Dear Professor How often have you tried to integrate Spanish-language films into your first-year Spanish course and found the language too difficult for your students to comprehend? How many times have you been disappointed by the Spanish videos offered with other textbooks? Would you like your students to watch a Spanish-language film that they can actually understand, one that will help them learn about the Spanish language and Hispanic cultures? Would you like for that film to be fully integrated into a program of print and media materials ideal for beginning language learners? If so, then the Sol y viento program is for you!
Sol y viento: The Film A successful young businessman gets orders to travel abroad to secure a land deal. Occupied with other matters and unwilling to go at first, he finally accepts the assignment and soon finds himself in Chile, a country far from his native California. Here, in this Andean nation—land of fertile valleys and soaring mountains, home to the condor, a place exotic and familiar all at once—this young man regains and embraces values he had set aside years ago. He rediscovers the importance of loyalty to family and friends and that a person’s past is part of his or her soul. He rediscovers the meaning of community and how people and their land may share a bond as strong as that between any two people. Most importantly, he comes to understand that from love, forgiveness is possible—but it is not easily dispensed. Forgiveness must be earned. Dramatic and engaging, the Sol y viento film serves as the centerpiece for the textbook of the same name. Divided into ten “episodes” consisting of a prologue and nine segments of approximately ten minutes each, the movie is easily managed for viewing in class and is fully integrated into the textbook. Students see each episode multiple times with varied accompanying activities, thus maximizing their exposure to language and greatly increasing their comprehension skills. Language is taken directly from the movie to illustrate grammar points, and the movie also provides points of departure for readings and discussions on cultural themes. In the Instructor Version of the film, approximately six hours long, on-screen activities facilitate instruction and learning.
Sol y viento: The Textbook No less innovative and interesting than the movie, the Sol y viento textbook is firmly framed in communicative-
oriented language teaching. Completely meaning-based and drill-free, it presents the grammatical points that most instructors expect to cover in a first-year college level Spanish course. How does it do this? Sol y viento borrows from the most recent innovations and research in instructed second language acquisition. Using an input-to-output approach for the presentation of vocabulary and grammar, Sol y viento provides instructors and students with a clear focus on the language without sacrificing meaning; or, to look at it another way, it provides a clear focus on meaning without sacrificing a focus on the language. Paired with an exciting movie, the Sol y viento textbook provides students with a complete and effective beginning Spanish course that will lead them to higher levels of proficiency in comprehension and production than they might achieve with other materials. However, Sol y viento is not a set of learning materials focused on vocabulary and grammar alone. As a complete learning package, it presents abundant information on cultural topics relevant to the Spanish-speaking world, as well as opportunities for students to develop their reading and writing abilities.
Coming Soon! Sol y viento will publish in winter 2004 and will be available for classes in fall 2005. For more information, please contact your local McGraw-Hill sales representative, call (800) 338-3987, or visit our website at www.mhhe.com. For a sneak preview of this exciting new Spanish program, a demo CD and preliminary copy of Lección 2B are enclosed in this Preview Guide. We hope that you enjoy the film and print materials. Sincerely,
Nick Agnew Executive Marketing Manager McGraw-Hill World Languages
[email protected] William R. Glass, Ph.D. Publisher McGraw-Hill World Languages
[email protected]
Beginning Spanish Bill VanPatten University of Illinois at Chicago
Michael J. Leeser Florida State University
Gregory D. Keating University of Illinois at Chicago
Esperanza Román-Mendoza George Mason University Student Edition with OLC Passcode Card: 0-07-297219-X Annotated Instructor’s Edition: 0-07-296571-1 Available for use in Fall 2005 classes The Sol y viento Online Learning Center Website: www.mhhe.com/solyviento A wide range of exciting media and print supplements are available with Sol y viento. Please contact your McGraw-Hill Sales representative for more information and for examination copies. (Restrictions may apply.)
For Students 0-07-296572-X 0-07-296573-8 0-07-296574-6 0-07-296575-4 0-07-286298-X 0-07-313583-6 0-07-297220-3 0-07-297221-1 0-07-297222-X 0-07-296578-9
Manual de actividades, Volume 1 Manual de actividades, Volume 2 Online Manual de actividades, Volume 1 Online Manual de actividades, Volume 2 Sol y viento on VHS (Director’s Cut) Sol y viento on DVD (Director’s Cut) Audio CD Program, Volume 1 Audio CD Program, Volume 2 Interactive CD-ROM Student Viewer’s Guide (when using the film as a supplement)
For Instructors 0-07-286297-1 0-07-313584-4 0-07-296599-1 0-07-298138-5 0-07-296600-9 0-07-296603-3 0-07-297486-9 0-07-297058-8
Instructor Version of Sol y viento (VHS) Instructor Version of Sol y viento (DVD) Instructor’s Manual and Testing Program Adopter’s Audio CD Program Audioscript Picture File Institutional CD-ROM Set Instructor’s Resource CD (includes the Instructor’s Manual and Testing Program, Audioscript, Picture File, Digital Transparencies)
Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis Bangkok Bogotá Caracas Kuala Lumpur Lisbon London Madrid Mexico City Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto
Contents Lección preliminar: ¡Aquí estamos! Primera parte Vocabulario: Introductions Gramática: Introduction to ser Vistazo cultural: Los saludos Segunda parte Vocabulario: School Subjects Gramática: Articles, Gender, and Number Tercera parte Vocabulario: Objects in the Classroom Gramática: Introduction to estar
Prepositions of Location Places in the City
Gramática Verbs that End in -go More on estar ⫹ location; quedar ⫹ location e → ie, o → ue Stem-Changing Verbs
Vistazos culturales La esperanza de vida Las universidades en el mundo hispano Los mercados y supermercados
Sol y viento: A primera vista
Sol y viento Prólogo: Los espíritus
Lección 2B: ¡Vamos de compras!
