SEVENTH EDITION AVENTURAS PROGRAM SAMPLER Learn more online at learn.vistahigherlearning.com/aventuras
Go to vhlcentral.com to get started LEARNING IS JUST A CLICK AWAY The Aventuras Supersite—all the content, tools, and support you need for your course. For Instructors • Robust course management and assigning tools • T ime-saving auto-grading, Express setup, and reporting tools • Flexibility to personalize your course and add your own content • Edit, combine, or create testing tools using the Assessment Builder For Students • Course assignments, instructor messages, and grades • Videos, audio programs, and tutorials • Extra practice and reference materials • vText—the online, interactive Student Edition
INSTRUCTOR’S ANNOTATED EDITION SEVENTH EDITION AVENTURAS JOSÉ A. BLANCO PHILIP REDWINE DONLEY, LATE Boston, Massachusetts
THE VISTA HIGHER LEARNING STORY Your Partner in Language Learning Vista Higher Learning’s singular focus is developing print and digital solutions that meet the needs of all language learners—those learning a new language, improving their skills in a second language, or perfecting their native language. We are committed to partnering with educators to raise the teaching and learning of language and culture to a higher level. Founded by a native Spanish speaker with experience teaching at the high school and college levels, Vista Higher Learning relies on the continual and invaluable feedback of language instructors and students nationwide. This partnership allows us to develop programs that create powerful results for you and your students. We believe ■ It is essential to prepare students for a world in which learning another language is a necessity, not a luxury. ■ Language learning should be fun and rewarding, and all students should have the tools they need to achieve success. ■ Students who experience success learning a language will be more likely to continue their language studies both inside and outside the classroom. Exceptional Service and Support In addition to the highest quality language-learning programs, Vista Higher Learning is committed to providing the best service and support to instructors and students. We do this with the following: ■ Modern Language Specialists who work with you to deliver the best solutions for your department’s needs. ■ In-house Digital and Editorial teams that use customer input to improve products and generate new ideas. ■ Customer Service and Technical Support teams who are focused exclusively on language learning. ■ A dedicated Accessibility support team that can provide the resources needed so that you can teach all your students in the same course. The Vista Higher Learning Team 500 Boylston Street, Suite 620, Boston, MA 02116-3736 TOLL-FREE: 800-618-7375 TELEPHONE: 617-426-4910 FAX: 617-426-5209 www.vistahigherlearning.com IAE-4S2
Developed for Classroom and Mobile Learning The Vista Higher Learning Supersite is a unique online learning environment created specifically for world language acquisition, developed based on input from thousands of language students and instructors. The Supersite makes language learning comfortable and accessible, helping students succeed. The Supersite’s mobile-friendly design serves students inside and outside the classroom. Students enjoy the flexibility to keep up with their learning on-the-go and the ability to complete their classwork and homework on mobile devices. Learn more at vistahigherlearning.com/mobile-friendly Built for Accessibility Vista Higher Learning strives to make our print and digital products and services accessible to all users. All materials are evaluated through all stages of the publication process to ensure the creation of thoughtful, accessible content. In addition, our digital products undergo testing to be sure they meet strict standards for delivery of accessible content. Learn more at vistahigherlearning.com/accessibility IAE-5 S3
Getting to Know Aventuras Aventuras, Seventh Edition, offers a student-friendly approach to introductory Spanish. Its goal is to make learning Spanish easier and more rewarding so that students will be successful language learners. To this end, Aventuras emphasizes an interactive, communicative approach. It develops speaking, listening, reading, and writing skills so students are capable of communicating with confidence in real-life situations. NEW to the Seventh Edition • New audio-sync vocabulary readings • News and Cultural Updates • New group chats and student video recordings • New Integrated Performance Assessments • 10 new Panorama cultural videos • New audio-sync readings for Cultura in Lessons 7–16 • 3 new Cultura readings • 4 new Más cultura readings • 4 new authentic Videoclips showcasing Spanish from diverse locations in the Spanish-speaking world • New Escuchar audio activities • 4 new Lectura readings • 2 new Lectura adicional readings • New social awareness and interculturality annos Plus, the original hallmark features of Aventuras • Dynamic presentation of practical, high-frequency vocabulary • Focus on grammar as a tool for communication • Emphasis on culture as an integral part of language learning • Meaningful integration of dramatic video • Three compelling cultural videos: Aventuras fotonovela, Flash cultura, and Panorama cultural • Enriching, authentic cultural content, including the Videoclip section • Unique and cohesive design that provides students with access to grammar explanations and corresponding activities on a single spread • Tiered, four-part practice sequence that builds to productive output • Incorporation of meaningful communicative practice in every section of every lesson • Rich design that supports the learning of language and culture • vText—the interactive, online text—perfect for hybrid courses gris negro/a amarillo/a anaranjado/a rojo/a rosado/a morado/a blanco/a café verde azul IAE-6S4
