SOBRAL | POTOWSKI DICHO Y HECHO BEGINNING SPANISH PROGRAM SAMPLER Learn more online at learn.vistahigherlearning.com/dicho-y-hecho
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Boston, Massachusetts INSTRUCTOR’S ANNOTATED EDITION Silvia Sobral Brown University Kim Potowski University of Illinois, Chicago BEGINNING SPANISH DICHO Y HECHO
S2 The Vista Higher Learning Story Your Specialized World Languages Publisher Independent, specialized, and privately owned, Vista Higher Learning was founded in 2000 with one mission: to raise the teaching and learning of world languages to a higher level. This mission is based on the following beliefs: • 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 at learning a language will be more likely to continue their language studies both inside and outside the classroom. With this in mind, we decided to take a fresh look at all aspects of language instructional materials. Because we are specialized, we dedicate 100 percent of our resources to this goal and base every decision on how well it supports language learning. That is where you come in. Since our founding, we have relied on the invaluable feedback of language instructors and students nationwide. This partnership has proved to be the cornerstone of our success by allowing us to constantly improve our programs to meet your instructional needs. The result? Programs that make language learning exciting, relevant, and effective through: • Unprecedented access to resources; • A wide variety of contemporary, authentic materials; • The integration of text, technology, and media; • And a bold and engaging textbook design. By focusing on our singular passion, we let you focus on yours. The Vista Higher Learning Team 500 Boylston Street, 10th Floor, Boston, MA 02116-3736 TOLL-FREE: 800-618-7375 TELEPHONE: 617-426-4910 FAX: 617-426-5209 www.vistahigherlearning.com
S3 Welcome to Dicho y hechoLive, your introduction to the Spanish language and the rich and vibrant cultures of the Spanishspeaking world. For Dicho y hechoLive, we have updated our content to make students' learning experience more rewarding, current, and relevant. Live from Vista Higher Learning is a new way to get the most from Dicho y hecho without the need for new editions. Don't just update—go Live. Our commitment as authors to you remains the same: provide you and your students with a highly flexible, enjoyable, and effective language learning experience, no matter whether you meet faceto-face, hybrid, or online. We have retained the hallmark features that have made Dicho y hecho a top-selling introductory college program while striving to improve on the quality of our content, new technology, and a better course organization.
S4 vi • Preface What is the Dicho y hecho approach? Dicho y hecho is a class-tested program based on sound communicative language principles that are supported by Second Language Acquisition research findings. Communicative competence. Contemporary and compelling topics motivate learners to engage with texts and with each other, while a variety of activities, tools, and strategies support the development of their communicative competence in all modes of communication: interpretive, interpersonal, and presentational. Cultural and intercultural competence. Carefully integrated, culturally rich content helps learners gain cultural awareness and appreciate the cultural products, practices, and perspectives of a diverse range of people in their own community and around the world. Input processing. Learners process new language best when they first encounter vocabulary and structures in contextualized input through illustrations and/or text. New language is practiced through a carefully designed pedagogical sequence, moving from meaningful input-based activities, through guided output, to open-ended, creative production. Focus-on-form. Form-meaning connections are a core component of the learning process. Language instruction is at the service of communication. Task-supported language instruction. Purposeful tasks support learners to produce new language independently and creatively as they work toward a tangible goal or outcome. Engaging and meaningful themes promote self-expression and creativity, and provide opportunities to use the language in real-world tasks. Visible learning. Learners perform better when they understand the goals for the tasks and when they have clear expectations of the outcomes. Preface
S5 Preface • vii “Our role as educators is to guide our students to become informed, inquisitive citizens who can question, reflect, and listen to others.” - Silvia Sobral What are your students' course goals as learners? How does Dicho y hecho support your students' intellectual and language growth? By the end of this introductory Spanish course, your students will: • Participate in everyday-life situations and effectively and appropriately carry out short, spontaneous conversations about familiar and contemporary topics. • Communicate for a range of purposes, such as describing, informing, requesting information, expressing personal opinions, giving instructions, and creative expression. • Identify main ideas and key information in non-specialized Spanish oral and written texts. • Present information to a general audience on a range of familiar topics related to daily life and their own experiences. • Explore, compare, and research cultural products and practices to better understand cultural perspectives of the Spanish-speaking communities around the world. Apply critical-thinking and problem-solving skills to research, analysis, exchange of information, and ideas, in order to understand and present their own ideas, solve problems, and carry out tasks and projects, both individually and collaboratively. Diversity, Inclusion, and Social Justice Themes As students gain confidence in their own language skills, Dicho y hecho aims at fostering contexts that are inclusive of diverse backgrounds and perspectives. Some of the selected readings, videos, and cultural topics will facilitate insightful discussions about important topics, such as how each person defines family, the question of access and affordability in cities and housing, cultural appropriation in the fashion industry, the environment, technology to foster inclusion, and race-based inequalities. Strategies To support your students' growth as independent language learners, Dicho y hecho continues to feature strategies in the skill development section, which is also titled Dicho y hecho. These strategies will help students with different stages of the learning and creative processes, such as interpreting, planning, monitoring, and evaluating. Estrategia digital notes in the Cultura section aim at supporting their digital literacy skills, and the new Estrategia de aprendizaje notes provide tips to help them become smarter and more effective Spanish learners. ACTFL World-Readiness Standards Dicho y hecho aligns with the main principles of the ACTFL 21st-Century Skills. Dicho y hecho reflects an increasing focus on developing students' communicative competence by putting more emphasis on what they, as learners, can do with the language while increasing their own agency in the process. The ACTFL World Readiness Goal Areas (five Cs—Communication, Cultures, Connections, Comparisons, and Communities) have informed every aspect of Dicho y hecho by providing the framework for the development of language skills in activities that focus on meaningful and achievable communication. Dicho y hecho maximizes students' opportunities to develop the three modes of communication— interpersonal, interpretive, and presentational—by ensuring that all activities require genuine communication and that there are more opportunities to interpret, discuss, and create than ever before.