Episodio 1: La llegada Lección 1A: Sobre los horarios
Vocabulario Clothing Colors; Numbers 100–1,000 Shopping
Vocabulario Numbers 0–30 Days of the Week Telling Time
e → i Stem-Changing Verbs Demonstrative Adjectives and Pronouns More on ser and estar
Gramática Regular -ar Verbs Verb ⫹ infinitive Unstressed Possessive Adjectives
Vistazos culturales Diseñadores hispanos La moneda de los países hispanos Los precios y el regateo
Vistazos culturales Los cursos y los créditos Los calendarios De 0:00 a 24:00
Sol y viento: A segunda vista
Gramática
Entremés cultural: España y México
Episodio 3: A la viña
Sol y viento: A primera vista
Lección 3A: La familia
Lección 1B: Más sobre las actividades
Vocabulario Members of the Immediate Family; Pets Extended Family Members Physical Traits
Vocabulario Summary of Interrogative Words Months, Weather, Seasons Adjectives Gramática Present Tense of Regular -er and -ir Verbs Ir ⫹ a ⫹ infinitive Adjective Placement and Agreement
Vistazos culturales Los dialectos Los días festivos La personalidad y la cultura
Gramática Saber and conocer; Verbs that End in -zco Direct Object Pronouns Comparisons of Equality and Inequality
Vistazos culturales Dos apellidos El habla popular El mestizaje
Sol y viento: A primera vista
Sol y viento: A segunda vista
Lección 3B: ¡A comer!
¡A leer! Vamos al cine
Vocabulario Breakfast Lunch and Snacking Dinner
Episodio 2: El encuentro Lección 2A: En la universidad y la ciudad Vocabulario Numbers 31–100
Gramática Indefinite and Negative Words Ser Versus estar with Adjectives Indirect Object Pronouns and gustar
Vistazos culturales El horario de las comidas Las palabras préstamo Las comidas regionales Sol y viento: A segunda vista ¡A leer! Congela tus alimentos...
Episodio 4: Otro encuentro Lección 4A: Cuando no trabajo... Vocabulario Leisure Activities Sports and Fitness Special Occasions and Holidays Gramática Preterite Tense of Regular -ar Verbs Preterite of Regular -er and -ir Verbs Irregular Preterite Forms
El uso de los teléfonos celulares en Latinoamérica Las muñecas Barbie: populares y problemáticas en
toda América Sol y viento: A primera vista
Lección 5B: Érase una vez... Vocabulario Numbers 1,000 and Higher Important Events and Occurrences Personal Events, Triumphs, and Failures Gramática Contrasting the Preterite and Imperfect More on Using the Preterite and Imperfect Together Summary of the Preterite and Imperfect
Vistazos culturales Fechas importantes en el mundo hispano ¿Un descubrimiento? Las bodas en los países hispanos
Sol y viento: A segunda vista ¡A leer! Para ejecutivos ocupados
Vistazos culturales Las fiestas El fútbol y otros deportes Los días festivos en el mundo hispano
Episodio 6: Confrontación
Sol y viento: A primera vista
Lección 6A: Vamos al extranjero
Lección 4B: En casa Vocabulario Dwellings and Buildings Furniture and Rooms Domestic Chores and Routines Gramática e → i, o → u Preterite Stem Changes Double-Object Pronouns Introduction to por Versus para
Vistazos culturales ¿Primer piso? Hogar, dulce hogar Ayudar a mamá
Sol y viento: A segunda vista Entremés cultural: Sudamérica
Vocabulario Travel Vocabulary Giving and Receiving Directions Dining Out Gramática Affirmative Formal Commands Negative Formal Commands Introduction to the Present Perfect
Vistazos culturales Las propinas ¿A cuántas curvas está? En los restaurantes hispanos
Sol y viento: A primera vista
Lección 6B: La naturaleza y el medio ambiente
Lección 5A: La tecnología y yo
Vocabulario Geography and Geographical Features Environmental and Ecological Matters Activities to Do While on Vacation
Vocabulario Computers and Computer Use Electronic Devices Typical Childhood and Adolescent Activities
Affirmative Informal Commands Negative Informal Commands Superlatives
Episodio 5: Un día perfecto
Gramática
Gramática
Vistazos culturales
Verbs like gustar True Reflexive Constructions Introduction to the Imperfect Tense
Los volcanes Las islas Galápagos El ecoturismo
Vistazos culturales Periódicos hispanos en el Internet
Sol y viento: A segunda vista Entremés cultural: Centroamérica y el Caribe
Lección 7A: ¿Cómo te sientes?
