¡Arriba!

Comunicacio■n y cultura 7th

Edition Eduardo J. Zayas-Bazán
Visit to download the full and correct content document:
https://ebookstep.com/product/arriba-comunicacion-y-cultura-7th-edition-eduardo-j-za
yas-bazan/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Mausoleo y áreas colindantes 1st Edition Eduardo

Padilla

https://ebookstep.com/product/mausoleo-y-areas-colindantes-1st-
edition-eduardo-padilla/

Afectos historia y cultura visual Una aproximación

indisciplinada 1st Edition Irene Depetris Chauvin Y
Natalia Taccetta Comp

https://ebookstep.com/product/afectos-historia-y-cultura-visual-
una-aproximacion-indisciplinada-1st-edition-irene-depetris-
chauvin-y-natalia-taccetta-comp/

Fisica. Conceptos y Aplicaciones 7th Edition Paul E.

Tippens

https://ebookstep.com/product/fisica-conceptos-y-
aplicaciones-7th-edition-paul-e-tippens/

Manual de Digestivo y Cirugía General AMIR 12th Edition

Eduardo Franco Díez

https://ebookstep.com/product/manual-de-digestivo-y-cirugia-
general-amir-12th-edition-eduardo-franco-diez/
Marcas y distribución comercial 1st Edition Eduardo
Galán Corona Fernando Carbajo Cascón

https://ebookstep.com/product/marcas-y-distribucion-
comercial-1st-edition-eduardo-galan-corona-fernando-carbajo-
cascon/

Electromagnetismo cuantica y relatividad 1st Edition

Eduardo Bonda Alvaro Suárez Marcelo Vachetta

https://ebookstep.com/product/electromagnetismo-cuantica-y-
relatividad-1st-edition-eduardo-bonda-alvaro-suarez-marcelo-
vachetta/

Rotinas em obstetrícia 7th Edition Sérgio Martins Costa

José Geraldo Lopes Ramos José Antônio Magalhães Eduardo
Passos Fernando Freitas

https://ebookstep.com/product/rotinas-em-obstetricia-7th-edition-
sergio-martins-costa-jose-geraldo-lopes-ramos-jose-antonio-
magalhaes-eduardo-passos-fernando-freitas/

Arbeits und Organisationspsychologie im 21 Jahrhundert

1st Edition Markus Langer Nida Ul Habib Bajwa Cornelius
J König

https://ebookstep.com/product/arbeits-und-
organisationspsychologie-im-21-jahrhundert-1st-edition-markus-
langer-nida-ul-habib-bajwa-cornelius-j-konig-2/

Arbeits und Organisationspsychologie im 21 Jahrhundert

1st Edition Markus Langer Nida Ul Habib Bajwa Cornelius
J König

https://ebookstep.com/product/arbeits-und-
organisationspsychologie-im-21-jahrhundert-1st-edition-markus-
langer-nida-ul-habib-bajwa-cornelius-j-konig/
¡Arriba! Seventh Edition
Make language practice fun with Duolingo!
More than 150 million people have used Duolingo's simple, game-like interface to
help them learn a language.

duolingo
Now Pearson has partnered with Duolingo to bring our market-leading content to
their award-winning, simple, and fun mobile language-learning app.
Pair Duolingo with ¡Arriba! and your students will have access to exclusive digital
content that is aligned to the textbook and designed to help higher education
language learners succeed in the classroom and beyond.

Key benefits
Duolingo with Pearson content helps educators and learners achieve their goals
through a learning experience that is:

Arriba v

Relevant Greetings
1/5

Pearson created exclusive content far

Duolingo to accompany our textbooks,

ee
Ser
so the work that students complete in ·¡

Duolingo aligns with what they're learning

and practicing in the classroom. lts variety
of activity types provide opportunities far Basics 1
"'>/4
Numbers 1
0/'i

effective contextualized practice.

 ( STUOENTS

Course progress

eoooe
Simple �
•'i
AmlndllSOn.s
r r-' �...

lntuitive, bite-sized lessons look and feel n

•'&
•
� 8tidFom'$ttr
f L

n� . ,.,
Bótt� .Morrts

like games, to keep students engaged.

� � f f'

Brooti.• Ptttman
,
ooooeoooooeeooeo
Finely tuned algorithms evaluate learner
responses and tailor the content through
ooooeoooooo
spaced repetition. In addition, the app
oeoeoeeeee
lets instructors track student progress 11'\,.
·�
Chr'ts8rown
CI ' eooeeeooooooooooc
toward specific milestones.
•-i
,.._
"'
Counn� Stttte_n
1 eeoeoo

Mobile
Duolingo lets students learn and practice on their
mobile devices whenever they find the time and
wherever inspiration strikes. This mobility, together
with push notifications to remind students to practice,
encourages consistent daily practice.

X __________,
Tap any words you don t understand

¿Pµ!ades a.Y-u.d¡m_ne CQQ rrii

P.mY.e.<;tQ ge
Fun
CD.9.Qfl?

Duolingo uses elements of gamification-point

scoring and social competition with others-to {t, Si yo puedo ayudarte

keep students engaged and moving forward

as they acquire new language skills. "w e l �-�l�_J_��� o �
a j k 1
 Dedicado a Manuel Eduardo Zayas-Bazán Recio (1912-1991)

Y a Mabel J. Cameron {1914-2004)

Y a Dorothy Marcella Kronk Nibert {1914-1994)

"Y aunque la vida murió, nos dejó harto consuelo su memoria"

-JORGE MANRIQUE

Every year thousands of adventurous travelers walk the Inca Trail to

Zayas-Bozón I Bacon I Nibert
reach Machu Picchu, one of the Seven Wonders of the World. Sorne
stretches of the trip are easier than others. The trail is unpredictable
and ever-changing, but there is always something new to discover: a
different vista, another stream, a new mountain to cross. Embarking
on the discovery of a new language is a similar experience. As you
develop your cross-cultural and language competence, you will
discover, step after step, new products, practices, and perspectives
that define the fascinating cultures of the Spanish-speaking world.
We hope that by the end of this program, you will look back and
realize how far you have traveled!
 ¡ARRIBA!
Comunicación y cultura

SEVENTH EDITION

Eduardo Zayas-Bazán
Emeritus, East Tennessee State University

Susan M. Bacon
Emerita, University of Cincinnati

Holly J. Nibert
The Ohio State University

@Pearson 330 Hudson Street, New York, NY 10013

Executive Editor of Courseware Portfolio
Management: Amber Chow
Editor in Chief: Carolyn Merrill
Director of Market Development: Helen Richardson
Greenlea
Senior Field Marketing Manager: Mellissa Yokell
World Languages Consultants: Yesha Brill, Doug
Brauer, Raúl J. Vázquez López
Product Development Manager: Bridget Funiciello
Managing Editor: Harold Swearingen
Program Manager: Ana Piquinela
Senior Development Editor: Sarah Link
Senior Digital Media Manager: Amy Gibbons
Producer, Production & Digital Studio for MyLab
Spanish: Amanda Albert Podeszedlik
Project Coordination, Text Design, and Electronic
Page Makeup: Lumina Datamatics
Cover Designer: Jill Ort
Cover Illustration/Photo: Anna Gorin
Manufacturing Buyer: Roy Pickering
Printer/Binder: Courier-Kendallville
Cover Printer: Phoenix Color/Edwards Brothers

Copyright© 2019, 2016, 2012, and 2008 by Pearson Education, Inc. or its affiliates. All Rights Reserved.

Printed in the United States of America. This publication is protected by copyright, and permission should be
obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information
regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights
& Permissions Department, please visit www.pearsoned.com/permissions/.

Acknowledgments of third-party content appear starting on page C-1, which constitute an extension of this
copyright page.

PEARSON, ALWAYS LEARNING, and MyLab are exclusive trademarks owned by Pearson Education, Inc.,
or its affiliates in the United States and/or other countries.

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property
of their respective owners and any references to third-party trademarks, logos, or other trade dress are for
demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship,
endorsement, authorization, or promotion of Pearson's products by the owners of such marks, or any
relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.

Library of Congress Cataloging-in-Publication Data

1 1
Names: Zayas-Bazán, Eduardo. Bacon, Susan M. Nibert, Holly J.
Title: ¡Arriba! : comunicación y cultura / Eduardo Zayas-Bazán, Susan M.
Bacon, Holly J. Nibert.
Description: Seventh edition. 1 New York : Pearson, 2017.
Identifiers: LCCN 2017045981 1 ISBN 9780134813738
Subjects: LCSH: Spanish language-Textbooks for foreign speakers-English.
Classification: LCC PC4112 .Z38 2017 1 DDC 468.2/421-dc23
LC record available at https:/ /lccn.loc.gov/2017045981

Student Edition
ISBN-10: 0-13-481373-1
ISBN-13: 978-0-13-481373-8

Annotated Instructor Edition:

ISBN-10: 0-13-489257-7
ISBN-13: 978-0-13-489257-3

@Pearson A la Carte Edition:

ISBN-10: 0-13-487756-X
ISBN-13: 978-0-13-487756-3
Brief Contents
Preface
..
Xll

1 Hola, ¿qué tal? 2

2 ¿De dónde eres? 38

3 ¿Qué estudias? 76

4 ¿Cómo es tu familia? 108

5 ¿Cómo pasas el día? 146

6 ¡Buen provecho! 180

7 ¡A divertirnos! 214

8 ¿En qué puedo servirle? 248

9 Vamos de viaje 282

10 ¡Tu salud es lo primero! 318

11 ¿Para qué profesión te preparas? 348

12 ¡El futuro es tuyo! 380

13 ¿Oíste las noticias? 412

14 ¡Seamos cultos! 444

15 ¿Te gusta la política? 472

Appendix 1 Estudiante B A-1

Appendix 2 Verb Charts A-19

Appendix 3 Spanish-English Vocabulary A-27

Appendix 4 English-Spanish Vocabulary A-53

Credits C-1

Index 1-1
Scope and Seq uence
CAPÍTULO LEARNING OBJECTIVES VOCABULARY

1
1.1 Meet and greet others • Saludos y despedidas 1.1 p. 4
1.2 Talk about yourself and others
1.3 Discuss the advantages of being bilingual, Letras y sonidos: Spanish
and learn about an alternative hip-hop group vowels p. 6
Hola, ¿qué tal? p. 2 from Puerto Rico
1.4 Describe your classroom, and respond to • En la clase 1.4 p. 18
classroom instructions
1.5 ldentify and describe people, places, and
things, including dates
1.6 Use visuals to aid comprehension
1.7 Recognize the expanse of the Hispanic world
1.8 ldentify cognates to understand text
1.9 Move from phrases to sentences

2
2.1 Describe yourself and others • Las descripciones y las nacionalidades
2.2 Ask and respond to questions about people, 2.1 p. 40
places, and things
2.3 ldentify how names reflect a person's
¿De dónde eres? p. 38 heritage, and learn about an alternative rock
musician from Spain
2.4 Discuss activities you do and like to do • ¿Qué haces? ¿Qué te gusta hacer?
2.5 Talk about your activities and obligations 2.4 p. 58
2.6 Anticipate content
2.7 ldentify and research sorne important Letras y sonidos: More on vowels in
cultural aspects of Spain Spanish p. 59
2.8 ldentify opinions
2.9 Plan for an interview

3
3.1 Exchange information about classes and • Las materias académicas y la vida
schedules estudiantil 3.1 p. 78
3.2 Talk about dates, possessions, obligations,
and physical and mental states
¿Qué estudias? p. 76 3.3 Compare and contrast the UNAM with your
school, and learn about an alternative rock
band from Mexico
3.4 Talk about places and give directions on • Los edificios de la universidad 3.4 p. 92
your university campus
3.5 Make plans to do something, and describe Letras y sonidos: Syllabification p. 93
traits and states of being
3.6 Compile information from severa! sources
3.7 ldentify and research sorne important
cultural aspects of Mexico
3.8 Sean text for information
3.9 Outline your thoughts befare writing

4
4.1 Talk about family • Miembros de la familia 4.1 p. 11 O
4.2 Express preferences and plan family activities
4.3 Compare families, and learn about a pop
fusion musician from Honduras
¿Cómo es tu familia? 4.4 Extend and respond to invitations • El ocio 4.4 p. 126
p.108 4.5 Point out people and things, make plans,
and discuss what and whom you know Letras y sonidos: Word stress and written
4.6 Watch for the main idea accent marks in Spanish p. 128
4.7 ldentify and research sorne important cultural
aspects of Guatemala, El Salvador, and
Honduras
4.8 Skim for the main idea
4.9 Use appropriate conventions in informal writing

iv
 Scope and Sequence V

STRUCTURES CULTURE READING / WRITING

• The Spanish alphabet 1.2 p. 8 Perfiles
• The numbers 0-100 1.2 p. 1O Mi experiencia: Soy bilingüe 1.3 p. 16
• Subject pronouns and the present tense Mi música: "Latinoamérica" (Calle 13,
of ser 1.2 p. 12 Puerto Rico) 1.3 p. 17

