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 nexos 4e

SHERI Spaine Long

MARIA Carreira
California State University at Long Beach

SYLVIA Madrigal Velasco

KRISTIN Swanson   

Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

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 This is an electronic version of the print textbook. Due to electronic rights restrictions,
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 Nexos, Fourth Edition © 2017, 2015, 2013, 2010 Cengage Learning
Sheri Spaine Long, María Carreira, Sylvia WCN: 02-200-203
Madrigal Velasco, & Kristin Swanson
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 To the Student
¡Bienvenidos! Welcome to the Nexos introductory Spanish
program. Spanish is one of the most useful languages you can learn; it is spoken
by nearly 500 million people across the globe, including over 54 million Hispanics
in the United States alone—one out of every six Americans. It is the second
most spoken language in the world after Mandarin Chinese. As you undertake
your study of the Spanish language with Nexos, keep in mind the following:

■■ We strive to present the Spanish-speaking world in all its diversity, with

particular attention to indigenous and African-Hispanic populations, as well as
European and Latin American immigrant populations. We include a chapter on
Spanish-speaking communities around the world, in such places as Morocco,
Equatorial Guinea, and the Philippines, as a reminder that not all Spanish-
speaking countries are located in Europe or the Americas.
■■ We guide you to make cross-cultural comparisons between the cultures
you learn about and your own. Too often, the emphasis has been on the
differences among cultures, when what may be surprising is the number of
things we have in common with Spanish speakers around the world.
■■ We encourage you to look at your own community and to meet and interact
with the Spanish speakers you encounter in both local and global communities.
Spanish is all around you—just keep your eyes and ears open for it!
■■ Nexos is designed to enrich your language-learning experience—while you are
learning another language, you are also gathering information about the people
who speak it and the countries where it is spoken. At first, you may think that
you are unable to read or understand much Spanish, but in Nexos, the focus
is on getting the main ideas, and the tasks expected of you are limited to what
you have already learned or what you can safely deduce from context. You will
be surprised to see that you can comprehend more than you think you can!
■■ Nexos features a variety of resources to help you achieve your language-
learning goals more easily. In-text media icons at relevant points throughout
the print book tell you exactly which component to use for additional
practice or support. Or, work right from the eBook for direct access to all of
the program’s resources, including audio recordings of key vocabulary and
grammar terms, instant activity feedback, and online chat functionality.
■■ Learning a language is easier if you relax and have fun. Keeping this in mind,
we’ve included humorous and contemporary content with the goal of making
language learning enjoyable and interesting.

We hope you enjoy your introduction to the Spanish language and its many
peoples and cultures. Learning a language sets you on a course of lifelong
learning. It is one of the most valuable and exciting things you can do to
prepare yourself to be a global citizen of the twenty-first century.

—The Authors

iii

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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.
 Student Components
Student Text (Manual de video), which offers extra practice
of the storyline and Voces del mundo hispano
Your Student Text contains all the information segments.
and activities you need for in-class use. It is divided
into fourteen chapters that contain ­vocabulary Language Learning Center
presentations and activities, grammar presentations
and activities, video-related practice, cultural The iLrn Language Learning Center is all-in-one
information, reading selections, and writing practice. online learning environment, including an audio-
There are also valuable reference sections at the and video-enhanced interactive eBook, eSAM,
back of the book, including Spanish–English and assignable textbook activities, companion videos,
English–Spanish glossaries and verb charts. assignable voice-recorded activities, an online
workbook and lab manual with audio, self-tests that
Student Activities Manual (SAM): generate a personalized study plan for better exam
Workbook / Lab Manual / Video Manual preparation, and media sharing and commenting
capability through Share It!, as well as interactive
The Student Activities Manual (SAM) grammar activities tailored to students with visual,
includes out-of-class practice of the material auditory, and kinesthetic learning preferences.
presented in the Student Text. It is divided into a
Workbook (Cuaderno de práctica), which focuses Media Site
on written vocabulary and grammar practice,
You will find the text and SAM audio and video
reading, and writing; a Lab Manual (Manual de
on the Nexos Media Site, accessible at
laboratorio), which focuses on pronunciation
www.cengage.com.
and listening comprehension; and a Video Manual

iv Student Components

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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.
 Acknowledgments
Reviewers and Contributors
We would like to acknowledge the helpful suggestions and useful ideas of our reviewers, whose
commentary was invaluable to us in shaping the fourth edition of Nexos.