S6 viii • New to Dicho y hechoLive! New to Dicho y hechoLive! • Live from Vista Higher Learning transforms language instruction through consistently refreshed language and cultural content that keeps courses new and engaging for today’s learners. • Updated Vocabulary Tools interface with audio and visuals. • Refreshed authentic and cultural content for better connection to cultural practices and perspectives, with 3 new video clips and 1 new Lectura article. • Revised Learning Objectives on the Chapter Opener pages and Learning Objectives in each section make the learning process transparent and help students understand the purpose and intention behind everything they do. Can-do statements at the end of each section promote self-reflection about their progress. • Engaging texts in a great variety of formats: infographics, commercials, photos, and short authentic video clips, several new to Dicho y hechoLive, jump-start each chapter. These simple and dynamic materials invite students to gradually immerse themselves in the chapter theme with thought-provoking questions while previewing some of the vocabulary and grammar of the chapter. • Así se dice sections ensure that high-frequency and appropriate vocabulary terms are presented and practiced. ¿Qué observas? and ¿Y tú? activities accompany visual presentations, and ¿Y tú? activities are now also online. • Así se forma sections create a more explicit inductive approach to grammar instruction. Each explanation starts with guiding questions and a sample text to further develop your students' critical-thinking skills by observing language in context. New to Dicho y hechoLive, at least one Interactive Grammar Tutorial corresponds to every single grammar topic, and all Tutorials include embedded interactive practice items. • Dicho y hechoLive now includes Estrategia de aprendizaje notes, offering new learning insights and circling back to previously introduced topics to help your students become smarter, more effective learners overall. • Cultura readings, many of them newly revised, aim at fostering a deeper understanding of students' own culture as well as that of the diverse Spanish-speaking world. New to Dicho y hechoLive, Cultura readings offer Audio-sync technology online, allowing students to follow along on the page as they hear the text. • The skill-development section, also called Dicho y hecho, allows students to easily identify each subsection. These progress from interpretive (Lectura and Video) to presentational (Proyecto oral and Proyecto escrito). • Lectura includes new readings for Dicho y hechoLive as well as revised readings, all covering contemporary topics. Lectura readings, too, offer Audio-sync technology, allowing students to follow along on the page as they hear the text. • Video features an authentic collection of thoughtprovoking videos, some new to Dicho y hechoLive, reflecting a variety of formats and facilitating discussion about current issues, as well as featuring a wide range of voices and perspectives from across the Spanish-speaking world. • A Proyecto oral integrates the chapter content. The projects, many revised for Dicho y hechoLive, are supported by guiding questions, examples, and a Grading Rubric to set clear expectations. • Many culminating Proyecto escrito writing tasks were revised to better integrate the chapter content and provide students with more support and clearer expectations.
S7 New to Dicho y hechoLive! • ix New to Dicho y hechoLive! • Reimagined vText: The reimagined vText delivers a redesigned, interactive teaching and learning environment with powerful new tools, integrated media, and an intuitive, mobilefriendly experience for educators and students. • A single vText: Instructors no longer need to manage multiple vText versions. The new Instructor vText provides quick access to curated teaching notes and instructor pages, with a simple “View as a Student” option to toggle to the Student Edition at the click of a button. • Class presentation mode: Educators can save preparation time and keep students engaged with new presentation tools designed for clear, focused in-class instruction. • Personalized display preferences: New settings—including adjustable font size, line spacing, and a dark mode—are saved across sessions to ensure a consistent, comfortable reading experience. • Improved study tools: Familiar tools like notes and bookmarks are enhanced with searchable Notebooks, making it easier for students to organize materials, study strategically, and plan ahead. • Integrated media: Embedded audio and video deliver an engaging, interactive experience, making the vText a central space for dynamic teaching and learning. • Updated Vocabulary Tools: Vocabulary Tools has a refreshed user interface and new features that make vocabulary practice more engaging and effective through audio and visuals. • WebSAM: The Workbook and Lab Manual are integrated into one online section—the WebSAM—to reflect the input-output model. • Assignable Integrated Performance Assessments: Students can carry out the three steps (Interpretive, Interpersonal, Presentational) entirely online. • New Assessment Integrity Measures: The following measures for ensuring assessment integrity have been added. These measures promote academic integrity by reinforcing expectations before assessments begin and reducing opportunities to use outside sources during testing. • Academic Integrity acknowledgment required before starting an assessment • Copy-and-paste prevention for open-ended assessment responses • MyConversationTrainer: MyConversationTrainer, available as an optional supplement, is an AI-powered platform that provides a low-stakes environment for students to practice at their own pace and receive instant feedback. It enhances language learning through comprehensive, AI-driven conversation practice that supports skill development and builds learner confidence. There is a chat, a role-play, and an evaluation version of the role-play for every chapter of Dicho y hechoLive. Available only on Supersite! Icons Familiarize yourself with these icons that appear throughout Dicho y hecho: Presentation, tutorial, video, or vocabulary tools available online at vhlcentral.com Partner Chat activity available in print textbook as well as online Activity available in print textbook as well as online Information Gap activity available in print textbook as well as online Listening activity/section with audio available online Group activity in print textbook only Partner activity in print textbook only Group Chat activity available in print textbook as well as online
