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PREFACE
Welcome to A otro nivel, a complete program for intermediate Spanish. This
program is the product not only of several years of intensive work by the
authors and the editorial team at McGraw-Hill, but, most importantly, it is
the result of many years of teaching. A otro nivel is, by and large, the textbook we always wanted to use in the classroom but could not find, and it
includes activities we have created over the years to supplement the texts
that we were using. As teachers, we wanted a text in which thoughtful attention is given to the development of all skills—including reading and
writing—and most importantly, where the cultural content is present in
every section of the chapter and lends itself to a discussion at a level appropriate for college students. What you have in your hands now is a textbook that we, our students, and our fellow instructors have used, tested,
and critiqued.
Why A otro nivel?
Recognizing that learning a language is much more than memorizing vocabulary and grammatical rules, we have created a communication-oriented
program that stresses the importance of culture and open-ended conversation while also offering a review and expansion of language structures appropriate for intermediate-level students of Spanish. We have long known
that students learn and enjoy Spanish most when they are fully engaged. For
most students, being engaged implies having material and activities that are
thought-provoking and that naturally elicit spontaneous and meaningful responses. We had been increasingly dissatisfied with the topics and activities
that appear in many intermediate textbooks, because they often do not seem
to take into account the maturity level of a typical college student, whatever
the age. Moreover, we wanted to present culture in a way that would provide
information about the Spanish-speaking world while prompting students to
reflect on their own culture, mores, and values. In other words, we believe
a Spanish course should match the whole of students’ college experience,
providing them with new information as well as new perspectives on old
contexts and helping them to be critical thinkers.
We believe that an intermediate language program should have the following attributes, all of which you will find in A otro nivel.
• Age- and education-appropriate themes. Topics should represent the
reality of traditional college-age students as well as that of the increasing population of nontraditional students found in our classrooms.
once
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• A solid grammar component. Students often have the impression that
there is nothing new in the second year of Spanish instruction, that they
have “done it all” in the first year. While we must stress the cyclical nature of learning a language, we believe second-year students are ready
to see linguistic patterns that are not so obvious during the first year.
For this reason, the grammar presentations in A otro nivel tend to outline
major points together instead of in small chunks. One example is that in
A otro nivel all object pronouns are presented in one grammatical point.
Another is that we devote an entire chapter to the review and expansion
of the preterite and imperfect tenses. We also wanted A otro nivel to be
useful as a grammar reference for students, should they go on to more
advanced content courses.
• In-depth cultural content. In accordance with the National Standards,
with their explicit emphasis on the integration of connections and comparisons with culture and communication, we believe that it is essential
to present students with information that exposes them to a diversified
view of the cultures of the Spanish-speaking countries, including the
United States. Cultural information should also aim to establish comparisons with students’ own culture, to allow them to become aware of
their particular biases. Using cultural content that goes beyond traditional unrelated tidbits also allows for these important themes to be
better integrated into activities and discussions, which is another one of
our goals.
• Abundance of authentic readings. It is important that second-year students be exposed to an abundance of authentic readings, provided that
they are sufficiently guided. Most readings in A otro nivel are authentic
and include newspaper and magazine selections, essays by important
writers or political figures, and literary short stories and poetry. (Note
also that twelve additional literary readings are found on the optional
interactive CD-ROM.)
• Activities that lead to in-depth conversations. We know how hard and
yet essential it is to develop communicative activities and conversation
topics that coordinate well with the chapter’s theme and that are truly
thought-provoking and engaging for the students. A otro nivel contains
a wealth of activities that promote open-ended conversation, several
with authentic visual components. Discussion activities designated as
tertulias recur throughout each chapter and provide a topic to link the
theme with the cultural content. The title tertulia reflects the importance of free-form conversation, which is a common component in
many intermediate Spanish programs. We understand how beneficial it
is to guide students into a serious discussion of ideas—not just chitchat—and how difficult it is to come up with the topics! A otro nivel includes traditional pair and group activities, such as polls, interviews,
guided conversations, situations, and so forth.
• Chapters that progress and evolve around a topic. Considerable attention has been devoted to the themes in A otro nivel and to their treatment
within each chapter. Chapters cover various aspects of a given topic,
creating a variety of interconnected subtopics to explore and resulting
in content- and theme-based language learning.