Fourth Edition Reviewers James Fulcher, Central Carolina Technical College

Dean Aida, Virginia Commonwealth University Delia Galvan, Cleveland State University
Rosalinda Alemany, University of Louisiana – Lafayette Paula Gamertsfelder, Terra Community College
Javier Aliegro, Elgin Community College Jennifer Gansler, Marygrove College
Bárbara Ávila-Shah, SUNY Buffalo – North Campus Ileana Gantt, Butte College
Andrew Barnette, Westmoreland County Community Victoria García-Serrano, University of Pennsylvania
College Barbara Godinez-Martinez, Tarleton State University
Rosalina Beard, Harrisburg Area Community College Gloria González-Zenteno, Middlebury College
Susana Blanco-Iglesias, Macalester College Margarita Groeger, Massachusetts Institute of Technology
Krista Bruenjes, Indiana Wesleyan University Melissa Groenewold, University of Louisville
Elizabeth Buckley, Eastern Nazarene College Agnieszka Gutthy, Southeastern Louisiana University
Ronald Burgess, Gettysburg College Sergio Guzman, College of Southern Nevada
Leah Cáceres-Lutzow, Fox Valley Technical College Nancy Hall, Wellesley College
Beth Calderon, Meridian Community College Anna-Lisa Halling, University of Southern Indiana
Wendy Caldwell, Francis Marion University Robert Harland, Mississippi State University
Daniel Castaneda, Kent State University – Stark Campus Luis Hermosilla, Kent State University
Luciana Castro, Skyline College Juan Carlos Hernández-Cuevas, Claflin University
Esther Castro, San Diego State University Ann Hills, University of La Verne
Ana Caula, Slippery Rock University of Pennsylvania Yolanda Hively, Harrisburg Area Community College
Krista Chambless, University of Alabama – Birmingham Patricia Horner, Stanly Community College
Heather Colburn, Northwestern University Martine Howard, Camden County College
Cecilia Colombi, University of Colorado – Davis Matthew Jordan, Kent State University – East Liverpool
David Counselman, Ohio Wesleyan University Carlo Juliano, Jones County Junior College
María Pilar Damron, Northwest Vista College Deborra Kaaikiola Strohbusch, University of Wisconsin
Alan Davis, Jefferson State Junior College Leslie Kaiura, University of Alabama – Huntsville
Martha Davis, Northern Virginia Community College Laura Kinsey, Hinds Community College
María de la Fuente, George Washington University Asela Laguna-Diaz, Rutgers University
Juan De Urda Anguita, State University of New York – Roberta Lavine, University of Maryland – College Park
Fredonia Diane Lee, Hinds Community College
Elizabeth Deifell, The University of Iowa Laura Levi Altstaedter, East Carolina University
Michael Dillon, Morehouse College Tasha Lewis, Loyola University – Maryland
Alice Edwards, Mercyhurst University Juan Liebana, Hobart and William Smith Colleges
Christine Esperson, Cape Cod Community College Jared List, Doane College
Marla Estes, University of North Texas Fabiola Marolda, St. Xavier University
Rachel Finney, Richard Bland College José Martínez, Stonehill College
Amparo Font, Soka University Francia Martínez-Valencia, University of Michigan –
Helen Freear-Papio, College of the Holy Cross Dearborn

Acknowledgments v

Copyright 2017 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.
 Donna McAvene, Eastern Shore Community College Supplements Advisory Board
Ramon Menocal, University of the District of Columbia Silvia Arroyo, Mississippi State University
Linda Moran, Freed-Hardeman College Tanya Chroman, California Polytechnic State University,
Susan Mraz, University of Massachusetts – Boston San Luis Obispo
Kathy O’Connor, Tidewater Community College Conxita Domenech, University of Wyoming
Jesse Oliver, Bluffton College Dorian Dorado, Louisiana State University, Baton Rouge
Lucia Ortiz, Regis College Luis Hermosilla, Kent State University
Paqui Paredes, Western Washington University Carmen Jany, California State University, San Bernadino
Beatriz Pariente-Beltran, Carleton College Norma Rivera-Hernandez, Millersville University
Maria Luisa Parra, Harvard University Sandra Watts, University of North Carolina, Charlotte
Mike Pate, Western Oklahoma State College Lee Wilberschied, Cleveland State University
Lynn Pearson, Bowling Green State University
Sue Pechter, Northwestern University Writers
Marisa Pereyra, Immaculata College Finally, special thanks go to the following writers:
Gina Ponce de Leon, Fresno Pacific University Meghan Allen, Babson College –Information Gap Activities
Lucia Robelo, Oregon State University Lori Mesrobian, University of Southern California – Lesson
Deborah Rosenberg, Northwestern University Plans and Syllabi
Fernando Rubio, University of Utah Lori Mele, Grammar rejoinders – Boston College
Amie Russell, Mississippi State University
We would also like to thank the World Languages Group at
Ivelisse Santiago-Stommes, Creighton University
Cengage Learning for their ongoing support of this project
Ursula Sayers-Ward, University of Alabama – Tuscaloosa
and for guiding us along the long and sometimes difficult
Kanishka Sen, Ohio Northern University path to its completion! Many thanks especially to Beth
Sara Smith, Colorado Mountain College Kramer and Heather Bradley Cole for their professional
Silvia Sobral, Brown University guidance and outstanding support. We would also like
Margaret Stanton, Sweet Briar College to thank Maribel García, our development editor, for her
Linda Stilling, Notre Dame of Maryland University enthusiastic support and dedication to the project, her
Elaine Sykes, Coppin State University unflagging energy, patience, and enthusiasm, and her
Maria Tajes, William Patterson University unerring eye for language and detail; Kristen Keating and
Kwawisi Tekpetey, Central State University Julie Allen for their creative and focused work on the
Nell Tiller, Blue Ridge Community Technical College supplements that support Nexos, and their dedication to
the quality of the media package. Thanks also to Aileen
Esther Tillet, Miami Dade College
Mason, our content project manager, for her meticulous
Andrea Topash-Rios, University of Notre Dame
care and cheerful and good-humored tenacity in keeping
Sharon Van Houte, Lorain County Community College
the production side of things moving efficiently, and to
Yamil Velazquez, Sandhills Community College Jenna Vittorioso for her excellent project management
Lynn Walford, Louisiana State University – Shreveport work. We would like to extend our appreciation to
Valerie Watts, Asheville-Buncombe Technical Community Michelle Williams, Marketing Director, for her outstanding
College creative vision and hard work on campus. We would like
Elizabeth Willingham, Calhoun Community College to acknowledge our copyeditor, our proofreaders, our art
Dennis Willingham, Calhoun Community College director, Brenda Carmichael, for her inspired design work,
Stacy Wilson, Western Nebraska Community College our illustrators, JHS Illustration Studio and Fian Arroyo,
Helga Winkler, Moorpark College and the many other design, art, and production staff
Catherine Wiskes, University of South Carolina and freelancers who contributed to the creation of this
program.
Wendy Woodrich, Lewis-Clark State College
Maria Zaldivar, Kent State University

vi Acknowledgments

Copyright 2017 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.
 ¡Mil gracias a todos!
To my inspirational students, who helped shape Nexos, and to mi
querida familia, John, Morgan, and John, who have accompanied
me on my life’s magical journey as a Hispanist. Gracias por el
apoyo infinito.