Lección 8B: Los medios de comunicación
Vocabulario Describing Emotions Parts of the Body and Physical Health In the Doctor’s Office
Vocabulario Talking About Current Events Functions of the Media Civic Duty and Citizenship
Episodio 7: Bajo el sol
Gramática
Gramática
Pseudo-Reflexive Verbs Review of the Imperfect Hacer in Expressions of Time
Por and para: A Summary Subjunctive of Doubt, Denial, and Uncertainty Subjunctive of Volition and Desire
Vistazos culturales Las telenovelas Los hospitales y las clínicas Las recetas
La programación en español en los Estados Unidos Los realities El voto obligatorio
Sol y viento: A primera vista
Sol y viento: A segunda vista
Lección 7B: Los demás y yo
Entremés cultural: Los hispanos en los Estados Unidos
Vocabulario Feelings Describing People More on Relationships
Episodio 9: Un brindis por el futuro
Gramática Reciprocal Reflexives Introduction to the Subjunctive Obligatory Subjunctive
Vistazos culturales
Vistazos culturales
Lección 9A: Obligaciones, responsabilidades y expectativas Vocabulario Pets and Other Animals Work Behaviors Friends’ Expectations
Pablo Neruda y los sonetos de amor Don Juan Más sobre el engaño
Subjunctive with Indefinite and Nonexistent
Sol y viento: A segunda vista
Impersonal and Passive se Subjunctive Versus Indicative or Infinitive
¡A leer! Cinco días para blindar tu corazón
Gramática Antecedents
Vistazos culturales
Episodio 8: Sin alternativa Lección 8A: El dinero y las finanzas Vocabulario Your Personal Finances More on Personal Finances Local and World Markets
La llama El contacto físico Celebrando con los amigos
Sol y viento: A primera vista
Lección 9B: Lo que nos espera
Gramática
Vocabulario Professions Future Aspirations
The Present Progressive Introduction to the Conditional Hypothetical Statements; Introduction to the
Introduction to the Future Tense Subjunctive with Future Time Events
Imperfect Subjunctive Vistazos culturales Los cajeros automáticos El seguro médico El producto nacional bruto Sol y viento: A primera vista
Gramática
Vistazos culturales Las mujeres y las profesiones Los hispanos y la tasa de graduación
Sol y viento: A segunda vista ¡A leer! Cartas al editor
Sol y viento A Guided Tour of the Textbook
2B
LECCIÓN
EPISODI
O 2
LECCIÓN
2A
LECCIÓN
2B
¡Vamos de compras!
OBJETIVOS
a
Episode Opener The text is divided into nine units (Episodios) with two lessons each (A and B), for a total of 18 regular lessons. Thus, Lecciones 1A and 1B correspond to Episodio 1 of the film, Lecciones 2A and 2B correspond to Episodio 2, and so forth.
El encuentro
Jaime and María meet in the park. you think broug What do ht them toget her? How did they meet?
IN THIS LESSON, YOU WILL LEARN:
OBJETIVOS
a
■
how to talk about what people are weari ng more about stemchanging verbs in the present tense to talk about what peopl e do ■ the numb ers 100–1,000 ■ to use colors to describe clothing ■ to descr ibe places and things using demonstrative adjectives and pronouns ■ to talk about shopping and making purch ases ■ more about the verbs ser and estar to talk about conditions and traits ■
In addition, you will watch Episodio 2 of the film Sol y viento again. ¿Compras tú la ropa (Do you buy clothing) en una tienda elegante como esta (this one) en Barcelona, Españ a?
What is Jaim e The doing follow in this ing media resou photo? Wher rces are available e do you think for this lesson he is? of Sol y viento:
Lesson Opener
Episodio 2 of Sol y viento
Lesson Organization Each lesson is organized into three parts (Primera parte, Segunda parte, Tercera parte),* each of which contains a Vocabulario and Gramática presentation and accompanying activities. An audio recording of the Vocabulario presentations can be found on the Online Learning Center.
*Lección 9B contains just the Primera parte and Segunda parte.
WWW Interactive CD-ROM
Online Learning Center Website a
¡Vamos… Let’s go shopping!
Lesson openers provide a list of goals that prepare students for what they will learn in the lesson. 108 ciento ocho
Online Manual de actividades
Jaime is readi ng something on a small piece of paper. What does this look like? Is it a note? Some thing else? a
El… The encou nter
*
PRIMERA 116 ciento die
PA RT E
Vocabulario
What La ropa A R T E Talking About We GarU N D A P People SE
WWW
on Describing CERA
TER
PA
la chaqueta
W WW ble el impermea
s De compra
Talking About Buying Things
WWW azul
marrón
morado/a
verde
amarillo/a
anaranjado/a
rojo/a
s de compras!
