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EBOOK Claro Que Si World Languages 7Th Edition Ebook PDF Download Full Chapter PDF Kindle
EBOOK Claro Que Si World Languages 7Th Edition Ebook PDF Download Full Chapter PDF Kindle
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
A Look at ¡Claro que sí! Seventh Edition
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¡Claro que sí! Seventh Edition consists
of a preliminary chapter followed by
16 chapters.
Ecuador
Bolivia
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language, such as greet someone or talk OC[CUQKPECKECU;zPSWÍRCÑUGUGUVÆP
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about your everyday activities—which are /* zWKÍPEQPSWKUVÖ$EQPSWGTGF%GNKORGTKQ
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for the chapter. GPUGTGNGIKFCRTGUKFGPVGFGWPRCÑU
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iii
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Accessible, contextualized language
provides a focus for learning
iv Overview
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Focus on practical language fosters
communication
7PDBCVMBSJPFTFODJBM *
*-BTQBSUFTEFMDVFSQP 1BSUTPGUIF#PEZ Two Vocabulario esencial sections present
practical, thematically grouped vocabulary,
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meaning of new words. The accompanying
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practice is engaging and often includes
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real-life situations so that you can use Spanish
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$BQËUVMP
Overview v
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Functional grammar presentations build
communication skills
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communication. Explanations are in English
so that you can study them at home.
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vi Overview
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Reading and writing skill
development
Readings include a variety
of cultural texts, such as
The Nuevos horizontes section in each chapter is designed a brochure or magazine
to help you develop your reading and writing skills in Spanish excerpt, a song, a poem, or
and to expand your knowledge of the Hispanic world. a short story.
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El lugar misterioso
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de los incas
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CZQSFEJDUJOH HVFTTJOHNFBOJOHGSPNDPOUFYU BOEVTJOHZPVSLOPXMFEHFPG Historia de Machu Picchu
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En los Andes, a 2.360 metros de altura,
está Machu Picchu, uno de los lugares
más misteriosos de los incas. En quechua
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.* zWÆNGUNCECRKVCNFGGUGRCÑU; 1* zWKÍPGUUQPNQUKPECU; las siete nuevas maravillas del mundo.
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Pero, ¿qué es Machu Picchu? ¿Una
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para defender a las Mujeres Sagradas1,
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muchos expertos opinan que la teoría
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de Bingham es incorrecta y que Machu
Picchu fue un refugio imperial para el inca
Pachacútec y luego su mausoleo.
$BQËUVMP $BQËUVMP
Overview vii
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Emphasis on culture promotes awareness
of the Spanish-speaking world
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$BQËUVMP $BQËUVMP
The Más allá section at the end of each chapter offers you the opportunity to explore
the cultures of the Spanish-speaking world through song and short videos. In every third
chapter, there is also an introduction to a feature film. The songs, short videos, and films
are accompanied by activities to help you comprehend the content. An iTunesTM playlist is
available through iLrn and on CengageBrain.com. The videos for this section can be seen
on CengageBrain.com.
{-PTBCËBO
¿Lo sabían? cultural readings, in Spanish &MMBHP5JUJDBDB FOUSF#PMJWJBZ1FSÖ FTFMMBHP
OBWFHBCMFNÀTBMUPEFMNVOEP&OUSFMBGMPSBEFMB
beginning in Capítulo 4, offer information SFHJÐOFTUÀMBUPUPSB VOBQMBOUBTJNJMBSBMQBQJSPEF
&HJQUP-PTVSPT OBUJWPTEFMB[POB VTBOMBUPUPSB
© Bob Krist/Corbis
1QBQZSVT
viii Overview
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Study smart with a systematic
chapter review
A list titled Now you know how to... provides a quick review of what
you have learned to express in each chapter with examples that are
easily understandable.