—S. S. L.

A mis padres, Marta Morán Arco y Domingo Carreira Pérez,

mis primeros maestros en la vida. A mi marido, Bartlett Mel, mi
coaprendiz en la vida. A nuestros hijos, Gabriel, Francisco, Margot
y Carmen, nuestros nuevos maestros en la vida. Y a todos los
maestros, habidos y por haber.

—M. C.

I would like to thank my parents, Dulce and Óscar Madrigal, for

bequeathing to me their language, their culture, their heritage, their
passion for life, and their orgullo in México, lindo y querido. I would
also like to thank Gail Smith for all her support and kindness.

—S. M. V.

A special thanks to Mac Prichard and to Shirley and Bill Swanson

for their constant support and encouragement, both personal and
professional.

—K. S.

Acknowledgments vii

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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.
 Scope and Sequence
capítulo preliminar ■■ the
■■ people
alphabet ■■ numbers
■■ objects
0–100
in the classroom
¡Bienvenidos a la clase de español! 2 ■■ the textbook ■■ classroom commands

Temas Comunicación Vocabulario útil

1 ¿Cómo te llamas? 6
La identidad personal
Introducción a los
países de habla
■■ exchange addresses,
phone numbers, and
e-mail addresses
■■ introduce yourself
1. Greetings 8
2. Exchanging personal
information (phone
española numbers and addresses) 10
and others, greet, and
3. Introductions and saying
say goodbye
goodbye 13
■■ make a phone call
■■ tell your and others’
ages
■■ address friends
informally and
acquaintances politely
■■ write a personal letter

2 ¿Qué te Gustos y preferencias

Hispanos en Estados
Unidos
■■ express
dislikes
likes and

■■ compare yourself
1. Activities 46
2. Physical traits 50

gusta hacer? 44 to other people and

3. Personality traits 52
describe personality
traits
■■ ask and answer
questions
■■ talk about leisure-
time activities
■■ indicate nationality

3 ¿Qué clases vas ¡Vivir es aprender!

Cuba, Puerto Rico y la
República Dominicana
■■ talk about courses
and schedules and
tell time
1. Fields of study and days of
the week 88–89
2. Telling time and times of
a tomar? 86 ■■ talk about present day 92–93
activities and future
3. Talking about dates 94
plans
■■ talk about
possessions
■■ ask and answer
questions

viii Scope and Sequence

Copyright 2017 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.
 Gramática útil Cultura Skills

1. Identifying people and Opener Spanish around the world 7 A ver ■ Estrategia Viewing a segment
objects: Nouns and ¡Fíjate! Cell phones 12 several times 16
articles 18 A leer ■ Estrategia Identifying cognates
Voces de la comunidad 17
2. Identifying and describing: to aid comprehension 34
Voces del mundo hispano video
Subject pronouns and the Lectura ¡Tu dirección electrónica
Spanish speakers in North America revela tu personalidad! 35
present indicative of the
verb ser 22 ¡Explora y exprésate! 30 A escribir ■ Estrategia Prewriting—
■■ a brief history of the Spanish language Identifying your target audience 36
3. Expressing quantity: Hay +
■■ some statistics about Spanish speakers Composición An e-mail message 37
nouns 25
■■ a few comparisons between Spanish and ¡Vívelo! Creating and describing a
4. Expressing possession,
English fictitious personality 38
obligation, and age:
■■ Spanish in the professional world Repaso y preparación 42
Tener, tener que, tener +
años 28

1. Describing what you do Opener U.S. states with the highest A ver ■ Estrategia Using questions as
or are doing: The present number of Spanish speakers 45 an advance organizer 54
indicative of regular -ar ¡Fíjate! “Spanglish”: a mixture of two A leer ■ Estrategia Looking up Spanish
verbs 56 languages 49 words in a bilingual dictionary 74
2. Saying what you and Voces de la comunidad 55 Lectura ¿Cómo soy yo? 75
others like to do: Gustar + Voces del mundo hispano video A escribir ■ Estrategia Prewriting—
infinitive 60 Looking up English words in a bilingual
Isabel Valdés, executive and author
3. Describing yourself dictionary 78
¡Explora y exprésate! 70 Composición An art review 79
and others: Adjective
■■ bilingual culture in the U.S. and Canada
agreement 64 ¡Vívelo! Researching and describing a
■■ some statistics about Hispanics in the U.S. famous person 80
■■ Hispanic groups in the U.S.: A brief Repaso y preparación 84
overview of their history and culture