S8 Video programs x • Video programs The Video in the Dicho y hecho skill-development section features fifteen authentic videos. This compelling collection was carefully selected to help you develop your interpretive auditory skills, support the chapter themes, and bring a diverse and inclusive coverage of the Spanish-speaking world to the program. Some of these videos shed light on real issues that truly matter to your communities, such as urban interventions through art, cultural preservation and heritage, mental health, climate change, and race relations. Through these videos, you will be exposed to different regional accents, even from within the same country. Just like in your native language, there is a great variety of accents within each of the Spanish-speaking countries. Furthermore, Dicho y hechoLive features two additional video collections. Videos from the first collection are found in select chapter openers and serve to gradually introduce the corresponding chapter's theme. The second collection of videos is titled Panorama cultural, and its episodes can be found on Supersite (vhlcentral.com) as a feature of most Cultura sections. Finally, the dramatic VideoEscenas series, found on Supersite only, constitutes the third additional video collection. Capítulo 1 Introduce yourself, Spain/Mexico/ Colombia/Ecuador People from different countries introduce themselves with their name, age, origin, and hobbies. Capítulo 2 ¿Por qué estudiar en la Universidad Siglo 21?, Argentina Students share their experiences of in-person learning at a university in Cordoba Province, Argentina. NEW! Capítulo 3 El vuelo de Clara y Mateo, España A crying baby on a flight to Madrid is annoying everyone on the plane, but his older sister comes up with a plan to win her fellow passengers over. NEW! Capítulo 4 ¿Qué desayunan en México?, Mexico There is no lack of breakfast options in Mexico, as evidenced by interviews with passersby who share their favorites. Capítulo 5 El poder de las olas, Peru A champion female surfer teaches the sport to low-income teens and seeks to inspire them to dream big. Capítulo 6 Un día en la vida de un fotógrafo, Mexico A photographer shows us a glimpse of his daily life and describes what he does during a typical day. x • Video programs compelling collection was carefully selected to help students develop their interpretive auditory skills, to the program. Some of these videos shed light on real issues that truly matter to their communities, change, and race relations. Through these videos, students will be exposed to different regional accents, even from within the same country. Just like in their native language, there is a great variety of accents within each of the Spanish-speaking countries. Furthermore, Dicho y hecho features three additional video collections. Videos from the first collection (
S9 Video programs • xi Capítulo 7 Muros con historia, Uruguay Two artists from Colectivo Licuado discuss their work, share messages of unity in Latin American street art, and talk about the role of women in contemporary society. Capítulo 8 Artesanas indígenas contra la apropiación cultural, Mexico In the debate about cultural appropriation, female artists fight for visibility and respect towards their ancient form of art. Capítulo 9 Si no estás bien, pide ayuda, Spain The testimony of basketball player Ricky Rubio and the guidance of expert Lucía Galán invite students to reflect on their experiences with stress and the need to ask for help when mental health struggles arise. Capítulo 10 La revolución arquitectónica de los Andes, Bolivia Bolivian architect Freddy Mamani gained world fame for a revolutionary style of architecture. Different voices, including Mamani's, explain why the style is part of a movement embracing local culture and traditions. Capítulo 11 Artesanas indígenas contra la apropiación cultural, Mexico Catalina is an old woman who lives on her own in the city. One day she finds a message at her door. The gifts from a secret admirer give the woman renewed enthusiasm. Capítulo 12 El Mate: Agricultura regenerativa, Argentina Two farmers explain how regenerative agriculture can change everything: from the quality of the products we eat, to animals' well-being, to the environment. Capítulo 13 Un hotel hecho por mujeres indígenas, Mexico Indigenous women from Puebla State open their own hotel to preserve their cultural heritage, gain independence, and instill their love of the land. Capítulo 14 Reforestar España con drones y big data, Spain CO2 Revolution startup founder Juan Carlos Sesma fights against deforestation and climate change with big data and drones, and a method 100 times more effective than the traditional one. Capítulo 15 La España AFRO es invisible, Spain During the Afro-Conscience Festival in Madrid, different voices from the African-heritage community discuss race relations and demand greater visibility.