• Presentation of historical information. The theme of Unit 4
(Historia de un imperio) in A otro nivel focuses explicitly on the history
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Preface
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of Latin America and Spain, including the pre-Columbian period. We
hope to provide students with some basic exposure to why twenty-one
countries, which are so far apart and so richly different, have so much
in common.
• Abundant information on Hispanics in the United States. Throughout the book we stress how Hispanics in this country belong to a larger
community of Spanish-speaking people, prompting students to reflect
on the unique circumstances that this community encounters in an
English-dominant country.
• Writing assignments that are meaningful and sufficiently guided. We
consider writing to be a process, and therefore reinforce in each chapter
the need for students to think about their intended readership, the various styles of writing they may bring to the process, the elaboration of
provisional and final drafts, the importance of the order in which ideas
are expressed, and other writing techniques. The Cuaderno de práctica
offers additional advice to help the students prepare their writing
assignments.
A otro nivel: In Step with the National Standards
A otro nivel completely subscribes to the vision of language learning outlined
in the National Standards for Foreign Language Learning in the 21st Century
(1999), which resulted from a collaborative project funded by the U.S. Department of Education and the National Endowment for the Humanities,
and was led by all major associations in the language-teaching profession,
such as ACTFL and AATSP. The National Standards establish what language
learning should aim for, presented in five interconnected areas—often
referred to as the “5 C’s”: Communication, Cultures, Communities, Comparisons, and Connections.
In A otro nivel, the treatment of culture is consistently linked to communication, and comparisons, since many activities, the readings, and especially
the tertulias require the students to compare their own language structures
and cultural practices or situations to those that they study. A otro nivel attempts to assist students in connecting the book’s themes to other areas of
study, such as art, history, economics, and government. Finally, while many
of the activities and tertulias already encourage students to step out of their
own community and gain information about the world, in each chapter the
Proyectos en la comunidad activity is designed to ensure that students
establish a clear connection, either personal or via the Internet, with the
Spanish-speaking world. This connection may be within the student’s own
local community or with another country or region of the world.
Language Study and Content-Based Learning
While information in language textbooks may include content that is not
linguistic per se, we believe that such content (i.e., cultural content) is often
treated as an addendum to a chapter, and hardly ever actively integrated in
what happens in the classroom. In A otro nivel, we use culture sections
not only to present information to the students, but for students to use that
Preface
trece
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information as the basis for discussion and even guided practice. To that end,
the approach in A otro nivel is informed by content-based language learning,
influenced, among others, by Stephen Krashen, who, more than twenty years
ago, proposed that learning a language is more productive when the focus is
also on meaning and not just on form. We believe that culture sections in an
intermediate Spanish course, together with authentic readings and videos,
should be used as content for the vocabulary and grammar practice, and
more importantly, for the open-ended discussions that are essential at this
level. We trust that college students can handle college-level topics if sufficiently guided, and, therefore, cultural sections should be designed to open
connections between the study of Spanish and other disciplines. This is, after
all, one sure way to acknowledge the overwhelming reason why students
learn Spanish: because it is so useful in every area of life!
THE ORGANIZATION OF THE A OTRO NIVEL PROGRAM:
A GUIDED TOUR
D1
U N IDA
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A otro nivel is designed for a two-semester or threequarter intermediate (second-year) Spanish language
program, or an equivalent one-semester intensive
course that concentrates on the four language skills—
reading, writing, listening, and speaking. The main
textbook offers an integrated-skills approach to language learning. It is divided into four units of three
chapters each for a total of twelve chapters. This
structure provides opportunities for revisiting topics
and, subsequently, creating natural contexts for
recycling vocabulary and other content. However,
chapters are fully independent, so as to allow flexibility in coverage.
Each chapter includes the following main parts.
Unit opener
Every three-chapter unit begins with a unit opener
page that includes a visual and a brainstorming activity and links the three chapters and their topics.
xiv
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The Organization of the A otro nivel Program: A Guided Tour
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Chapter opener
The first page of each chapter introduces the theme
using visually based materials (realia and photographs) and a refrán (a common saying or expression in Spanish) or a quote in the last unit. It also
includes a list of the vocabulary, culture, and grammar topics that appear in the chapter.