Talking About Expected and Unexpected Qualities
el traje
Vocabulario rosado/a
la corbata
*
la camisa
–1,00 mbers 100 Colors; Nu la camis
rojas. ntas blusas Hay doscie RTE
la gorra
los calcetines
es los pantalon
Vocabulario
ic 124 ciento veint
rónre Mo el cintu
*
Clothin
la cliente
probarse (ue)
negro/a
*
Shoppin el probador los vaq gris
el dinero blanco
las sandalias
la ga los zapatos
de lunares de cuadros de rayas with the and number BU LA RIO e in gender MÁ S VO CA rs need to agre el dependienteall adjectives, colo Like
crédito la tarjeta de
*
scarf ify. they la cajamod wallet la bufanda e azules kings; pantyhos la cartera los vaqueros stocras clothing ias neg le of med las las zapatillas artic shoes ropa de da high-heeled la pren la nblus altoa roja tacó de jas tos reba las los zapa 00e of . . . mad 1.0 al re 100hey’ del It’s/T tos/as Los números 600 seiscien cotton Es/Son de… tos/as cien 700 setecien leather algodón (m.) 100 ntos/as to uno/a l cien depe 101 800 ochocie o woo cuer r en efectivo la cientos/as ester 900 novecientosel/as cliente paga dos 200 lana as tos/poly cien mil tres 0* (m.) 300 1.00 silkas poliéster ientos/ troc cua 400 seda os/as wear BU LA RIO i 500 quinient must agree MÁ S toVO CA I’m looking f ify a noun, they … llevar ugh 900 mod Estoy buscando bers 200 thro May I try on to buy When the num do ¿Pue prar com arme… ? s to spend prob ona pers I’m just loo tas gastar doscien to bargain estoy bres Sólo hom os ienttear quinrega to sell mirando. vender What size d ? inexpensive ¿Cuál es su talla wear? a) in En barato/a expensive a comma (com What size you would use caro/a used where ¿Qué número do you w (punto) is often point al a decim shopping *In Spanish, calza? 9% pras 64 e 42 de com brand nam Does it fit ? la marca (fixed) price ¿Me queda bien think it’s ) I (fijo io a el prec size Creo que le qued big on y de. la talla large un poco gran grande medium /a mediano small a pequeño/ How may I help o ¿En qué pued you? l ?
*
Gramática Está bien. Mo
*
re on ser and Up to this poin estar t someone’s phy you have been using the sical charact eristics or his verb ser with adjectives to describe or her persona Elena es eleg lity. ante. Elena is eleg Marcos es inte ant (by natu ligente. re). Marcos is (has These exampl always been) es commun icate inherent intelligent. something. To put it ano or ther way, they fundamental qualities like? (¿Cómo of someone answer the es?) or question Wha The verb esta t is he/she/i t pected change r can also be used with man in someone’s y adjectives in time. Not to describe e that English personality or physical an unexappearance often uses verb changes. at a given point s other than to be to des cribe these Elena está muy elegante . Elena looks Marcos está very elegant. más delgado . Marcos look When someon s (seems) thin e use s ner. esta conveyed is r with delgado that a person /a or guapo/a looks particu lar time, not , the messag larly thin or e normally that the pers good-looking on is normal words, thes e statements at a particu ly overweight answer the or unattractiv (¿Cómo está question How ?) e. In other does she/he Some adjectiv look or seem es that ? can be express ent equivalents ed with eith er ser or esta estar, the mea in English, depending r have diffe on which verb ning of verd ris e is green as of these com mon adjectiv in unripe. The used. When used with es for you. chart summar izes some
*
MÁ S GR AM ÁT ICA
Although bien is usually tran slated into Eng it is usually translated as lish as well whe to be OK/ fine. n used with the verb esta Está bien. r, Estoy bien, grac It’s OK. / That ’s fine. ias. I’m fine, than ks. ¿Necesitan algo más? No, gracias. Do you all need Estamos bien anything else . ? No, thank you. We’re fine.
Sol y viento
SOL Y VIENTO Actividad A ¿Qué recuerdas? Based on what you remember from your previous viewing of Episodio 2, determine whether Jaime or María said each of the following lines. You will be asked to verify your answers when you watch the episode again.
Actividad B ¿Cómo es María? Paso 1 How would you describe María, based on what you’ve seen of her in this episode?
Sobre la lecturaa a
¡A… Let’s read!
Vamos al cine
Actividad A Antes de leer (Before reading) Paso 1 In a moment you will begin to look at a listing of movies for a theater in Spain. Before you do, think about what kind of information such a listing normally has. What do you expect to find?