S10 Table of contents xii • Contenido 1 Nuevos encuentros, p. 2 2 La vida universitaria, p. 36 • Así se dice New encounters ....................................................4 Greetings .......................................................6 Expressions of courtesy ...............................9 The alphabet ....................................................... 18 Dates ................................................................... 19 Telling time ..........................................................24 Así se pronuncia The alphabet; the sounds of Spanish • Así se forma Subject pronouns and the verb ser ................... 10 Adjectives: Gender and number agreement ..... 13 Numbers from 0 to 99 ........................................ 16 • Cultura Greetings ............................................................. 12 El español en el mundo .....................................28 • Dicho y hecho Lectura: En las redes sociales ..........................30 Video: Introduce yourself .................................32 Proyecto oral: Tu presentación ........................33 Proyecto escrito: Retrato en poesía ................ 34 • Vocabulario Vocabulario activo .............................................35 • Así se dice At college ............................................................38 College classes ...................................................45 On campus ..........................................................47 Así se pronuncia Intonation of statements and questions • Así se forma Nouns and articles .............................................. 41 The present tense and regular -ar verbs ......... 49 Regular -er and -ir verbs; hacer and salir ........53 Ir + a + destination 56 VideoEscenas ¿Estudiamos o no? • Cultura Las universidades públicas en los países hispanos ................................................ 44 Puerto Rico .........................................................60 • Dicho y hecho Lectura: Estudiar en el extranjero ....................62 Video: ¿Por qué estudiar en la Universidad Siglo 21? ............................................................. 64 Proyecto oral: Una reunión y un plan divertido .............................................................65 Proyecto escrito: Mi universidad .....................66 • Vocabulario Vocabulario activo .............................................67 xii
S11 Contenido • xiii 3 Así es mi familia, p. 68 4 ¡A la mesa!, p. 98 • Así se dice This is my family .................................................70 Family, relatives, and friends .............................72 Personal relationships ........................................75 Así se pronuncia Vowel sounds • Así se forma The verb tener and tener… años ......................76 Descriptive adjectives with ser ..........................79 Possessive adjectives and possession with de ................................................................ 84 The verb estar ....................................................86 VideoEscenas Mi cuñado favorito • Cultura Nuestros queridos abuelos ..............................78 Los hispanos en Estados Unidos .....................90 • Dicho y hecho Lectura: El español en Estados Unidos ...........92 Video: El vuelo de Clara y Mateo..................... 94 Proyecto oral: Las personas especiales ..........95 Proyecto escrito: Retrato de familia ................96 • Vocabulario Vocabulario activo .............................................97 • Así se dice At the market ..................................................... 100 Daily meals ..........................................................111 Food preferences ..............................................112 At the restaurant ................................................ 117 Así se pronuncia Stress and accentuation rules • Así se forma The verb gustar ................................................ 105 Stem-changing verbs ........................................114 Numbers 100 and higher ...................................119 Interrogative words ........................................... 122 VideoEscenas ¿La nueva cocina? • Cultura La comida callejera en América Latina ...........110 México .............................................................. 124 • Dicho y hecho Lectura: Chocolate, comida de dioses .......... 126 Video: ¿Qué desayunan en México? ............. 128 Proyecto oral: El camión restaurante............. 129 Proyecto escrito: Comer en la universidad ... 130 • Vocabulario Vocabulario activo ............................................131
S12 Table of contents xiv • Contenido 5 Nuestro tiempo libre, p. 132 6 La vida diaria, p. 168 • Así se dice Our free time ..................................................... 134 Other activities and sports ............................... 138 Colors ................................................................140 Preferences, obligations, intentions ................149 What is the weather like? ................................. 153 Así se pronuncia Sounds of z, s, c, qu • Así se forma Some yo-irregular verbs .................................. 142 Ir + a + infinitive .................................................151 The present progressive .................................. 156 Ser and estar .................................................... 158 VideoEscenas Un fin de semana en Sevilla • Cultura Lugares de encuentro en la República Dominicana ...................................................... 148 Cuba y la República Dominicana .................... 160 • Dicho y hecho Lectura: Tejer: más que ocio .......................... 162 Video: El poder de las olas ..............................164 Proyecto oral: Un día sin clases ..................... 165 Proyecto escrito: Tiempo libre en la universidad ................................................... 166 • Vocabulario Vocabulario activo ........................................... 167 • Así se dice Daily life ............................................................. 170 Work and professions ...................................... 182 • Así se forma Reflexive structures .......................................... 174 Reciprocal constructions ...................................181 The preterit of regular verbs and ser/ir .......... 185 Direct object pronouns ..................................... 189 Así se pronuncia Differentiating stress: preterit vs. present VideoEscenas La rosa sevillana • Cultura El mate .............................................................. 180 España .............................................................. 192 • Dicho y hecho Lectura: Vivir a la española ............................194 Video: Un día en la vida de un fotógrafo ....... 196 Proyecto oral: ¿Somos compatibles? ............ 197 Proyecto escrito: Un perfil personal y profesional..................................................... 198 • Vocabulario Vocabulario activo ........................................... 199