1. Asking questions: Opener Comparative facts about Cuba, A ver ■ Estrategia Using body language
Interrogative words 98 Puerto Rico, and the Dominican Republic 87 to aid in comprehension 96
2. Talking about daily ¡Fíjate! The 24-hour clock 91 A leer ■ Estrategia Using visuals to aid
activities: The present in comprehension 116
Voces de la comunidad 97
indicative of regular -er Voces del mundo hispano video Lectura Tres escuelas interesantes del
and -ir verbs 102 Caribe 117
Sonia Sotomayor, U.S. Supreme Court judge
3. Talking about A escribir ■ Estrategia Prewriting—
¡Explora y exprésate! 112 Brainstorming ideas 119
possessions: Simple
■■ factsabout Puerto Rico, Cuba, and the Composición A descriptive diary
possessive adjectives 106
Dominican Republic entry 119
4. Indicating destination ■■ Cuba: Education for all
and future plans: The ¡Vívelo! Creating clues and going on a
■■ Puerto Rico: The bilingual education of the treasure hunt 120
verb ir 110
boricuas Repaso y preparación 124
■■ República Dominicana: The oldest
university in the New World

Scope and Sequence ix

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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.
 Scope and Sequence

Temas Comunicación Vocabulario útil

4 ¿Te interesa la Conexiones virtuales

y personales
España
■■ talk about computers
and technology
■■ identify colors
1. Technology, computers,
and colors 128–129
2. Emotions, electronics 132
tecnología? 126 ■■ talk about likes and
3. On the Internet 134
dislikes
■■ describe people,
emotions, and
conditions
■■ talk about current
activities
■■ say how something
is done

5 ¿Qué tal la Relaciones familiares

El Salvador y
Honduras
■■ talk about and
describe your family
■■ talk about professions
1. The family 170
2. Professions and
careers 172
familia? 168 ■■ describe daily routines
3. Personal care items 176
■■ indicate ongoing
actions

6 ¿Adónde vas? 206

Comunidades locales
México
■■ talk about places in
town and the university
■■ talk about means of
transportation and
1. Places in the university and
around town 208–209
2. Means of transportation 211
3. Shopping 212
food shopping
■■ talk about locations
and give directions
■■ make polite requests
and commands
■■ agree and disagree
■■ refer to locations of
objects

x Scope and Sequence

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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.
 Gramática útil Cultura Skills

1. Expressing likes and dislikes: Opener Comparative facts about Spain 127 A ver ■ Estrategia Watching without
Gustar with nouns and ¡Fíjate! Internet language 131 sound 138
other verbs like gustar 140 A leer ■ Estrategia Using format clues
Voces de la comunidad 139
2. Describing yourself and to aid comprehension 160
Voces del mundo hispano video
others and expressing Lectura Una arma de doble filo: Las
Thaddeus Arroyo, CEO actitudes de los jóvenes hacia la
conditions and locations:
The verb estar and the ¡Explora y exprésate! 156 tecnología 159
uses of ser and estar 142 ■■ facts about Spain A escribir ■ Estrategia Prewriting—
■■ the Spanish Empire Narrowing your topic 160
3. Talking about everyday
events: Stem-changing ■■ the great artists and writers of Spain Composición An online message 161
verbs in the present ■■ the Arabic influence on Spanish ¡Vívelo! Preparing and making a
indicative 149 architecture presentation about technology 162
4. Describing how something ■■ Buika, a Spanish singer who blends many Repaso y preparación 166
is done: Adverbs 154 musical styles

1. Describing daily activities: Opener Comparative facts about Honduras A ver ■ Estrategia Listening for the
Irregular-yo verbs in the and El Salvador 169 main idea 178
present indicative, saber ¡Fíjate! Professions with a global impact 175 A leer ■ Estrategia Skimming for the
vs. conocer, and the main idea 196
Voces de la comunidad 179
personal a 180 Lectura La cultura garífuna 197
Voces del mundo hispano video
2. Describing daily activities: A escribir ■ Estrategia Writing—
Gloria G. Rodríguez, founder of AVANCE
Reflexive verbs 184 Creating a topic sentence 199
¡Explora y exprésate! 192 Composición A description of a
3. Describing actions in
■■ facts about Honduras and El Salvador profession 199
progress: The present
■■ ethnic diversity in Honduras and El Salvador ¡Vívelo! Researching a profession and
progressive tense 188
■■ a unique course of study in Honduras participating in a job fair 200
■■ a financial cooperative in El Salvador Repaso y preparación 204

1. Indicating location: Opener Comparative facts about Mexico 207 A ver ■ Estrategia Watching facial
Prepositions of location 216 ¡Fíjate! Regional variations of Spanish expressions 214
2. Telling others what to do: around the world 210 A leer ■ Estrategia Working with
Commands with usted and unknown grammatical structures 232
Voces de la comunidad 215
ustedes 218 Voces del mundo hispano video Lectura Los jóvenes mexicanos se
3. Affirming and negating: divierten 233
Enrique Acevedo, journalist
Affirmative and negative A escribir ■ Estrategia Writing—Adding
¡Explora y exprésate! 230 supporting detail 235
expressions 224
■■ facts about Mexico Composición A description of a place
4. Indicating relative position ■■ ancient civilizations and indigenous of personal significance 235
of objects: Demonstrative
populations of Mexico ¡Vívelo! Inventing a new business and
adjectives and pronouns 227
■■ the Spanish conquest and the Mexican creating an advertisement for it 236
Revolution Repaso y preparación 240
■■ el tianguis, a special kind of open-air market

Scope and Sequence xi

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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.
 Scope and Sequence

