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Chapter-Opening pages
CAP Í
Each chapter begins with a list of cultural and
grammatical objectives that preview goals and
content. These pages also contain timelines that
relate important historical, political, and cultural
events in the United States, Canada, and the
country or region of focus. Maps allow students
to situate the homes of the native-speaker
interviewees as well as geographic features that
provide points of reference for that country’s
inhabitants. Demographic information emphasizes
cultural and linguistic diversity.
Following the chapter-opening pages, each
chapter is divided into two major sections: Parte
1 and Parte 2.
La casa
TU LO
4
España
FRANCIA
San Sebastián
los Pirineos
el Río
Ebro
ero
el Río Du
Barcelona
learn about the
In this chapter you will
re and language.
following aspects of cultu
Cultura
e Reveal About Your
• What Does Your Hous
Personality?
Houses and Geography
• Connection between
n
Nations within a Natio
• Señas de identidad:
POR
TUG
AL
Bilbao
el Río
Tajo
Madrid
ESPAÑA
iv
lqu
a
ad
Gu
ío
Aguilar de la
el R
Sevilla Frontera
Lengua
las Islas
Baleares
ir
el Mar Mediterráneo
las Islas
Canarias
ar
ehold Items
• Parts of the House; Hous
and Pronouns (4.1)
• Demonstrative Adjectives
(ie, ue) (4.2)
• Stem-changing Verbs
(4.3)
• The Present Progressive
Informal Commands (4.4)
• Recognizing Formal and
el Estrecho de Gibralt
ÁFRICA
world wide web
site at
Visit the Entrevistas Web
www.spanish.mhhe.com.
PAR TE
1
España
Vocabulario
el edificio de apartmentos
Consolidation of
Aragon and Castile
Moors enter
Conquered
e
Inhabited
subjugate through marriag
by Romans; Spain,
by Celts,
of Ferdinand II
within
part of country
Iberians, and becomes
and Isabella I
a few years
Roman Empire
Basques
until 206 B.C.
Los Estados Unidos
y el Canadá
¿Dónde vives?
el piso
el condominio
la piscina
el garaje
206 B.C.
711
1469
Columbus
makes his
first voyage
to America
1492
1500–
1600
PARTE 1
Vocabulario
la calle traficada
la casa (particular) la
calle residencial
Este edificio de apartamento
s está en una calle trafica
Esas casas están en la
da.
ciudad.
Aquel condominio está
en un suburbio (una urban
ización).
2
1534
1600–
16th c. 1750
s
s Cartier British colonie
Spanish Jacque
U.S.
Canada founded in
exploration takes
for France
of U.S.
el jardín
la
terraza
Era of exploration
and colonization
Vocabulary is organized thematically and often
presented visually through line drawings, photos,
and realia wherever appropriate to illustrate
culturally significant contrasts and similiarities.
Students are given ample opportunity to practice
new lexical items through form-focused and
communicative activities.
Entrevistas
The first of two native-speaker interviews
recorded on audio and video tape personalizes
the cultural themes of the chapter, illustrates
vocabulary usage in context, and previews
grammatical structures. Biographical information
and photos acquaint students with the speaker’s
immediate surroundings and cultural context.
The interview is introduced by prelistening activities, which facilitate
comprehension by activating relevant
vocabulary, grammar, and discourse items.
As students listen to the interview, they are
given specific tasks to perform. Their
comprehension is checked through postlistening activities.
istas
E ntrev
«Me gusta mi casa;
tiene su encanto.»
NOMBRE
Ruth
APELLIDOS
(1) García (2) Potous
EDAD
25 años
NACIÓ EN
Ruth García Potous
San Sebastián, España
Instantánea
VOCABULARIO ÚTIL
BRE
ORIGEN DEL NOM
mar
hermanitos
la verdad es que
mayor parte
pues nada
disfrutar
aginian
From the ancient Carth
s.”
Ispania, “land of the rabbit
ized
colon
ns
aginia
Carth
(The
e the
what is now Spain befor
Roman occupation.)
sea, ocean
little brothers
the truth is that
majority, most
of course, obviously
verano
hace calor /
buen tiempo
por fuera / dentro
summer
it’s hot / nice
weather
on the outside /
inside
to enjoy
POBLACIÓN
Actividades
39,133,996
interview, tell what room
Before you listen to the
A. Antes de escuchar.
ing activities in.
you normally do the follow
sión en...
1. Suelo mirar la televi
2. Suelo desayunar en...
3. Suelo comer en...
4. Suelo estudiar en...
echar una siesta en...
5. Durante el día, suelo
ir en...
6. De noche, suelo dorm
indicate what she
After you listen to Ruth,
lujo?
un
es
o
der normal.
B. ¿Es normal
and what you might consi
lujo
seems to consider un
LENGUAS
an (coSpanish (official), Catal
cia,
official in Catalonia, Valen
e (coBalearic Islands), Basqu
try),
official in the Basque Coun ia)
Galician (co-offical in Galic
tment building ) en
un bloque de pisos (apar
–1926).