Estrategia Before reading anything in another language, it is always a good idea to make sure you know what it is that you are reading about and to first think about the topic. Is it fiction? Nonfiction? Is it self-help? Or is it something like a movie listing? By activating what you already know about either the type of reading or the possible content of the reading, you will maximize your comprehension as you explore the text.
Paso 2 There will be some words you won’t recognize as you look at the movie listing. Just as in watching episodes of Sol y viento, it is fine to skip over anything you can’t grasp at first, especially if it’s not important to the task at hand.
JAIME:
JAIME: CABRITO: JAIME: CABRITO:
¿ ¡Chis! ¡
Ah, espere. ,
■ ■ ■
■
find a movie title that sounds interesting to you find out what days of the week it is being screened
Paso 1 Do you remember what Jaime, Mario, and María were wearing in Episodio 2? Write down the clothes and the colors that each one had on. pesos! JAIME
y
. Ya,
y
MARIO
MARÍA
.
Ah, y cien son para ti. ¡Gracias, señor!
Actividad C El episodio Now watch the episode again. Don’t forget to verify your answers to Actividad A as you watch. Also remember to pay close attention to the scene in which Jaime talks with the young boy in the park and to write down the missing words for Actividad B.
a
*
Actividad C Nota cultural Look at the movie times once again. Do you notice anything about the latest movie showings? What does this suggest to you about the night life in Barcelona?
Actividad D Un poco sobre el lenguaje (A little bit about language) Reading is a good way to learn new vocabulary and also to notice things about language. For example, find the following words in the movie listing and indicate whether they are masculine or feminine. How do you know? (Don’t worry that you don’t know their meanings yet, although some you might guess because they look like English words.) FEMENINO
■ ■ ■ ■
■ ■ ■ ■
133
Following each odd-numbered “B” lesson is a two-page reading section called ¡A leer! Each reading is realiabased—culled from a magazine or other publication—and contains pre- and postreading activities as well as reading strategies to help students focus on key information.
Sobre… About the reading
MASCULINO
Paso 2 In this lesson you talked about how clothing can reflect the personalities of the people who wear it. Do any of the clothes that Jaime, Mario, and María wear represent their personalities in any way? Write brief descriptions of each character’s personality, based on his or her clothing. Compare your answers with those of three other classmates.
¡A leer!
setenta y siete 77
This reading comes from the Guía del ocio (Entertainment Guide) from Barcelona, Spain. As with other authentic materials written by and for native speakers of Spanish, there will be many words and phrases in it that you don’t understand. However, you’ll be pleasantly surprised that you do recognize and understand many things as well!
ángeles límite reyes gorda
,
Actividad C ¡Te toca a ti!
pesos? pesos no, señor! ¡Son
Actividad B A leer Paso 1 Now look at the movie listing. Normally, you would be looking for particular information in this kind of printed material. So, let’s do that here! As you look it over:
Creemos que María es .
In a moment you will watch Episodio 2 once again. Familiarize yourself with the following excerpt from the scene in which Jaime talks with a young boy (cabrito) in the park. You will be asked to listen closely and write the missing words in the blank. Do not look back at any previous excerpts from this episode!
CABRITO:
■ introvertida ■ reservada ■ seria
Paso 2 Your instructor will survey the class to discover the most frequent adjectives used to describe María. Write the three most common adjectives in the blanks below.
Actividad B ¡A escuchar!
¡A leer!
a
Creo que María es… ■ aburrida ■ divertida ■ alegre ■ enérgica ■ ambiciosa ■ ingenua ■ desconfiada ■ inteligente
«¡Le pido mil disculpas!» «Por eso sabe mi nombre. Si quiere, la guarda.» «¿Viene a chocarse conmigo otra vez?» «Y ojalá que nos veamos de nuevo.» «¿Está de vacaciones o tiene negocios en Maipo?»
EL ENCUENTRO
1. 2. 3. 4. 5.
¡A leer!
¡ A leer!
Detrás de la cámara If you watch María carefully, you may have noticed that she has a determined walk. Even when she’s in the park, she never strolls leisurely. What might that say about her personality? María is very goal-oriented, and she doesn’t stop until she achieves her goals. Jaime seems to pick up on this, and perhaps that is why he is so persistent. Jaime realizes intuitively that María possesses much more than good looks. That’s why when Mario says “¡Bonita la muchacha, don Jaime!” Jaime emphasizes that she’s also intelligent. Do you think Jaime and María would make a good match? Are they too much alike? Too dissimilar? Or is the combination just right?
*
*
El amor es… a. un túnel sin salida (without an exit). b. ciego (blind). c. un dolor (ache, pain) que no se puede curar. d. como un accidente. No sabes (You don’t know) cuándo va a ocurrir.
Antes de ver el episodio
132
76 setenta y seis
Actividad A Para pensar… In this episode Jaime reads that love is a whirlwind (El amor es un torbellino.). With which of the following statements about love would you agree?