• Days of the week; months of the year; Club cultura Páginas

seasons 1.5 p. 21 Explora el mundo hispano 1.6 p. 31 Versos sencillos, "XXXIX" (José Martí,
• Nouns and articles 1.5 p. 25 Panoramas Cuba) 1.8 p. 34
• Adjective forms, position, and agreement La diversidad del mundo hispano 1.7 p. 32 Taller
1.5 p. 28 Tu perfil 1.9 p. 36

• The present tense of estar 2.2 p. 45 Perfiles

• Telling time 2.2 p. 47 Mi experiencia: Nombres y apellidos
• Formation of yes/no questions and negation 2.3 p. 56
2.2 p. 51 Mi música: "K.I.E.R.E.M.E." (Bebe,
• lnterrogative words 2.2 p. 52 España) 2.3 p. 57

• The present tense of regular -ar verbs 2.5 Club cultura Páginas
p. 62 En la Universidad Complutense 2.6 p. 69 La corrida de toros: ¿Cultura o tortura?
• The present tense of regular -er and -ir Panoramas 2.8 p. 72
verbs 2.5 p. 64 Descubre España 2.7 p. 70 Taller
• The present tense of tener 2.5 p. 67 Una entrevista 2.9 p. 74
• The numbers 101-3.000.000 3.2 p. 81 Perfiles
• Possessive adjectives 3.2 p. 83 Mi experiencia: Mi universidad: La UNAM
• Other expressions with tener 3.2 p. 86 3.3 p. 90
Mi música: "Eres" (Café Tacvba, México)
3.3 p. 91

• The present tense of ir and hacer 3.5 p. 95 Club cultura Páginas

• Summary of uses of ser and estar 3.5 p. 97 Vida universitaria 3.6 p. 101 El Museo de Antropología de México
Panoramas 3.8 p. 104
¡México fascinante! 3.7 p. 102 Taller
Tu universidad 3.9 p. 106

• The present tense of stem-changing verbs: Perfiles

e-+ ie, o-+ ue, e-+ i 4.2 p. 114 Mi experiencia: La familia hispana ¿típica?
• Direct objects, the personal a, and direct 4.3 p. 124
object pronouns 4.2 p. 119 Mi música: "El encarguito" (Guillermo
Anderson, Honduras) 4.3 p. 125

• Demonstrative adjectives and pronouns 4.5 Club cultura Páginas

p. 130 Guatemala: Los mayas 4.6 p. 139 Sobreviviendo Guazapa, CineNuevo
• The present tense of poner, salir, and traer Panoramas 4.8 p. 142
4.5 p. 132 En tierras de los mayas: Guatemala, El Taller
• Saber and conocer 4.5 p. 135 Salvador, Honduras 4.7 p. 140 Una invitación 4.9 p. 144
vi Scope and Sequence

CAPÍTULO LEARNING OBJECTIVES VOCABULARY

5
5.1 Talk about personal care items and • Las actividades diarias 5.1 p. 148
routines
5.2 Describe your daily routine and feelings,
and make comparisons
¿Cómo pasas el día? 5.3 Compare opinions about ecotourism, and
p.146 learn about a ska-rock fusion band from
Panama
5.4 Talk about the home and household • Los quehaceres domésticos 5.4 p. 164
chores
5.5 Describe superlative qualities and actions Letras y sonidos: The consonant h and the
in progress sequence ch in Spanish p. 165
5.6 Ask and answer questions to clarify
information
5.7 ldentify and research sorne important
cultural aspects of Costa Rica, Nicaragua,
and Panama
5.8 Trigger background knowledge to
understand text
5.9 Know your audience

6
6.1 Discuss foods and order meals • Las comidas y las bebidas 6.1 p. 182
6.2 Convey who benefits from an action, and
express preferences
6.3 Learn about sustainable desert agriculture
¡Buen provecho! p.180 and a popular Chilean hip-hop artist
6.4 Discuss cooking and recipes • En la cocina 6.4 p. 196
6.5 Talk about events in the past, and how
long ago an event happened Letras y sonidos: The sequences s, z, ce,
6.6 Watch and listen for specific information ci in Spanish p. 197
6.7 ldentify and research sorne important
cultural aspects of Chile
6.8 Use genre and format to anticipate content
6.9 Add supporting details

7
7.1 Talk about your free time, and make plans • El tiempo libre 7.1 p. 216
to do something
7.2 Report past activities, indefinite things, and
contrasting ideas
¡A divertirnos! p.214 7.3 Read about Wi-Fi parks in Cuba and a
world-famous Dominican artist
7.4 Discuss sports you watch and those in • Los deportes y las actividades deportivas
which you participate 7.4 p. 230
7.5 Talk about other activities in the past, and
take shortcuts in conversation Letras y sonidos: The sequences ca, co,
7.6 Listen and watch for purpose cu, que, qui, and k in Spanish p. 231
7. 7 ldentify and research sorne important
cultural aspects of Cuba, Puerto Rico, and
the Dominican Republic
7.8 Deal with unknown words
7.9 Use transitional expressions

8
8.1 Talk about clothes and shopping at a • Las compras y la ropa 8.1 p. 250
department store
8.2 Describe and narrate in the past, and put
things in order
¿En qué puedo servirle? 8.3 Learn about shopping in Peru and
p.248 traditional Andean music
8.4 Shop for personal care products and • Tiendas y productos personales
jewelry 8.4 p. 262
8.5 Narrate in the past, and talk about what
people say and believe Letras y sonidos: T he sequencesj, ge,
8.6 Use images to support narration gí, and x p. 263
8.7 ldentify and research sorne important
cultural aspects of Peru and Ecuador
8.8 Step into a character
8.9 Use conventions of storytelling
 Scope and Sequence VII

STRUCTURES CULTURE READING / WRITING

• Reflexive constructions: Pronouns and Perfiles
verbs 5.2 p. 152 Mi experiencia: Eco voluntariado en
• Comparisons of equality and inequality Costa Rica 5.3 p. 162
5.2 p. 156 Mi música: "Everybody" (Los Rabanes,
Panamá) 5.3 p. 163

• The superlative 5.5 p. 168 Club cultura Páginas

• The present progressive 5.5 p. 170
Panamá: Los emberá 5.6 p. 173
Panoramas
Costa Rica, Nicaragua y Panamá: Destinos
emergentes de América Central
5.7 p. 174
Costa Rica: Más feliz que Estados
Unidos 5.8 p. 176
Taller
Un anuncio de venta 5.9 p. 178

• lndirect objects, indirect object pronouns, Perfiles

and the verbs decir and dar 6.2 p. 186 Mi experiencia: La agricultura sostenible
• Gustar and similar verbs 6.2 p. 190 en el desierto 6.3 p. 194
Mi música: "Sacar la voz" (Ana Tijoux,
Chile) 6.3 p. 195

• The preterit of regular verbs and hacer in Club cultura Páginas

time expressions in the past 6.5 p.200 Chile: Una tierra muy fértil 6.6 p. 207 ¿Importa lo que comes? 6.8 p. 21 O
• Preterit verbs with a vowel or consonant Panoramas Taller
change 6.5 p.204 Chile: Un país de contrastes 6.7 p.208 Una reseña 6.9 p.212

• Irregular and strong preterit verbs Perfiles

7.2 p. 220 Mi experiencia: Los parques de wifi en
• lndefinite and negative expressions Cuba 7.3 p. 228
7.2 p. 223 Mi música: "Frío, Frío" (Juan Luis Guerra,
• Pero or sino (que) 7.2 p. 226 la República Dominicana) 7.3 p. 229

• More strong preterit verbs 7.5 p. 234 Club cultura Páginas

• Double object pronouns 7.5 p. 237 Cuba: La influencia africana 7.6 p. 241 El sueño de las Grandes Ligas
Panoramas 7.8 p. 244
Joyas del Caribe: Cuba, Puerto Rico y la Taller
República Dominicana 7.7 p.242 Un anuncio publicitario 7.9 p. 246

• The imperfect of regular and irregular verbs Perfiles

8.2 p. 254 Mi experiencia: De compras en Perú
• Ordinal numbers 8.2 p. 258 8.3 p.260
Mi música: "Compañera" (Yawar, Perú)
8.3 p. 261

• Preterit versus imperfect 8.5 p. 267 Club cultura Páginas

• Impersonal and passive se 8.5 p. 271 Machu Picchu, la ciudad perdida de los "Los rivales y el juez" (Ciro Alegría,
incas 8.6 p.275 Perú) 8.8 p. 278
Panoramas Taller
El imperio inca: Perú y Ecuador 8.7 Una fábula 8.9 p. 280
p.276
viii Scope and Sequence

CAPÍTULO LEARNING OBJECTIVES VOCABULARY

9
9.1 Make travel arrangements • En el aeropuerto 9.1 p. 284
9.2 Give reasons and purpose, and
describe actions and conditions
9.3 Learn about adventure travel in
Vamos de viaje p. 282 Venezuela, and hear a renowned
Colombian musician
9.4 Describe travel and vacation experiences • Los viajes 9.4 p. 298
9.5 Try to influence others, and give advice
9.6 Summarize what you have seen Letras y sonidos: The letter g in
9.7 ldentify and research sorne important sequences other than ge and gi
cultural aspects of Colombia and in Spanish p. 299
Venezuela
9.8 Read for purpose
9.9 Give advice

10
10.1 Discuss health-related issues • Las partes del cuerpo humano
10.2 Give and follow instructions from an 10.1 p. 320
acquaintance, and express feelings
about future situations
¡Tu salud es lo primero! 10.3 Learn about traditional medicine and
p.318 an influential Bolivian pop rock band
10.4 Talk about how to stay healthy and fit • Los alimentos 10.4 p. 332
10.5 Express beliefs and doubts about
future situations Letras y sonidos: The consonants r
10.6 Plan for the viewing/listening task and rr p. 333
1 O. 7 ldentify and research sorne important
cultural aspects of Bolivia and Paraguay
10.8 ldentify the main characteristics in a
story
10.9 Create an idea web

11
11.1 Discuss professions and job • El mundo del trabajo 11.1 p. 350
qualifications
11.2 Give and follow instructions from a
friend, and communicate future plans
¿Para qué profesión te 11.3 Learn about job hunting in a hard
preparas? p.348 economy and an award-winning
Uruguayan musician
11.4 Discuss job hunting, and interview for a • La búsqueda de empleo 11.4 p. 364
position
11.5 Describe people and things that do or Letras y sonidos: The consonants b
do not exist and v p. 365
11.6 Put yourself into the scene
11.7 ldentify and research sorne important
cultural aspects of Argentina and
Uruguay
11.8 Use illustrations to aid comprehension
11.9 Write an outline

12
12.1 Discuss technology and ways to • La tecnología 12.1 p. 382
communicate
12.2 Describe people and things, and
discuss what has happened
¡El futuro es tuyo! 12.3 Learn about gaming and a popular
p.380 Mexican American pop rock artist
12.4 Discuss environmental challenges • El medio ambiente 12.4 p. 394
12.5 Discuss future and contingent actions,
and speculate on events Letras y sonidos: The consonants
12.6 Gather information t and d p. 395
12.7 ldentify and research sorne important
Hispanic Americans
12.8 Look for the main idea and supporting
evidence
12.9 State the main idea and add supporting
evidence
 Scope and Sequence
.IX

STRUCTURES CULTURE READING / WRITING

• Por or para 9.2 p. 289 Perfiles
• Adverbs ending in -mente 9.2 p.293 Mi experiencia: Auyantepuy: Un viaje de
aventura 9.3 p. 296
Mi música: "Juntos" (Juanes, Colombia)
9.3 p.297
• lntroduction to the Spanish subjunctive Club cultura Páginas
9.5 p.302 El paraíso venezolano 9.6 p. 311 Viajes aventura, un sitio turístico
• The subjunctive to express influence Panoramas 9.8 p. 314
9.5 p.306 Riquezas naturales e históricas: Colombia y Taller
Venezuela 9. 7 p. 312 Conoce mi universidad 9.9 p. 316

• Formal commands 10.2 p. 324 Perfiles

• The subjunctive to express feelings and Mi experiencia: La medicina tradicional
emotions 10.2 p. 327 en Bolivia 10.3 p. 330
Mi música: "La ciudad que habita en mí"
(Octavia, Bolivia) 10.3 p. 331

• The subjunctive to express doubt and denial Club cultura Páginas

10.5 p.337 La medicina tradicional y la medicina "La azucena del bosque" (Mito guaran0
moderna en Bolivia 10.6 p. 341 10.8 p. 344
Panoramas Taller
Bolivia y Paraguay: Riquezas por descubrir Un artículo sobre la salud 10.9 p. 346
10.7 p.342

• Tú commands 11.2 p. 354 Perfiles

• The subjunctive and the indicative with Mi experiencia: Los empleos y las
adverbial conjunctions 11.2 p. 357 recomendaciones 11.3 p. 362
Mi música: "Todo se transforma" (Jorge
Drexler, Uruguay) 11.3 p.363