La Casa Milà (1910) es
catalán Antoni Gaudí (1852
Barcelona. Es del arquitecto
Civil War; Francisco
Franco establishes
dictatorship
War of Independence
against
Napoleon’s troops
1608
Franco dies; Juan
Carlos I de Borbón
proclaimed king
Fo r ma y func ión
1846–1848 1861–1865
1776–1789 1808–14
American
Quebec
War of
founded
Independence
1898
1936–39
1975
1952
1994
1986
4.1 Demonstrative
Adjectives
SpanishMexican- American
American
American Civil War
War
War
Puerto Rico
becomes U.S.
Commonwealth
SINGULAR
Feminine
esta
this
esa
that
aquella that (over
there)
PLURAL
Masculine
estos
esos
aquellos
Feminine
estas
esas
aquellas
these
those
those (over
there)
1999
CAPÍTULO 4
●
La casa
18
U.S., Canada,
Mexico
sign NAFTA
Here are some quotes from
uses to describe different Nieves’s interview. Notice the adjectives she
objects.
No hay espacio entre estas
casas
There is no space between
particulares.
these
individual houses.
Ese tipo de casa es muy
típico en
That type of house is very
Andalucía.
common in Andalusia.
La mayoría tiene tierra
s y trabajan The major
ity have lands and
en esas tierras.
they work on those lands.
A. In order to “demonstr
ate” or show which objec
referring to (this building,
t/person you are
that house), you use a demo
with a noun. Like all adjec
tives, these change form nstrative adjective
number with the noun
to agree in gender and
they describe. Here are
all the forms.
Masculine
este
ese
aquel
Spain adopts
euro as new
currency
Spain enters
European Union
Forma y función
An average of two grammar points are
presented in this section, both of which are
closely linked to the interview. Charts and
bulleted lists facilitate self-study. Each
grammar presentation is followed by a series
of activities that emphasize meaningful use
of language.
Notice that, unlike the
two-way distinction made
that/those), Spanish has
in English (this/these,
a third distinction: that
over there/those over there.
The following adverbs
correspond to these distin
ctions and will help you
figure out what object
or person is being descr
ibed.
aquí (acá) here
ahí
there
llí ( ll )
3
PRONUNCIACIÓN Y ORTOGRAFÍA
This section, which separates Parte 1 of the
chapter from Parte 2, presents major spelling
rules and pronunciation contrasts between
English and Spanish. Listening, pronunciation,
and writing activities are provided in the Manual
de práctica.
PARTE 2
Parte 2 contains the same major sections as Parte
1. However, Parte 2 also includes additional focus
on reading and writing. The Lectura is an
authentic text (journalistic or literary in nature)
that is thematically linked to the chapter content.
Lectura sections begin with pre-reading activities
that emphasize process strategies such as the
activation of background knowledge, scanning
for information, guessing from context, cognate
recognition, and so on. Post-reading activities
check comprehension.
grafía
Pronunciación y or to s, there are some
Nieve
ed in the interview with
As you may have notic
sh spoken in Spain from
that distinguish the Spani
these features.
pronunciation features
world. Here are two of
the
d
aroun
sh
Spani
other dialects of
ll, y
and y are pronounced
interviews, the letters ll
As you have heard in the In parts of northern Spain and in some of the
ts.
unced more
the same in most dialec
however, the ll is prono
ica,
Amer
South
of
s
n. Since Nieves is from
Andean region
in the English word millio
like the combination -lli- bles the South American pronunciation [y].
southern Spain, her ll resem sh y (or ll pronounced as y) is generally
In all countries, the Spani Compare the pronunciation of English yes
sh y.
of
“stronger” than the Engli
(plaster); the first sound
pronunciation of yeso
sh j or zh. A common
with a native speaker’s
that it sounds like an Engli ” [y] in Spanish,
yeso may be so strong
“weak
a
use
sh speakers is to
allí [ayí]. You
mistake made by Engli
en words like ahí [aí] and
failing to distinguish betwe in the second word.
n
unced at the end of a
should hear audible frictio
prono
or
n
writte
be
Note also that ll can never say aquel edificio, but aquella casa.
why we
onian name: el Parque
word in Spanish. That’s
ll, it is probably a Catal
When you see a word-final .
onell
Güell, Sabadell, Carb
a
L ectur
a Spanish family
Lectura you will read about
Sobre la lectura In thisgraph that accompanies the reading provides
and read the
photo
and their home. The photo
the
at
look
the family. As you
one of thirty such
an unusual portrait of
tion it belongs to (it was
description of the collec
world), keep in mind the home
the
d
aroun
all
from
have!) in your
portraits of families
objects you have (or don’t .
nality
relationship between the
your family life or perso
and what they say about
Antes de leer
personal belongings
gings). Categorize your
A. Tus pertenencias (belonthings you would not mind other people
into two categories: the
and the things you
das)
priva
no
ias
knowing about (pertenenc (sagradas), things you would rather
d”
consider private or “sacre you put these private things in your
e do
strangers not see. Wher
house?