A
RAD
E NT
Capítulo 1 Có
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ESTUDIO DE PALA
9
DE REPASO
el estereotipo
alto/a ⫽ bajo/
a
extrovertido/a
⫽ introvertido/a
grande ⫽ pequ
eño/a
guapo/a ⫽ feo/a
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tonto/a
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/a
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o/a) ⫽ delgado/a
tro
cua
BRAS
■ Los rasgos físi
cos (physical feat
ures)
las canas
el pelo rizado
la sonrisa
los anteojos
la cicatriz
4
los ojos (colo
r) café
la apariencia
la barba
el bigote
la imagen
el lunar
los ojos (azules,
negros, verdes,
color miel, colo
r café)
las pecas
De entrada
Divided into a reading section and a video section,
De entrada sets the chapter theme and provides
additional vocabulary for recognition. The readings in
this section are deliberately brief and include pre- and
post-reading questions. The Discovery en españolTM
video section also offers pre-viewing questions
(Reflexiona antes de mirar) and a quick post-viewing
control activity. More extensive activities for each
video segment appear on the optional CD-ROM,
which also includes the complete video program.
Estudio de palabras
This vocabulary section is always introduced by
De repaso, a brief list of words that students have
learned at the elementary level or in previous
chapters. The core thematic vocabulary is generally
3
el pelo
castaño
gris/blanco
lacio/liso
ondulado
rizado
rubio
el rostro (la cara
)
llevar lentes
de contacto
ser/estar calv
o/a
ser pelirrojo/a
6
seis
Capítulo 1: Cóm
o
appearance
beard
mustache
image
mole
(blue, black, green
, honey
colored, brown)
eyes
freckles
hair
light brown, chest
nut
gray/white
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wavy
curly
blond
face
to wear contact
lenses
to be bald
to be a redhead
nos ven y cóm
o nos vemos
introduced via bilingual lists, often with visuals. The
activities that follow progress from simply activating
the core vocabulary list to having students expand
the list by making connections with familiar words,
and finally to using words in conversation.
The Organization of the A otro nivel Program: A Guided Tour
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xv
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Estudio de estructuras
ESTUDIO
R UC
DE E ST
The grammar structures (two to three per chapter)
have been chosen to cover all the main structures
typical of intermediate-level Spanish. All grammar
explanations are in English. Special care has been
devoted to having explanations that clearly move beyond first-year basics, without being overwhelming.
Each grammar point is followed by three to five
activities that progress from controlled (formfocused) to open-ended (communicative, contentfocused).
TU R A S
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te toca
la atenc
a ti dar
1. vago
ión en
algo».
una de
/a
finición
2. retra
de las sig
tar
uientes
3. el pa
palabra
pel
s.
Activid
4. la pe
lícula
ad 2
Traffic
Compl
eta el sig
de esta
uiente
pá
se
Vocabu cción de lectu rrafo sobre la
lario út
ra
pe
il. Debe . Todas las pa lícula mencio
que fal
tan (are
s
labras
que fal nada en el ar
missing conjugar en
tículo
tan están
el pres
).
Traffic es
ente de
una
indicativ en la lista de
o los ve
1
3
so
rbos
br
cu
a
e
ya
del prob
el narco
s histor
tráfico
lema de
ias
se
qu
puertor
entrelaz b
l
e
riqueño tráfico de dr
2
ogas. Un an para refleja
policía
en
Benicio
m
o de los
r la com varios
de
mexica exicano. Su pe l Toro, que
tiene el actores princ plejidad
nos. Ca
ipales
therine rsonaje hace
mujer
4
un
Zeta-Jon
de un ho es el
6
5
es
narcotrá
,
que qu
po
nesto
fico.
iere segu r el contrario positivo de
los
a
,
ir gana
whose
ndo m hace el papel
b
ucho di
intertwi
nero de de una
ne
l
majority
role
movie
character
portrait
to focus
to be to
blame
greedy
lazy
igos
s, am
hijo
»
ios,
orda.