What’s New for the Seventh Edition vText New vText features include: ■ A split-screen view with book content and online activities side-by-side ■ Integrated audio and video that plays directly on the page ■ Note-taking and highlighting tools Audio-sync Vocabulary Readings New inductive vocabulary presentations via audio-sync readings preview lesson vocabulary. Audio-sync Cultura Readings There is now audio-sync for the Cultura readings in Spanish (Lessons 7–16). More Audio for Vocabulary Lists There is now audio for the vocabulary lists in Preparación. New Listening Activities The Escuchar activities on the Ampliación spread are new. The new audio is now a little shorter and more level-appropriate, with more differentiated voice talent for easier comprehension. Group Chats Group Chat Activities allow multiple students to record a video production activity, providing instructors with more flexibility in creating and assigning activities to groups of students within their classes. IAE-7 what’s new S5
Student Video Recording Student Video Recording Activities allow individual students to record a video production activity. Projects The Un paso más activities on the Ampliación spread are now multi-step projects with rubrics on the Supersite. Accessible Interactive Maps Interactive maps are back, and they are now fully accessible. Each interactive map for the Aventuras en los países hispanos section points out major cities and geographical features and situates the featured country in the context of its immediate surroundings and the world. Panorama cultural There are now 10 more Panorama cultural videos. They provide compelling visuals for more of the culture paragraphs in the Aventuras en los países hispanos section. IAE-8 what’s new S6
Integrated Performance Assessment Each lesson now has an Integrated Performance Assessment strand at the end, with interpretive, interpersonal, and presentational tasks. The interpersonal task is in the form of a partner chat, and the presentational task is in the form of a student video recording or a composition. There are also task-based activities for the Español en vivo feature in each lesson. Each task has a rubric. News and Cultural Updates Additional cultural material is available in the News and Cultural Updates section of the Supersite, which appears at the end of the list of 16 lessons in Content > Activities. Links to authentic articles or videos with carefully scaffolded activities are added monthly from September to May, and all postings are archived for easy, continued access. Assign as homework or present in class for discussion, and customize the activities as you see fit. IAE-9 S7
supersite The Aventuras, Seventh Edition, Supersite The Aventuras Supersite is your online source for integrating text and technology resources. The Supersite enhances language learning and facilitates simple course management. With powerful functionality, a focus on language learning, and a simplified user experience, the Supersite offers features based directly on feedback from thousands of users. ■ Student Friendly: Make it a cinch for students to track due dates, save work, and access all assignments and resources. ■ Easy Setup: Customize your course and section settings, create your own grading categories, plus copy previous settings to save time. ■ All-in-One Gradebook: Add your own activities or use the grade adjustment tool for a true, cumulative grade. ■ Grading Options: Choose to grade student-by-student, question-by-question, or spot check. Plus, give targeted feedback via in-line editing and voice comments. ■ Accessible Student Data: Conveniently share information one-on-one, or issue class reports in the formats that best fit you and your department. For Instructors ■ A gradebook to manage classes, view rosters, set assignments, and manage grades ■ Time-saving auto-graded activities, plus question-by-question and automated spot-checking ■ A communication center for announcements and notifications ■ Pre-made sample syllabus and sample lesson plan in customizable DOCX format ■ Testing Program in editable DOCX format ■ Answer keys, audioscripts, Spanish and English videoscripts, grammar presentation slides, and digital image bank ■ Online administration of quizzes and exams, now with time limits and password protection ■ Assessments that are customizable by adding, removing, or editing questions and providing section references ■ Tools to add your own content to the Supersite ■ Create and assign Partner Chats and open-ended activities ■ Upload and assign videos and outside resources ■ Single sign-on feature for integration with your school’s LMS ■ Activity Pack with additional activities for every lesson ■ MP3 files of the complete Textbook and Testing Audio Programs ■ Live Chat for video chat, audio chat, and instant messaging ■ Forums for oral assignments, group discussions, and projects IAE-10 supersite S8
Each section of your textbook comes with activities on the Aventuras Supersite, many of which are auto-graded for immediate feedback. Visit vhlcentral.com to explore this wealth of exciting resources. PREPARACIÓN ■ Audio-sync vocabulary readings ■ Vocabulary tutorials ■ Audio activities ■ Textbook activities ■ WebSAM: online workbook and lab activities ■ Additional activities for extra practice ■ Chat activities for conversational skill-building and oral practice ■ Pronunciation tutorials with speech recognition ■ Audio files for Pronunciación ■ Record-compare practice AVENTURAS ■ Streaming video of Aventuras fotonovela, with instructormanaged options for subtitles and transcripts in Spanish and English ■ Textbook activities ■ WebSAM: online video activities ■ Additional activities for extra practice ■ Chat activities for conversational skill-building and oral practice ■ Record-compare practice CULTURA ■ Audio-sync reading in Lessons 7–16 ■ Textbook activities ■ WebSAM: online video activities ■ Additional activities for extra practice ■ Chat activities for conversational skill-building and oral practice ■ Additional reading ■ Conexión Internet activity ■ Streaming video of Flash cultura series, with instructor-managed options for subtitles and transcripts in Spanish and English GRAMÁTICA ■ Interactive grammar tutorials ■ Textbook activities ■ WebSAM: online workbook and lab activities ■ Additional activities for extra practice ■ Chat activities for conversational skill-building and oral practice ■ Task-based activities for Español en vivo ■ Conexión Internet activity ■ Streaming Videoclip with instructor- managed options for subtitles and transcripts in Spanish and English ■ Audio files for listening activity in Ampliación LECTURA ■ Audio-sync reading ■ Additional reading ■ Textbook activities AVENTURAS EN LOS PAÍSES HISPANOS ■ Interactive maps ■ Textbook activities ■ WebSAM: online workbook activities ■ Additional activities for extra practice ■ Chat activities for conversational skill-building and oral practice ■ Con ritmo hispano activities ■ Conexión Internet activities ■ Streaming video of Panorama cultural series, with instructormanaged options for subtitles and transcripts in Spanish and English VOCABULARIO ■ Vocabulary list with audio ■ Customizable study lists IAE-11 S9