A segunda vista
EPISODIO 2
Every lesson concludes with a two-page Sol y viento section that focuses on the story line and characters of the film with pre- and post-viewing activities. “A” lessons contain the section Sol y viento: A primera vista, for a first viewing of each episode. “B” lessons contain Sol y viento: A segunda vista, in which students watch the episode again for review and further exploration of the plot, characters, and themes of the film.
Después de ver el episodio
zero in on a particular day and find out at what times the movie is playing find out the name of the theater and where it is located
Paso 2 Use the following model to report to another person what you found.
N AV E G A N D O L A R E D Find a website in Spanish for a theater or cinema. At what times and days are they offering a show or a movie? How does the schedule compare with the one you just read?
*
Entremés cultural
Entremés cultural
Entremés cultural
*
ciento treinta y siete 137
Cataluña, tiene una larga tradición de rivalidad con Madrid, la capital del país. Andalucía tiene una gran influencia árabe en su arquitectura y costumbres tradicionales debido ac
España y México
la ocupación de los musulmanes entre 711 d.C.d y 1492 (mil cuatrocientos noventa y dos) d.C. Es más,e en España varias autonomías son oficialmente bilingües. En Cataluña son
WWW
For comprehension and follow-up activities to accompany this reading, go to the Sol y viento Online Learning Center Website at www.mhhe.com/solyviento.
oficiales el español y el catalán. En el País Vasco, el español y el vasco (una lengua no
Antes de leer
románica cuyof origen todavía es un misterio) son las dos lenguas oficiales. En Galicia,
Here is a list of some new words and phrases you will encounter in the reading. Familiarize yourself with them before starting to read. Vocabulario útil las autonomías se caracteriza por la gastronomía los musulmanes parecido/a el vecino las comidas las costumbres las raíces indígena florecieron los rasgos
el español coexiste con el gallego, una lengua más parecida al portugués que al español. En Valencia, las Islas Baleares y Navarra también son oficiales otras lenguas además del español.
individual political entities or regions in Spain is characterized by gastronomy, cuisine Muslims similar neighbor foods customs, traditions roots indigenous, native flourished traits
México, nuestro vecino al sur También lleno de contrastes, México tiene mucho en común con los Estados Unidos, su vecino al norte. Está dividido en treinta y un estados y un distrito federal (México, D.F., o la Ciudad de México). El nombre oficial del país es los Estados Unidos Mexicanos. Sin embargo,g el adjetivo unidos no refleja la diversidad que existe en el país. Por ejemplo, las comidas y costumbres de los estados de Oaxaca, Veracruz y Jalisco son tan diferentes como las de Nueva York, Luisiana y Nuevo México. A diferencia de España, en México todavía se conservan importantes raíces indígenas, especialmente en el centro
España y México: Naciones de contrastes
y sureste del país, es decir, en las regiones donde florecieron las grandes culturas mesoamericanas. La población indígena constituye un 10% (por ciento) de la población
España, el estado de las autonomías
en total y contiene más de cincuenta grupos con rasgos culturales que los diferencian
Situada en la península Ibérica, en el suroeste del continente europeo, España se carac-
del resto de la población. ¡En México se hablan más de sesenta y dos lenguas diferentes!
teriza por su diversidad. Desde 1978 (mil
Las más extendidas son el nahuátl (con E S TA D O S
OR
de estas lenguas, el español es su segunda lengua. Sin duda, la influencia indígena se manifiesta en numerosos
Veracruz
9 MICHOACÁN 2 7 6 Puebla R ER U RA Taxco Z MA DR GUERRERO ED EL S UR Oaxaca Acapulco OAXACA
YUCATÁN PENÍNSULA Campeche DE YUCATÁN CAMPECHE
aspectos de la cultura de todas las regiones mexicanas como, por ejemplo, en sus fiestas religiosas, la gastronomía y las costumbres populares.