S13 Contenido • xv 7 Por la ciudad, p. 200 8 De compras, p. 234 • Así se dice In the city .......................................................... 202 Downtown ........................................................ 204 Mail and financial transactions ........................ 218 At the post office .............................................. 218 Money and banks ............................................. 219 • Así se forma Prepositions ..................................................... 206 Demonstrative adjectives, pronouns ................211 The preterit of stem-changing verbs and the verb hacer ......................................................... 214 Indirect object pronouns ................................. 222 Así se pronuncia Sounds of g, j VideoEscenas Y ¿luego fueron al cine? • Cultura Las ciudades de América Latina .................... 210 Argentina y Chile ............................................ 226 • Dicho y hecho Lectura: Desaparece El Barrio: Gentrificación en East Harlem....................... 228 Video: Muros con historia .............................. 230 Proyecto oral: Un paseo por mi ciudad .......... 231 Proyecto escrito: Dos barrios de mi ciudad . 232 • Vocabulario Vocabulario activo .......................................... 233 • Así se dice Shopping .......................................................... 236 A new way of shopping ................................... 242 Así se pronuncia Diphthongs • Así se forma Stressed possessives ...................................... 246 The preterit of irregular verbs ......................... 249 Double object pronouns ...................................252 Indefinite and negative words ..........................255 VideoEscenas ¿Qué le compro? • Cultura El Mercado Agrícola de Montevideo ............. 248 Perú, Ecuador y Bolivia .................................. 258 • Dicho y hecho Lectura: peSeta: La democratización de lo exclusivo ................................................ 260 Video: Artesanas indígenas contra la apropiación cultural ....................................... 262 Proyecto oral: Una nueva marca de moda ... 263 Proyecto escrito: Ropa y accesorios, ¿función o expresión? .................................... 264 • Vocabulario Vocabulario activo .......................................... 265
S14 9 La salud, p. 266 10 Así es mi casa, p. 298 Table of contents xvi • Contenido • Así se dice Health ............................................................... 268 The human body ...............................................270 A health questionnaire......................................278 • Así se forma Usted/Ustedes commands ..............................272 The imperfect .................................................... 281 The imperfect vs. the preterit ......................... 285 Así se pronuncia Linking words VideoEscenas Un deporte peligroso • Cultura Las Zonas Azules .............................................277 Colombia y Venezuela .................................... 290 • Dicho y hecho Lectura: Medicina ancestral en Perú ............ 292 Video: Si no estás bien, pide ayuda .............. 294 Proyecto oral: Guía de vida saludable .......... 295 Proyecto escrito: Un problema de salud ...... 296 • Vocabulario Vocabulario activo ...........................................297 • Así se dice This is my house .............................................. 300 In our house ..................................................... 302 Household chores ............................................ 305 Así se pronuncia Intonation in commands • Así se forma Tú commands ...................................................307 Perfect tenses ....................................................311 Comparisons and superlatives ........................ 317 VideoEscenas ¡Hazlo tú! • Cultura Una vivienda adecuada ................................... 310 Paraguay y Uruguay ....................................... 324 • Dicho y hecho Lectura: Gaudí y Barcelona ............................ 326 Video: La revolución arquitectónica de los Andes ............................................................... 328 Proyecto oral: En la agencia inmobiliaria ..... 329 Proyecto escrito: Más que una casa, un hogar ........................................................... 330 • Vocabulario Vocabulario activo ........................................... 331
S15 11 Las relaciones personales, p. 332 12 Vive la naturaleza, p. 368 Contenido • xvii • Así se dice Friendships and more ...................................... 334 Life stages ........................................................ 335 Searching for friendship and love .................. 338 Phone calls ....................................................... 349 Así se pronuncia Intonation to express emotions • Así se forma The subjunctive with expressions of will, influence, desire, and request ......................... 341 The subjunctive with expressions of emotion ... 351 The future and the conditional ........................ 356 VideoEscenas ¿Con quién estabas hablando? • Cultura Las amistades de Gabriel García Márquez ... 348 Panamá ............................................................ 360 • Dicho y hecho Lectura: México y su Día de Muertos ........... 362 Video: Catalina ................................................ 364 Proyecto oral: Una obra de teatro ................. 365 Proyecto escrito: Una reseña ........................ 366 • Vocabulario Vocabulario activo ...........................................367 • Así se dice Live nature.........................................................370 Outdoor vacation ..............................................375 Nature and the environment ........................... 380 • Así se forma Para and por .....................................................377 The subjunctive with expressions of doubt and negation .................................................... 383 Se + verb constructions .................................. 386 Así se pronuncia Sounds of r, rr; ñ VideoEscenas ¡Vamos a Cuzco! • Cultura Los parques nacionales en el mundo hispano .............................................................379 Costa Rica ........................................................ 388 • Dicho y hecho Lectura: Cinco horas de pura adrenalina ..... 390 Video: El Mate: Agricultura regenerativa ..... 392 Proyecto oral: Debate: ¿El campo o la ciudad? ..................................................... 393 Proyecto escrito: Una campaña para el consumo responsable ................................ 394 • Vocabulario Vocabulario activo .......................................... 395