• The subjunctive with indefinite people and Club cultura Páginas

things 11.5 p. 368 Introducción a Uruguay 11.6 p.373 ¿Qué tipo de jefe tienes tú?
Panoramas 11.8 p. 376
El virreinato del Río de la Plata: Taller
Argentina y Uruguay 11.7 p. 374 Una carta formal 11.9 p.378

• The past participle 12.2 p. 386 Perfiles

• The present perfect indicative 12.2 p. 388
• The future tense 12.5 p. 398
• The conditional tense 12.5 p. 401
Mi experiencia: La tecnología y el futuro
12.3 p.392
Mi música: "Ese camino" (Julieta Venegas,
México/EE. UU.) 12.3 p. 393
Club cultura Páginas
EE.UU.: Los medios de comunicación en El cambio climático es en serio para la
español 12.6 p.405 comunidad latina 12.8 p.408
Panoramas Taller
Los hispanos en Estados Unidos Un artículo serio 12.9 p.41O
12.7 p.406
X Scope and Sequence

CAPÍTULO LEARNING OBJECTIVES VOCABULARY

13
13.1 Discuss print and electronic media • Los medios de comunicación 13.1
13.2 Express uncertainty in the past; p. 414
emphasize possession and avoid
repetition
¿Oíste las noticias? 13.3 Learn about a symbol of press
p.412 freedom in Spain and a popular
rumba flamenco band
13.4 Discuss popular media: television, • El cine, el teatro y la televisión 13.4
movies, and other entertainment p. 428
13.5 Hypothesize about what you and
others will or would do Letras y sonidos: The consonants
13.6 First identify topics, then summarize y, /, and the sequence // p. 429
main ideas
13. 7 ldentify and research key elements of
Spain 's cultural heritage
13.8 Evaluate what you read
13.9 Express and support an opinion

14
14.1 Discuss music and dance • La música y el baile 14.1 p. 446
14.2 Report how long something has been
going on, and convince others to join
you to do something
¡Seamos cultos! p.444 14.3 Discuss types of dance, and learn
about an eclectic Colombian band
14.4 Talk about fashion • La moda 14.4 p. 458
14.5 Talk about what had happened before
another past action or event Letras y sonidos: The consonants m, n,
14.6 Create an idea chart and ñ p. 459
14. 7 ldentify and research sorne modern
art in the Spanish-speaking world
14.8 Draw a mental picture while you read
14.9 Use words to paint a picture

15
15.1 Discuss world problems and possible • Las crisis políticas y económicas 15.1
solutions p.474
15.2 Provide additional information about
ideas, events, and situations
¿Te gusta la política? 15.3 Discuss politics, and learn about a
p.472 popular border band
15.4 Express political points of view, and • Cargos políticos y tipos de gobierno
identify types of government 15.4 p. 482
15.5 Talk about unexpected events, and
make excuses Letras y sonidos: Linking and rhythm p. 483
15.6 Monitor your viewing strategies
15. 7 ldentify and research indigenous
heritage in Hispano-American culture
15.8 Divide the task into chunks
15.9 Use dictionaries wisely

Appendix 1 Estudiante B A-1

Appendix 2 Verb Charts A-19
Appendix 3 Spanish-English Vocabulary A-27
Appendix 4 English-Spanish Vocabulary A-53
Credits C-1
Index 1-1
 Scope and Sequence xi

STRUCTURES CULTURE READING / WRITING

• The imperfect subjunctive 13.2 p. 418
• Long-form possessive adjectives and
pronouns 13.2 p. 422
Perfiles
Mi experiencia: El País, voz de la
democracia 13.3 p.426
Mi música: "Baila me" (Gipsy Kings,
España)13.3 p. 427

• Sí clauses 13.5 p. 432 Club cultura Páginas

San Sebastián y el Festival Internacional La diversidad en el cine, el teatro y
del Cine 13.6 p. 437 la televisión (Erasmo Santiago del
Panoramas Toboso, España) 13.8 p.440
La herencia cultural de España Taller
13.7 p.438 Una carta al director 13.9 p. 442

• Hacer in time expressions 14.2 p.450 Perfiles

• Nosotros commands 14.2 p. 453
• The pluperfect indicative 14.5 p. 462
Mi experiencia: ¿Baile o ballet? ¡Esa es
la cuestión! 14.3 p. 456
Mi música: "Suin romanticón" (Monsieur
Periné, Colombia) 14.3 p.457
Club cultura Páginas
Arte moderno en Quito14.6 p. 465 "La música" (Eduardo Galeano,
Panoramas Uruguay) 14.8 p. 468
El arte moderno hispano 14.7 p.466 Taller
Pintar un personaje con palabras
14.9 p. 470

• The relative pronouns que, quien, and Perfiles

lo que 15.2 p. 477 Mi experiencia: La política y los hispanos
15.3 p.480
Mi música: "De paisano a paisano" (Los
T igres del Norte, México/EE. UU.)
• Se for unplanned occurrences 15.5 15.3 p.481
Club cultura Páginas
p.485 Civilizaciones antiguas de Bolivia "En solidaridad" (fragmento) (Francisco
15.6 p.489 Jiménez, México/EE. UU.)
Panoramas 15.8 p. 492
La herencia indígena 15.7 p. 490 Taller
Un recuerdo 15.9 p.496
 Preface
Let ¡Arriba! guide you on your journey to learning Spanish
elcome to the adventure of learning Spanish, and to jArriba!, -¡th edition,
your introduction to Spanish language and its rich and vibrant cultures.
We offer the features that have made jArriba! a top-selling introductory
college program, while remaining faithful to our promise to make it dynamic, flexible,
and current.
Por jArriba!, 7th edition, we have reenvisioned our content to perform more
effectively in MyLab Spanish and we have partnered with Duolingo, an exciting
language learning tool that makes language practice mobile, simple, and fun. We
continue to offer the printed Student Edition, as well as the Annotated Instructor 's
Edition. Our goal is to deliver a flexible and highly personalized approach that will
meet the varied needs of instructors and students, whether instruction is face-to-face,
hybrid, or online. Moreover, with help from a core panel of reviewers, we have made
many important and exciting changes to the Student program. Pinally, you will see
that the list of online supplements provides a simple, straightforward teaching and
learning experience.

Make language practice fun with Duolingo!

More than 150 million people have used Duolingo's simple, game-like interface to
help them learn a language.
Now Pearson has partnered with Duolingo to bring our market-leading content
to their award-winning and fun mobile language learning app.
Pair Duolingo with jArriba! and your students
will have access to exclusive digital content that
duolingo is aligned to the program and designed to help
higher education language leamers succeed in the
classroom and beyond.

What's new with MyLab Spanish?

Part of the world's leading collection of online homework, tutorial, and assessment
products, Pearson MyLab Languages is designed with a single purpose in mind: to
improve the results for all higher education students, one student at a time.
Revolutionary and evolutionary. Created by and for language instructors and
learners, and based on years of research and data collection from over one million
users, MyLab Spanish brings together a wide array of language-learning tools and
resources in one convenient, easily navigable site. The jArriba! MyLab Spanish
course includes an interactive version of the student text, an online student activities
manual, and all audio and video materials. Additional tools, including Vocabulary
and Grammar tutorials, English Grammar Readiness checks, and practice tests
personalize instruction to meet the unique needs of individual students. Instructors
can use the system to create assignments, set grading parameters, review and
create student synchronous video and asynchronous audio activities, and provide
feedback on student work. Por more information, visit us at www.pearson.com/
mylab/languages.
NEW! Updated fresh look. The overall look and feel of MyLab Spanish
was refreshed to give students and instructors a modern, clean, and user-friendly
experience. No new course download is needed-simply log in and experience the
new look and feel.

xii
 Preface xiii

NEW! Enhanced course organization and delivery of materials. For jArriba!,

h
7f edition, we have thoroughly revised and organized the student component list to
offer a more streamlined, straightforward learning experience. The supplement list
includes:
• eText activities, including ali audio and video content
• Integrated Performance Assessments and Can-Do Surveys. This brand new
supplement appears at point of use, every two or three chapters.
• Student Activities with robust functionality to include audio, video, MediaShare,
LiveChat, WeSpeke, and a variety of highly interactive activities. Using guided
activities available in MyLab Spanish, students practice language, share cultures,
and explore interests within WeSpeke, a social network for online practice and
cultural exchange. Afterwards, they summarize their interactions.
• Flashcards and Tutorials
• Practice Tests
• Audio program
• Club cultura video program-both the select edited versions featured in the
Student edition and the unabridged versions
• Entrevistas video program

Featuring lntegrated Performance Assessments (IPAs) and Can-Do

Statements in Mylab Spanish!
Driven by market research and with the help of experts from the field, we have
incorporated lntegrated Performance Assessments (IPAs) and NCSSFL-ACTFL
Can-Do Statements into our program to help instructors guide and assess learner
progress. As students progress through the course, instructors can assign IPA tasks to
complete online every two or three chapters. The IPA tasks use authentic sources and
focus on real-life contexts that students will find both engaging and meaningful. The
ample activities, variety of comprehension and production strategies, and authentic text
formats in the Student Edition direct students toward the communicative goals set out
by the IPA tasks. To assist instructors with planning, the AIE indicates the activities in
the Student Edition that target each of the three modes of communication: lnterpretive,
Interpersonal, and Presentational.
After each IPA task, students will complete a self-assessment based on the Can-Do
Statements. This self-assessment is designed to help students track their own progress
towards specific levels of proficiency. Both features will be available online in Mylab
Spanish at specific points in the course .

.. ,....,..-

LiveChat is the synchronous audio and video recording tool With a fresh journalistic approach, the Club cultura video program brings
that provides students with the opportunity to speak with the Spanish-speaking world to life through vibrant video episodes shot on
their classmates online in pairs or in groups. location in 22 Spanish-speaking countries, including the United States.
xiv Preface

What's new to the Student Program?

An exciting new design. The newly designed jArriba!, -¡th edition, gives students and
instructors a modern, clean, and user-friendly experience.
Vibrant new chapter openers. Each chapter opens up with a fine art image and a
Club cultura video shot on location in the region of focus. Students can explore online
details of the art piece and reflect on how the images relate to cultural products,
practices, and perspectives.

Capítulo 3 In this Chapter

¿Qué estudias? 3.1 Primera parte
Vocabulario Las materia, académicas y la vida estudiantil
Estructuras Thf' numbcr; 101-3.000.000
«La educación no es para e11se1Íar qué pensar, sino a pensar». Pos>.eSsive adjectives
Olher expre,sioru. with tener
Perfiles
Mi experiencia Mi universidad, La UNAM
Mi música "Eres" (Café Tacvba, Mtéxico)
3.2 Segunda parte
Vocabulario Los edilicios de la unwer,,idad
Estructuras The prE'Senl tense of ir and hacer
Summary of uses of ser and estar
Oub cultura Vida uru, ersitaria
3.3 Nuestro mundo
Dualidad de Rufino Tamayo. Panoramas ¡México fascinante!
The figures in lhe mural depict Páginas El Museo de Antropolt.,gia de México
an ongoing stmgg;le for the Taller Tu uruversídad
ancient A1.tecs. Are they .qually
rnatc:hed, or is 01·u: s:tronger than
u,e other? Speculate what they
ENFOQUE CULTURAL: MÉXICO
repn,,;ent.
Learning Objectives
Club cultura: Introducción a México
3.1 Exchange information about classes and schedules
lndica1e wlt� e (Cierto!� Gerardo mentions this infonnation in
3.2 Talk about dates, possessions, obligations, and physical the video. or F (Falso) tt he does not.
and mental states 1. _ el nombre oficial del pais y do la capital
2. _ la Población
3.3 Compare and contrast the UNAM with your school, and leam about
an altemative rock band from Mexico 3. _ el sitio arqueológico de Tenodltitlán
4. _ el nombre del presidente
3.4 Talk about places and give directions on your wtiversity campus 5. _ dónde (where) esUI
3.5 Make plans to do something, and describe traits and states of being
3.6 Compile information from severa! sourccs
3.7 ldentify and research sorne importan! cultural aspects of Mexico
3.8 Sean text for information
3.9 Outline your thoughts before writing

76 setenta y seis setenta y siete n

Logical sequence of activities. Activities in both Vocabulario and Estructuras move

consistently from meaningfut form-focused reception to communicative self-expression.
Simplified, easy to implement info-gap activities. jNecesito información! activities
have straightforward directions that quickly get students on task to problem-solve or
role-play situations related to the chapter's cultural and thematic focus.
Improved vocabulary presentations. Based on thoughtful feedback from instructors,
the revised Vocabulario sections purposefully integrate and highlight key vocabulary
into the introductory contextualized dialogues. In addition, the revised Vocabulario
lists provide a more cohesive presentation of high-frequency expressions.
Revised grammar presentations. While keeping the same thoroughness of the previous
edition, the streamlined and visually appealing grarnmar explanations in Estructuras help
students grasp concepts more easily as they study on their own.
New self-assessment in presentations. ¿Comprendes?, a quick self-check activity in each
vocabulary and grammar presentation, helps students
¿Comprendes? Complete the sentences with por or para. confirm that they are ready to move forward, or that
Teníamos pasajes (1) __ Nueva York. (2) __ eso, caminamos (3) __ la they should review the presentation again. ¿Recuerdas?
terminal y buscamos el mostrador de Avianca. Compramos un sándwich (4) __ activities, placed before appropriate grammar
comer en el avión.
presentations, help students connect previous knowledge
to what they are about to leam.
 Preface XV

Updated cultural topics with a personal and authentic glimpse into the cultures of
the Spanish-speaking world. While keeping our approach of
¡A divertñnos! doscientos cuarenta y uno 241
weaving culture throughout the chapter, we have updated the
Club cultura
following features: 7.6 Llsl�n and watch for purpose
Cuba; La influencia africana

• Perfiles: Updated Mi experiencia readings reflect current cultural Estrategia para ver
Listen and wetch for purpose. When you watch l:l '-'ÓeO, one of your f� tasks is 10 ócscover
practices in the Spanish-speaking world. Mi música artists vdla1 ns purpose es: To educare abou1 a topk:? To sen someming? To mpon a news kom? To
ent"'""1? To l""''""Je? What is 1he prese,,ter's lene of VQioe lke: tw.morous, serious, fo-mal, or
Wormal? Recogrmig tho purpooo ola video and the speaker's tono wm hlllp you understond tho
represent diverse musical genres, and appeal to students' musical rréssa(Jé.

interests with award-winning artists, such as Calle 13 (Puerto ANTES DE VER EL VIDEO
7-35 La herencia africana. En este video vas a ,re:r cómo la herencia afric.ma se
Rico),Ana Tijoux (Chile), and Bebe (Spain). manifiesta en algunos as¡x�os dt? la cultura cubana. Haz una lista de cinco aspectos
de la herencia y de la cultura qué �ras ver.