Temas Comuni a ión Vocabulario útil

c
c
7 ¿Qué pasatiempos Tiempo personal
Costa Rica y Panamá
■■ talk about sports and
leisure activities
■■ talk about seasons
1. Sports and leisure
activities, seasons 244–245
2. Tener expressions 248
prefieres? 242 and the weather
3. Weather 250
■■ say how you
feel using tener
expressions
■■ describe your recent
leisure activities
■■ suggest activities and
plans to friends

8 ¿Cómo defines Estilo personal

Ecuador y Perú
■■ talk about clothing
and fashion
■■ shop for various
1. Articles of clothing, fabrics,
accessories 284–285
2. Clothes shopping 288
tu estilo? 282 articles of clothing
3. Means of payment,
■■ discuss prices
numbers over 100 290
■■ describe recent
purchases and
shopping trips
■■ talk about buying
items and doing
favors for friends
■■ make comparisons

9 ¿Qué te Comunidades locales

Bolivia y Paraguay
■■ talk about food and
cooking
■■ shop for food
1. Restaurants and menus
324–325
2. Recipes and food
apetece? 322 ■■ order in a restaurant preparation 328
■■ talk about what you 3. Setting the table 330
used to eat and cook
■■ say what you do for
others

xii Scope and Sequence

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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.
 Gramática útil Cultura Skills

1. Talking about what you Opener Comparative facts about Costa A ver ■ Estrategia Listening for
did: The preterite tense Rica and Panama 243 details 252
of regular verbs 254 ¡Fíjate! Weather on both sides of the A leer ■ Estrategia Scanning for detail 272
2. Talking about what equator 251 Lectura Costa Rica: Aventuras en los
you did: The preterite Voces de la comunidad 253 rápidos 273
tense of some common Voces del mundo hispano video A escribir ■ Estrategia Writing—
irregular verbs 257 Freewriting 275
Brenda Villa, water poloist
3. Referring to something Composición An article for the school
¡Explora y exprésate! 268 newspaper 275
already mentioned: Direct
■■ facts about Costa Rica and Panama
object pronouns 260 ¡Vívelo! Writing a movie script about a
■■ ethnic diversity in Costa Rica and Panama personal experience 276
4. Telling friends what to do:
■■ a special boat race from the Atlantic to Repaso y preparación 280
Tú command forms 265
the Pacific
■■ Ecotourism in Costa Rica

1. Talking about what Opener Comparative facts about Peru and A ver ■ Estrategia Using background
you did: The preterite Ecuador 283 knowledge to anticipate content 292
tense of more irregular ¡Fíjate! The ancestral tradition of weaving A leer ■ Estrategia Using background
verbs 294 in the Andes 287 knowledge to anticipate content 312
2. Talking about what you Voces de la comunidad 293 Lectura El jean impone su encanto 313
did: The preterite tense Voces del mundo hispano video A escribir ■ Estrategia Revising—
of -ir stem-changing Editing your freewriting 315
Nina García, magazine editor
verbs 297 Composición A description of the
¡Explora y exprésate! 308 things in a closet 315
3. Saying who is affected or
■■ facts about Ecuador and Peru
involved: Indirect object ¡Vívelo! Creating a brand for a new line
■■ ancient civilizations in Peru and Ecuador of clothing 316
pronouns 299
and their present-day descendants Repaso y preparación 320
4. Making comparisons:
■■ organic cotton from Peru
Comparatives and
■■ a colorful fair that sells traditional clothing
superlatives 303
in Ecuador

1. Talking about what Opener Comparative facts about Bolivia A ver ■ Estrategia Using visuals to
you used to do: The and Paraguay 323 aid comprehension 332
imperfect tense 334 ¡Fíjate! The metric system 327 A leer ■ Estrategia Setting a time
2. Talking about the past: limit 350
Voces de la comunidad 333
Choosing between Voces del mundo hispano video Lectura “Después de la ruptura”,
the preterite and the Edmundo Paz Soldán 353
Aarón Sánchez, specialist in Pan-Latin food
imperfect tenses 337 A escribir ■ Estrategia Writing—
¡Explora y exprésate! 348 Writing a paragraph 356
3. Avoiding repetition:
■■ facts about Bolivia and Paraguay Composición A microcuento about a
Double object
■■ quinua, a special food from Bolivia personal experience 357
pronouns 341
■■ tereré, a social tea tradition from Paraguay ¡Vívelo! Writing a recipe
4. Indicating for whom
actions are done and ■■ some ancient and modern sites in Bolivia and participating in a cooking
what is done routinely: and Paraguay competition 358
The uses of se 345 Repaso y preparación 362

Scope and Sequence xiii

Copyright 2017 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.
 Scope and Sequence

Temas Comunicación Vocabulario útil

10 ¿Dónde Los sitios

Guatemala y
Nicaragua
■■ talk about your
childhood
■■ describe homes and
1. Parts of the city, the
house, ordinal numbers 366
2. Household tasks, furniture,
vives? 364 their furnishings and decorations 368–369
■■ talk about household
3. Household appliances 372
tasks
■■ indicate numerical
order
■■ express possession
■■ talk about the
duration of past and
present events
■■ say what people want
others to do

11 ¿Qué significa Culturas

Colombia y Venezuela
■■ talkabout popular and
high culture
■■ express preferences
1. Movie genres, talking
about movies 404–405
2. Television shows, talking
la cultura para ti? 402 and make about television 408–409
suggestions about
3. Music, art, and culture 410
entertainment
■■ express emotion and
wishes
■■ express doubt and
uncertainty
■■ express unrealized
desires and unknown
situations