S16 Table of contents xviii • Contenido 13 De viaje, p. 396 14 La tecnología, p. 426 • Así se dice Traveling ........................................................... 398 Going on a trip ................................................. 400 At the hotel ....................................................... 407 At the train or bus station ................................. 410 • Así se forma The subjunctive with impersonal expressions ...................................................... 403 The subjunctive with indefinite entities ........... 412 Hacer in time constructions ............................. 415 Así se pronuncia Sounds of ll, y (consonant) VideoEscenas Necesito descansar • Cultura El Tren a las Nubes de Argentina .................. 406 Guatemala y El Salvador ................................. 418 • Dicho y hecho Lectura: Isla Chiloé, entre lo salvaje y lo moderno ................................................... 420 Video: Un hotel hecho por mujeres indígenas ......................................................... 422 Proyecto oral: Plan de vacaciones ................ 423 Proyecto escrito: Tres días en… ................... 424 • Vocabulario Vocabulario activo .......................................... 425 • Así se dice The modern world ........................................... 428 Cars and traffic ................................................. 431 Ordinal numbers .............................................. 442 Así se pronuncia Sounds of t, d and p, b • Así se forma Nosotros/as commands .................................. 436 The subjunctive with expressions of condition and purpose .................................... 439 The imperfect subjunctive .............................. 444 VideoEscenas ¡Se va el autobús! • Cultura Influenciadores famosos del mundo hispano ............................................................ 438 Honduras y Nicaragua.................................... 448 • Dicho y hecho Lectura: Innovadores y solidarios ................. 450 Video: Reforestar España con drones y big data ......................................................... 452 Proyecto oral: Una encuesta sobre el uso de tecnología........................................ 453 Proyecto escrito: Uso de la IA (inteligencia artificial) en la educación ........ 454 • Vocabulario Vocabulario activo .......................................... 455 xviii
S17 Contenido • xix 15 El mundo en las noticias, p. 456 • Así se dice The world in the news ..................................... 458 Challenges in our world ................................... 461 Así se pronuncia Regional variations • Así se forma The subjunctive with time expressions .......... 464 The present perfect subjunctive ..................... 468 Si clauses .......................................................... 471 VideoEscenas Alcaldes unidos • Cultura Los jóvenes y el activismo ............................. 467 Guinea Ecuatorial .............................................474 • Dicho y hecho Lectura: Siete preguntas que debemos hacernos antes de compartir una noticia en redes sociales .............................................476 Video: La España AFRO es invisible ..............478 Proyecto oral: Un noticiero ............................ 479 Proyecto escrito: Una petición a una autoridad ......................................................... 480 • Vocabulario Vocabulario activo ........................................... 481
S18 • Supersite resources are available for every section of the chapter at vhlcentral.com. Icons show students which textbook activities are also available online, and where additional practice activities are available. The description next to the icon indicates what additional resources are available for each section: videos, audio recordings, readings and presentations, and more! • Textbook activity Video 99 En la cocina Complete the activities. 1. Select all the statements that are true for you. La cocina (cooking) es mi pasión. No soy bueno/a en la cocina, pero estoy interesado/a en aprender. Mi talento en la cocina está limitado al microondas (microwave). 2. Watch the video once, then select the statement that best represents this dish. Una torta elegante y sofisticada, para chefs profesionales. Una torta simple y original, para personas con poco tiempo o poca experiencia en la cocina. Una torta tradicional, probablemente la receta de la abuela. 3. Watch the video again, then match each ingredient with its corresponding English term. 5. In small groups, discuss these questions. • What do you eat when you want a snack? • Have you ever made a mug cake? If so, did you like it? If not, would you like to try? • What can you cook? What would you like to learn how to cook? Duración: 0:31 / Fuente: Jess Carter 4. Pay attention to the video still in Activity 2. There are three different Spanish words that mean cake. Can you identify them? Why do you think the creator of this video used all three? 1. harina de trigo a. cocoa 2. levadura química b. oil 3. cacao c. wheat flour 4. azúcar d. sugar 5. aceite e. leavening, baking powder Palabras útiles cda = cucharada spoonful cdta = cucharadita teaspoonful taza cup, mug 98 • Capítulo 4 Capítulo Así se pronuncia Stress and accentuation rules VideoEscenas ¿La nueva cocina? 4 ¡A la mesa! Así se dice At the market .................................................. 100 Daily meals .........................................................111 Food preferences...........................................112 At the restaurant .............................................117 Así se forma The verb gustar .............................................. 105 Stem-changing verbs ..................................114 Numbers 100 and higher............................119 Interrogative words ......................................122 Cultura La comida callejera en América Latina................................................. 110 México ................................................................ 124 Dicho y hecho Lectura: Chocolate, comida de dioses ............................................................126 Video: ¿Qué desayunan en México?... 128 Proyecto oral: El camión restaurante..129 Proyecto escrito: Comer en la universidad .................................................. 130 Learning Objectives In this chapter, you will: • Participate in conversations about food shopping, meals, and ordering in a restaurant. • Discuss likes, dislikes, desires, and preferences in the present. • Identify key ideas about street food in the Spanish-speaking world. • Explore and research Mexico. • Identify ideas in a video blog recipe and in a video featuring informal interviews. • Present a proposal for a food truck. • Describe your experience eating on campus. Dicho y hecho at a glance xx • Dicho y hecho at a glance make the learning process visible and invite students to immerse themselves in each theme. 1. Chapter overview A chapter outline and clearly stated Learning Objectives prepare students for the linguistic and cultural topics they will study in the chapter. These Learning Objectives are tied to section-specific objectives that are measured by completing tasks at the end of each one. 2. Opener texts Dynamic photos, videos, infographics, and texts invite students to immerse themselves in the chapter topic and serve as a springboard for personal reflection and class discussion. CHAPTER OPENERS 1 2