Student Student Edition The SE is available in print and digital (online vText) formats. Supersite Student access to the Supersite (vhlcentral.com) is provided with the purchase of a new student edition. See page IAE-11 for all Supersite resources available to students. Instructor Instructor’s Annotated Edition (IAE) The print and digital IAE contains a wealth of teaching information. Instructor Supersite The password-protected Instructor Supersite allows instructors to assign activities and track student progress through its course management system. Instructors have full access to the Student Supersite, and seamless integration with the WebSAM and vText. Instructor Resources for easy access and download include: Audioscripts Video program transcripts and translations Digital Image Bank Grammar Presentation Slides Sample lesson plan Sample syllabus Instructor annotations Activity Pack The Aventuras Activity Pack offers discrete and communicative practice for individuals, pairs, and groups. Formats include multiple-choice questions, information gap activities, task-based activities, and more. Testing Program The Testing Program includes quizzes, tests, and exams that can be assigned on the Supersite or be edited and printed. Vocabulary minipruebas (2 versions for each lesson) Grammar minipruebas (2 versions for each grammar point) Lesson Tests — 4 versions for each lesson Multi-lesson exams — 2 versions for each exam ■ ■ ■ ■ • • • • • • • ■ ■ • • • • Program Components IAE-12 components S10
Icons Familiarize yourself with these icons that appear throughout Aventuras, Seventh Edition. Icons legend ■ You will see the listening icon in the Preparación, Pronunciación, and Ampliación sections. ■ A note next to the Supersite icon will let you know exactly what type of content is available online. Textbook activity available online Listening activity Pair activity Group activity Partner Chat activity available online Presentational content for this section available online Group Chat activity available online Video Virtual Chat activity available online IAE-13 icons S11
People and places at the university . . . . . . . . . . . . . . . . . . .28 Courses of study . . . . . . . . . . . . . . . . . .28 Pastimes . . . . . . . . . . . . . . . . . . . . . . . .84 Places in the city . . . . . . . . . . . . . . . . . .85 Family relationships . . . . . . . . . . . . . . . .58 Professions . . . . . . . . . . . . . . . . . . . . . . . 59 Fotonovela: ¡¿Te gustan los lunes?! . . . . . . . . . . . .34 Fotonovela: ¿Dónde están las entradas? . . . . . . . .90 Fotonovela: Una visita inesperada . . . . . . . . . . . . .64 Lección 1 Hola, ¿qué tal? Lección 2 Las clases Lección 4 El fin de semana Lección 3 La familia Basic greetings and farewells . . . . . . . . .2 Courtesy expressions . . . . . . . . . . . . . . . .3 Fotonovela: Amigos de todas partes . . . . . . . . . . . . 8 IAE-14 table of contents PREPARACIÓN AVENTURAS S12
La elección de una carrera universitaria . . . . . . . . . . . . . . . . . . . .36 Flash cultura: Los estudios . . . . . . . . . . . . . . . . . . . .37 ¡El fútbol es pasión! . . . . . . . . . . . . . . . .92 Flash cultura: ¡Fútbol en España! . . . . . . . . . . . . . . .93 ¿Cómotellamas?..................66 Flash cultura: La familia . . . . . . . . . . . . . . . . . . . . . .67 2.1 Present tense of regular –ar verbs . . . . . . . . . . . . . . . . . . .38 2.2 Forming questions . . . . . . . . . . . . . 40 2.3 The present tense of estar .....................42 2.4 Numbers 31–100 . . . . . . . . . . . . .44 Videoclip: Pruebas de selectividad . . . 47 4.1 The present tense of ir .........94 4.2 Stem-changing verbs: e→ie, o→ue ............96 4.3 Stem-changing verbs: e→i ......98 4.4 Verbs with irregular yo forms . . . . . . . . . . . . . . . . . . . 100 Videoclip: Euforia en la España campeona ............103 3.1 Descriptive adjectives . . . . . . . . . .68 3.2 Possessive adjectives . . . . . . . . . .70 3.3 Present tense of regular –er and –ir verbs . . . . . . . . . . . . .72 3.4 Present tense of tener and venir ...................74 Videoclip: Diminutivo ..............77 Lectura: UAE: La mejor universidad de Europa . . . . . . . . . . . .50 Aventuras en los países hispanos: Estados Unidos y Canadá . . . . . . . . . .53 Lectura: Las familias . . . . . . . . . . . . . . . . . . . . . 80 Lectura: Guía para el fin de semana . . . . . . . .106 Aventuras en los países hispanos: México . . . . . . . . . . . . . . . . . . . . . . .109 Los saludos y el espacio personal . . . . .10 Flash cultura: Encuentros en la plaza . . . . . . . . . . . .11 1.1 Nounsandarticles. . . . . . . . . . . . .12 1.2 Numbers 0–30 . . . . . . . . . . . . . . .14 1.3 Present tense of ser ...........16 1.4 Telling time . . . . . . . . . . . . . . . . . .18 Videoclip: MasterCard .............21 Lectura: Teléfonos importantes y direcciones electrónicas . . . . . . . . . . 24 IAE-15 CULTURA GRAMÁTICA LECTURA S13
Words related to transportation and lodging . . . . . . . .114 Days of the week, months, seasons, and weather expressions....................115 Fotonovela: De viaje en Toledo . . . . . . . . . . . . . . . 120 Shopping . . . . . . . . . . . . . . . . . . . . . . .140 Clothing and colors . . . . . . . . . . . . . . .141 Fotonovela: ¡Eso sí es una ganga! . . . . . . . . . . . .146 Daily routine and personalhygiene. . . . . . . . . . . . . . . .170 Sequencing expressions . . . . . . . . . . . .171 Fotonovela: ¡Tengo que arreglarme! . . . . . . . . . . . 176 Foods and meals . . . . . . . . . . . . . . . . .196 Adjectives that describe food . . . . . . . .196 Fotonovela: ¡Vamos a comer tapas! . . . . . . . . . . .202 Lección 5 Las vacaciones Lección 8 ¡A comer! IAE-16 table of contents PREPARACIÓN AVENTURAS Lección 6 ¡De compras! Lección 7 La vida diaria S14