• Cultura en vivo and Presencia hispana: These short cultural MODELO: 1. la romuln ...

Al VER EL VIDEO

notes in English have been updated to present relevant

information about related cultural topics, and Hispanics in
the United States.
• Club cultura video integrated into the Student Edition:
7--36 La culttn africana. Mira el segmento sobre Cuba para ver c-uáles de 1�
Based on your feedback, we now feature select short clips aspectos culturales que identificaste aparecen en el video.

DESPUÉS DE VER El VIDEO

of the engaging, joumalistic-style Club cultura video series. 7.37 La Influencia afrfe.ana en Cuba. Indica cuált?s de estos aspectos se �donan o
se ven en el \'ideo. ¿En cuál se ve la mayor influencia, según el video?

They appear first in the chapter opener as a cultural advance 1.

2.
el arl:e
la música
Sí
Sí
No
No
3. el baile Si No
organizer, and later in the new Club cultura video section. 4.
5.
el comunismo
la comida
Sí
SI
No
No
6. los dep(>rh!s Sí No
The carefully designed activity sequence, including listening/ 7-,38 El propósito del vldao. ¿Cuál es el propósito dcl vídeo: educar, persuadu-,
\'ender algo, ent rvtener? ¿Cómo es el tono de voz de b p�ntadora: aleg�, serio,
viewing strategies, helps students access key points of the sarcástico, formal, infonnall ¿Qué imágenes del video le impresionan más? ¿Por qué?

7-39 Un viaje a Cuba. lmagínate que vas a hacer un viaje cultural a Cuba. ¿Cuáles
videos. These thematic videos explore contemporary cultural de 11,o; aspectos dcl video esperas conocer? ¿Hay otroc; aspectos no mencionados en el
vidf."O que también te interesan, por ejemplo, la economía, el transporte, la polítka, los
practices and aspects of daily life, such as university life at the deportes? ¿Por qué?

UNAM, foods from Chile, and African influence in Cuban

mUSIC.

• Panoramas: The cultural spread features new images, topics, and insights to both
engage and inform students.

140 ciento cuarenta Qapftulo 4 ¿Cómo es tu lam1ha? ciento cuarenta y uno 141

4.3 Nuestro mundo Gualemala

-· -·
Houdura'S E1 Salvador .. ....;

.,,........
Ad)ellvo: i,..,aoemaltecole
Panoramas Poblodón: 14,5 rnllone,¡ 8,5 mlllcn.. 6,1mloreo ....
4.7 ldentify and research sorne importan! cultural aspects of Indicado 3,08(hijos/ 2
nata.ltdad': 2.94
"''-""I
Guatemala, El Salvador, and Honduras
PIB'per liS.3JO $4.700 $7,600
"'"!'"......
eápita:
En tierras de los mayas: Guatemala, El Salvador, Grupos mesttZ:os: 549E. meslizos: 90'6 mcstlzoo: 86%
Honduras étnlCO$: ildígllc100: 40% Indígenas: 7'1E, ourc,,,eo•, 12%
indigénas:1%
La población de Guatemala, El Salvador y Honduras es 'Birlli ratt 1PJB: Produdo lnkrno Bruto (CDP: Gl'O'$$ Donldlit
mayonnente mestiza, un.1 me1.da de las ra1.as blanc., e indígena, Prt.11/ocl) is lh� mArktt vn1oe <1í all fín.,1 good,. ;;nd .)er\'ico m,1<k
principalmenl\' de origen maya. Estos países se sienten within the. borders oí a oountry in ayear. n,is figu re is often
positively oorrelated v.,th st:.mdard of bving_.
orgullosos (ful proud) de sus tradiciones indígenas que incluyen
una cocina milenaria y exprcsiont'S de arte original

la art.'M (sand) blanc.1, las aguas crist.illrus y la
abundanoa dé vida marina atraen a miles de
turi�ta:s a L,� islas .-1 lo lw-go de (aloog) 1.i C()!fa
Cllribeña de H()ndUM....., Aqui en Ro.irán es popullar
bu(-ear (.,m,M dii1bl8), pescar (/i ...Jiirr�) y tomar e-1 sol.
La pr er.aradón de las (Olllktas dia ri.1$ refle¡an el amor por
lns antiguas tr;w:liriones. Estas mu,ercs preparan torttl)as de
maíz en un comal (l,otp!ate) grande.
4-43 Identifica. Select the correct oplion based on the ínformation in Panoramas.
d&u� 9SaNaoor nondur'e"IO Gt..atornab bSO"lJraléS tortilaS
J. una comida típica
2. cl tipo arte popular
3. el adjetivo de Honduras
4. un ejemplo del medio de transporte popular
S. el país con la menor población indígena
6. cl país con cl índice de natalidad más alto
4--44 Desalío. Use the map of Guatemala, El Salvador, and Honduras to identify
these characteri,-tics and places.

I. las capitales de estos tres países

El art� alegra la vid.) di�ña de PStas comonidades. Este
mu.r.d e,"1.á en SanJu,m laguna (CU3tem.ila), que se
considera un auténtico museo al aire Ubre porque nene m4s
de JO murales de artistas lOGlk-s.
2. el país que tiene frontero con México
3. el país más grande de lc,s tres
4. los países co11 costa en el mar C,ribe
4-45 Investigación: La historia maya "" su arte. The
Mayans chronicléd thcir hislory and beliefs through
painling and sculptun,. Look onlinc for photos oí
their art and write a paragraph descríbing some of the
colors and themes, then prcscnt it to the class.

MODEl.0: Esta tscultur• maya rt'prese11ta u11

11111rc:1<•Jago <batJ. simbo/o dt la nwe.rtt.
Estos .,uLObu� nndlirolon-s, que antes tr.ln�portaban
(trausportetl) a niMII, a las escuebs en Est.""ld0$ Unidos, !9 Busca: pí1tura maya: escultua maya!
cobr.,n una nueva vida en las calle!; y rutas de América
Central los autobuses, o d1idtn bu.st"S (un nombre que
lo dieron (g•t�) kP$ oradouniden50 qu� primffl> los
import.'.'lron), $Oñ un medio de lrrul!pórte t.�-nciol pM.1
muchas familias y comunidades rurales. Cada autobús es
personalizado por el dueño (ou•iu•.r), quien también puede
ser el chofer. E.'itán decor.-.dos de una manera muy original l...os jó,•ent.'S s,on com o en cualquier (any) parte de) mundo.
y usualmente Ucvru, el nombre de un santo o de una peno.oo Ttcnen sus teléfonos inteligentes y acce,o a lntcmc:..'1, y .son
qu..-rid.t pur cl dudio. �\'rtn de todo; �nll�. <"<(uip,,� acb\-os en Lis redo sodruo.
(luwgr), ¡y MSl.l animalóJ
xvi Preface

Revised Páginas section to develop reading skills. The revised Páginas section
includes severa! new readings, and now features a reading strategy and an activity
sequence to put it into practice.
Revised Taller section to develop writing with confidence. The revised Taller section
includes severa! new writing tasks, and now features a writing strategy and an activity
sequence designed to put it into practice.

What's new to the Instructor Resources?

Annotated Instructor Edition (AIE). Teacher annotations have been completely
updated and continue to offer robust instructional support to instructors in a variety
of categories, including the ACTFL standards and IPA preparation, pedagogy, culture,
and additional activities.
The Instructor Resources (IR) provide additional teaching materials, available
for download within MyLab Spanish and on our Instructor Resource Center (IRC).
The materials have been revised to ensure a straightforward presentation. The site also
includes the ¡Arriba! teaching philosophy, sample syllabi, full lesson plans, audio and
video scripts, Testing Program, PowerPoint Presentations, and much more!
Testing Program. The fully online ¡Arriba! Testing Program has been carefully edited
to ensure close coordination with the main text and the Student Activities. Available
within MyLab Spanish is a user-friendly test-generating program known as MyTest
that allows instructors to select, arrange, and customize testing modules to meet the
needs of their courses. Once created, tests can be printed on paper or administered
online. The recordings in the Audio Testing Program that accompany the listening
comprehension activities are also available within MyLab Spanish.

PowerPoint Presentations. These visual aids have been updated to reflect changes
to the scope and sequence. They include visual materials from the textbook, together
with dynamic presentations on each grammar point covered in the text.
Acknowledgments
The ¡Arriba! program is the result of careful planning between ourselves and Pearson,
and ongoing collaboration with students and you-our colleagues-who have been using
each of our editions. We look forward to continuing this dialogue and sincerely appreciate
your input. We owe special thanks to the many members of the Spanish teaching
community whose comments and suggestions helped shape the pages of every chapter.
We gratefully acknowledge and thank our reviewers for the Seventh Edition:

Maria G. Akrabova, Metropolitan State University of Denver Titania Vargas, Illinoís Central College
Ana E. Almonte, Hudson Valley Community College Julio Verdi, Texas State University
Frances Alpren, Vanderbilt University María Villalobos-Buehner, Rider University
Luz María Álvarez, Johnson County Community College Rebecca White, Indiana University Southeast
Stephanie M. Álvarez, University ofTexas-Pan American Carolina Wilson, Texas State University
Raysa Amador, Adelphi University Annette Zapata, Arkansas State University
Stacy Amling, Des Moines Area Community College, Boone Campus
Debra Andrist, 5am Houston State University
José Badillo, Metropolitan Community College in Omaha, Nebraska Reviewers for Seventh Student Edition
Dimaris Barrios-Beltrán, Amherst College
Maria Akrabova, Metropolitan State University of Denver
Sonia Barrios Tinoco, Seattle University
Ana E. Almonte, Hudson Valley Community College
Yasmine Beale-Rivaya, Texas State University
Raysa Amador, Adelphi University
Mara-Lee Bierman, Rockland Community College
Dimaris Barrios-Beltrán, Amherst College
Marie Blair, University of Nebraska-Lincoln
Mara-Lee Bierman, Rockland Community College
Miryan Boles, Texas Southern University
Laura H. Bradford, Salt Lake Community College
Laura H. Bradford, Salt Lake Community College
Julia Bussade, University of Mississippi
Lillie Busby, 5am Houston State University
Heather Colbum, Northwestern University
Julia Bussade, University of Mississippi
John Davis, Indiana University South Bend
Alicia T. Casals, Texas Southern University
Héctor Emíquez, University ofTexas at El Paso
Zoila Castro, University of Rhode Island
Bruce Fox, St. Johns River State College
Lina L. Cofresí, North Carolina Central University
David Hanson, University of Puget Sound
Christine Coleman Núñez, Kutztown University of Pennsylvania
Assen Kokalov, Purdue University North Central
Heather Colburn, Northwestern University
Kimberly Harris, Boise State University
Debra Currere, Northern Illinois University
Brent Hart, College of Western Idaho
John B. Davis, Indiana University South Bend
Catherine Hebert, Indiana University South Bend
William Deaver, Armstrong Atlantic State University
Qiu Y. Jiménez, Bakersfield College
Héctor Emíquez, University ofTexas at El Paso
Suzanne LaVenture, Davidson County Community College
Bruce K. Fox, St. Johns River State College
Allison Libbey Titus, University of Wisconsin-Milwaukee
David F. Hanson, University of Puget Sound
Dr. Sandra Mulryan, Community College of Baltimore County
Kimberly Harris, Boise State University
Jamilet Ortiz, Housatonic Community College
Brent Hart, College of Western Idaho
Nilsa Pérez-Cabrera, Blinn College
Catherine Hebert, Indiana University South Bend
David C. Rubi, Paradise Valley Community College
Qiu Y. Jiménez, Bakersfield College
Linda Saborio, Northern Illinois University
Assen Kokalov, Purdue University North Central
John P. Sullivan, Prairie View A&M University
Suzanne LaVenture, Davidson County Community College
Caroleena Vargas, University of Rhode Island
Jeanine LeMieux, Mott Community College
Allison Libbey Titus, University of Wisconsin-Milwaukee
Maria Lipson, Community College of Baltimore County
Victoria Maillo, Amherst College Duolingo Educator Summit
Sandra Mulryan, Community College of Baltimore County Aurora Castillo-Scott, Georgia College and State University
Jamilet Ortiz, Housatonic Community College Wendy Gallagher, Metropolitan State University of Denver
Jodie Parys, University of Wisconsin-Whitewater Karen Jones, Santa Fe College
Nilsa O. Pérez-Cabrera, Blinn College Kelly Kinsbury-Brunetto, University of Nebraska-Lincoln
Renato Rodríguez, Parkland College Raúl Llorente, Georgia State University
David C. Rubí, Paradise Valley Community College María Manni, University of Maryland Baltimore County
Linda Saborío, Northern Illinois University Kelley Melvin, University ofMissouri-Kansas City
Jonathan Stowers, Salt Lake Community College Carla Oñate, University of Maryland College Park
John P. Sullivan, Prairie View A&M University Danielle Richardson, Davidson County Community College
Gabriel Valenzuela, Spokane Falls Community College Kacie Tartt, University of Central Florida
Caroleena Vargas, University of Rhode Island Lisa Volle, Central Texas College