$BQËUVMP $BQËUVMP
Overview ix
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Integrated Teaching and Learning Tools
iLRN: Heinle Learning Center
ΛΛŌΛđďĐĽĉĽĉĉĉĽĎďđċĈĽđΛŜΛ ΛΛŌΛđďĐĽĉĽĉĉĉĽĎďđĊďĽđ
ΛΛ ΛŊΛňΛΛΛ ΛŊΛ ΛΛΛΛ ΛΛŊΛ
ΛŊΛΛŊΛΛΛΛΛ ΛœΛŔŊΛΛ Λ
ΛŊΛΛŋΛΛΛŊΛΛΛΛΛΛΛΛΛΛŋŋŋΛ
Premium Website
ΛΛŌΛđďĐĽĉĽĉĉĉĽĎďđĉđĽČΛŜΛ ΛΛŌΛđďĐĽĉĽĉĉĉĽĎďđĉĐĽď
˷ΛΛΛ˹ΛΛΛΛΛΛΛ ŊΛΛMás allá videos,ΛΛ
ΛΛŊΛ ΛŤΛŊΛΛΛŤΛŋΛΛĽΛ
ΛΛΛ ΛΛ ŊΛΛPara verΛΛ ŊΛ ΛΛΛ
ŊΛĽ ΛŊΛ ΛΛŊΛΛőΛ˷ΛΛΛΛΛΛ
CengageBrain.com.
Heinle eSAM
ΛΛŌΛđďĐĽĉĽĉĉĉĽĎďđĊĎĽĊΛŜΛ ΛΛŌΛđďĐĽĉĽĉĉĉĽĎďđĊčĽč
˷Λ ΛΛΛΛ ΛΛΛΛΛΛ˹ΛΛΛΛΛΛ
ŋΛ˷Λ ΛΛΛΛΛΛΛΛΛΛΛΛ ŋ
Student Textbook
đďĐĽĉĽĉĉĉĽĐĊđĎďĽČ
˷ΛΛΛΛΛΛΛ ΛŋΛ ΛΛΛŊΛΛΛŊΛ
ΛΛ ΛŊΛΛΛΛΛ ŊΛ ŊΛ ŊΛΛΛ ŋΛ
x Overview
Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
To the Student
ΛΛ Λ ΛΛ ΛŊΛΛΛΛΛ-
ŋΛ¡Claro que sí! ΛΛΛΛΛΛΛΛΛ ŊΛΛ-
ΛΛΛΛΛΛΛ ΛΛΛΛΛ
Λ ŊΛ ŊΛ ŊΛΛ ΛΛŋΛ ΛΛΛ
ΛΛΛΛ ΛΛΛ Λ ŋΛ¡Claro que sí!ΛΛ
ΛΛΛΛĽ ΛĻΛŊΛŊΛΛĻ
ΛΛΛΛΛΛΛΛΛΛΛΛ Λ ŊΛ
ΛΛΛΛΛΛΛΛΛŋ
Λ ΛΛΛ ΛΛΛΛ ΛΛΛΛΛΛ
ΛŌΛ
ŜΛΛ ΛΛOverview of Your Textbook’s Main Features and Components
ΛΛΛΛΛΛΛΛ ΛΛΛ
ΛΛΛŋ
ŜΛ ΛΛ ΛΛΛ ΛΛΛΛΛΛ-
ΛŊΛΛΛΛΛ ΛΛŋΛΛΛ
ΛΛΛΛΛΛΛΛΛΛΛŊΛŊΛΛ
ΛΛŋΛ
ŜΛΛ ΛΛΛΛΛΛΛΛΛΛΛŋΛΛΛΛ
ΛΛΛŋΛ
ŜΛΛ Λ ΛΛ¡Claro que sí!ΛŊΛ ŊΛΛ ΛΛΛΛ
Λ ŊΛΛΛ ΛΛΛΛΛΛΛΛΛ
ΛΛ ΛΛΛΛŋΛΛΛΛΛΛΛ
ΛΛΛΛΛΛΛΛΛŋΛΛΛ
ΛΛΛ ΛΛΛΛΛŋΛΛ
ŜΛΛ ΛΛΛ ΛŊΛΛΛΛΛ -
ŊΛΛΛΛΛΛΛŋΛΛΛΛΛΛΛΛ
Λ ΛΛΛΛΛ ΛΛΛΛΛΛΛ
Λ ΛŋΛ
ŜΛΛ ΛΛΛΛCengageBrain.comΛΛΛΛΛΛΛΛ
Λ ΛΛŋΛΛŊΛΛΛΛΛΛΛ
ΛΛΛŊΛΛΛΛ ΛΛΛ
ΛŋΛ
ŊΛΛΛΛΛ ΛΛΛΛΛΛΛΛΛ
ΛΛ ΛΛΛΛΛΛΛ ŊΛΛΛΛΛΛ
ΛΛ¡Claro que sí!ΛΛ ΛΛŋΛΛΛ
To the Student xi
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Scope and Sequence
To the Student
ΛŊΛMaryville College
Λ ĽŊΛAustin Community College
ΛŊΛUniversity of Tulsa
ΛŊΛState University of New York at New Paltz
Λ
xviii Acknowledgments
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ΛΛΛ ΛΛΛ ΛΛΛΛΛΛ ΛΛΛ
ΛΛΛΛŌΛΛĽΛΛŋΛΛ ΛΛΛ ΛΛ