12 ¿Qué síntomas El bienestar

Argentina y Uruguay
■■ talk about health and
illness
■■ describe aches and
1. Parts of the body,
symptoms and illnesses
440–441
tienes? 483 parts of the body 2. In the doctor’s office
■■ express probable 444–445
outcomes 3. Medications and
■■ express yourself treatments 446
precisely with the
subjunctive and the
indicative
■■ talk about future
activities

xiv Scope and Sequence

Copyright 2017 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.
 Gramática útil Cultura Skills

1. Expressing hopes and Opener Comparative facts about Guatemala A ver ■ Estrategia Listening to tone of
wishes: The subjunctive and Nicaragua 365 voice 374
mood 376 ¡Fíjate! Proverbs from the Spanish-speaking A leer ■ Estrategia Understanding
2. Emphasizing ownership: world 373 poetry 392
Stressed possessives 381 Voces de la comunidad 375 Lectura Poems by Nicaraguan poets
3. Expressing ongoing Voces del mundo hispano video José Coronel Urtecho and Rubén
events and duration of César and Rafael Pelli, architects Darío 393
time: Hace / Hacía with A escribir ■ Estrategia Writing—Adding
¡Explora y exprésate! 388
time expressions 383 transitions between paragraphs 394
■■ facts about Guatemala and Nicaragua
Composición Description of a favorite
4. Expressing yourself ■■ ethnic diversity in Guatemala and Nicaragua
place 395
correctly: Choosing ■■ some ancient and modern sites in
between por and ¡Vívelo! Designing a house and making
Guatemala and Nicaragua
para 385 plans to decorate it 396
■■ a unique recycling program in Guatemala
Repaso y preparación 400
■■ Alter Eco: “green” furniture and
decorations for your home

1. Expressing emotion and Opener Comparative facts about Venezuela A ver ■ Estrategia Listening for
wishes: The subjunctive and Colombia 403 sequencing words 412
with impersonal ¡Fíjate! Film techniques and technology 407 A leer ■ Estrategia Clustering words
expressions and verbs and phrases 426
Voces de la comunidad 413
of emotion 414 Lectura “Un alma abierta para ser
Voces del mundo hispano video
2. Expressing doubt llenada con mensajes en castellano”,
Gustavo Dudamel, conductor Gabriel García Márquez 427
and uncertainty: The
subjunctive with ¡Explora y exprésate! 422 A escribir ■ Estrategia Prewriting—
expressions of doubt ■■ facts about Colombia and Venezuela Creating an outline 430
and disbelief 417 ■■ the long history of Venezuelan cinema Composición A review 431
3. Expressing unrealized ■■ MAMBO, a Colombian modern art ¡Vívelo! Preparing for and
desires and unknown museum participating in a debate about types
situations: The subjunctive of entertainment 432
with nonexistent and Repaso y preparación 436
indefinite situations 420

1. Expressing possible Opener Comparative facts about Argentina A ver ■ Estrategia Listening for
outcomes: The and Uruguay 439 cognates and keywords 448
subjunctive and indicative ¡Fíjate! Medical language 443 A leer ■ Estrategia Using graphic
with conjunctions 450 organizers 464
Voces de la comunidad 449
2. Expressing yourself Voces del mundo hispano video Lectura an excerpt from La invención de
precisely: Choosing Morel, Adolfo Bioy Casares 465
Élmer Huerta, doctor
between the subjunctive A escribir ■ Estrategia Writing—
and indicative moods 454 ¡Explora y exprésate! 460 Using softening language and courtesy
■■ facts about Argentina and Uruguay expressions 468
3. Talking about future
■■ the health benefits of tango, the Composición A letter to an online
activities: The future
tense 457 Argentinian national dance doctor 469
■■ the long life expectancy of Uruguayans ¡Vívelo! Researching home remedies
and playing a guessing game 470
Repaso y preparación 474

Scope and Sequence xv

Copyright 2017 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.
 Scope and Sequence

Temas Comunicación Vocabulario útil

13 ¿Cúal es tu La vida profesional

Chile
■■ talk about current
events
■■ interview for a job
1. Current events 478–479
2. Applying for a job 480–481

trabajo ideal? 476 and talk about your

3. Business 482
skills and experience
■■ talk about things you
have done and had
done in the past
■■ express doubt,
emotion, uncertainty,
and opinions about
recent events and
actions

14 ¿Te gustaría Comunidad global

Andorra, Belice,
Filipinas, Guinea
■■ talk about travel and
make travel plans
■■ talk about nature and
1. Travel, the airport, on the
airplane 512–513
2. In the hotel 516
explorar el mundo? 510 Ecuatorial y geography
3. Geography 518
Marruecos ■■ hypothesize and
speculate
■■ express doubt,
emotion, and
reactions about past
events

Reference Materials
Appendix A: KWL Chart R-3
Appendix B: Repaso y preparación Answer Keys R-5
Appendix C: Spanish Verbs R-9
Appendix D: Maps R-23
Spanish-English Glossary G-1
English-Spanish Glossary G-13
Index I-1

xvi Scope and Sequence

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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.
Another random document with
no related content on Scribd:
[453]

Howard, Bull. Dep. Agric. Ent. N.S. No. 4, 1896.

[454]

Schimkewitsch, Zool. Anz. vii. 1884, p. 673.

[455]

P. Boston Soc. xxvi. 1894, pp. 312-355.

[456]

Monographie der Ordnung Thysanoptera, Königgrätz, 4to, 1895.