nov
s
ro, g
,
hijo
sos, osos
ana
quie
o
s,
e
ic
T
sp
io
«
e
esp Domin
ov
s, n y): con adres,
a
lica
oso
np
esp Urugu
púb
con
,
, Re
y): co
ña): entina rugua o Rico os
a
s)
(Esp ) (Arg ile, U , Puert amig
ame
o/a
s,
ny
la
Ch
ickn
gord /a (skin ntina,
zue s, hijo
s
ene
s (n
io
e
n su
flaco /a (Arg to/a (V s, nov
odo
s so
p
le
a
ri
so
á
g
jo
o
sy
vie
¿Cu
, ne n esp
é?
osa
ro/a
co
r qu
ilias?
neg amá):
¿Po
ariñ
fam
?
c
s
a
n
s
a
st
su
ás
P
ole
bra
la se
sm
n en
es m osas e nezue cluso
Pala s se usa s?
? ¿L
riñ o o Ve ida in e
*
á
co
sa
a
ca
si
m
o
s
fí
ñ
n
ic
irig os). ¿S
tuli
cari etesta
oR
n su
labra
a, d
Ter
ras
d
os e
r pa o Puert cuenci s y niñ a esta
alab uáles
sad
usa
e
st
re
a
p
m
a
u
b
fr
je
é
g
¿C
a
u
os
s co
cia
mu
es
• ¿Q voritas? s. apod tenden n paíse n muchente a do? ¿L
d
E
co
fa
la
lm
sta
nU
íses n otros. i amor» specia país/e
iene
e
s pa
• ¿T lguno a que ón «m poco (e s en su
n
ad
sa
na
resi
ter
• E neraliz la exp conoce cariño
chap
s
ír
se
ge
the
de o
que
labra
and
pue onas las pa é?
pics
rs
o
u
g to
a pe much ¿Por q
adin
e re
n
?
th
ng
usa mbre
u
plori
r ex
cost
s fo
tion
ques
ide
rov class.
os
a
ies p
vem
tivit s or as
nos
a ac
p
mo
rtuli l grou
Te
al
y có
e
*Th e in sm
ven
s
o
n
them
mo
ó
1: C
ítulo
Cap
10
diez
treinta
Capítu
lo 1: Có
mo nos
ven y có
mo nos
vemos
Estudio cultural
Lectura
Readings in A otro nivel include journalistic, literary,
essay, and historical texts. The Lectura section includes a
reading strategy, pre-reading and post-reading activities
for comprehension, passive vocabulary enrichment,
and discussions. A selection of additional literary readings appears on the optional CD-ROM, described later
in this Preface.
xvi
A
TU R
CUL
física
ncia
parie
a
la
as en
e un
ar d
asad
vari life),
ra
sas b
den a (my mane
e
pue
id
ariño
c
que ), mi v usan d que
s
s,
a
sa
r
re
se
aun estos
riño reasu añola
que
n
Palab
es ca ro (t
esp físico son e ) no
sion teso
o
bla
dieciséis
There are two Estudio cultural sections in each chapter, one after Estudio de palabras and the other after
Estudio de estructuras. These notes provide interesting cultural information about the Hispanic world
while simultaneously promoting cross-cultural comparisons and discussion in the Tertulia activity that
follows. They are also accompanied by comprehension questions in the Annotated Instructor’s Edition.
The Organization of the A otro nivel Program: A Guided Tour
per40961_fm.qxd 10/15/05 5:12 AM Page xvii
Redacción
This section offers writing strategies and topics to
assist students in a variety of writing tasks that students can use in their daily life, such as a personal
note, curriculum vitae, an essay, and a research paper.
(The chapters of Unit 4 help students develop the
process of writing a research paper, with each chapter’s writing activity focusing on one of the major
steps of the process.) This section is linked to a section
with the same title in the Cuaderno de práctica, where
students receive extra guidance in developing the
writing assignment.