AS
PERTENENCIAS NO PRIVAD
AS (SAGRADAS)
PERTENENCIAS PRIVAD
A ti te toca
The final activity in the chapter introduces the
writing task. This task is thematically integrated
into the chapter, and invites students to
synthesize vocabulary and grammatical
structures and develop the cultural content.
Process writing strategies that support the
assignment may be found in the accompanying
student Manual de práctica.
ADDITIONAL FEATURES
A ti te toca
the fall and spring
g to spend
Imagine that you are goin to save money on
order
semesters in Spain. In
m, apartment, or
ide to exchange your roo
accommodations, you dec exchange student who is coming to your
house here with a Spanish sed your lodging in the student newspaper
erti
will write a letter or
university. You have adv
illa. In this activity, you
at la Universidad de Sev you describe your lodging in more detail
ch
whi
in
an e-mail message
information about the
and you will seek more
os in the Manual
to an interested student,
pas
the
has to offer. Follow
re you start to
accommodations he/she
befo
lary
abu
r ideas and voc
de práctica to prepare you
write.
Se dice que…
Students’ knowledge of the Spanish-speaking
world is often shaped by the media or the personal
tales of tourists. These impressions are rarely
challenged. It is this goal of the Se dice que…
section to provide a forum for critical analysis of
these popular portrayals as presented in excerpts
from travel guides, travel narratives, and reference
books written for non-native speakers. Students
are invited to discuss these passages in light of
what they have learned through the nativespeaker interviews and readings.
Because these texts were intended for the
cultural "outsider," they are naturally written in
English. We realize that instructors differ in their
4
Se dice que...
e will add to your
an English-language sourc
The following quote from mena in Spain. Is this information
knowledge of cultural pheno ker perspective in the Entrevista? Use
-spea
native
, as well as your
consistent with the
in this chapter about Spain the quote.
what you have learned
er the questions that follow
own experience, to answ
❝
r cities and
block in one of the large
If you live in an apartment
e close friends in due
, you will probably becom
bours
neigh
sh
Spani
have
be more difficult to
in an urbanization, it may
course. But, if you live
houses. However, in
le occupying the other
make friends with the peop
gency’, no matter how
there be any form of ‘emer
most instances, should
rtunity to help in
bour will leap at the oppo
minor, your Spanish neigh
any way possible.
❞
h
Source: Culture Shock! Spain
b
s Romero’s
tions reflected in Nieve
philosophies toward the use of English in
the Spanish language classroom. In this
case, we believe that the opportunities for
culture learning and the development of
critical-thinking skills provide a strong
rationale for this activity. Indeed, as
students’ linguistic skills develop, the
language of the accompanying questions
changes to Spanish.
Señas de identidad
Catalunya
Galicia
Euskadi
Andalucía
Señas de identidad
The flag, baseball, and apple pie. . . . These
have been traditional American cultural
icons, calling up historical, political, and
emotive attachments to the nation. As
American society becomes more diverse,
these icons are perhaps less meaningful.
Nevertheless, Americans can readily generate
a list of people, places, events, or institutions
that evoke their country and form part of its
cultural mythology. In this section, we have asked
native Spanish-speakers to do the same, and have
highlighted at least one symbol of cultural
identity in this section. Students are then asked to
analyze and reflect upon issues of personal,
social, and national identity.
Lenguaje funcional
Functional language, that is to say, language used
to carry out communicative tasks, such as
requesting, inviting, agreeing, and refusing, is
presented in this note. Students are asked to
practice language functions in context through
role-play exercises based on the theme of the
chapter.
Spain is divided into sev
enteen autonomous reg
ions, similar to states
in terms of their govern
men
four of these regions. Do t and functioning. Here are the flags of
you know what langua
ges or dialects are
spoken in these areas?
Are there any areas in
this
distinctive cultures (reg
ional languages, food, mu country that have
sic, dance, etc.)?
Si te interesa
This section provides additional details to the
cultural, lexical, and grammatical presentations
in the chapter. Since linguistic rules and cultural
behaviors may appear to be arbitrary or
capricious to students, these explanations
attempt to address the "hows" and "whys" of
language systems. In addition, many students are
genuinely interested in furthering their
knowledge of culture and language. This section
can provide a point of departure for their
exploration.
SI TE INTERESA
raste
L: Comparación y cont
LENGUAJE FUNCIONA
rgins of your
ear occasionally in the ma
This box, which will app
complete the
sions that will help you
textbook, contains expres
ns below allow
sio
res
exp
the
In this case,
activities on this page.
with that of Sara
trast your own situation
you to compare and con
Rayo Pizarro.
because
porque
also, too
también
but
pero
similar to
similar(es) a
different from/than
diferente(s) de
Habitación and cuarto
can refer specifically to
a
bedroom or to any room
in general. Dormitorio
always means bedroom.
5