[457]

Bull. Essex Inst. xxii. 1890, p. 24; also Amer. Natural. xxx. 1896, p.
591.

[458]

Jordan in an interesting paper, Zeitschr. wiss. Zool. xlvii. 1888, p.

573, says that in the division "Terebrantia" there are only three
pairs of stigmata.

[459]

Insect Life, i. 1888, p. 138.

[460]

See Lindeman, Bull. Soc. Moscou, lxii. 1886, No. 2, p. 296, and
Uzel, Mon. 1895, pp. 397, 398.

[461]

Entomological Magazine, iii. 1836, p. 439, and iv. 1837, p. 144.

[462]

Zeitschr. wiss. Zool. xvi. 1866, p. 389.

[463]

Arb. Inst. Wien. iv. 1882, p. 415.

[464]

Tr. Amer. Phil. Soc. xix. 1896, p. 176.

[465]

P. ent. soc. Washington, iii. 1895, p. 241.

[466]

Ent. Nachr. xxii. 1896, p. 173.

[467]

Zool. Anz. 1897, No. 527, p. 73.

[468]

Arch. Anat. Physiol. 1874, p. 313, and 1875, p. 309.

[469]

For the structure and development of the Hemipterous trophi, see

Mayer, Arch. Anat. Physiol. 1874 and 1875; Mecznikow, Zeitschr.
wiss. Zool. xvi. 1866, p. 389; Geise, Arch. Naturgesch. xlix. 1,
1883, p. 315; Wedde, op. cit. li. 1, 1885, p. 113; Mark, Arch. mikr.
Anat. xiii. 1877, p. 31: Smith, Tr. Amer. Phil. Soc. xix. 1896, p. 176.

[470]

Ent. Nachr. xix. 1893, p. 369.

[471]

Naturhist. Tidskr. (3) vi. 1896; translated in Ann. N. Hist. (4), vi.
1870, p. 225.

[472]

Ent. Zeit. Stettin, xxvii. 1866, p. 321.

[473]

Ent. Nachr. xix. 1893, p. 375.

[474]

On this subject, see Reuter, Ann. Soc. ent. France (5) v. 1875, p.
225.

[475]

Ann. Soc. ent. France (4) vii. 1867, p. 45.

[476]

The chief work on the internal anatomy of Hemiptera is still

Dufour's Recherches anatomiques et physiologiques sur les
Hémiptères, Mem. Savans Étrangers, Paris, iv. 1833, p. 129.

[477]

Künckel, Ann. Soc. ent. France (4) vii. 1867, p, 45, and C.R. Ac.
Paris, cxx. 1895, p. 1002.

[478]

In Slingerland's Cornell Univ. Bull. No. 58, 1893, p. 222.

[479]

SB. Ak. Wien. xci. 1 Abth., 1885, p. 275.

[480]

Les Insectes fossiles, etc., 1894, p. 452.

[481]

Ann. Nat. Hist. (4) vi. 1870, p. 225.

[482]

A table of the families is given by Ashmead, but does not work out
quite satisfactorily, Entom. Americana, iv. 1888, p. 65; a brief table
of the characters of the British families is given by Saunders,
Hemiptera-Heteroptera of the British Islands, 1892, p. 12.

[483]

Those who wish to see tables of the families are referred to

Ashmead, loc. cit.; to Pascoe, Ann. Nat. Hist. (5) ix. 1882, p. 424;
to Stål's Hemiptera Africana, vol. iv. 1866; and for the families
found in Britain to Edwards, Hemiptera-Homoptera of the British
Islands. For a discussion in Danish on the value of the characters
used, cf. Hansen, Ent. Tidskr. xi. 1890, pp. 19-76.

[484]

Ent. Mag. vii. 1870, p. 53.

[485]

Insect Life, i. 1889, p. 234.

[486]

C.R. Ac. Sci. Paris, cxviii. 1894, p. 1282.

[487]

Verh. Ges. Wien. iii. 1858, p. 157.

[488]

Ent. Mag. xxix. 1893, p. 227.

[489]

Wien. ent. Zeit. xi. 1892, p. 169.

[490]

Monograph of Phymatidae: Handlirsch, Ann. Hofmus. Wien, xii.

1897, p. 127.

[491]
Ent. Zeit. Stettin, li. 1890, p. 281.

[492]

Naturalist's Voyage, ed. 1884, p. 330; chap. xv.

[493]

Thesaurus ent. Oxoniensis, 1874, p. 197.

[494]

Ind. Mus. Notes, iii. No. 5, 1894, p. 53.

[495]

Ferrari, Monograph of Nepa, Ann. Hofmus. Wien, iii. 1888, p. 171.

[496]

Bull. Soc. Philomat. (8) v. 1893, p. 57. There is some diversity of

opinion as to the respiratory orifices, and some authorities say that
thoracic stigmata exist even in the imago.

[497]

Acta Ac. German. li. 1887, p. 224, and Zeitschr. wiss. Zool. xliii.
1886, p. 537.

[498]

Korschelt, Acta. t.c. p. 245. Compare the remarks we have made

on p. 559 as to the peculiarities of eggs of many other Hemiptera.

[499]

Bull. Mus. Paris, 1896, p. 238.

[500]

See Carpenter, Irish Naturalist, iv. 1895, p. 59.

[501]
See remarks on pp. 543, 544.