S19 • Vocabulary presentation with audio • Textbook activities, including audio and chat activities • Additional online-only autograded activities for extra practice • Así se pronuncia section with presentations and activities Así se dice • 101 ¿Qué observas? Answer the questions about the images. Find additional questions on vhlcentral.com. 1 . En el Mercado Central, ¿hay verduras?, ¿carne?, ¿mariscos?, ¿legumbres? 2. En el Supermercado Futuro, ¿hay frutas?, ¿pescado?, ¿verduras?, ¿carne? 3. ¿En qué departamento (fruta, verdura, legumbres, carne, pescado o mariscos) hay chuletas? ¿Dónde hay ajos? ¿Dónde hay frijoles? 4. Papas y patatas son variantes regionales. ¿Puedes (Can you) identificar más palabras con variación regional? ¿Y tú? Answer the questions about yourself. 1 . En tu comunidad, ¿hay supermercados? ¿Hay mercados tradicionales? ¿Compras en el mercado o en el supermercado frecuentemente? 2. ¿Qué frutas y verduras compras? ¿Compras carne? ¿Hay pescados y mariscos frescos en tu mercado o supermercado local? Apoyo de vocabulario el aguacate avocado el ajo garlic el bistec steak los camarones shrimp la carne meat (la carne) de res beef el cerdo pork costar (ue) to cost desear to wish, to desire los frijoles beans los guisantes peas el jamón ham las judías verdes green beans la langosta lobster las legumbres vegetables (in pods), legumes los mariscos seafood, shellfish necesitar to need el pavo turkey el pescado fish vender to sell las verduras vegetables Note the vowel change in the present form of costar (cuesta). Stem-changing verbs are covered later in the chapter. For now, note that the vowel change is indicated in brackets in the vocabulary list. ¡Atención! 100 • Capítulo 4 ASÍ SE DICE Learning Objective: Discuss shopping for food. Vocabulary Presentation En el mercado Dicho y hecho at a glance • xxi ASÍ SE DICE presents and practices the chapter vocabulary in meaningful contexts. 1. Contextualized vocabulary Active vocabulary is presented in a variety of contextualized formats, such as illustrations with labels and speech bubbles and comprehensible texts. English translations are provided for items that may be particularly difficult to understand solely through visual or textual context. 2. ¿Qué observas? ¿Y tú? With each visual presentation, students will check their understanding of the new vocabulary in context with simple questions that progress from input to output. 3. Meaningful activities The activity sequence that follows each presentation will help students practice new vocabulary in relatable and meaningful contexts, including real-world tasks to engage with their peers, collaborate, and build community. In addition: Learning strategies Estrategia de aprendizaje notes offer learning strategies and insight to help students become smarter, more effective learners overall—not just of Spanish. 1 2 3
S20 • Interactive Grammar Tutorials • Audio recordings of all short sample texts • Textbook activities, including audio and chat activities • Additional online-only autograded activities for extra practice • Online-only VideoEscenas with streaming video and activities 106 • Capítulo 4 ASÍ SE FORMA ▸ Note that the indirect object pronoun always precedes the verb. The subject can be placed before or after. Me gusta el pescado. = El pescado me gusta. ▸ If what is liked is an activity, use the singular form gusta with the infinitive (–ar, –er, –ir form) of the appropriate verb: ▸ To clarify the meaning of le and les, add a + person: a Pedro, a ella, a las niñas, a ellos, etc.: ▸ For emphasis, add a mí, a ti, a usted, a nosotros, etc., and to ask follow-up questions, use ¿Y a ti? ¿Y a usted?, etc. ▸ To express different degrees of like and dislike, use: + - (me gusta) mucho bastante un poco (no me gusta) nada ¡Me gusta! Listen to each statement and decide which food item is being talked about. 1 You hear: Me gusta. You choose: los limones el ajo ✓ Modelo Y a ti, ¿te gusta? You are going to compare preferences with a partner. 2 las peras Las peras me gustan mucho/no me gustan para nada. Modelo Paso 1 Individually, write sentences stating whether you like these foods or activities. Paso 2 In pairs, compare your likes and dislikes. Estudiante A: Las peras me gustan mucho. Estudiante B: A mí me gustan mucho también. or A mí no me gustan. Modelo Nos gusta comer. We like to eat. Les gusta cenar en restaurantes y asistir a conciertos. They like to have dinner in restaurants and attend concerts. A mí no me gustan los frijoles, ¿y a ti? I don't like beans, do you? A él le gustan, ¿verdad? He likes them, right? Pedro y Ana toman el desayuno juntos. Pedro and Ana have breakfast together. A Pedro le gusta tomar café, pero a ella le gusta el té. Pedro likes to drink coffee, but she likes tea. 1 . las zanahorias el pescado 2. la lechuga las fresas 3. las cerezas el jamón 4. el bistec las naranjas 5. las peras la langosta 6. el pavo las chuletas 1 . la sopa de verduras 2. los camarones 3. beber agua 4. el ajo 5. la ensalada de frutas 6. comer carne 7. ir al mercado 8. los guisantes 1 . la sopa de verduras 2. los camarones 3. beber agua 4. el ajo 5. la ensalada de frutas 6. comer carne 7. ir al mercado 8. los guisantes Así se forma • 105 ASÍ SE FORMA Interactive Grammar Tutorial 1. Express likes and dislikes The verb gustar 1 . Read and listen to the conversation, focusing on the message, and make educated guesses about what the characters are saying. 2. Read the text again and focus on the forms gusta/gustan. Can you identify when each of these two forms is used? 3. Pay attention to the forms me, te, nos, les, and le. Whom does each refer to? Indicate whether it is Gerardo, Leticia, Verónica, or both Leticia and Verónica. Leticia: Son las ocho de la noche, ¿dónde cenamos? Gerardo: La cafetería me gusta, pero es tarde y probablemente no tienen muchas opciones. Leticia: ¿Y un restaurante? ¿Te gustan los restaurantes cerca del campus? A mi amiga Verónica y a mí nos gusta mucho la taquería Oaxaca. Gerardo: ¿Sí? ¿Qué tacos les gustan a ustedes? Leticia: Pues, nos gustan todos los tacos, pero mis favoritos son los tacos de pescado. A Verónica le gustan más los tacos al pastor: tienen carne de cerdo marinada, cebolla, piña y cilantro. Gerardo: ¡Suena delicioso! ¡Vamos! Although the verb gustar is usually translated with the English verb to like, its structure is actually similar to that of the English verbs interest, please, disgust, etc., in that something (the subject) is pleasant or unpleasant to someone (the indirect object). Therefore, what the person likes or dislikes determines the form of the verb as singular (gusta) or plural (gustan). The person who likes something (to whom something is pleasing) is expressed with indirect object pronouns (me, te, le, nos, os, les). ¡Atención! The indirect object pronouns, meaning to me, to you, to you/him/ her, to us, to you, to you/them, will be studied in detail in Capítulo 7. Person(s) who like (indirect object) + gusta(n) + thing(s) liked (subject) me/te/le/nos/os/les gusta el helado la fruta comer gustan las uvas las fresas I like avocado. (Avocado is pleasing to me.) We like strawberries. (Strawberries are pleasing to us.) Mario does not like eating fruit. (Eating fruit is not pleasing to Mario.) Learning Objective: Express likes and dislikes. Dicho y hecho at a glance xxii • Dicho y hecho at a glance ASÍ SE FORMA presents and practices linguistic functions in meaningful contexts. 1. Inductive approach to grammar Students preview new grammar topics by examining a short text. Guiding questions help them think inductively and critically by observing language in context. Right from the start, they will make form-meaning connections to understand how grammatical structures are vehicles of information. 2. Clear presentations The grammar presentations are precise, clear, and visually enhanced. The explanations feature sample sentences using the chapter context and vocabulary. 3. Meaningful activities The activity sequence that follows each presentation will help students practice the new structures in diverse formats and relatable contexts, including real-world tasks to engage with their peers, collaborate, and build community. 1 2 3