C
O CÉ A N O P AC Í F I C O
RA
SI
VE
COLIMA
Mérida
bahía de Campeche
RO O
Guanajuato Guadalajara León 8 4 3 O Ciudad de Puerto Vallarta ISC JAL 5 México
INT ANA
NAYARIT
Cozumel
Tampico
QU
SAN LUIS POTOSÍ
golfo de México
TABASCO
LA
Aguascalientes 1
S
IENTAL RE OR
150 300 kilómetros
CA
M AD
300 millas
TE
RRA
0
150
A
business
0
ZACA
S IE
LO
industriales principales y de negociosb
b
Durango
A
1 AGUASCALIENTES 2 CIUDAD DE MÉXICO (DISTRITO FEDERAL) 3 GUANAJUATO 4 HIDALGO 5 MÉXICO 6 MORELOS 7 PUEBLA 8 QUERÉTARO 9 TLAXCALA
País Vasco y Madrid son los tres centros
fishing
SI
Mazatlán
tronomía basada en esta. Cataluña, el
a
Monterrey DURA NGO N
por la industria pesqueraa y la gas-
del país. Barcelona, la capital de
AL NT IDE CC
La Paz
M É X I C O
tzeltal. Para muchos de los hablantes
Nuevo Laredo
COAHUILA
EO
Asturias son dos autonomías famosas
DR
A M nia A lifor Ca UR LS de DE lfo IA go RN IF O
ria y su realidad económica. Galicia y
un millón de hablantes), el maya, el zapoteco, el mixteco, el otomí y el
Chihuahua
BELICE
MA
E
N
río
CHI HUA HUA
de an Gr
SI
L CA JA BA E T OR
situación geográfica, su clima, su histo-
U N I D O S
SONORA
RR
LN DE NIA
tiene características distintas por su
Ciudad Juárez
Nogales
LIF
OCÉANO ATLÁNTICO
en diecisiete autonomías, y cada región
Tijuana CA
E S P A Ñ A
novecientos setenta y ocho) está dividida
B AJA
golfo de Vizcaya La Coruña Santander FRANCIA San Oviedo Bilbao Santiago de ASTURIAS CANTABRIA PAÍS Sebastián Compostela VASCO Pamplona GALICIA N Logroño NAVARRA CASTILLA–LEÓN Vigo León Burgos LA RIOJA CATALUÑA río Eb Lérida r Zamora Valladolid o Zaragoza o r e u D río Barcelona Salamanca ARAGÓN Segovia Tarragona RRA DE GUADARRAMA Guadalajara Ávila SIE El Escorial Madrid Menorca MADRID Castellón Palma de PORTUGAL Toledo Mallorca rí o T a j o Cáceres Valencia a CASTILLAMallorca EXTREMADURA Ibiza dian COMUNIDAD r í o G ua LA MANCHA Mérida ISLAS BALEARES VALENCIANA Ciudad Albacete Real Badajoz Almadén A A MOREN m ar M edi terráneo Alicante Linares SIERR MURCIA Córdoba Murcia v ir ISLAS CANARIAS al q u i Jaén Sevilla Lorca Guad Huelva Cartagena Lanzarote ríoANDALUCÍA Santa Cruz Granada de Tenerife Fuertegolfo de NEVADA La RRA ventura Cádiz SIE Almería Palma Tenerife Gran Jerez de la Frontera Málaga Canaria Cádiz Hierro Gomera 0 50 100 millas Las Palmas de Gran Canaria 0 50 100 kilómetros
C H I A PA S
UA TE
Following each even-numbered “B” lesson is a two-page cultural reading called Entremés cultural. These sections focus on countries and regions in the Spanishspeaking world. Activities for these readings can be found on the Online Learning Center Website.
136 ciento treinta y seis
EVO LE ÓN
Entremés cultural
NU
Deseo ver la película . Se presenta (It is showing) los (días) (día) (hora) . Deseo ir el a la / a las . ¿Deseas ir conmigo (with me)?
TAMAULIP AS
MODELO:
G
c
HONDURAS
debido… due to ddespués de Cristo (A.D.) Es… What’s more fwhose Sin… Nevertheless
e
g
Vistazo cultural Diseñadoresa hispanos
Other Cultural Features Each lesson contains three Vistazo
cultural sections that focus on a cultural topic of interest related to the lesson theme. Topics range from “big C” culture (art, literature, and so forth) to “little c” culture (everyday life, customs, and so forth). Sol y viento: Enfoque cultural sections explore a cultural point illustrated in the Sol y viento film.
Additional Features
DE SOL Y VIENTO
De Sol y viento boxes highlight portions of
SOL Y VIENTO: Enfoque cultural
or decades, a number of Hispanic designers have enjoyed international recognition for their elegant, high-end fashion designs. Cristóbal Balenciaga (Spain, 1895–1972) created a world-renowned fashion house in Paris, and his designs continue to enjoy City parks abound Spanish-speaking countries, as they do in this country. Howsuccess on both sides of the Atlantic. Venezuelan-born Carolina Herrera andinthe Dominiare often used different ways. In Episodio 2 you will watch Jaime as can Óscar de la Renta have been at the forefront of theever, U.S.they fashion industry forinmore through the both Parque than two decades. In addition to creating accessory he andjogs fragrance lines, areForestal well- in Santiago. However, using a public park as a place to exercise is not the recently, norm for most Spanish-speaking people. Instead, parks known for creating designs described as both wearable and stylish. More are often places to socialize, and on Sundays they may flourish with couples and families Cuban-American Narciso Rodríguez gained notoriety after designing the wedding gown ofare all often ages worn out for an old- actresses for Carolyn Bessette Kennedy in 1996. His designs by famous such as Salma Hayek and Sarah Jessica Parker. fashioned Sunday afternoon strollstory (el paseo). is SpanishIn terms of popular fashion, perhaps the biggest success is that ofItthe typical to dress-making find vendors business born entrepreneur Amancio Ortega. What started also out as a small of all types in these parks in provincial Galicia in selling everything from cotthe early sixties has ton candy to balloons, as turned into an empire of well as entertainers workmore than one thousand ing for donations, such as stores worldwide and the the organ-grinding fortune third-largest clothing teller with his parrot that company in the world you will see in this episode. (after Gap and the Some well-known parks Swedish HM). Ortega’s in Spanish-speaking cities flagship store is Zara, include the Retiro (Madrid), which can be found in Lazema (Buenos Aires), and many Spanish cities, as Chapultepec (Mexico City), El parque Chapultepec (México, D.F.) well as in major cities among others. in Europe, the United
F
dialogue from the film that illustrate grammar points presented in the text. In this way, students are able to view the grammar in context in the film. Enfoque lingüístico features describe, in an easy-to-understand manner, elements of second language acquisition. Spanish and English examples are often compared and contrasted, and examples from other, nonrelated languages are also presented (such as Chinese, Arabic, and Nahuatl). Más vocabulario and Más gramática boxes are found in Vocabulario and Gramática sections, respectively, and present additional vocabulary and grammar that students need to know to complete the accompanying activities. ¡Exprésate! boxes highlight a key element of language, whether vocabulary, useful phrases, or structures, that students will need to complete accompanying activities. Comunicación útil features present useful phrases and other tips for successfully communicating in Spanish. Detrás de la cámara boxes are found in Sol y viento sections and provide additional character information not presented in the film, such as the characters’ background, motivation, personalities, and so forth. Icons highlight partner/pair or group work, activities that require listening to the instructor for information, writing activities that require an additional sheet of paper, and content provided on the Online Learning Center.