Lasiesta........................178 Flash cultura: Tapas para todos los días . . . . . . . . .179 7.1 Reflexive verbs . . . . . . . . . . . . .180 7.2 Indefinite and negative words . . . . . . . . . . . . .182 7.3 Preterite of ser and ir .........184 7.4 Gustar and verbs like gustar . . .186 Videoclip: Esperando el rescate ....189 Lectura: ¡Una mañana desastrosa! . . . . . . . . .192 Desayunos exquisitos . . . . . . . . . . . . . .204 Flash cultura: La comida latina . . . . . . . . . . . . . . . .205 8.1 Preterite of stem- changing verbs . . . . . . . . . . . . . .206 8.2 Double object pronouns . . . . . . . . 208 8.3 Saber and conocer . . . . . . . . . .210 8.4 Comparatives and superlatives.................212 Videoclip: Receta de churros .......215 Lectura: Cinco estrellas para El Palmito . . . . . . . . . . . . . . . . . . . . .218 Aventuras en los países hispanos: Suramérica I . . . . . . . . . . . . . . . . . . .221 A buscar alojamiento . . . . . . . . . . . . . .122 Flash cultura: ¡Vacaciones en Perú! . . . . . . . . . . . .123 5.1 Estar with conditions and emotions . . . . . . . . . . . . . . .124 5.2 The present progressive . . . . . .126 5.3 Comparing ser and estar ......128 5.4 Direct object nouns and pronouns 130 Videoclip: Xochimilco: una joya de la herencia prehispánica en México . . .133 Lectura: Turismo ecológico en Puerto Rico . . . . . . . . . . . . . . . . .136 Los mercados al aire libre . . . . . . . . . .148 Flash cultura: Comprar en los mercados . . . . . . . . .149 6.1 Numbers 101 and higher . . . . . .150 6.2 The preterite tense of regularverbs................152 6.3 Indirect object pronouns . . . . . .154 6.4 Demonstrative adjectives and pronouns . . . . . . . . . . . . . . .156 Videoclip: Boutique Moda Perú .....159 Lectura: Desigual . . . . . . . . . . . . . . . . . . . . . .162 Aventuras en los países hispanos: El Caribe . . . . . . . . . . . . . . . . . . . . . .165 IAE-17 CULTURA GRAMÁTICA LECTURA S15
The car and its accessories . . . . . . . . .280 Computers and technology . . . . . . . . . .281 Fotonovela: Uncarro...¿nuevo?. . . . . . . . . . . . . .286 Health and medical conditions . . . . . . . . . . . . . .252 Parts of the body . . . . . . . . . . . . . . . . .252 Fotonovela: ¡Necesitas un médico! . . . . . . . . . . .258 Celebrations . . . . . . . . . . . . . . . . . . . . .226 Personal relationships and the stages of life . . . . . . . . . . . .227 Fotonovela: ¡Es mi cumpleaños! . . . . . . . . . . . . .232 The parts of a house; household chores . . . . . . . . . . . . . . .304 Table settings . . . . . . . . . . . . . . . . . . . .304 Fotonovela: ¡A limpiar! . . . . . . . . . . . . . . . . . . . . .310 IAE-18 table of contents PREPARACIÓN AVENTURAS Lección 9 Las celebraciones Lección 10 En el consultorio Lección 11 El carro y la tecnología Lección 12 Hogar, dulce hogar S16
Año Nuevo . . . . . . . . . . . . . . . . . . . . . .234 Flash cultura: Las fiestas . . . . . . . . . . . . . . . . . . . .235 9.1 Irregular preterites . . . . . . . . . . .236 9.2 Verbs that change meaning in the preterite . . . . . . .238 9.3 Relative pronouns . . . . . . . . . . . .240 9.4 ¿Qué? and ¿cuál? ...........242 Videoclip: Guelaguetza en Oaxaca . . .245 Lectura: Vida social . . . . . . . . . . . . . . . . . . . . . 248 Los remedios tradicionales . . . . . . . . . . 260 Flash cultura: La salud . . . . . . . . . . . . . . . . . . . . . .261 10.1 The imperfect tense . . . . . . . . . .262 10.2 Constructions with se ........264 10.3 Adverbs . . . . . . . . . . . . . . . . . . .266 Videoclip: Asociación Parkinson Alicante ........................269 Lectura: El consultorio . . . . . . . . . . . . . . . . . . . 272 Aventuras en los países hispanos: Suramérica II . . . . . . . . . . . . . . . . . . . 275 Las redes sociales . . . . . . . . . . . . . . . .288 Flash cultura: Maravillas de la tecnología . . . . . . . .289 11.1 The preterite and the imperfect . . . . . . . . . . . . . . . . . .290 11.2 Por and para ...............292 11.3 Stressed possessive adjectives and pronouns . . . . . . . 294 Videoclip: Autocine . . . . . . . . . . . . . . .297 Lectura: Tira cómica: Gaturro, Nik . . . . . . . . . . 300 Balcones que enamoran . . . . . . . . . . . .312 Flash cultura: La casa de Frida . . . . . . . . . . . . . . . .313 12.1 Usted and ustedes commands . . . . . . . . . . . . . . . . .314 12.2 The present subjunctive . . . . . . .316 12.3 Subjunctive with verbs of will and influence . . . . . . . . . .318 Videoclip: ¿Cómo es vivir en una casa por la mitad? ...............321 Lectura: La Casa del Inca Garcilaso de la Vega . . . . . . . . . . . . . . 324 Aventuras en los países hispanos: América Central I . . . . . . . . . . . . . . .327 IAE-19 CULTURA GRAMÁTICA LECTURA S17
Lección 15 El bienestar Personal fitness and well-being . . . . . . . . . . . . . . . . . . . . . 384 Nutrition . . . . . . . . . . . . . . . . . . . . . . .385 Fotonovela: La clase de yoga . . . . . . . . . . . . . . . . 390 City life; giving directions . . . . . . . . . . .356 Banking and postal needs . . . . . . . . . .356 Fotonovela: Por las calles de Madrid . . . . . . . . . .362 The environment . . . . . . . . . . . . . . . . .332 Conservation . . . . . . . . . . . . . . . . . . . .332 Fotonovela: Una excursión a la sierra . . . . . . . . .338 Professions and the workplace . . . . . . . . . . . . . . . . .408 Job interviews . . . . . . . . . . . . . . . . . . .409 Fotonovela: Una aspirante despistada . . . . . . . . .414 AE-20 table of contents PREPARACIÓN AVENTURAS Lección 13 La naturaleza Lección 14 En la ciudad Lección 16 El mundo del trabajo S18