xvii
xviii Acknowledgments
Duolingo Beta Testers
Tim Altanero, Austin Community College
Joelle Bonamy, Columbus State University
An Chung Cheng, University of Toledo
Dulce de Castro, Collin College
Cindy Doutrich, York College of Pennsylvania
Dina A. Fabery, University of Central Florida
Lloyd Frías, Loyola University Maryland
Marie Guiribitey, Florida International University
Anne Hlas, University of Wisconsin-Eau Claire
Becky Jaimes, Austin Community College
Caridad Jiménez, University of Florida and Santa Fe College
Roberto Jiménez-Arroyo, University of South Florida
Sarasota-Manatee
Karen Jones, Santa Fe College
Marga Kelly, Sierra College
Ryan LaBrozzi, Bridgewater State University
Suzanne LaVenture, Davidson County Community College
Roxana Levin, St. Petersburg College
Raúl Llorente, Georgia State University
Nuria López-Ortega, University of Cincinnati
Laura Manzo, Modesto Junior College
Marco Mena, Massachusetts Bay Community College
Charles Molano, Lehigh Carbon Community College
Cheryl Moody, Pulaski Technical College
Carla Oñate, University of Maryland College Park
Lynn Pearson, Bowling Green State University
Danielle Richardson, Davidson County Community College
Kate Risse, Tufts University
Judy Rodríguez, California State University, Sacramento
Aaron Roggia, Oklahoma State University
Nohelia Rojas-Miesse, Miami University
Dora Romero, Broward College
John Rosenberger, Davidson County Community College
Daniela Schuvaks Katz, Indiana University-Purdue University
Indianapolis
Kacie Tartt, University of Central Florida
Gregory Thompson, Brigham Young University
Encarna Turner, Wake Forest University
Student Participants
Yunus Asian, Edmonds Community College
Margan Leighton, Edmonds Community College
Jacob Anderson, Greenville Technical College
Nassir Canada, Greenville Technical College
Daniel Roberts, Greenville Technical College
Alyiah Robinson, Greenville Technical College
Anais Rockman, Greenville Technical College
Zachery Roles, Greenville Technical College
Mary Smoak, Greenville Technical College
Benjamin Taylor, Greenville Technical College
Jean Anselmi, Red Rocks Community College
Hannah Eggers, Red Rocks Community College
Karen Jaramillo, Red Rocks Community College
Rebecca Larson, Red Rocks Community Coll ege
Christian Prather, Red Rocks Community College
Sean Rogers, Red Rocks Community College
Polina Sarana, Red Rocks Community College
Gary Swartz, Red Rocks Community College
Chandra Moss, Santa Fe College
Danielle Buys, Sierra College
Ekta Chauhan, Sierra College
Hailey Craig, Sierra College
Cianna García, Sierra College
Zoe Gibson, Sierra College
Rachel Hanley, Sierra College
Michelle Hayward, Sierra College
Sally Loeza, Sierra College
Dale McGaughy, Sierra College
Donna Phan, Sierra College
Kristen Shugart, Sierra College
Megan Sinclair, Sierra College
Mariah Steinmetz, Sierra College
Sarah Tileston, Sierra College
Maya Wistos, Sierra College
Kaitlyn Coyne, University of Florida
Emma Ascensao, University of Rhode Island
Jillian Bernier, University of Rhode Island
Skylar Betzold, University of Rhode Island
Miya Brophy-Baermann, University of Rhode Island
Rebecca Dickinson, University of Rhode Island
Kaylin Drumm, University of Rhode Island
Amalia Duckworth, University of Rhode Island
Samantha Falkowski, University of Rhode Island
Chris Gambacorto, University of Rhode Island
Chase Hall, University of Rhode Island
Hannah Marie llagan, University of Rhode Island
Mary Kate Lewis, University of Rhode Island
Sydney Morris, University of Rhode Island
Jessica Newbury, University of Rhode Island
Victor Ochoa, University of Rhode Island
Connor Perry, University of Rhode Island
Aaron Purington, University of Rhode Island
Casey Rockwood, University of Rhode Island
Sabrina Rodríguez-Gervais, University of Rhode Island
Alex Rosa, University of Rhode Island
Michael Rose, University of Rhode Island
Hannah Sorlien, University of Rhode Island
Brooke Taylor, University of Rhode Island
Victor Akuffo, University of Rhode Island
Winifer Ali, University of Rhode Island
Molly Beluk, University of Rhode Island
Stephanie Blot, University of Rhode Island
Shannon Costello, University of Rhode Island
Sarah De La Cerda, University of Rhode Island
Veronica Dinneen, University of Rhode Island
Mateo Efstathopoulos, University of Rhode Island
Garrett Elderkin, University of Rhode Island
Betzy Escobar, University of Rhode Island
Crispin Ferris, University of Rhode Island
Robert Leniart, University of Rhode Island
Alexander Ling, University of Rhode Island
Michelle Macdonald, University of Rhode Island
Bastian Madsen, University of Rhode Island
Rory Martyn, University of Rhode Island
Justyce Morris, University of Rhode Island
Lauren Mulvey, University of Rhode Island
Katie Nehring, University of Rhode Island
Natalie Pérez, University of Rhode Island
Nichole Raia, University of Rhode Island

Katherine Remavich, University of Rhode Island
Connor Rogers, University of Rhode Island
Jesika Salisbury, University of Rhode Island
Haleigh Staradumsky, University of Rhode Island
Esteban Tamayo, University of Rhode Island
Stephanie Teran, University of Rhode Island
Ryan Tracy, University of Rhode Island
Austin Yeung, University of Rhode Island
Penelope Bremner, University of Wisconsin-Eau Claire
Kate Fomer, University of Wisconsin-Eau Claire
Brenna Lindsey, University of Wisconsin-Eau Claire
Mariah Meyers, University of Wisconsin-Eau Claire
Kathryn Rhutasel, University of Wisconsin-Eau Claire
Hannah Sisto, University of Wisconsin-Eau Claire
Kayla Wruk, University of Wisconsin-Eau Claire
Nathan Kane, University of Wisconsin-Eau Claire
Webinar Activities
Mariana Bahtchevanova, Arizona State University
Patrick Brugh, Loyola University of Maryland
Rosa Chávez, Tarrant County College
María Elena Crickette, University of California, Santa Barbara
Dina A. Fabery, University of Central Florida
Camilla Fiorina, University of California, Santa Barbara
Lloyd Frías, Loyola University of Maryland
Sarah Gordon, Utah State University
Sue Guillaud, Ball State University
Xavier Gutiérrez, University of Alberta
Monika Holzschuh, Queen's University
Pia Kostner, University of New Orleans
Penny Lovett, Wake Technical Community College
Laure Mauffray, Winthrop University
Silvia Choi, Georgia Gwinnett College
Markus Muller, California State University, Long Beach
Benjamin Nelson, University of South Carolina Beaufort
Brian Olovson, University of Iowa
Maricelle Pinto-Tomas, University of Iowa
John Riley, Greenville Technical Community College
Alyse Schoenfeldt, Palm Beach State College
Svetlana Singer, Texas A&M University-Kingsville
Sabrina Spannagel, University of Washington
Tamesia Sosa, Madison College
Reviewers
Karen Acosta, Valdosta State University
Johanna Alberich, Troy University
Tyler Anderson, Colorado Mesa University
Bruno Arzola, Tacoma Community College
Yuly Asención Delaney, Northern Arizona University
Barbara Ávila-Shah, University at Buffalo, State University of New York
María Brucato, Northeastern University
Julia Bussade, The University of Mississippi
Eduardo Cabrera, Millikin University
Sara Casler, Sierra College
Tami Cavitt, New Mexico Junior College
Karina Clarke, Metropolitan Community College
Blake Crossley, Colorado Mesa University
Debra Currere, Northern Illinois University
Rita De Luca Guerriero, University of Central Florida
Acknowledgments xix
Mary Ann Dellinger, Virginia Military Institute
Héctor Enríquez, University o/Texas, El Paso
Dina A. Fabery, University of Central Florida
Lisa Fraguada-Pileggi, Delaware County Communíty College
Margarita García-Notario, SUNY Plattsburgh
Amy George-Hirons, Tulane Uníversíty
Scott Gibby, Austin Communíty College
Alicia Gignouz, University of Montana
James Griesse, University of South Carolina Beaufort
Ana Hansen, Pellissippi State Community College
Patricia Harrigan, Community College of Baltimore County
Michael Harrison, San Diego Mesa College
Douglas A. Jackson, University of South Carolina Upstate
Tatiana Johnston, Colorado State University-Pueblo
Ryan LaBrozzi, Bridgewater State University
Stephanie Langston, Georgia State University Perimeter College
Courtney Lanute, Florida Southwestern State College
Kajsa Larson, Northern Kentucky University
Jeff Longwell, New Mexico State University
Frances Matos-Schultz, University of Minnesota
Teresa McCann, Prairie State College
Eva Mendieta, Indiana University Northwest
Cheryl Moody, Pulaski Technical College
Bridget Morgan, Indiana University South Bend
Jeanne Mullaney, Community College of Rhode Island
Benjamin J. Nelson, University of South Carolina Beaufort
Carmel O'Kane, Northeastern Illinois University
Michelle Orecchio, University of Michigan
Marilyn Palatinus, Pellissippi State Community College
Carlos Pedroza, Palomar College
Luis Peralta, Millikin University
Nilsa Pérez-Cabrera, Blinn College, Bryan Texas
Dolores Rangel, Georgia Southern University
Sandra L. Reynolds, Raritan Valley Community College
Alegría Ribadeneira, Colorado State University-Pueblo
Mary Rice, Concordia College
Marcos Romero, Aquinas College
Anita Saalfeld, Metropolitan Community College
Virginia Sánchez-Bernardy, San Diego Mesa College
Christine Stanley, Roanoke College
Kelly Suero, Troy University
Cristina Szterensus, Rock Valley College
María Tajes, William Paterson University
Kacie Tartt, University of Central Florida
Linda Tracy, Santa Rosa Junior College
Jennifer Valko, East Carolina University
Mayela Vallejos Ramírez, Colorado Mesa University
Amy Vassar, College of Western Idaho
Lisa Volle, Central Texas College
Richard Williams, Benedict College
Olivia Yánez, College of Lake County
ACTFL Focus Group Participants
Javier Aliegro, Elgín Community College
Tim Altanero, Austin Community College
Jorge Arteta, Brandeis University
Carlos Baez, North Hennepin Community College
Dikka Berven, Oakland University
Kathleen Bizzarro, Colorado College
Susana Blanco-Iglesias, Macalester College
XX Acknowledgments
Matt Borden , Carthage College
Flor María Buitrago, Muhlenberg College
Yolanda Burgos-Olinger, Sinclair Community College
Beatriz Calvo-Peña, Barry University
Elsa Castillo, California State University Fresno
Aurora Castillo-Scott, Georgia College
Krista Chambless, University of Alabama at Birmingham
An Chung Cheng, University of Toledo
Becky Cottrell, Metropolitan State University of Denver
Jorge Cubillos, University of Delaware
Dulce de Castro, Collin College
Mary Ann Dellinger, Virginia Military Institute
David Detwiler, Mira Costa College
Aurea Diab, Dillard University
Michael Dillon, Morehouse College
Cindy Doutrich, York College of Pennsylvania
Cindy Ducar, Bowling Green State University
Dina A. Fabery, University of Central Florida
Silvana Falconi, Boston College
Rachel Fournier, Troy University
Margarita García-Notario, SUNY Plattsburgh
Kevin Gaugler, Marist College
Yolanda González, Valencia College
Marie Guiribitey, Florida International University
Andrew Healey, Bloomsburg University
Sarah Hirsch, University of New Hampshire
Arme Hlas, University of Wisconsin-Eau Claire
Elizabeth Inman, College of the Holy Cross
Carmen Jany, California State University, San Bernardino
Amos Kasperek, Bob Janes University
Nieves Knapp, Brigham Young University
Kris Knisely, University of South Dakota
Ryan LaBrozzi, Bridgewater State University
Lina Lee, University of New Hampshire
Raúl Llorente, Georgia State University
Maria Manni, University of Maryland Baltimore County
Frances Matos-Schultz, University of Minnesota
Maria Matz, University of Massachusetts
Mercedes Meier, Miami Dade College
Marco Mena, Massachusetts Bay Community College
Lisa Merschel, Duke University
Christiane Metral, Smith College
Nicole Mills, Harvard University
Charles H. Molano, Lehigh Carbon Community College
Monica Montalvo, University of Central Florida
Francisco Montaña, Lehman College
Giuditta Monterosso, Massasoit Community College
Tania Muino-Loureiro, Northeastern University
Marie Noussi, Linfield College
Cornelia Okraski, Queens University of Charlotte
Michelle Orecchio, University of Michigan
Lucía Osa-Melero, Duquesne University
Lynn Pearson, Bowling Green State University
Florencia Pecile, Kirkwood Community College
Marina Peters-Newell, University of New Mexico
Ángela Finilla, Georgia Southern University
Kem Pinto, John A. Logan College
Isabel Rivera, Carthage College
Nohelia Rojas-Miesse, Miami University
Fanny Roncal, Concordia College
Christian Rubio, Bentley University
María Salomé-Chavarría, University of Houston-Victoria
Daniela Schuvaks Katz, Indiana University-Purdue University
Indianapolis
Gina Sherriff, Norwich University
Patricia Smith, Tufts University
Kelly Suero, Troy University
Kacie Tartt, University of Central Florida
Sandra Trapani, University of Missouri-St. Louis
Helga Winkler, Moorpark College
Nancy Zimmerman, Kutztown University
 Acknowledgments :xxi