REDACC
Tema
XION
ES
ados
s Est
de lo
Descrip
Una ca
rta
pasar el de presentac
ión para
verano
una
Ant
34
REFLE
IÓN
treinta
os
Unid
y cuatr
o
familia
ción per
sonal
latinoam
es de es
ericana
con qu
cribir
ien vas
• Pien
a
sa en
cosas. Ta lo que tu lec
tor
m
físico co bién consid (a) puede de
era cóm
se
mo lo ref
o quier ar saber y ha
• Haz
erente
z una lis
es
a tu pe
un borra
ta
rsonalid tú mostrarte.
dor (dr
preocu
Describe de estas
ad.
aft) en
pe
españo
tanto lo
algunas s ahora por la
gramáti l con todas las
palabra
s, deja
ca, el vo
ideas qu
un espa
e tenga
Mientra
cio en blacabulario o el
s. No te
orden.
s escrib
nco o ha
Si
no
es
z
un
sabes
• Orde
símbolo.
na las id
eas
idea im
portant de tu borrado
e.
físicam
r
ente en Por ejemplo, usando un pá
pa
un párra
rra
• Aseg
fo y en ra esta compo fo diferente
úrate de
para
el sigui
sición pu
qu
la estru
ente de
edes de cada
ctura de e tu composic
scribir
ión ten
desped
una ca
tu perso scribirte
ga los ele
rta
ida. Ca
nalidad
da opció : saludo, m
• Busca
.
otivo po mentos impo
n requi
en el di
rtantes
r el
ere conv
ccion
sobre las
de
encione que escribes,
que ten ario y/o en tu
s diferen
cuerpo,
gas du
libro de
tes.
da.
texto las
Despu
palabra
és de es
s y expr
cribir
esiones
• Repa
sa los sig
■ el
uso de uientes puntos
los verb
.
■ la
os que
concor
da
ex
■ la
concor ncia entre sujet presan to be
pronom dancia de géne o y verbo
bres
ro y nú
■ la
mero en
ortogra
tre susta
fía (spell
■ el
ntivos,
vocabu
ing) y los
adjetivo
acentos
sinónim lario: asegúr
sy
ate de
os cuan
■ el
que no
do sea
orden y
repites
ne
ideas o
estructu contenido: as cesario.
palabra
rada en
eg
s; busca
has ele
párrafos úrate de que
gido.
tu co
con idea
• Finalm
s diferen mposición es
ente, pr
tá
tes que
epara tu
apoyan
versión
el tema
para en
que
tregar.
No olv
ides m
ira
evitar los
r el Ap
éndice
err
or
es
I,
activid
ad de es típicos de los ¡No te equivo
critura
ques!,
Cómo
estudian
,
pa
se expr
esa to se recomienda tes de españo ra
know (p
l.
ágina 35 que prestes ate Para esta
Consul
ta
1).
nción a
te ayud tu Cuaderno de
en a red
práctica
actar tu
para en
compo
sición. contrar más id
Capítu
eas y su
lo 1: Có
gerencia
mo nos
s que
ven y có
mo nos
vemos
s
de lo
2000
os
verb
enso
del C juga los ón
conte
ación
Con
opci
ca en
informcorrectas. escoge la ciones,
ti
á
la
es,
ya op
Gram o 2000
dos en palabras
on
ha
ci
sa
ñ
tán ba con las ya dos op uando no
del a
s
os es
ha
.C
es dat omplétalo Cuando correcto idea.
la
o.
guient
.C
o la
en
rbo
letar
Los si Unidos indicativ ge el ve
) que
diand
comp
os
e
co
) estu2 (saber: tú e
Estad resente d rbos, es iva para
sotros
es d
no
ve
at
p
ir)
en el ta. Si son
mpar
millon 5 (inclu
/ ser: os. ¿
co
ar
35
st
1
ra
e)
d
(e
ibre
ni 4 e /qu a
correc e la palab
os U
ado L s.
(d
no
st
ad
E
a
st
ib
na 9
n
fr
E
escr
sta ci
ser) u de perso
pítulo a en los
E
/
ca
ás
?
ar
te
m
00
an
es
6 (est
En es ón hisp 3 (vivir) el año 20
millon dos
ci
casi 4 ados Uni del de
nso d que
pobla aís
r) de
o
el ce
st
p
gún erto Ric7o, aber / se en los E ), seguid
este
más
os, se
(h 8 ande
Pu
ento
e haya
gr
hispan lación de
12
por ci sante qu .