[502]

We must refer those who may wish for further information as to

this complex and difficult question to the writings of the late
Professor Riley, especially to Bulletin No. 8, 1885, U.S.
Department of Agriculture, division of entomology; and to the more
recent report by Marlatt, Bull. Dep. Agric. Ent., N.S. No. 14, 1898.

[503]

Some entomologists consider that this "railway-whistle" note is the

result of the combined efforts of several individuals. Cf. Mathew,
Ent. Mag. xi. 1875, p. 175.

[504]

It is unnecessary to say that the poet was not Sappho, but one of
the baser sex, named Xenarchus.

[505]

Swinton claims that one of the membranes in the vocal apparatus

is an auditory organ; if so, the male would be deafened by his own
noise, while the females, not possessing the organ, should not
hear the song.

[506]

P. ent. Soc. London, 1883, p. 20.

[507]

A considerable variety of these extraordinary creatures are figured

in Biol. Centr. Amer. Rhynch. Homopt. ii.

[508]

Riley, P. ent. Soc. Washington, iii. 1895, p. 88. For the younger
stages of Membracis foliata, see Tijdschr. Ent. (2) iv. 1869, pl. viii.
[509]

Tr. ent. Soc. London, 1886, p. 329.

[510]

Verh. z.-b. Ges. Wien, xxvi. 1876, p. 167.

[511]

Cornell Univ. Agric. exp. station Bulletin, 44, 1892, and Bull. 108,
1896.

[512]

Zeitschr. wiss. Zool. xlii. 1885, pp. 569-638.

[513]

Zeitschr. Naturw. (2) xii. 1875, p. 438.

[514]

Réaumur, Mém. iii. 1737, Dixiéme Mémoire.

[515]

P. ent. soc. Washington, iv. 1897, p. 66.

[516]

For list see Scott, Ent. Mag. xviii. 1882, p. 253.

[517]

There is some doubt on this point, as the earlier observers seem

to have supposed that a winged individual appearing in a
generation chiefly apterous was ipso facto, a male; it seems,
however, to be certain that perfect winged males appear in some
species in generations producing no perfect sexual females.
Speaking generally, the course of events seems to be that in
summer there exist only wingless and winged parthenogenetic
females, and that the sexually perfect forms appear for the first
time in autumn.

[518]

Mitt. Schweiz. ent. Ges. iv. 1876, p. 529.

[519]

The term pseudovum is applied, as a matter of convenience, to the

earlier condition of the viviparously-produced form, and the term
pseudovarium to the ovary producing it.

[520]

Balbiani, Ann. Sci. Nat. Zool. (5) xi. 1869, p. 29. For concise recent
remarks on the early embryonic states, see Lemoine, Bull. Soc.
ent. France, 1893, p. lxxxix.

[521]

Acta Ac. German. xxxiii. 1869, No. 2, p. 81.

[522]

Seventeenth Rep. Insects Illinois, 1891, p. 66.

[523]

Kessler, Acta Ac. German. li. 1887, pp. 152, 153.

[524]

In connection with this the absence of a functional mouth in the

imago state of numerous Lepidoptera, and of Oestrid Diptera,
should not be forgotten.

[525]

Horae Soc. ent. Ross. xxiv. 1890. p. 386.

[526]
Ent. Zeit. Stettin, xxxvi. 1875, p. 368.

[527]

Zool. Anz. xv. 1892, p. 220.

[528]

Arb. Inst. Wien, iv. 1882, Heft iii. p. 397; see on this organ also
Mordwilko, Zool. Anz. xviii. 1895, p. 357.

[529]

Biol. Centralbl. xi. 1891, p. 193.

[530]

See, inter alia, Webster, J. New York ent. Soc. i. 1893, p. 119.

[531]

J. New York Ent. Soc. i. 1893, p. 120. See also as to knowledge

on the part of ants, Forbes, Eighteenth Rep. Insects Illinois, 1894,
pp. 66, etc.

[532]

Monograph by Buckton, Ray Society, 4 vols. 1879-1883.

[533]

Tr. New Zealand Inst. xxviii. 1895.

[534]

A catalogue of Coccidae has recently been published by Mr. T. D.

A. Cockerell in Bull. Illinois Lab. iv. 1896, pp. 318-339.

[535]

Signoret's papers are to be found in eighteen parts in Ann. Soc.

ent. France, 1868 to 1876: the most considerable subsequent
systematic papers are those by Maskell in the Transactions of the
New Zealand Institute from 1878 to the present time.

[536]

Coccidae of Ceylon, pt. 1, 1896, p. 16.

[537]

C. R. Ac. Sci. Paris, civ. 1887, p. 449.

[538]

Arch. Naturgesch. li. i. 1885, p. 169.

[539]

Zeitschr. wiss. Zool. xliii. 1886, p. 156.

[540]

For summary as to our present knowledge of this curious condition

of Insect life, see Mayet, Ann. Soc. ent. France, 1896, p. 419.

[541]

For additional information as to useful Coccidae, see Blanchard,

Bull. Soc. Zool. France, viii. 1883, p. 217.

[542]

Rubsaamen's paper on these Insects gives references to most of

the previous literature, Berlin. ent. Zeitschr. xxxix. 1894, p. 199.

[543]

Ent. Meddel. iii. 1891, p. 82.

[544]

Cf. Graber, Zeitschr. wiss. Zool. xxii. 1872, p. 165, and Landois in
the same Journal, xiv. 1864, p. 24.
[545]

Ann. Nat. History (3), xvii. 1866, p. 213.

[546]

N. York Ent. Soc. vii. March 1899, p. 45.

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