Espacios públicos saludables . . . . . . . .392 Flash cultura: ¿Estrés? ¿Qué estrés? . . . . . . . . . . .393 15.1 Past participles used as adjectives . . . . . . . . . . . . . . . . 394 15.2 The present perfect . . . . . . . . . . . 396 15.3 The past perfect . . . . . . . . . . . . . 398 Videoclip: Azucarlito . . . . . . . . . . . . . .401 Lectura: El viaje, Cristina Peri Rossi . . . . . . . .404 Jóvenes por el medio ambiente . . . . . .340 Flash cultura: Naturaleza en Costa Rica . . . . . . . . .341 13.1 The subjunctive with verbs of emotion . . . . . . . . . . . . . 342 13.2 The subjunctive with doubt, disbelief, and denial . . . . . . . . . . 344 13.3 The subjunctive with conjunctions . . . . . . . . . . . . . . .346 Videoclip: IDAE ..................349 Lectura: Mi hermano mayor, María Luisa Puga . . . . . . . . . . . . . . .352 Las bicicletas en la ciudad . . . . . . . . . .364 Flash cultura: ElmetrodelD.F.................365 14.1 The subjunctive in adjective clauses . . . . . . . . . . . . . 366 14.2 Familiar (tú) commands . . . . . . .368 14.3 Nosotros/as commands . . . . . .370 Videoclip: Banco Ficensa ..........373 Lectura: Los bomberos, Mario Benedetti . . . . . 376 Aventuras en los países hispanos: América Central II . . . . . . . . . . . . . . .379 La entrevista de trabajo . . . . . . . . . . . .416 Flash cultura: El mundo del trabajo . . . . . . . . . . . . . 417 16.1 The future tense . . . . . . . . . . . . .418 16.2 The conditional tense . . . . . . . . .420 16.3 The past subjunctive . . . . . . . . . . 422 Videoclip: Pablo Álvarez se gradúa como astronauta ................425 Lectura: Imaginación y destino, Augusto Monterroso . . . . . . . . . . . . .428 Aventuras en los países hispanos: España . . . . . . . . . . . . . . . . . . . . . . .431 IAE-21 CULTURA GRAMÁTICA LECTURA S19
Lesson Openers outline the content and objectives of each lesson. Photo An image from the Aventuras fotonovela video sets the thematic tone for the lesson. Para empezar A series of questions on the lesson opener photo recycles the language you already know and previews the vocabulary you are about to learn. Lesson organization Consistent, color-coded sections make navigating each lesson easy. Communicative objectives There are communicative objectives on the lesson opener and throughout the lesson that let you know what you will be able to do in Spanish. Supersite resources are available for every section of the lesson at vhlcentral.com. Icons show you which textbook activities are also available online. The description next to the icon indicates what additional resources are available for each section: videos, recordings, tutorials, and more! PREPARACIÓN pages 84 – 89 • Words related to pastimes and sports • Places in the city • Word stress and accent marks AVENTURAS pages 90 – 91 • Olga Lucía, Valentina, Sara, Daniel, Juanjo, and Manuel are going to a soccer game. The girls support one team, while the boys support the other. CULTURA pages 92–93 • ¡El fútbol es pasión! • Flash cultura: ¡Fútbol en España! GRAMÁTICA pages 94–105 • Present tense of ir • Present tense of stem-changing verbs • Verbs with irregular yo forms LECTURA pages 106–107 • News website article: Guía para el fin de semana PARA EMPEZAR • ¿Trabajan las chicas? • ¿Están en el estadio? • ¿Cómo es Olga Lucía? 4 El fin de semana Communicative Objectives You will learn how to: • talk about pastimes and sports • make plans and invitations • say what you are going to do • investigate the popularity of soccer in the Spanish-speaking world IAE-22 Aventuras-at-a-glance S20
Preparación introduces vocabulary central to the lesson theme. Communicative objective There is a communicative objective for this section that lets you know what you will be able to do in Spanish. Art Dynamic photos and illustrations present high-frequency vocabulary. Vocabulary Theme-related vocabulary appears in easy-to-reference Spanish/English lists. For words where the visual is sufficient, the Spanish is given and the English is provided at the end of the lesson. Así se dice This presentation of alternate words and expressions highlights the richness of the Spanishspeaking world. • Vocabulary tutorials: word groups with audio and images • Audio-sync vocabulary reading that highlights text as it is being read • Vocabulary Tools: customizable word lists, flashcards with audio Los lugares la casa house el centro downtown el cine movie theater el gimnasio gym el museo museum el restaurante restaurant Los deportes el baloncesto basketball el ciclismo cycling el equipo team el esquí (acuático) (water) skiing el golf golf el hockey hockey el/la jugador(a) player la natación swimming el partido game la pelota ball el tenis tennis el vóleibol volleyball ganar to win ser aficionado/a (a) to be a fan (of) el fútbol americano football el fútbol soccer el béisbol baseball el café café el parque park la iglesia church Otras palabras y expresiones la diversión entertainment; fun activity el/la excursionista hiker el fin de semana weekend el lugar place el pasatiempo pastime, hobby los ratos libres spare time el tiempo libre free time deportivo/a sports-related favorito/a favorite Así se dice la piscina la pileta (Arg.), la alberca (Méx.) el baloncesto el básquetbol (Amér. L.) el béisbol la pelota (P. Rico, Rep. Dom.) 85 El fin de semana Audio-sync Reading ochenta y cinco ochenta y cuatro | Lección 4 Las actividades y las distracciones escalar montañas to go mountain climbing escribir una carta to write a letter escribir un mensaje electrónico to write an e-mail escribir una (tarjeta) postal to write a postcard ir de excursión (a las montañas) to go on a hike (in the mountains) leer el correo electrónico to read e-mail leer el periódico to read the newspaper leer una revista to read a magazine nadar en la piscina to swim in the pool pasar el tiempo to spend time pasear por la ciudad/el pueblo to walk around the city/town practicar deportes to play sports ver películas to watch movies visitar un monumento to visit a monument El fin de semana patinar to skate esquiar to ski tomar el sol to sunbathe bucear to scuba dive pasear en bicicleta to ride a bicycle 84 4 Preparación Communicative Objective: Talk about pastimes IAE-23 S21