We are grateful to the many individuals and organizations who granted permission to
use photos and literary selections (see Text and Photo Credits).
We wish to express our gratitude to the countless people at Ohlinger Publishing
Services and at Pearson who contributed their ideas, tireless efforts, and publishing
experience to the publication of the seventh edition of ¡Arriba! We are especially
grateful for the guidance of Gisela Aragón-Velthaus and Sarah Link, Development
Editors, for all their work, suggestions, attention to detail, and dedication to the
text. T hey, along with Ana Piquinela, Program Manager, provided support and
encouragement needed to achieve final products, both print and digital. T he
collaboration of Amy Gibbons, Senior Digital Media Manager, and Amanda Albert
Podeszedlik (MyLab Spanish), was instrumental in coordinating digital components.
We thank Lumina Datamatics for providing services in text design, electronic
page composition, and page review: Katy, Project Coordinator; Keith, Illustrator;
Pedro, Proofreader; and Elizabeth, Cold Reader.
We are indebted to our market development and marketing teams, Helen
Richardson Greenlea, Mellissa Yokell, and World Languages Consultants Yesha Brill,
Doug Brauer, and Raúl J. Vázquez López, who kept us informed of instructor and
student needs in the field.
Our phenomenal and talented supplement authors managed to coordinate their
efforts with ours, always keeping an eye on both deadlines and accuracy. They include
Andrew Bowen (managing and editing of Testing Program and Student Activities),
Gabriela Ferland (Testing Program), Katie Wade and Gregg Courtad (Student
Activities), and Debbie Coniglio (OPS Audio Project Manager).
We express our sincere thanks to Amber Chow, Executive Editor of Courseware
Management for Pearson, and Carolyn Merrill, Editor in Chief for Ohlinger Publishing
Services, for their guidance and support through every aspect of the ¡Arriba! program.
Lastly, we give our love and deepest appreciation to our families: Lourdes, Cindy,
Eddy, and Lindsey, Elena, Ed, Lauren, Luis, and Will; Wayne, Alexis, Sandro, Ignacio
and Isla; Camille, Chris, Eleanor, Teresa, Toby, and Bemadette; and Pete; Valayda and
Jesse (1945-2008); Roger and Britt; Dave, Nancy, Wesley, and Megan; Leisa and David;
and Tammy.
Eduardo Zayas-Bazán
Susan M. Bacon
Holly J. Nibert
 Comunicación y cultura

Zayas-Bozón I Bacon I Nibert

 Capítulo 1
Hola, ¿ qué tal?
«Si vives alegre, rico eres».

Inca Princess, early 1800s.

The conquest of the Americas
caused a clash between two
very different worlds and
civilizations. Although the
indigenous peoples already had
highly structured beliefs, the
Spaniards encouraged or forced
them to convert to Christianity.
This painting depicts an Inca
princess, claimed by her
descendants to be the first
Christian Inca woman.

Inca Noblewoman, Cuzco, Peru, Early 1800s. Denver Art Museum Collection: Gift of Dr. Belinda Straight by
exchange and New World Department Acquisition Funds. 1996.18. Photography courtesy Denver Art Museum.

Learning Objectives
1.1 Meet and greet others
1.2 Talk about yourself and others
1.3 Discuss the advantages of being bilingual, and learn about an
alternative hip-hop group from Puerto Rico
1.4 Describe your classroom, and respond to classroom instructions
2 dos
1.5 Identify and describe people, places, and things, including dates
1.6 Use visuals to aid comprehension
1.7 Recognize the expanse of the Hispanic world
1.8 Identify cognates to understand text
1.9 Move from phrases to sentences

In this Cha pter

1.1 Primera parte
Vocabulario Saludos y despedidas
Estructuras The Spanish alphabet
The numbers 0-100
Subject pronouns and the present tense of ser
Perfiles
Mi experiencia Soy bilingüe
Mi música f/Latinoamérica" (Calle 13, Puerto Rico)
1.2 Segunda parte
Vocabulario En la clase
Estructuras Days of the week; months of the year; seasons
Nouns and articles
Adjective forms, position, and agreement
Club cultura Explora el mundo hispano
1.3 Nuestro mundo
Panoramas La diversidad del mundo hispano
Páginas Versos sencillos, "XXXIX" (José Martí, Cuba)
Taller Tu perfil

ENFOQUE CULTURAL: LA DIVERSIDAD

DEL MUNDO HISPANO
Club cultura: Bienvenidos a Club cultura
lndicate with C (Cierto) if these items will be included in the
video series, or F (Falso) if they will not be included.
1. the Caribbean
2. Africa
3. Asia
4. the Complutense Film Festival
5. indigenous cultures
6. music and dance

tres 3
4 cuatro Capítulo 1

1.1 Primera parte

Vocabulario
1.1 Meet and greet others
Saludos y despedidas
DJ En la universidad.

Hola, María Luisa. Muy bien, Jorge. Hola, buenas tardes.

¿Cómo estás? ¿Y tú? ¿Qué tal? ¿Cómo se llama usted? Me llamo
¿Yo? ¡Fenomenal! Roberto Gómez.
¡Nos vemos en Mucho gusto. Soy
clase, Jorge! la profesora López. Encantado.
Hasta luego, r----­

María Luisa.

Adiós,
Juan.

¿Comprendes? Indicate if each statement is Cierto (true) or Falso (false). Correct

the false statements. If you need help, check the vocabulary list.

l. Jorge y María Luisa son amigos (friends). CIF

2. La señora López es estudiante. C/F

3. María Luisa está muy mal. C/F

 Hola, ¿qué tal? cinco 5

l)J Vocabulario
Saludos Greetin_gs [)espedidás Farewells
Buenos días. Good morning. Adiós. Good-bye.
Buenas noches. Good evening. Hasta luego. See you later.
Buenas tardes. Good afternoon. Hasta mañana. See you tomorrow.
¿Cómo está usted? How are you? (for.) 1 Hasta pronto. See you soon.
¿Cómo estás? How are you? (inf.) Nos vemos. See you.
Hola. Hello, Hí. Títulos Titles
¿Qué pasa? What's happening? What's up? (inf.) el señor (Sr.) Mr.
¿Qué tal? What's up? (inf.) la señora (Sra.) Mrs.,Ms.
Res_puestas Responses. la señorita (Srta.) Miss
De nada. You're welcome. En-la clase. .In class
¿De verdad? Really? la clase class
Encantado/a. Pleased to meet you. el/la estudiante student (malelfemale)
Gracias. Thank you. el/la profesor/a professor (male!female)
Igualmente. Likewise. la tarea homework
Lo siento. I'm sorry. la universidad university
Más o menos. So-so. (lit. More or less.) Expresiones para la clase Expressions for class
.
Mucho gusto. Nice to meet you. ¿C,orno se d ice....? How do you say...?
.
(Muy) Bien. (Very) Well. ¿ C,orno se escnbe....? How do you write... ?
. ..
(Muy) Mal. (Very) Bad. ¿Que, s1gn1f1ca....? What does... mean?
Todo bien. All's well. Otra vez, por favor. Again, please.
Presentaciones I ntroductions
¿Cómo se llama usted? What's your name? (for.)
¿Cómo te llamas (tú)? What's your name? (inf.)
Me llamo... My name is... (lit. I cal! myself ..)
Mi nombre es... My name is...
Soy... (ser) I am... (to be)
¿Ytú? And you?

Variaciones
Numerous greetings and farewells are used in the
Spanish-speaking world and variations are common.
The expression ¿Qué onda? (What's up?) is popular in
Mexico. A brief Buenas far Good affernoon/evening is
typical in Spain. Speakers from many Latin American
countries commonly use the expression ¡Chau! (also
spelled ¡Chao!) to say Good-bye!

1 Abbreviations: for. (formal); inf. (informal); lit. (literally)

6 seis Capítulo 1

>)) Letras y sonidos

Spanish vowels
In Spanish, each of the five letters a, e, i, o, u corresponds to one and only one
vowel sound. In English, these same five letters correspond to many different
vowel sounds, which tend to be long and glided. For example, the letter a
creates five different vowel sounds in the following words: father, cat, approach,
blame, awe.
What vowel sound in English corresponds to each of the letters a, e, i, o, u in
Spanish?
• The letter a is pronounced like the a in father, but is shorter.
más pasa nada manana encantada
• The letter e is pronounced like the e in they, but is shorter with no final
glide.
es tres mesa deporte interesante
• The letter i is pronounced like the i in machine, but is shorter. 1
mi niño libro tímido inteligente
• The letter o is pronounced like the o in alone, but is shorter with no final
glide.
o hola color exótico nosotros
• The letter u is pronounced like the u in flute, but is shorter.
tú azul lunes gusto música

Aplicación
1-1 ¿Qué tal? Select a logical response for each statement or question.
MODELO: Adiós.
Hasta luego.
l. Soy el doctor Gómez. a. Me llamo Pedro Guillén.
2. Gracias. b. Buenos días, doctor.
3. ¿ Cómo se llama usted? c. De nada.
4. Mucho gusto. d. Buenas tardes, profesora.
5. Buenas tardes, Tomás. e. Igualmente.

1-2 ¿Quiénes son? (Who are they?) Listen to the short conversations and
indicate the number of each conversation next to the corresponding situation.
__ two friends saying good-bye
__ a teacher and student introducing themselves
__ a young person greeting an older person
__ two friends greeting each other
__ two students introducing themselves

1Be careful to avoid the i sound in sit in the following words, since this sound does not exist in
Spanish: inteligente, interesante, introvertido, impaciente, tímido, simpático, misterioso.
 Hola, ¿qué tal? siete 7

,¡u 1-3 Presentaciones. The following people are meeting for the first time.
Act out what they might say to each other. Practice using different ways to
introduce yourself.
MODELO: PROFESOR SOLAR: Buenas tardes. Soy el profesor Solar.
ESTER: Buenas tardes, profesor Solar.
Mi nombre es Ester Muñoz.
PROFESOR SOLAR: Mucho gusto.
ESTER: Igualmente.
el profesor Solar
y Ester Muñoz

la Sra. Aldo y la Patricia y Marcos Eduardo y Manuel

Sra. García

1-4 Saludos. How do you greet friends and relatives? People you meet for the first Cultura en vivo
time? Does the age of the person make a difference?
You will find that comfortable
Paso 1 Read the following to compare your experience with many Spanish speakers. physical distance differs
between cultures. For example,
when holding a conversation,
Many Spanish speakers use nonverbal signs when interacting with each other. Hispanics tend to stand closer
These signs vary, depending on the social situation and on the relationship between to each other than in many
the speakers. In a friendly setting, two people will often kiss each other lightly on other cultures. As a test,
one (Latín America) or both (Spain) cheeks. In a more formal setting, people who stand at arm's distance from a
meet each other for the first time shake hands, both when greeting and when classmate; then take one step
saying good-bye to each other. In many places, men who know each other well closer. Which distance feels
often greet each other with an abrazo (hug) and pats on the back. Women tend to more comfortable for holding a
greet each other and their male friends with one (or two) light kisses on the cheeks. conversation with a friend?

