
A: …
ACTIVIDAD 6 ¿Formal o informal? Speak to at least five other members of your class: greet them, find out their names and where they are from, and then say good-by. If they’re wearing jeans, use tú. If they are not in jeans, use Ud.
c A: ¿Cómo estás? (said to person wearing jeans)
B: Bien. ¿Y Ud.? (said to person not wearing jeans)
Los saludos y las despedidas
Los saludos (Greetings)
Hola. Hi.
Buenos días. Good morning. Buenas tardes. Good afternoon. Buenas noches. Good evening.
¿Cómo estás (tú)?
Adiós is also used as a greeting when two people pass each other and want to say “Hi,” but have no intention of stopping to chat.
¡Muy bien! Very well!
¿Cómo está (Ud.)? How are you?
¿Qué tal? (informal)f
Las despedidas (Saying Good-bye)
Hasta luego. See you later.
Bien. O.K. Más o menos. So, so. Regular. Not so good. Mal. Lousy. / Awful.
Hasta mañana. See you tomorrow. Buenas noches. Good night. / Good evening.
Adiós. Good-bye.
Chau. / Chao. Bye.
A: Buenos días, Sr. Ramírez.
B: Buenos días, Sr. Canseco.
¿Cómo está Ud.?
A: Muy bien. ¿Y Ud.?
B: Regular.
▲ Antigua, Guatemala.
¿Lo sabían?
Formal 5 ¿Cómo está (Ud.)?
Informal 5 ¿Cómo
¿C
In Hispanic countries men often shake hands or sometimes give each other a hug (un abrazo). In business situations, a handshake is commonly used to greet someone, regardless of gender. When two women (or a man and a woman) who are friends meet, they often kiss each other on the cheek. In Spain they greet with two kisses (besos), versus one in Latin America.
In your country, how do you greet a professor, your mother, and a friend?
ACTIVIDAD 7 ¡Hola! ¿Cómo estás? Mingle and greet several classmates, ask how each is, and then say good-by. To practice using both tú and Ud., address all people wearing blue jeans informally (use tú) and all others formally (use Ud.).
Países de habla española y sus capitales
Use the maps on pages R60-R63 to learn the names of Hispanic countries and their capitals.
Otros países y sus capitales
Alemania, Berlín Francia, París Brasil, Brasilia Inglaterra, Londres Canadá, Ottawa Italia, Roma (los) Estados Unidos, Washington, D.C. Portugal, Lisboa
ACTIVIDAD 8 Capitales hispanas In pairs, take a minute to memorize the capitals of the countries on either pages R60-R61 or pages R62-R63. Your partner will memorize those on the other pages. Then go to the pages that your partner has studied and take turns asking the capitals of all the countries.
c A: (Looking at pp. R60-R61) ¿Cuál es la capital de Puerto Rico?
B: San Juan.
A: Correcto.
B: (Looking at pp. R62-R63) ¿Cuál es la capital de Chile?
A: …
Spanish is spoken in many countries. Although Mandarin Chinese has the largest number of native speakers in the world, Spanish is second and is followed closely by English. Spanish is spoken in the following geographical areas by people of all races:
América
Norteamérica: los Estados Unidos,* México
Centroamérica:
Belice,* Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panamá
El Caribe:
Antillas Holandesas,* Cuba, las Islas Vírgenes,* la República Dominicana, Puerto Rico
*Nations where Spanish is spoken by a large number of people, but it is not an official language. In the Spanishspeaking world, only five continents are recognized: América (includes North and South America), Europa, Asia, África, and Oceanía (includes Australia, New Zealand, and other islands in the Pacific Ocean).
World Languages
Primary language spoken by the 6 billion people in the world
One quarter of the world’s population speak one of three languages.
Mandarin Chinese 14.8%
Spanish 5.5% English 5.4%
5% of the world’s population speak one of 5,900 languages; 2,400 of which are endangered.
95% of the world’s population speak one of 100 languages. 85 languages
Half of the world’s population speak one of 15 languages.
Adapted from The Boston Globe. Data from SIL Ethnologue.
How many continents are there, according to what you learned in school? Can you name them?
Expresiones para la clase
Learn the following commands (órdenes) so that you can react to them when they are used by your instructor.
Órdenes
Abre/Abran el libro en la página… Open your book(s) to page . . .
Cierra/Cierren el libro. Close your book(s).
Mira/Miren el ejercicio/la actividad... Look at the exercise/the activity . . .
En parejas, hablen sobre… In pairs, speak about . . .
Escucha. / Escuchen. Listen.
Escribe. / Escriban. Write.
Lee/Lean las instrucciones. Read the instructions.
Saca/Saquen papel/un bolígrafo/un lápiz. Take out paper/a pen/a pencil. Repite. / Repitan. Repeat.
Siéntate. / Siéntense. Sit down. Levántate. / Levántense. Stand up.
Trabaja/Trabajen con un/a compañero/a. Work with a partner. [Vicente], pregúntale a [Ana]… [Vicente], ask [Ana] . . . [Ana], contéstale a [Vicente]… [Ana], answer [Vicente] . . . [María], repite la respuesta, por favor. [María], repeat the answer, please. [María], dile a [Jorge]… [María], tell [Jorge] . . .