WWW
Remember the scene from Episodio 2 of Sol y viento in which Jaime returns a business card that María has dropped? Part of their exchange appears in the dialogue. JAIME
¡Señorita Sánchez! MARÍA
Enfoque lingüístico
¿Viene a chocarse conmigoa otra vez? Más sobre las inflexiones JAIME
Youb may recall that inflections are forms that are added to words that provide the lises suyo. tener with certain information. For example, you learned in Lección 1A that one way in which Spanish is an inflectionally rich language is that its verb inflections are unique c for each person (e.g., I, you, he/she, we, and they). In the last few lessons, you’ve ¡Ah! Por eso sabe mi nombre. Si quiere, learned the present-tense inflections for Spanish -ar, -er, and -ir verbs. Later in Sol y la guarda.d viento you will learn other verb inflections to express various meanings and speaker Selecting from the following list, which perspectives. All of the Spanish verb inflections that you will learn are suffixes; that demonstrative pronoun belongs in the above? is, space they are forms that are attached to the end of a word or stem. (Remember in Lección 1A you read that you will have to get used to listening to the ends of verbs 1. esto 2. eso 3. aquello to find out who is being talked about.) However, not all languages use suffixes for verbal inflections. Some Native Ameria d chocarse… bump into me byours cPor… That’s how youlike know la…use youprefixes can keep(forms it can languages Navajo attached to the beginning of a word or stem). For example, to say he is going in Navajo, the prefix naal (roughly equivalent to -ing used with is in English) is added to the stem nish (go) to form naalnish. Instead MÁS VOCABULARIO of prefixes or suffixes, some languages use infixes, a form inserted in the middle of a word or stem. Tagalog, a language spoken in the Philippines, uses infixes to form comprar to buy Estoy buscando… I’m looking for . . . gastar to spend ¿Puedo May I try on . . . ? probarme… ? regatear to bargain Sólo estoy I’m just looking. vender to sell mirando. barato/a inexpensive ¿Cuál es su talla? What size do you caro/a expensive wear? ¿Qué número What size shoe de compras shopping calza? do you wear? la marca brand name el precio (fijo) (fixed) price ¿Me queda bien? Does it fit me? la talla size Creo que le queda I think it’s a little grande large un poco grande. big on you. mediano/a medium Eh, no. Creo que
MARÍA
*
¡Exprésate!
pequeño/a
*
You can use the preposition para plus an infinitive to express “in order to (do something)”.
small
¿En qué puedo servirle?
How may I help you? MÁS GRAMÁTICA
Para comprar ropa de última
Although bien is usually translated into English as well when used with the verb estar, moda, necesitas mucho it is usually translated as to be OK/fine.
dinero.
Está bien. Estoy bien, gracias.
It’s OK. / That’s fine. I’m fine, thanks.
¿Necesitan algo más? No, gracias. Estamos bien.
Do you all need anything else? No, thank you. We’re fine.
In order to buy the latest fashions, you need lots of money.
COMUNICACIÓN ÚTIL To say to get dressed or to dress oneself, use the verb vestir with reflexive pronouns, just like the verbs despertarse and acostarse that you learned in Lección 2A. You will learn more about reflexive pronouns and verbs in Lección 5A. For now, just learn these Detrás de common expressions with vestirse. Me visto rápidamente.
la cámara
I get dressed quickly.
¡Vístete!
Get dressed!
¿Cómo nos vestimos?
How do/should we dress?
If you watch María carefully, you may have noticed that she has a determined walk. Even when she’s in the park, she never strolls leisurely. What might that say about her personality? María is very goal-oriented, and h d ’ il h