Paso 2 Introduce yourself to five of your classmates. Shake hands or kiss

lightly on the cheek as you ask them their names and how they are. Toen say
good-bye.

1-5 ¿Cómo está usted? In pairs, take turns assuming the roles of instructor and
student. Act out the following situation.
MODELO: ESTUDIANTE 1: Buenos días...
ESTUDIANTE 2: Hola ...

Profesor/a Estudiante
lt's morning. Greet the student, introduce yourself, Answer your instructor. Then ask him/her how he/
and ask his/her name. she feels.
Respond to the student, and ask the same. Respond logically. Then say good-bye.
Respond logically. Respond logically.
8 ocho Capítulo 1

Estructuras
1.2 Talk about yourself and others
The Spanish alphabet
ffl The Spanish alphabet contains twenty-seven letters, including one that <loes not
IUa appear in the English alphabet: ñ.

Ejemplos·(Examp/es) Pronunciación (Pronunciation)' 1

a a Ana
b be Bárbara The letters b and vare pronounced exactly alike, as a b.
e ce Carlos, Cuba, Cecilia In ali varieties of Spanish, the letter e before a, o, or u sounds like the
English k. In Latín America, the letter e before e or i is pronounced like
the English s. In most of Spain, e before e or i, and the letter z, are
pronounced like the th in thanks.
d de Dios, Pedro
e e Ernesto
f efe Fernando
g ge gato, gusto, gitano The letter g before a, o, or u is pronounced like the English gin gate.
Before e or i, the letter g is pronounced the same as Spanish j (or a hard
English h).
h hache Hernán, hola, hotel The letter h is always silent.
Inés
j jota José The letter j is like a hard English h sound.
k ka kilómetro, karate The letter k is not common and usually appears only in words borrowed
from other languages.
ele Luis
m eme María
n ene Nora, nachos
ñ eñe niño The ñ sounds like ny as in canyon.
o o áscar
p pe Pepe

q cu Quique, química
r ere Laura, Rosa At the beginning of a word, r is always pronounced like a trilled rr.
s ese Sara
t te Tomás
u u usted, Úrsula
V uve orve Venus, vamos The letters b and vare pronounced exactly alike, as a b.
w doble uve or doble v Washington, windsurf The letter w is not common and usually appears only in words borrowed
from other languages.
X equis excelente, México The letter x is usually pronounced like ks, but also occasionally like the
Spanish j.
y ye soy, Yolanda, maya The letter y is pronounced as in toy or yard.
z zeta zorro, lápiz In Latin America, the letter z is pronounced like the English s. In most of
Spain, it sounds like the th in thanks.

¿Comprendes? Identify the missing word for each of these place names.
l. Ene - u - e - uve - o: ---- México
2. Pe - a - ese - o: El ----
3. Jota - u - a - ene: San ____
 Hola, ¿qué tal? nueve 9

Aplicación
1-6 ¿Qué vocal falta? Complete the names of these famous hispanos with the Presencia
missing vowels. ¡Ojo! (Watch out!): For letters with an accent, say con acento after hispana
saying the name of the letter: eme - a - ere - i con acento - a (María).
Hispano, latino, or español?
MODELO: _v _ M _nd _s(actriz) These terms are often used
e, a, e, e (Eva Mendes) interchangeably in the U.S. to
describe people with origins in
l. J _ nn _fer L _p _ z(actriz y cantante) Spanish-speaking countries.
2. R_f _el N_d _l(tenista) However, to be more precise,
3. J _ss _c _ _lb _(actriz) hispano refers to anyone
of Spanish-speaking origin;
latino refers to anyone from
1-7 ¿Qué consonante falta? What consonants are missing from the names of these Latin America, including Brazil;
countries in the Spanish-speaking world? Complete each name with the missing español refers only to a person
consonants. from Spain, or to the Spanish
language. Many hispanos and
MODELO: Mé 1 o
latinos speak español, but are
x (equis), c (ce) not españoles. Do you identify
l. Ar enti a 4. Co __ a 1ca yourself by your nationality,
ethnic origin, or the language
2. Bo_1_1a 5. Para ua
you speak?
3. El Sa ado 6. Espa _a

1-8 ¿Quién soy yo? (Who am /?) With your partner, take turns dictating your
full names to each other. Then check to see if your spelling is correct.

,:.1 1-9 ¿Qué es? Many Spanish words are the same or similar in English.
fa1I In pairs, take turns spelling out and writing down two or three
random words from the box; then check to see if you have each spelled the
words correctly. If you need to hear the spelling again, ask your partner to
repeat by saying Otra vez, por favor.
MODELO: ESTUDIANTE 1: (spells out taco) te - a - ce - o
ESTUDIANTE 2: (after writing down the word) ¿Taco?
ESTUDIANTE 1: Correcto.

actor auto coco melón

alcohol banana doctor rodeo
álgebra café hotel solar
animal chocolate limón tomate

¿Cómo se escribe "cigüeña" (stork)?

10 diez Capítulo 1

The numbers 0-100

Numbers in Spanish are expressed as follows:

cero diez veinte treinta

uno once veintiuno treinta y uno
dos doce veintidós treinta y dos
tres trece veintitrés treinta y tres
cuatro catorce veinticuatro treinta y cuatro
cinco quince veinticinco treinta y cinco
seis dieciséis veintiséis treinta y seis
siete diecisiete veintisiete treinta y siete
ocho dieciocho veintiocho treinta y ocho
nueve diecinueve veintinueve treinta y nueve

40- 49: cuarenta, cuarenta y uno, cuarenta y dos, cuarenta y tres...

50-59: cincuenta, cincuenta y uno, cincuenta y dos, cincuenta y tres...
60-69: sesenta, sesenta y uno, sesenta y dos, sesenta y tres...
70-79: setenta, setenta y uno, setenta y dos, setenta y tres...
80-89: ochenta, ochenta y uno, ochenta y dos, ochenta y tres.. .
90-99: noventa, noventa y uno, noventa y dos, noventa y tres ...
100-109: cien, ciento uno, ciento dos, ciento tres...

• Uno becomes un before a masculine singular noun and una before a feminine
singular noun.
un libro one book
una mesa one table
un profesor one professor (male)
una profesora one professor (female)
• In compound numbers, -uno becomes -ún before a masculine
noun and -una before a feminine noun.

veintiún libros twenty-one books

veintiuna profesoras twenty-one female
professors
• The numbers dieciséis through diecinueve (16-19) and
veintiuno through veintinueve (21-29) are generally written
as one word. The condensed spelling is not used after 30.
• Cien is used when it precedes a noun or when counting the
number 100 in sequence.

cien estudiantes one hundred students

Toe ancient Maya developed a precise
base-20 counting system that included
zero (shell), one (dot), and five (bar).
Can you find the three vertical bars and
the three dots to form the number 18?
• Ciento is used in compound numbers from 101 to 199.
ciento uno one hundred and one
ciento cuarenta y cinco one hundred and forty-five
¿Comprendes? Provide the correct numeral for each item.
1. Ciento ocho estudiantes: --
2. Treinta y nueve profesoras: __

3. Setenta y una clases: __

 Hola, ¿qué tal? once 11

Aplicación
1-1 O ¿Qué número falta? Figure out the patterns of numbers below and complete Cultura en vivo
them with the logical numbers in Spanish. The lottery is an important
MODELO: uno, tres , cinco, siete, nueve, once means of generating funds
in many countries and draws
l. dos, ______, seis, ocho, ______ , doce, ______ players from all income levels.
2. uno, cmco, nueve, diecisiete, veintiuno, ______ In Spain, el sorteo de Navidad,
held on December 22, is the
3. cinco, diez, veinte, veinticinco, ______, ______
most popular, attracting an
4. treinta, cuarenta, ______, ______, setenta, ______ average expenditure of 73
euros per Spaniard. Although
5. once, veintidós, ______, cuarenta y cuatro, cincuenta y cinco, a full ticket sells for 200 euros,
they are sold in décimos
______, setenta y siete, ______
(tenths) for 20 euros each. The
payout for el Gordo (the big
,:;J 1-11 Te toca a ti (/t's your turn). In pairs, take turns challenging each other with one) can be over 700 million
fA1I an original sequence of numbers. See the previous activity for models. euros.

1-12 ¿Qué se hace en Madrid (What do people do... )? Read the tourist guide to find
information about what to do in Madrid. Write the page numbers for each category
and say them in Spanish.

EN MADRID
Arte público ... 3
marzo-abril
Ballet... 13
Semana Santa 25-31 marzo Conciertos... 25
Mapoma (Maratón Popular de Madrid) 30 marzo
Congresos... 28
Museos (horas especiales durante Semana Santa)
Día del Libro 23 abril Datos útiles... 36
Deportes. . . 39 Puesto (Stand) de lotería en Sevilla,
Exposiciones... 40 España. ¿Cuál es tu número favorito?
Ferias... 44
Fiestas... 50
Música ... 52
Niños... 61
Ópera... 72
Puntos de interés... 83

,, .
MODELO: 52 mus1ca
en la página cincuenta y dos
l. puntos de 3. conciertos 6. deportes
interés 4. ballet 7. fiestas
2. nmos 5. arte público 8. opera
12 doce Capítulo 1

� 1-13 ¿Cuál (What) es tu número de teléfono? Work with three or four

classmates to give and take down each other's numbers. Notice that telephone
numbers in Spanish can be stated in groups of two digits rather than in single digits.
MODELO: ESTUDIANTE 1: ¿Cuál es tu número de teléfono?
ESTUDIANTE 2: (331) 555-2240: tres, tres, uno, cinco, cincuenta y cinco,
veintidós, cuarenta
1-14A ¡Necesito información! In pairs, take turns telling each other how many
� people are in different places to see if you agree. Estudiante B: see Appendix 1,
pageA-1.
MODELO: ESTUDIANTE A: (15 estudiantes en clase)
Hay (There are) 15 estudiantes en clase.
ESTUDIANTE B: (14 estudiantes en clase) No es cierto. Hay catorce.
Estudiante A:
55 estudiantes en la cafetería 77 profesoras en la universidad
21 universidades en Miami 91 profesores en la universidad
100 clases en la lista

� 1-15 ¿Cuántos son? Individually follow the model to create four simple math
problems. Then, in pairs, challenge each other to solve them in Spanish. Useful
expressions: + más and- menos.
MODELO: 25 + 15 = 40
ESTUDIANTE 1: ¿Cuántos son veinticinco más quince?
ESTUDIANTE 2: Cuarenta.
ESTUDIANTE 1: Correcto.

Subject pronouns and the present tense of ser

Subject pronouns refer to people (I, you, he, etc.).
¿Quién es usted?

SINGULAR PLURAL
yo I nosotros/nosotras we (mi�
tú you (inf.) vosotros/vosotras you (m/f; inf., Spain)
usted (Ud.) you (for.) ustedes (Uds.) you (for.)
él,ella he, she ellos,ellas they (m./f .)

You have already used sorne forms of the verb ser. Here are ali of the forms of the
present, along with the subject pronouns.

SINGULAR PLURAL
yo soy / am nosotros/as somos we are
tú eres you are (inf.) vosotros/as sois you are (inf.)
usted (Ud.) es you are (for.) ustedes (Uds.) son you are (for.)
él/ella es he/she is ellos/ellas son they are

• Because the verb form shows the subject of a sentence, you can omit subject
pronouns unless they are needed for clarification or emphasis.
¿ Eres de Puerto Rico? Are you from Puerto Rico?
Sí, soy de Puerto Rico. Yes, I'm from Puerto Rico.
Yo no, pero ellos son de Puerto Rico. I'm not, but they 're from Puerto Rico.
 Hola, ¿qué tal? trece 13

• Use tú to address a friend, a family member, or a pet. Use usted for an

acquaintance or a person in a position of authority (a supervisor, teacher, or older
person) to show formality or respect.
Pablito, tú eres mi mejor amigo. Pablito, you are my best friend.
Perdone, ¿es usted la profesora? Excuse me, are you the professor?
• Vosotros/as and ustedes are the plural of tú and usted, respectively, but in all
of Latin America, ustedes is used for both the informal and formal plural you.
Vosotros/as is commonly used in Spain. 1
Amigos, ustedes son/ vosotros sois Friends, you are very patient.
muy pacientes.
• The verb ser expresses origin, occupation, inherent qualities, or identity.
¿De dónde eres? Where are you from?
Soy de Toronto. I am from Toronto.
¿Cómo es la profesora? What is the teacher like?
Es muy inteligente. She is very intelligent.
¿Qué es esto? What is this?
Es la Casa Rosada. It's the Pink House.

La Casa Rosada es la sede (seat) del Poder Ejecutivo de la República

Argentina.