Preparación practices vocabulary in stages. A escuchar Practice always begins with a page of listening activities that focus on vocabulary recognition and comprehension. A practicar Practice continues with a page of guided and transitional activities that reinforce the new vocabulary in diverse formats. Icons Icons provide a visual cue that indicates listening, Supersite, pair, group, and chat activities. • Textbook activities • WebSAM: Workbook and Lab Manual activities • Additional online-only practice activities El fin de semana A practicar 4 El tiempo libre Indicate which word or phrase doesn’t belong. 1. bucear • ir de excursión • leer una revista • esquiar 2. el baloncesto • el ciclismo • el vóleibol • el fútbol 3. la natación • el cine • el café • la iglesia 4. el golf • la aficionada • el jugador • el excursionista 5. el periódico • el pasatiempo • la revista • el correo 6. ver películas • ir al museo • practicar el hockey • leer un periódico 5 ¿Cierto o falso? Indicate whether each statement is cierto or falso. Gustavo y Simón los chicos José don Fernando 1. Gustavo y Simón pasean en bicicleta. 2. Los chicos practican el fútbol. 3. José escala la montaña. 4. Don Fernando lee el periódico en el parque. 5. Maribel patina. 6. Doña Leonor pasea por la ciudad. 6 Dos amigos Complete the conversation. LUISA: ¿Cómo te gusta (1) los ratos libres, Pablo? PABLO: Bueno, Luisa, no tengo mucho (2) libre, pero los fines de (3) me gusta ver películas. Y tú, Luisa, ¿cuáles son tus (4) favoritos? LUISA: Nadar en la (5) , practicar (6) , correr en el (7) ... PABLO: ¡Uf! ¿Y qué haces (do you do) para descansar? LUISA: Me gusta ver películas también. PABLO: ¡Excelente! Hay una buena película en un (8) del (9) . ¿Quieres (Do you want) ir? LUISA: Sí, Pablo. Buena idea. 4 5 5 6 6 centro pasar semana cine pasatiempos tiempo parque piscina vóleibol Maribel doña Leonor 87 ochenta y siete A escuchar 1 Indicar Check sí if each activity you hear requires a ball or no if does not. Sí No 1. 2. 3. 4. 5. 6. 7. 8. 2 Escuchar Indicate the activity that best corresponds to each statement you hear. 1. a. ir de excursión 2. b. tomar el sol 3. c. ir a un partido de fútbol americano 4. d. pasear en bicicleta 5. e. practicar muchos deportes 6. f. nadar 3 Planes para el fin de semana Berta and Julio are discussing their plans for the weekend. Listen to their conversation and mark the activities that correspond to each person. 1 2 3 Berta Julio 1. El domingo nado en la piscina. 2. El sábado tengo un partido de fútbol. 3. El domingo practico baloncesto. 4. El sábado trabajo en el café de mis padres. 5. Voy a ver una película. 86 ochenta y seis | Lección 4 IAE-24 Aventuras-at-a-glance S22
Preparación wraps up vocabulary practice with communicative activities. A conversar This final set of activities gets you using vocabulary creatively for self-expression in interactions with a partner, a small group, or the entire class. Can-Do Statement This section concludes with a Can-Do Statement, which shows you what you are now able to accomplish in Spanish. • Chat activities for conversational skill-building and oral practice • Vocabulary activities in Activity Pack A conversar 7 En el campus With a partner, describe what the people in the illustration are doing. Then rank the activities from the one you like to do the most to the one you like to do the least. Compare your rankings with your partner’s. Laura María Isabel Miguel equipo Saltillo Patricia y Carlos 8 8 8 ¿Y tú? Interview your partner. Use these questions. 1. ¿Te gustan los deportes? ¿Qué deportes practicas? 2. ¿Eres aficionado/a a los deportes profesionales? ¿Cuáles son tus equipos favoritos? 3. ¿Te gusta ir al cine los fines de semana? ¿Cuáles son tus películas favoritas? 4. ¿Hay lugares para esquiar o ir de excursión cerca de tu ciudad o pueblo? ¿Cuáles? 5. ¿Qué lugares del centro de tu ciudad o pueblo son interesantes para visitar? 6. ¿Cuántos mensajes electrónicos escribes aproximadamente durante el día? ¿Y cuántos lees? 9 ¿Quién soy? Using yo forms, describe a famous athlete to the class, mentioning the athlete’s initials (iniciales). The class will guess the person you described. modelo Estudiante: Practico el tenis. Soy un jugador profesional. Mis iniciales son C. A. ¿Quién soy? Clase: ¿Eres Carlos Alcaraz? Estudiante: ¡Sí! 7 I can talk about my favorite pastimes. 88 ochenta y ocho | Lección 4 IAE-25 S23
Preparación Pronunciación and Ortografía present the basics of Spanish pronunciation and spelling. Pronunciación This section explains the sounds and pronunciation of Spanish in Lecciones 1–9. Ortografía In Lecciones 10–16, this section focuses on topics related to Spanish spelling. • Pronunciation tutorials with speech recognition • Spelling tutorials • Record-compare textbook activities • WebSAM: Lab Manual activities 1 He who laughs last laughs loudest. 2 In unity, there is strength. Pronunciación Word stress and accent marks pe-lí-cu-la e-di-fi-cio ver yo Every Spanish syllable contains at least one vowel. When two vowels are joined in the same syllable, they form a diphthong*. A monosyllable is a word formed by a single syllable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . bi-blio-te-ca vi-si-tar par-que fút-bol The syllable of a Spanish word that is pronounced most emphatically is the “stressed” syllable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pe-lo-ta pis-ci-na ra-tos ha-blan Words that end in n, s, or a vowel are usually stressed on the next-to-last syllable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . na-ta-ción pa-pá in-glés Jo-sé If words that end in n, s, or a vowel are stressed on the last syllable, they must carry an accent mark on the stressed syllable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . bai-lar es-pa-ñol u-ni-ver-si-dad tra-ba-ja-dor Words that do not end in n, s, or a vowel are usually stressed on the last syllable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . béis-bol lá-piz ár-bol Gó-mez If words that do not end in n, s, or a vowel are stressed on the next-to-last syllable, they must carry an accent mark on the stressed syllable. *The two vowels that form a diphthong are either both weak or one is weak and the other is strong. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Práctica Pronounce each word, stressing the correct syllable. Then give the word stress rule for each word. 1. profesor 4. Mazatlán 7. niños 10. México 2. Puebla 5. examen 8. Guadalajara 11. están 3. ¿Cuántos? 