ΛΛΛΛ ΛΛΛΛΛ ΛΛΛΛΛŀ ΛŇΛΛ
ōΛ Λ ŊΛΛ ΛΛ Λ ĽΛΛΛΛ ΛΛΛ
ΛōΛΛΛΛΛ ΛΛhowΛΛΛΛΛΛΛΛΛΛ
ōΛΛ ŊΛΛ ΛΛ ΛΛΛΛΛΛΛΛΛ
ōΛΛ ΛΛ ΛΛΛΛΛ ΛΛΛōΛΛΛΛ
ΛΛōΛ Λ ΛΛΛΛΛΛΛΛΛŋΛΛ
Λ ĽŊΛ Λ ΛŊΛ Λ ΛÕŊΛ Λ ΛŊΛ
ΛĽ ŊΛΛ ΛΛ ŊΛ ÀΛΛ ŊΛ ΛΛ¡ŊΛ
ΛΛŊΛΛŊΛΛŊΛ ΛŊΛ¡Λ ŊΛΛ¡Λ
¡ŊΛΛ ÀŊΛΛŊΛΛŊΛΛ¡ŊΛΛ ŊΛΛ
ÕΛΛŊΛΛŊΛ ÀΛΛ ŊΛΛŊΛΛ ŊΛΛΛ ÔŊΛ
ΛÀ ŊΛΛŊΛΛΛ ŊΛΛ¡ΛŊΛΛΛ ÀŊΛÀΛ
ΛŊΛ ΛΛ ŊΛΛ ÀΛ¡ŊΛ" ΛΛ¡ΛÕŊΛ ÔΛΛ ŊΛ
Λ ±ŊΛΛΛ ŊΛ¡ΛΛ ŊΛ ±ΛÔÕΛÀŊΛ Λ ŊΛΛ
Λ ÀŊΛ Λ ŊΛΛŊΛΛŊΛ ÀΛΛ ŊΛΛĽ
ŊΛ ΛŊΛΛΛΛΛΛΛ ΛΛΛΛ
ΛΛΛΛΛΛΛΛΛΛΛĽ ΛΛΛΛ
Ľ ΛΛΛ ΛŋΛ
ΛΛΛΛΛBuenas,ΛΛΛΛΛΛΛΛΛΛPara verΛΛ
ŋΛΛBuenasΛΛΛ±ΛŊΛ ΛŊΛ Λ¡ŊΛ ΛΛŊΛ±Λ
Λ ŊΛ ÀΛ ŊΛ±Λ ŊΛΛŊΛΛΛ ŊΛΛŊΛΛΛ
Λ ΛΛŋΛΛΛΛΛΛΛ ΛΛ¡ΛΛΛ
ŋΛ ΛΛΛΛΛΛΛΛŊΛΛŊΛΛΛΛ
Λ ŊΛΛΛΛΛΛ ŊΛ±Λ¡ΛÕŊΛΛΛΛΛΛΛ
ΛΛŊΛŊΛΛΛΛŋΛΛΛΛΛΛΛΛŋ
Acknowledgments xix
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CAPÍTULO
Bienvenidos al
P RELIMINAR
mundo hispano
2
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España
Uruguay
Argentina
Chapter Objectives
ŜΛ Telling your name and where you are from
ŜΛ Asking others their name and where they are
from
ŜΛ Greeting someone and saying good-by
ŜΛ Telling the names of countries and their capitals
ŜΛ Recognizing a number of classroom
expressions and commands
ŜΛ Identifying where Spanish is spoken in the
world
Datos interesantes
Los cinco países con mayor número de personas
de habla española:
México 112.500.000
Colombia 44.200.000
Argentina 41.300.000
España 40.500.000
los Estados Unidos 34.500.000
RECURSOS
3
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Las presentaciones
A: Hola. B: Encantada.
Spanish requires that B: Hola. A: Igualmente.
punctuation marks be A: ¿Cómo te llamas? B: ¿De dónde eres?
used at the beginning B: Me llamo Marisa. ¿Y tú? A: Soy de La Paz, Bolivia. ¿Y tú?
and end of questions
and exclamations.
A: Marta. B: Soy de Caracas, Venezuela.