S21 • Textbook activities, including chat activities Así se dice • 103 Nota de lengua We use the definite article when speaking about a type or category of nouns, or when making a generalization. La fruta es muy sana. Fruit is very healthy. Las manzanas tienen vitaminas. Apples have vitamins. The indefinite article is often omitted after hay and other verbs (tener, necesitar, querer, etc.) when referring to a nonspecific thing or an indeterminate amount. Necesitamos (unas) manzanas. We need (some) apples. ¿Tenemos manzanas? Do we have any apples? Note the difference between these two sentences: Las manzanas no cuestan mucho. → all apples in general Siempre tengo manzanas. → some/nonspecific apples Una cena con amigos You are going to a potluck dinner and need to prepare a few dishes. In pairs, you’re going to make a grocery list. 3 Paso 1 Each of you chooses a dish to prepare. Then, separately, you write a list of the ingredients that you need for your dish. Estudiante A: sopa de verdura y pollo Estudiante B: ensalada de fruta Paso 2 What do you need to buy? Each of you thinks of the items you already have at home. If you can use any in your dish, cross that ingredient off your list from Paso 1. Then, discuss with your partner to find out if he/she has any of the other ingredients you need. If so, cross them off your list, too. Before you start, read the Nota de lengua on the use of articles. Estudiante A: ¿Tienes zanahorias? Estudiante B: Sí, tengo zanahorias./No, no tengo zanahorias. Modelo Paso 3 What ingredients are you still missing? In pairs, write a shopping list for your trip to the grocery store. ¿Qué comemos? In pairs, take turns asking each other questions about your eating and food shopping preferences. Ask follow-up questions and share your own experience. 4 Palabras útiles la comida food el costo cost fresco/a fresh el garbanzo chickpea para mí/para ti for me/for you la sostenibilidad sustainability Los ingredientes que tienes: cebollas, ajo, arroz, frijoles, aguacate, naranjas y duraznos. Estudiante A Los ingredientes que tienes: salchichas, papas, zanahorias, maíz, fresas y un limón. Estudiante B 1. ¿Cuál es tu verdura favorita? ¿Qué verdura no comes frecuentemente o nunca? 2. ¿Comes legumbres como frijoles o garbanzos? 3. ¿Hay cocina en tu casa o en tu residencia? ¿Cocinas verduras, carne o pescado? ¿Qué alimentos son esenciales en tu dieta? Estudiante A 1. ¿Cuál es tu fruta favorita? ¿Qué fruta no comes frecuentemente o nunca? 2. ¿Comes granos con frecuencia, por ejemplo, arroz o maíz? 3. ¿Dónde compras comida? ¿Vas al mercado o al supermercado con frecuencia? ¿Qué es importante para ti cuando compras comida? Estudiante B 102 • Capítulo 4 ASÍ SE DICE ¿Vegetariano o no? Write down the foods that you hear, and decide whether a vegetarian would eat them (Sí) or not (No). 1 Audio: Así se pronuncia ¿Qué es? Read these descriptions and identify the foods they refer to. 2 ¡Atención! Find Así se pronuncia: Stress and accentuation rules on vhlcentral.com. 1. Sí No 2. Sí No 3. Sí No 4. Sí No 5. Sí No 6. Sí No 7. Sí No 1. Fruta ovalada y muy grande, perfecta para un picnic el 4 de Julio. 2. Son frutas de un árbol (tree), pequeñas, rojas (red), abundantes en junio. 3. La carne de la pata (leg) de un cerdo. 4. Esta fruta es el ingrediente esencial del guacamole. 5. Verdura pequeña y blanca (white), de sabor (flavor) muy fuerte. 6. Crustáceo grande, exquisito. ¡Cuesta mucho! 7. Granos muy pequeños y blancos, esenciales en la comida de Asia. 8. Ave (Bird) grande. Es típico en la cena del día de Acción de Gracias (Thanksgiving). 9. Tipo de pescado con una carne de color rosa (pink) y naranja (orange). 10. Variación regional de la palabra (word) papa. En mi experiencia Emmanuel, Atlanta, GA “In Spain, my host mother went to the supermarket for most of her shopping but preferred the local market or mercado for perishables. She had loyal relationships with individual vendors—she would buy fruit from only one particular stall, fish from another person, etc. The food was always very fresh, but you had to pay in cash, and you could buy only what you could carry home. During my semester in Spain, I made sure to make time to explore the mercados in the new cities I visited. I vividly remember the bustling atmosphere of the Mercado San Miguel in Madrid, the Mercado de la Ribera in Bilbao, and the Mercado Victoria in Córdoba.” Are there markets, independent stores, or other small businesses in your community? Do you, or does your family, frequent any of these? What are the advantages and potential disadvantages of shopping there? The practice of daily shopping at a traditional market and the relationships with vendors, as described by Emmanuel, imply certain cultural values. What do you think these are? Dicho y hecho at a glance • xxiii COMMUNICATIVE PRACTICE Así se dice and Así se forma develop students' language skills while fostering critical thinking and collaboration. 1. Gradual sequence Vocabulary and grammar presentations are supported by a carefully sequenced set of communicative activities that lead students from input, where they are required to understand the new language and respond to it, to production of output, guided at first and then in open-ended activities. These activities ask students to think critically and invite creative use of the new language for personal expression and authentic communication with their peers. 2. Critical thinking and collaboration Students will have many opportunities to engage in real and purposeful interactions and real-world tasks with a tangible goal or outcome. In pairs or in groups, in the classroom or online, they will collaborate to solve communication gaps, make plans, make decisions, express preferences, or make recommendations. Situaciones role-play activities present interactive, often humorous situations that must be worked out using the language presented and practiced in the chapter. 3. Multistep approach Many of these tasks involve multiple steps that build on each other. Often students will start working individually before progressing to pair or group work. 1 2 3
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