6. ¿Cómo? 9. programador 12. geografía Oraciones Read the conversation aloud to practice word stress. MARINA: Hola, Carlos. ¿Qué tal? CARLOS: Bien. Oye, ¿a qué hora es el partido de fútbol? MARINA: Creo que es a las siete. CARLOS: ¿Quieres ir? MARINA: Lo siento, pero no puedo. Tengo que estudiar biología. Refranes Read these sayings aloud to practice word stress. En la unión está la fuerza.2 Quien ríe de último, ríe mejor.1 El fin de semana 89 Interactive Pronunciation Tutorial ochenta y nueve doscientos cincuenta y siete Ortografía El acento y las sílabas fuertes In Spanish, written accent marks are used on many words. Here is a review of some of the principles governing word stress and the use of written accents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . as-pi-ri-na gri-pe to-man an-tes In Spanish, when a word ends in a vowel, -n, or -s, the spoken stress usually falls on the next-to-last syllable. Words of this type are very common and do not need a written accent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a-sí in-glés in-fec-ción hé-ro-e When a word ends in a vowel, -n, or -s, and the spoken stress does not fall on the next-to-last syllable, then a written accent is needed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . hos-pi-tal na-riz re-ce-tar to-ser When a word ends in any consonant other than -n or -s, the spoken stress usually falls on the last syllable. Words of this type are very common and do not need a written accent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lá-piz fút-bol hués-ped sué-ter When a word ends in any consonant other than -n or -s, and the spoken stress does not fall on the last syllable, then a written accent is needed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . far-ma-cia bio-lo-gí-a su-cio frí-o Diphthongs (two weak vowels or a strong and weak vowel together) are normally pronounced as a single syllable. A written accent is needed when a diphthong is broken into two syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . sol pan mar tos Spanish words of only one syllable do not usually carry a written accent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Práctica Busca las palabras que necesitan acento y escribe su forma correcta. 1. sal-mon 6. a-bri-go 11. o-pe-ra-cion 16. far-ma-cia 2. ins-pec-tor 7. ra-pi-do 12. im-per-me-a-ble 17. es-qui 3. nu-me-ro 8. sa-ba-do 13. a-de-mas 18. pen-sion 4. fa-cil 9. vez 14. re-ga-te-ar 19. pa-is 5. ju-go 10. me-nu 15. an-ti-pa-ti-co 20. per-don El ahorcado Juega al ahorcado (hangman) para adivinar las palabras. 1. __ l __ __ __ __ a Vas allí cuando estás enfermo. 2. __ __ __ e __ c __ __ n Se usa para poner una vacuna (vaccination). 3. __ __ d __ o __ __ __ __ __ a Se usa para ver los huesos. 4. __ __ __ i __ o Trabaja en un hospital. 5. a __ __ __ b __ __ __ __ __ __ Es una medicina. En el consultorio 257 Interactive Spelling Tutorial IAE-26 Aventuras-at-a-glance S24
Aventuras tells the story of a group of students living and traveling in Spain. Communicative objective There is a communicative objective for this section that lets you know what you will be able to do in Spanish. Personajes The characters who appear in the episode are shown on the left. Aventuras video The photo-based Aventuras conversations appear in the textbook’s video program. Expresiones útiles New words and expressions from the video are presented to help you understand and talk about the episode. Actividades Guided exercises check your understanding, and communicative activities allow you to react in a personalized way. Nota cultural This feature highlights some aspect of culture from the video. Can-Do Statement This section concludes with a Can-Do Statement, which shows you what you are now able to accomplish in Spanish. • Streaming video of the Aventuras episode • Interactive Aventuras videos with integrated viewing activities • Textbook activities • WebSAM: Video Manual activities • Additional online-only practice activities • Chat activities for conversational skill-building and oral practice 3 3 El fin de semana noventa y uno El fútbol En Madrid, hay mucha pasión por el fútbol. Los días del partido del Derbi Madrileño, entre el Real Madrid y el Atlético de Madrid, los bares y los restaurantes cerca del estadio están llenos de aficionados. Después, los aficionados al Real celebran en la fuente (fountain ) de Cibeles; los aficionados al Atlético celebran en la fuente de Neptuno. ¿Dónde celebran los aficionados a los deportes en tu comunidad? andar en patineta to skateboard aquí here el celular cell phone el contragolpe counterattack la entrada ticket (to an event) hala come on (used to show support in Spain) lleno/a full el/la mejor the best el videojuego video game el andén platform la bufanda scarf el güiro percussion instrument Expresiones útiles ► ¿Eres aficionado/a a...? ► ¿Te gusta...? ► ¿Por qué no...? I can talk about pastimes and make plans. Conversación With a partner, talk about pastimes and plan an activity together. Use these expressions. MANUEL: ¡Las entradas! VALENTINA: ¿Qué dices? MANUEL: ¡No tengo las entradas! ¡¿Qué hago?! OLGA LUCÍA: ¿Dónde están? JUANJO: ¡¿Cómo pierdes las entradas?! VALENTINA: ¡No puedo creerlo! DANIEL: ¡El partido empieza en diez minutos! SARA: ¿Qué hacemos? OLGA LUCÍA: ¿Vamos a ver el partido en un restaurante? DANIEL: Bueno... MANUEL: Lo siento, pido perdón. OLGA LUCÍA: ¡Hola! CHICO DEL OTRO EQUIPO: ¡Hala Madrid! OLGA LUCÍA: Qué bien juegan, ¿no? VALENTINA: ¿Qué haces? ¡Es del otro equipo! OLGA LUCÍA: ¿Y? SARA: ¡Ay no! No. ¡Un contragolpe! 4 5 6 91 Interactive Video 2 1 ACTIVIDADES noventa | Lección 4 Aventuras 4 Antes de ver Scan the captions for vocabulary related to sports. Communicative Objective: Talk about pastimes and make plans ¿Cierto o falso? Indicate if each statement is cierto or falso. Correct the false statements. 1. El equipo favorito de Valentina es el Real Madrid. ❍ ❍ 2. Olga Lucía recibe un mensaje de Sara. ❍ ❍ 3. El mensaje es una foto de Manuel y Juanjo. ❍ ❍ 4. Daniel prefiere andar en patineta. ❍ ❍ 5. Los chicos ven el partido en el estadio. ❍ ❍ Cierto Falso OLGA LUCÍA: ¿Puedes ver mi celular? Ahora no puedo. VALENTINA: Es un mensaje de los chicos. OLGA LUCÍA: ¡Ja! ¡Piensan que van a ganar! DON PACO: Daniel. ¿Adónde vas? DANIEL: Voy a buscar a Sara para ir al partido de fútbol. DON PACO: ¿Y quién crees que va a ganar? DANIEL: Pues, supongo que el mejor, ¿no? Yo no entiendo mucho de fútbol. Mi deporte favorito es andar en patineta. DON PACO: Yo prefiero el fútbol. El Atlético es mi equipo favorito, el de mi hija y el de toda mi familia. ¡Y no nos gusta perder! MANUEL: ¡Aquí están las entradas! OLGA LUCÍA: ¡Termino el videojuego y salimos! MANUEL: ¡El metro va a estar lleno de gente! No quiero llegar tarde al partido. VALENTINA: ¡Daniel y Sara ya están aquí! MANUEL: ¿Lista? OLGA LUCÍA: Lista. Ordenar Put the events in order. a. Manuel busca las entradas. b. Valentina ve el mensaje. c. Olga Lucía termina el videojuego. d. Daniel habla con don Paco. e. Los chicos ven el partido en la televisión. ¿Dónde están las entradas? Olga Lucía, Valentina, Sara, Daniel, Juanjo y Manuel van a un partido de fútbol. PERSONAJES OLGA LUCÍA VALENTINA DANIEL DON PACO MANUEL JUANJO SARA CHICO 1 2 3 90 IAE-27 S25