4 Capítulo preliminar
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ACTIVIDAD 3 Hola… Chau Go to the front of the room and form
two concentric circles with the people in the inner circle facing those in
the outer circle. Each person should speak to the person facing him/her
and include the following in the conversation: greet the person, ask his/
her name, find out where he/she is from, say good-by. When finished
with a conversation, wait for a signal from your instructor; then the inner
circle should move to the next person to their right and have the same
conversation with a new partner.
c A: Hola. A: ¿Cómo te llamas? A: …
B: Hola. B: Me llamo…
A: Buenos días.
B: Buenos días.
A: ¿Cómo se llama Ud.,
NOTE: Ud. is the
profesor? abbreviation of the word
B: Me llamo Tomás usted and will be used
Gómez ¿Y Ud.? throughout this text.
A: Silvia Rivera.
B: Encantado.
A: Igualmente.
B: ¿De dónde es Ud.?
© Francisco J. Rangel
A: Soy de Lima, Perú.
¿Y Ud.?
B: Soy de San Juan,
Puerto Rico.
A: Adiós.
B: Adiós. ▲ Profesora de Perú y profesor de Puerto Rico.
¿Lo sabían?
Spanish has two forms of address to reflect different levels of formality. Usted
(Ud.) is generally used when talking to a person whom you would address by
his/her last name (Mrs. Smith, Mr. Jones). Tú is used when speaking to a young
person and to people whom you would call by their first name.
What words, besides “Mr.,” “Mrs.,” and “Ms.,” are used in English to
address people formally?
Capítulo preliminar 5
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ACTIVIDAD 5 ¿De dónde es Ud.? You are a businessman/
businesswoman at a cocktail party and you are talking to other guests.
Find out their names and where they are from. Follow the model.
c A: Buenas noches.
B: Buenas noches.
A: ¿Cómo se llama Ud.?
B: … ¿Y Ud.?
A: … ¿De dónde es (Ud.)?
B: Soy de… ¿Y Ud.?
A: …
B: Encantado/a.
A: …
6 Capítulo preliminar
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A: Buenos días, Sr. Ramírez.
B: Buenos días, Sr. Canseco. Formal 5 ¿Cómo está
¿Cómo está Ud.? (Ud.)?
A: Muy bien. ¿Y Ud.? Informal 5 ¿C
¿Cómo
estás (tú)?
B: Regular.
A: ¡Hola, Susana!
¿Cómo estás?
B: Bien, gracias.
¿Y tú?
A: Más o menos.
Odyssey Productions/
© Robert Frerck/
© Kathy Squires
Chicago
▲ Antigua, Guatemala. ▲ México, D. F.
¿Lo sabían?
In Hispanic countries men often shake hands or sometimes give each other a
hug (un abrazo). In business situations, a handshake is commonly used to
greet someone, regardless of gender. When two women (or a man and a
woman) who are friends meet, they often kiss each other on the cheek. In
Spain they greet with two kisses (besos), versus one in Latin America.
In your country, how do you greet a professor, your mother,
and a friend?
Capítulo preliminar 7
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ACTIVIDAD 8 Capitales hispanas In pairs, take a minute to
memorize the capitals of the countries on either pages R60-R61 or pages
R62-R63. Your partner will memorize those on the other pages. Then go to
the pages that your partner has studied and take turns asking the capitals
of all the countries.
c A: (Looking at pp. R60-R61) ¿Cuál es la capital de Puerto Rico?
B: San Juan.
A: Correcto.
B: (Looking at pp. R62-R63) ¿Cuál es la capital de Chile?
A: …
¿Lo sabían?
Spanish is spoken in many countries. Although Mandarin Chinese has the largest number of native
speakers in the world, Spanish is second and is followed closely by English. Spanish is spoken in the
following geographical areas by people of all races:
América World Languages
Norteamérica: Primary language spoken by the 6 billion people in the world
los Estados Unidos,* México
One quarter of the world’s 5% of the world’s population speak
Centroamérica: population speak one of one of 5,900 languages; 2,400 of
Belice,* Costa Rica, El Salvador, Guatemala, three languages. which are endangered.
Honduras, Nicaragua, Panamá Mandarin Chinese 14.8%
El Caribe:
Antillas Holandesas,* Cuba, las Islas Vírgenes,* Spanish 5.5%
la República Dominicana, Puerto Rico 95% of the
Suramérica: English 5.4%
world’s population
speak one of
Argentina, Aruba,* Bolivia, Chile, Colombia,
85 100 languages.