5*
e
8,
ob
re
la p
25,9
o, y quspanos
ano (5 ). Es inte
icanos r)
ic
er
ad
ex
ci
se
os es
am
to
m
Aso po de hi
igen por cien que) sud 11 (estar / s hispan
or
u
e
lo
gr
d
/
,6
b de
El
10 (de
/ ser) ueños (9
edia
l
ar
m
ra
st
iq
(e
rr
ad
gene
uerto icanos
la ed
en
p
a
a:
s
lo
amer
hispan
hispan
centro población lación no anos.
sp
La
pob
no hi
2000
que la
e los
gen:
r ori
joven y 35,3 la d
a po
,
e
ispan
b averag
años
ón h
r
blaci
o
p
a numbe
,5
e la
O 58
ón d
ICAN
ibuci
MEX
distr
je de
enta
,4
Porc
O 28
enso
lC
xto: e
■
SPAN
O HI
OTR
r otro
quie
Cual
,3
o 17
hispan
0,3
ñol
8
Espa
no 3,
merica
8
Suda
no 4,
erica
roam
Cent
2
no 2,
inica
m
Do
3,5
NO
CUBA
ÑO
IQUE
TORR
PUER
9,6
sands)
(thou
ares
mill
y los
coma
una
ués de inglés.
desp
que en
ecen
apar
ntrario
ales
co
al
cim
o
de
o, just
l, los
paño r un punt
*En es
s po
rado
sepa
van
nco
a y ci
treint
35
iones
Reflex
Reflexiones
This end-of-chapter section opens with Gramática en
acción, a cloze activity that combines practice for all
of the grammar points treated in the chapter and
often introduces another cultural topic. Proyecto en
la comunidad offers ideas for an out-of-class research
or interview-based project. The last activity, Tertulia,
presents a series of talking points that promote a
more sophisticated dialogue among students.
The Organization of the A otro nivel Program: A Guided Tour
diecisiete
xvii
per40961_fm.qxd 10/15/05 5:12 AM Page xviii
The following are recurrent features throughout
the book.
Notas lingüísticas
These grammatical notes present information already
familiar to students and/or offer an advanced linguistic commentary for recognition only.
• H
ypo
theti
cal
Si te
situ
p
atio
a ce arece
ns th
bien
at a
La fi nar.
, po
re li
e
dem
kely
si ll sta va a
os sa
to o
uev
lir
ccu
e est ser un
r, fo
d
a no
llow
If it
che esastre
se
ing
.
si (i
NO
go ou ems all
f )*
TA
righ
t for
The
LIN
t
Pro
p
arty dinner to you
GÜ
g
, we
if it
ÍST
is goi .
tense ressive
ra
can
IC
ins
n
te
s, fo
A:
this g to be
llow nses are
los
even
a
tiem
ed b
ing. disaste
y th formed
p
-ar
o
r
e pre
s pro
w
→ -a
sen ith the
g
ndo
re
t pa
sivo
bail
rticip conjug
ar →
s
ate
le
d
(-nd
bail
o en form o
and
• H
-er
o
f
din
→ -i
ere
g) o estar,
are
end
in
f an
the
o
sen
com
other any o
ir
ti
er →
verb f its
dec r → sin regula
com
r fo
ir →
.
ti
en
rm
ie
ven
do
dic
ndo
-ir →
s of
-i
• T ir → vin iendo
-ien
r
stem
ped
he
do
iend
ir
vivir
o
repet → pid -chang
end presen
→v
ing
iend
with t part
ir →
iv
v
er
ie
o
ic
a
caer
repit
ndo
bs (e
vow iple
iend
end
el.
leer → cayen
dorm → i; o
ing
o
→ le
→u
-ien
• T
mori ir → d
yen do
)
do b
he p
do
urm
r→
eco
rog
ie
mes
des
mu
ress
—¿Q
tr
rien ndo
-yen
ive
ué e
do
oír uir →
d
te
o
n
→
stás
—E
in v
ses
oyen destru
sto
are
haci
erbs
yen
do
use
end
who
do
mañ y estud
d in
o?
se st
iand
Spa
—¿Q ana.
ems
o pa
nish
ir →
ué e
ra el
to ex
yen
stab
exa
press
do
as h
men
a
—E
acie
n act
—W
de
ndo
hat
ion
¡OJO staba b
cu
ar
in
—I’
e you
aña
and
pro
futu ! Unlik
m st
ndo
o te
g
d
re
oi
u
re. T
ss
e En
ng (r
a lo
llam
exam dying
.
s niñ
ight
é?
.