The following expressions will be useful in the classroom:
¿Cómo se dice… en español? How do you say . . . in Spanish?
¿Cómo se escribe…? How do you spell . . . ?
¿Qué quiere decir…? What does . . . mean?
¿En qué página? What page?
No entiendo. / No comprendo. I don’t understand. No sé (la respuesta). I don’t know (the answer).
Más despacio, por favor. More slowly, please. (Muchas) gracias. Thank you (very much).
De nada. You’re welcome.
ACTIVIDAD 9 Las órdenes Listen to the commands your instructor gives you and act accordingly.
ACTIVIDAD 10 ¿Cómo se dice…? What would you say in the following situations?
1. The instructor is speaking very fast.
2. The instructor asks you a question but you do not know the answer.
3. You do not understand what the word ejercicio means.
4. You do not understand what the instructor is telling you.
5. You did not hear the page number.
6. You want to know how to say table in Spanish.
When two words are given (e.g., Abre/ Abran), the first is an informal, singular command given to an individual and the second is a command given to a group of people.
ca, co, cu: c is pronounced like c in cat
ce, ci: c is pronounced like c in center
ga, go, gu: g is pronounced like g in go or softer, as in egg ge, gi: g is pronounced like h in hot
h is always silent
Do the Lab Manual activities for each chapter to practice pronunciation.
NOTE: The alphabet is recorded in the Lab Manual.
Deletreo y pronunciación de palabras: El alfabeto
A a
B be, be larga, be grande, be de burro
C ce
(CH che
D de
E e
Argentina
Barcelona
Canadá,
Centroamérica
Chile)
Santo Domingo
Ecuador
F efe la Florida
G ge
H hache
Guatemala,
Cartagena
Honduras
I i las Islas Canarias
J jota
K ca
L ele
M eme
N ene
Ñ eñe
O o
P pe
Q cu
R ere
S ese
T te
U u
V uve, ve corta, ve chica, ve de vaca
W doble uve, doble ve, doble u
X equis
Y ye, i griega
Z zeta
¿Lo sabían?
San José
Kansas
Lima
Montevideo
Nicaragua
España
Oviedo
Panamá
Quito
Perú
Santiago
Toledo
Uruguay
Venezuela
Washington
Extremadura
Yucatán
Zaragoza
Here are a few more useful facts concerning the Spanish alphabet:
The letter ñ follows n. Therefore, mañana follows manzana (apple) in dictionaries. Although few words start with the ñ, dictionaries maintain a separate section for words beginning with ñ.
The k and w are usually used with words of foreign origin. For example: el kayak, el windsurf
All letters are feminine. For example: las letras son la a, la b, la c, etc.
Prior to 1994, the ch (che) and the ll (elle) were separate dictionary entries. You may hear people say che or ce hache and elle or doble ele. The rr, although never considered a letter of the alphabet, is commonly identified as erre, but may also be called ere ere or doble ere.
ACTIVIDAD 11 ¿Cómo se escribe…? Find out the name of two classmates and ask them to spell their last names. Follow the model.
c A: ¿Cómo te llamas?
B: Caitlin Schroeder.
A: ¿Cómo se escribe “Schroeder”?
B: Ese-ce-hache-ere-o-e-de-e-ere.
ACTIVIDAD 12 Las siglas Parte A. The following organizations or places are frequently referred to by their acronym or abbreviation. Try to figure out which letters would go in the blanks below.
1. La Unión Europea es una organización de países de Europa y España es uno de los países. La se abrevia en inglés E.U. (European Union).
2. El Tratado de Libre Comercio es un acuerdo (treaty) entre los Estados Unidos, México y Canadá. El comercio entre los países es libre. El se llama en inglés NAFTA (North American Free Trade Agreement).
3. La Organización de las Naciones Unidas es una organización de muchos países del mundo. La sede está en Nueva York. La se llama en inglés la U.N. (United Nations).
4. El Distrito Federal es el nombre de la zona donde está la Ciudad de México. El es el nombre común de la Ciudad de México.
5. La Organización del Tratado del Atlántico Norte mantiene la paz y seguridad de los países que son miembros de la organización. La se llama en inglés NATO (North Atlantic Treaty Organization).
6. La Organización de los Estados Americanos es una organización de los países del continente americano. La se llama en inglés la O.A.S. (Organization of American States).
7. La Fundación Inti Jalsu Yvymarai es una (organización no gubernamental) en Lima, Perú, que organiza proyectos sociales para los grupos más vulnerables de la ciudad.
Parte B. In Spanish, it is common to pronounce abbreviations as words instead of stating every letter individually. How would you say the acronyms in numbers 3, 5, and 6 above?
ACTIVIDAD 13 La mar estaba serena Repeat after your instructor to learn the lyrics of the following song. Then listen to the song and sing along.
La mar estaba serena. Serena estaba la mar. La mar estaba serena. Serena estaba la mar.
Con a
La mar astaba sarana...
Just as some people in the U.S. refer to Washington, D.C. as just “D.C.,” Mexicans almost always call Mexico City “el D. F.”
NOTE: When the words are plural, the letters are normally doubled in the abbreviation: los Estados Unidos 5 EE.UU.
The song is included in the ¡Claro que sí! iTunes list on CengageBrain.com and may be on YouTube.