Ecuador, Paraguay, Perú, Trinidad y Tobago,* languages
Uruguay, Venezuela Bengali 3.2%
Hindi 3.0
Europa Arabic 2.9
Portuguese 2.8
Andorra, España, Gibraltar* Russian 2.8
Japanese 2.1
África German 1.6 Half of
Wu Chinese 1.3 the world’s
Guinea Ecuatorial Javanese 1.3
Korean 1.3 population
*Nations where Spanish is spoken by a large number of French 1.2 speak one of
people, but it is not an official language. In the Spanish- Vietnamese 1.1 15 languages.
speaking world, only five continents are recognized: Adapted from The Boston Globe. Data from SIL Ethnologue.
América (includes North and South America), Europa, Asia,
África, and Oceanía (includes Australia, New Zealand, and
other islands in the Pacific Ocean).
How many continents are there, according to what you learned in school? Can you name them?
8 Capítulo preliminar
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Expresiones para la clase
Learn the following commands (órdenes) so that you can react to them when
they are used by your instructor.
Órdenes
Abre/Abran el libro en la página… Open your book(s) to page . . .
When two words are
Cierra/Cierren el libro. Close your book(s). given (e.g., Abre/
Mira/Miren el ejercicio/la actividad... Look at the exercise/the activity . . . Abran), the first is
En parejas, hablen sobre… In pairs, speak about . . . an informal, singular
command given to
Escucha. / Escuchen. Listen.
an individual and the
Escribe. / Escriban. Write. second is a command
Lee/Lean las instrucciones. Read the instructions. given to a group of
Saca/Saquen papel/un bolígrafo/un lápiz. Take out paper/a pen/a pencil. people.
Repite. / Repitan. Repeat.
Siéntate. / Siéntense. Sit down.
Levántate. / Levántense. Stand up.
Trabaja/Trabajen con un/a compañero/a. Work with a partner.
[Vicente], pregúntale a [Ana]… [Vicente], ask [Ana] . . .
[Ana], contéstale a [Vicente]… [Ana], answer [Vicente] . . .
[María], repite la respuesta, por favor. [María], repeat the answer, please.
[María], dile a [Jorge]… [María], tell [Jorge] . . .
Capítulo preliminar 9
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Deletreo y pronunciación de palabras:
El alfabeto
A a Argentina
ca, co, cu: c is
B be, be larga, be grande, be de burro Barcelona
pronounced like c in
cat C ce Canadá,
ce, ci: c is pronounced
Centroamérica
like c in center (CH che Chile)
ga, go, gu: g is D de Santo Domingo
pronounced like g in E e Ecuador
go or softer, as in egg F efe la Florida
ge, gi: g is pronounced G ge Guatemala,
like h in hot Cartagena
h is always silent H hache Honduras
Do the Lab Manual I i las Islas Canarias
activities for each J jota San José
chapter to practice K ca Kansas
pronunciation. L ele Lima
NOTE: The alphabet M eme Montevideo
is recorded in the Lab
N ene Nicaragua
Manual.
Ñ eñe España
O o Oviedo
P pe Panamá
Q cu Quito
R ere Perú
S ese Santiago
T te Toledo
U u Uruguay
V uve, ve corta, ve chica, ve de vaca Venezuela
W doble uve, doble ve, doble u Washington
X equis Extremadura
Y ye, i griega Yucatán
Z zeta Zaragoza
¿Lo sabían?
Here are a few more useful facts concerning the Spanish alphabet:
The letter ñ follows n. Therefore, mañana follows manzana (apple) in
dictionaries. Although few words start with the ñ, dictionaries maintain a
separate section for words beginning with ñ.
The k and w are usually used with words of foreign origin. For example:
el kayak, el windsurf.
All letters are feminine. For example: las letras son la a, la b, la c, etc.
Prior to 1994, the ch (che) and the ll (elle) were separate dictionary entries.
You may hear people say che or ce hache and elle or doble ele. The rr,
although never considered a letter of the alphabet, is commonly identified as
erre, but may also be called ere ere or doble ere.
10 Capítulo preliminar
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ACTIVIDAD 11 ¿Cómo se escribe…? Find out the name of two
classmates and ask them to spell their last names. Follow the model.
c A: ¿Cómo te llamas?
B: Caitlin Schroeder.
A: ¿Cómo se escribe “Schroeder”?
B: Ese-ce-hache-ere-o-e-de-e-ere.
Capítulo preliminar 11
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.