—¿Q he sim glish,
for to
os.
now
—W
in
ple
mor
ué
)?
hat
prese Span
row
por haces
’s
called were y
nt o ish th
la n
/
e
r
—V
och vas a
you ou doi
—I
oy a
e?
hace ir a + in progre
?
ng w
was
ssiv
cen
rm
finit
h
ba
en
e
aña
ar co
thin
ive is
I
is
na
g th
nm
use never
e
is p
ch
d in
u
ildre
adre
Spa sed to
n.
s.
—W
exp
nish
ress
hat
.
the
even are you
ing?
doin
—I’
g to
mh
mor
row
paren aving d
inner
ts.
with
my
ill le
arn
mor
e ab
out
si cl
ause
s in
ESTUDIO
Cap
ítulo
10.
RAS
E
R UstCuTdioUde e
stru
DE E ST
ctu
RECTO
E INDI
RECTO
TO DI
or.»*
ras ES DE OBJE
por fav te años.»*
BR
rcicio,
sie
ONOM
noun
n este eje rieron hace
ab
. These
mano co
PR
4. LOS
a
e lo
eanings
hame un
desde qu q
There are
their m
um
«Oye, éc a constante
inplete called objects.
tin
ses to co ce
«Una ru
un phra like nouns, are 1I).
5
uire no
n
(O
tio
req
ct
s
nc
ire
rb
fu
Many ve clauses that t (OD) and ind
rec
s, or
hoy?
jects: di
phrase
clase de
s of ob
tes de la
two type
s apun
estas tu
OD
¿Me pr
’s class?
of today
tes
no
OI
your
OD
u lend me
Will yo
OI
o directo
de objet
ombres
on
pr
s
tros)
Lo
nos us ( fam. pl., voso s.), them
u
atorio
os yo ( form. pl. m, Ud , them
Record
s.)
u
los yo ( form. pl. f, Ud
tú)
me
l
it
e
g.,
s
,
na
m
ay
sin
.
rso
u
him
yo
a alw
a pe
Ud.),
u ( fam
position
that
it las
te yo ( fam. sing. m,
s.
The pre direct objects t are
.), her,
you
ject noun
es
tha
g. f, Ud
ob
lo
als
sin
e
.
im
preced
lac
u ( fam
le or an
ch as
ouns rep
last
la yo
are peop e a person, su
ject pron
dóvar’s
lik
see Almo
direct ob
treated
to
n,
ve
tio
u ha
repeti
’t it?
a pet.
ula Yo vie.
lent, isn
r to avoid
a pelíc
I love my .
mo
It’s excel
In orde
r la últim
y saw it.
roommate
Quiero
s que ve
ject
I alread
a mi
rect ob the direct
ad?
—Tiene odóvar.
mucho
, the di
at
a, ¿verd
era
de Alm
the verb is means th
enísim
compañ
es
bu
.
ed
ily
Es
ec
fam
o.
vi.
rb. Th
rase pr
de cuart
—Ya la
I miss my
of the ve
ject ph
a
os
in front
rect ob
Extraño
visitam
n the di
be used sentence.
ilia.
see my
ercial lo
e
• Whe n must also
mi fam
Do you
ro com
patio?
the sam
mi
pronou
el cent
dog in the
eated in
¿Ves a
ho, pero
t is rep
ening.
uc
en
jec
m
rro
ob
pe
mos
every ev
?
visit it
a no va
we
tec
ll,
el patio
sco
tion.
t the ma
A la di tardes.
or an ac
often, bu
an idea
todas las to the disco too
itness.
that is
ovah’s W
go
t object
ame a Jeh
We don’t
a direc
María bec
replace
told (it)
o de
used to
tig
is
Her sister
tes
).
Lo
•
ió en
ow (it
convirt
eady kn
se
alr
I
ía
—Mar
ana.
.
rm
me
he
to
á.
su
Jehov
lo dijo
sé. Me
—Ya lo
Los pron
me
te
le
48
ombres
de objet
er, it
tú)
me
. sing.,
to/for
.), him/h
you ( fam sing. m/f, Ud
to/for
m.
you ( for
to/for
*«¿Quéda
cuare
ho
nta y oc
mos en
el híper?
o indire
cto
nos
os
les
», El paí
o soy yo
lo 2: «Y
Capítu
sotros)
us
. pl., vo
to/for
, them
you ( fam pl. m/f, Uds.)
to/for
m.
you ( for
to/for
l
s semana
cunstan
y mis cir
cias»
Recordatorios
These notes remind students of grammar information
that is familiar but still may present challenges at the
intermediate level.
xviii dieciocho
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institutions for use in the laboratory.