Cultura highlights engaging contemporary culture through readings and video. Communicative objectives There are two communicative objectives for this section that let you know what you will be able to do in Spanish. Feature article This focuses on a person, place, custom, event, or tradition in the Spanishspeaking world, with an emphasis on contemporary, day-to-day culture. Written in Spanish as of Lección 7, this feature also provides valuable reading practice. Así se dice Additional lexical features expand cultural coverage to vocabulary from all over the Spanish-speaking world. Flash cultura This enormously successful video offers specially shot content tied to the lesson theme. Previewing support and comprehension activities are integrated into the student text. Can-Do Statements This section has two Can-Do Statements, which show you what you are now able to accomplish in Spanish. • Audio-sync reading for Lessons 7–16 that highlights text as it is being read • Textbook activities • Additional online-only practice activities • Chat activities for conversational skill-building and oral practice • Additional cultural reading • Conexión Internet activity with questions and key words related to lesson theme • Streaming video of Flash cultura • WebSAM: Video Manual activities El fin de semana Video Actividades noventa y tres I can recognize cultural practices in a video about soccer in Spain. I can identify sports rivalries in my own and other cultures. ¿Cierto o falso? Indicate whether each statement is cierto or falso. Correct the false statements. 1. Real Madrid and FC Barcelona represent Spain’s two largest cities. 2. The biggest soccer rivalry in South America is between two Buenos Aires teams. 3. Class differences fed the rivalry between Boca Juniors and River Plate. 4. The greatest rivals of Chile’s national soccer team are Argentina and Brazil. 5. The Peñarol-Nacional soccer rivalry is in Colombia. 1 Escoger Select the correct answer. 1. Un partido entre el Barça y el Real Madrid es (un deporte/un evento) importante en toda España. 2. Los aficionados (miran/celebran) las victorias de sus equipos en las calles (streets). 3. La rivalidad entre el Real Madrid y el Barça está relacionada con la (religión/política). 3 Preguntas Answer the questions. 1. Which government policy fed the MadridBarcelona soccer rivalry? 2. In which neighborhood of Buenos Aires did Boca Juniors and River Plate have their roots? 3. What can the Peru-Chile national team rivalry be traced back to? 4. What is Colo-Colo? 5. Which two Guatemalan soccer teams are big rivals? 2 Hay mucha afición al fútbol en España. Comparación What are some famous rivalries in the United States in sports such as baseball, basketball, soccer, and football? What factors do you think inspire one of these rivalries? Compare it with one of the soccer rivalries in Spain or Latin America. 3 Perspectivas Discuss with a partner why you think so many people in Spanish-speaking countries strongly identify with a particular soccer team. Do you think the same reasons apply to sports fans in the United States? 4 Aficionados With a partner, role-play a conversation between a Barça fan and a Real Madrid fan. modelo Estudiante 1: El Real Madrid va a ganar hoy. Estudiante 2: No, el Barça va a ganar. Es el mejor... 4 Vocabulario afición fans perder to lose preferido favorite se junta con it’s tied up with ¡Fútbol en España! 1 Preparación What is the most popular sport at your school? What team is your rival? How do students celebrate winning? 2 El video Watch this Flash cultura episode about soccer in Spain. 93 Communicative Objective: Understand a video about soccer Cultura 4 Rivalries between national teams stir great passions too. The heat in the Clásico del Pacífico between Chile and Peru can be traced back to the War of the Pacific (1879–1884) fought by the two countries. Another rival of Chile is Argentina, a nation against which Chile has always measured itself. And the Argentinians? They see their most worthy opponent in a neighbor that, like itself, has several World Cup and Copa América wins to its name: soccer giant Brazil. ¡El fútbol es pasión! Fútbol in the Spanish-speaking world is much more than a game. Regional and national rivalries are steeped in history and local lore, and may reflect deep political, social, or cultural factors. In Spain the greatest contest is between Real Madrid and FC Barcelona: natural rivals, as teams from the country’s two largest cities, but with a political angle. As Barcelona’s longstanding bid for Catalonian autonomy was quashed under Francisco Franco’s regime (1939–1975), matches between the two teams came to symbolize the rift. Franco is long gone, but the rivalry goes on. Latin America’s best-known rivalries are between teams within the same country—and often the same city. The biggest is in Argentina, where Buenos Aires clubs River Plate and Boca Juniors duke it out in the Superclásico, one of the greatest contests in soccer. Both clubs have roots in the working-class La Boca neighborhood, but River Plate long ago moved to a wealthier district with a new fan base. Class lines have blurred, but the rivalry is still fierce. On match day the nation stops to watch. Rivalidades del fútbol México: Águilas del América vs. Chivas del Guadalajara Chile: Colo-Colo vs. Universidad de Chile Guatemala: Comunicaciones vs. Municipal Uruguay: Peñarol vs. Nacional Colombia: Millonarios vs. Independiente Santa Fe Aficionados al Barcelona y al Real Madrid el/la árbitro/a el/la atleta el campeón/la campeona la cancha (de fútbol) la carrera competir empatar entrenar mundial la rivalidad el torneo referee athlete champion soccer field race to compete to tie to train worldwide rivalry tournament Los deportes Así se dice Chile y Perú compiten en la cancha Jugadores de Boca y River Plate en la cancha 92 noventa y dos | Lección 4 Communicative Objective: Identify sports rivalries in Spanish-speaking countries IAE-28 Aventuras-at-a-glance S26
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