• The Interactive CD-ROM and Video on CD, produced in collaboration with the Discovery
ChannelTM, includes twelve Spanish language video segments culled from Discovery en
españolTM programming. These rich documentary
segments, supported by pre- and post-viewing activities, are thematically tied to the chapters of the
textbook. The CD-ROM also includes twelve literary selections that introduce students to the literary heritage of the Spanish-speaking world. These
selections are:
1. Epitafio, Nicanor Parra (Chile)
2. Cabra sola, Gloria Fuertes (Spain)
3. Los dos reyes y los dos laberintos, Jorge Luis
Borges (Argentina)
4. El desafío, Josefina Aldecoa (Spain)
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5. Aquí nace la inocencia, Luisa Valenzuela
(Argentina)
6. Son número 6, Nicolas Guillén (Cuba)
7. Convocación de palabras, Tino Villanueva
(United States)
8. Hombre planetario, Jorge Carrera Andrade
(Ecuador)
9. El recado, Elena Poniatowska (Mexico)
10. Mi tierra, Rigoberta Menchu (Guatemala)
11. La Razón y la Fuerza, Adela Zamudio (Bolivia)
12. Los astros y vos, Mario Benedetti (Uruguay)
• The Student Edition of the A otro nivel Online Learning Center provides additional vocabulary
and grammar practice for students. (Please
see the note about Premium Content on the Online
Learning Center later in this Preface.) The Instructor’s Edition contains resources to assist instructors
in getting the most out of the A otro nivel program.
• Sin falta, developed in partnership with Ultra
Lingua, Inc., is a Spanish writing software program on CD-ROM that includes the following
features: a word processor, a bilingual SpanishEnglish dictionary with more than 250,000 entries,
an online Spanish grammar reference, and basic
grammar and spell-checking functions.
For Instructors Only:
• The Annotated Instructor’s Edition contains detailed
suggestions for executing activities in class. It also
offers options for expansion and follow-up.
• The Instructor’s Resource CD-ROM contains the Instructor’s Manual and Testing Program, including
sample syllabi and lesson plans as well as sample
chapter exams, which instructors can edit and customize to meet the testing needs of their particular
program. The Audioscript for the Audio Program is
also included on the IRCD.
• The Video on VHS includes the twelve video
segments from the Discovery en españolTM programming. (These same segments are also on the
Interactive CD-ROM and Video on CD, as noted earlier.) The segments are approximately three to five
minutes in length, and are related to the topics in the
corresponding chapter in the book. The segments include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
La población cubana de Miami
Fútbol: deporte y pasión
El misterio de los Reyes Magos
Perú: un país de contrastes
Agricultura de precisión en la Argentina
La música caribeña
La emigración japonesa a Latinoamérica
Radiación ultravioleta en Bolivia
Tecnología para la prevención de violencia
contra mujeres
10. Las momias chiribayas del Desierto de Atacama
11. La Guerra Hispano-Americana
12. Gabriel García Márquez
Premium Content on the Online
Learning Center
If you have purchased a new copy of A otro nivel: Intermediate Spanish, you have access free of charge to
Premium Content on the Online Learning Center at
www.mhhe.com/aotronivel. This includes the complete audio program that supports the Cuaderno de
práctica. The card bound inside the front cover of this
book provides a registration code to access the Premium Content. Note: This code is unique to each individual user. Other study resources may be added to the
Premium Content during the life of the edition of this
book.
If you have purchased a used copy of A otro nivel:
Intermediate Spanish but would like to have access to
the Premium Content, you may purchase a registration code for a nominal fee. Please visit the Online
Learning Center for more information.
If you are an instructor, you do not need a special
registration code for Premium Content. Instructors
have full access to all levels of content via the Instructor’s Edition link on the homepage of the Online
Learning Center. Please contact your local McGrawHill Sales representative for your password to the
Instructor’s Edition.
The Organization of the A otro nivel Program: A Guided Tour
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