¿Comprendes? Identify the correct verb for each subject: soy, eres, es, somos, or son.
l. ustedes -- 4. tú__
2. túy yo __ 5. yo __
3. Guillermo --

Aplicación
1-16 En la clase de la profesora Gómez. Select the correct form of the verb ser
according to the context.
Hoy hay (there is) examen en la clase de la profesora Gómez. Los estudiantes
(1) somos/son inteligentes, pero la profesora (2) eres/es muy exigente (demanding) y la
clase (3) es/sois muy difícil (difficult). Roberto dice: "Profesora, nosotros (4) somos/son
buenos estudiantes, y el examen (5) son/es mañana, ¿no? La profesora responde: "¡Ay,
Roberto! ¡Yo (6) son/soy la profesora! ¡El examen (7) es/son hoy y ya (8) es/soy tarde!"
1
¡Arriba! uses ustedes as the plural of tú, except where cultural context would require otherwise.
14 catorce Capítulo 1

1-17 Salvador Dalíy Diego Rivera. Read about these two artists whose artwork is
very different, yet revered world over.
Paso 1 Read the descriptions and complete the text with the correct forms of ser.

Salvador Dalí y Diego Rivera (1) __ dos de los artistas

más famosos del mundo (world). Los dos artistas (2) __
del siglo XX, pero sus experiencias y sus estilos (3) __
muy diferentes. Salvador Dalí (4) __ español. (5) __ de
Figueras, un pueblo (town) cerca de Barcelona. Dalí (6) __
famoso no solo por su arte surrealista, sino también por su
apariencia extravagante. La muerte de Dalí (7) __ en 1989
a la edad de ochenta y cuatro años.

Diego Rivera (8) __ mexicano. (9) __ de Guanajuato,

una ciudad (city) colonial al norte de la Ciudad de México. El
año de su nacimiento (1O) __ 1886 y el año de su muerte
(11) __ 1957. Rivera (12) __ famoso por sus murales
que describen (depict) la historia de México, especialmente la
conquista de México por los españoles. Su estilo (13) __
realista.

Paso 2 Answer these questions in Spanish, based on the reading in Paso 1 about
Salvador Dalí and Diego Rivera.
l. Where is Dalí from? Where is Rivera from?
2. What do Rivera and Dalí have in common?
3. How do they differ?
4. What painting, sculpture, or mural by either of these artists have you seen? What
is its theme?

1-18 Ramón y Rosario. Two students meet in the student center before class.
Paso 1 Write the correct forms of the verb ser to complete their conversation.
RAMÓN: Hola, yo (1) __ Ramón Larrea Arias.
ROSARIO: Encantada, Ramón. (2) __ Rosario Vélez Cuadra.
RAMÓN: ¿De dónde (3) __ ?
ROSARIO: (4) __ de Puerto Rico, ¿y tú?
RAMÓN: (5) __ de Panamá, pero mis padres (parents) (6) __ de Colombia.
ROSARIO: ¿Cómo (7) __ tu clase de inglés?
RAMÓN: Mi clase (8) __ muy interesante y mis compañeros de clase (9) __
muy simpáticos (nice).
ROSARIO: ¿Cómo (10) __ la profesora?
RAMÓN: (11) __ muy inteligente. Ella (12) __ de Canadá.
ROSARIO: ¡Ay, lo siento! Tengo clase ahora (now). Hasta luego, Ramón.
RAMÓN: Nos vemos, Rosario.

Ea Paso 2 In pairs, create a similar conversation to exchange information about

yourselves or a personality you create.
 Hola, ¿qué tal? quince 15

El 1-19 Tus preferencias. Work individually to complete these questions with the
correct form of ser. Then, in pairs, take turns asking and responding to each
other 's questions.
MODELO: ESTUDIANTE 1: ¿Cuál es tu número de teléfono?
ESTUDIANTE 2: Es el 361-555-1234.
l. ¿Quién __ tu actor favorito?
2. ¿Cómo __ él/ella?
3. ¿ __ él/ella mexicano/a?
4. l-- (tú) aficionado/a al cine español?
5. ¿__ actores también tú y tus amigos?

¡Conversemos!

First, ask yourself whether you can perform the following communicative functions in Spanish. Then act out the
scenarios with two or three classmates. Ask and respond to at least three questions in each situation.

✓ CANYOU WITH YOUR CLASSMATE(S) ...

D meet and greet others?
D spell your name?
D perform simple math
problems in Spanish?
□ talk about yourself and
others?
Situación: En clase.
This is your first day of class. Take turns introducing yourselves as a professor or
student and ask others their names.
Para empezar (Getting started): ¿Cómo te llamas? ¿Cómo se llama usted?
Situación: En el centro de estudiantes internacionales.
You and your partner welcome students to a reception for intemational students
and must write everyone's name on name tags. Take turns asking their names and
how to spell them.
Para empezar: ¿Cómo te llamas? ¿Cómo se escribe...?
Situación: Planes para una fiesta.
Challenge each other to calculate how many soft drinks (refrescos) and pizzas you
need if you invite 5, 10, or another number of friends.
Para empezar: Con cinco amigos, necesitamos diez refrescos y... pizzas. Con... amigos,
necesitamos...
Situación: En clase.
Ask your classmates and your professor who they are and where they are from.
How many are from the same city or town? Is anyone from another country?
Para empezar: ¿Quién eres tú/ es usted? ¿De dónde ... ?
16 dieciséis Capítulo 1

Perfiles
1.3 Discuss the advantages of being bilingual, and learn about an alternative
hip-hop group from Puerto Rico
Mi experiencia
SOY BILINGÜE

m'I 1-20 Para ti (For you). Do you have friends or family members who speak more than
IU.I one language? Did they grow up speaking two languages, learn a second language
in school, or live in a place where English was not the primary language? What are the
economic, political, and social advantages to being bilingual and bicultural in today's world?
Read the excerpt from Ramón García Torres's blog below about growing up bilingual.

¡Hola! ¿Qué pasa? My name is Ramón García Torres

and I live in New York City. My family is originally
from Puerto Rico; my parents moved to New York
when I was just a kid. Growing up, 1 spoke Spanish
at home and learned English in school, like most of
my friends in the neighborhood. l'm very proud of my
Puerto Rican heritage and of being both bicultural
and bilingual. Currently, 1 study international business
at New York University, and in the future I hope
to work with a company with locations here and
abroad. lt's true that knowing two languages offers
many professional and social opportunities, but for
me, speaking Spanish and English with family and
friends is what I know; it's my experience. My friends and I love to watch the Latín
Grammys and are especially proud when Calle 13 wins an award, like Record of the
Year and Song of the Year for their hit "Latinoamérica."

,:.1 1-21 En su opinión. With a partner, explore your experiences and ideas about
fA1I bilingualism by discussing these questions.
1. What are your reasons for studying Spanish?
2. Do you plan to use Spanish in a particular career or in another facet of your life?
How so?
3. Have you studied or do you speak other languages besides English and Spanish?
What about your friends and family?
4. What other people in the media or public eye can you name who are bilingual?
How has it helped them?
5. What can you do outside of class to improve your Spanish language and cultural
understanding?

Presencia hispana
Although Puerto Ricans are U.S. citizens, they have no representation in the U.S.
Congress, nor are they allowed to vote in U.S. presidential elections unless they reside in
one of the 50 states. They are subject to the military draft, and pay into Social Security,
but do not pay federal income taxes on income earned in P.R. However, the high cost
of living and unemployment on the island have caused many to immigrate to the U.S.
mainland, especially to New York and Florida. What event in 1898 led to the cession of
Puerto Rico from Spain to the U.S.?
 Hola, ¿qué tal? diecisiete 17

Mi música
"LATINOAMÉRICA" (CALLE 13, PUERTO RICO)

The altemative hip-hop group Calle 13 has

become popular for songs that highlight
underlying social and political issues in Latin
America. "Latinoamérica" has been heralded
for its sound, content, and impactful images in
the music video. The song features stepbrothers
René Pérez Joglar and Eduardo José Cabra, as
well as severa! guest artists. As you watch the
video, notice both the stunning images and the
possible social commentary the artists make.
ANTES DE VER Y ESCUCHAR
(PRE-VIEWING AND -LISTENING)

1-22 Tú no puedes comprar... You will hear

lyrics and view scenes extolling things no one
can buy. Guess the meaning of these words in English and select the appropriate
word for each concept.

the heat my happiness the colors my sorrows the wind the rain the clouds the sun

Tú no puedes comprar...

l. el viento ----- 5. los colores

2. el sol ----- 6. mi alegría
3. el calor ----- 7. las nubes
4. mis dolores ----- 8. la lluvia

PARA VER Y ESCUCHAR (WHILE-VIEWING AND -LISTENING)

1-23 Vistas. Search online to find a video and lyrics (la letra) of "Latinoamérica."
Toen, indicate with C (Cierto) or F (Falso) if the image appears in the video. Finally,
choose one image that strikes you as impactful or meaningful and explain why.

l. agricultores y pescadores (fishermen) 6. dinero (money)

2. aviones (planes) 7. montañas
3. bebés 8. viejos y jóvenes (old and
4. comida y bebida (food and drink) young people)
5. rascacielos (skyscrapers) 9. un corazón (heart)

Q Busca: video Calle 13 Latinoamérica; Calle 13 Latinoamérica letra

DESPUÉS DE VER Y ESCUCHAR (POST-VIEWING AND -LISTENING)

1-24 Opinión. The speech at the beginning of "Latinoamérica" is Quechua, an

indigenous language dating from long before the conquest of Peru. How <loes the
language fit into the message of the song? How <loes the image of the beating heart
connect the music to the land?
18 dieciocho Capítulo 1

1.2 Segunda parte

Vocabulario
1.4 Describe your classroom, and respond to classroom instructions
En la clase

m ¿Qué pasa hoy en la clase de la profesora García?

PROFESORA GARCÍA: Buenos días. Por favor, saquen la tarea para hoy. Miguel, lee el
número uno, por favor.
MIGUEL: Perdone, profesora, no tengo la tarea.
PROFESORA GARCÍA: ¿Paulina?
PAULINA: Un momento, profesora. Necesito mi tableta.
PROFESORA GARCÍA: ¿Ramón?
RAMÓN: Perdone, profesora. Repita, por favor.
PROFESORA GARCÍA: Todos, saquen un papel y escriban su nombre. Hoy hay prueba.
¿Comprendes? Indicate if each statement is Cierto (true) or Falso (false). Correct
the false statements. lf you need help, check the vocabulary list.
l. __ La clase es hoy. 3. __ Hay tarea en la clase de la profesora García.
2. __ Miguel tiene la tarea. 4. __ Paulina necesita su computadora portátil.
 Hola, ¿qué tal? diecinueve 19

l}J Vocabulario
¿De _qlié' colo(es? Wh�t co10:r. 'ª· it? Adverbios: A�ve"rbs_
amarillo/a yellow aquí here
anaranjado/a orange hoy today
azul blue mañana tomorrow
blanco/a white Verbos Verbs
gris gray hay there is, there are
marrón / color café brown necesito, necesita (necesitar) I need, s/he needs (to need)
morado/a purple tengo (tener) I have (to have)
negro/a black Expresiones
rojo/a red para-.los estudiantes Expressions far students
rosado/a pink No comprendo. I don't understand.
verde green No sé. I don't know.
Repita1 , por favor. Repeat, please.
el bolígrafo pen Perdone. Excuse me.
la calculadora calculator E�pr�sioñes para ta clase. E_xpressions for tt,e• cl_a�ss
(tú/Uds�) .(inf ./for._)
la computadora (portátil) (laptop) computer
Abre (Abran) el libro. Open your book(s).
el cuaderno notebook
Cierra (Cierren) el libro. Clase your book(s).
el diccionario (en línea) (online) dictionary
Contesta (Contesten) en español. Answer in Spanish.
el lápiz pencil
Escribe (Escriban) en la pizarra. Write on the board.
el libro book
Escucha. (Escuchen.) Listen.
el mapa map
Estudia. (Estudien.) Study.
el marcador marker
Lee (Lean) el diálogo. Read the dialogue.
la mesa table
Repite. (Repitan.) Repeat.
la mochila backpack
Saca (Saquen) la tarea. Take out your homework.
el papel paper
Ve (Vayan) a la pizarra. Go to the board.
la pizarra (interactiva) chalkboard (interactive whiteboard)
la prueba quiz
la puerta door

Variaciones
el reloj dock, watch
la silla chair
la tableta tablet • A few words for colors vary in the Spanish-speaking
el teléfono (celular/inteligente) (cell) phone / smartphone world. Marrón is also color café or pardo. Rosado
Personas- People may be (el color) rosa, and morado may be púrpura
el hombre man or (el color) violeta. Also, anaranjado may be simply
la mujer woman naranja.
• Names for technology also vary: /aptop is la
(computadora) portátil in Latin America andel
barato/a cheap, inexpensíve
(ordenador) portátil in Spain. Ce// phone is generally
caro/a expensive
el (teléfono) celular in Latin America and el (teléfono)
grande big
móvil in Spain.
pequeño/a small

Aplicación
1-25 ¿Cuántos/as hay en la clase? Take inventory of your classroom. Indicate how
many of each item there are.
MODELO: 20 estudiantes
___ pizarras __ mapas --- sillas
__ bolígrafos __ teléfonos inteligentes --- tabletas
___ mesas --- cuadernos __ libros de español

1 Repita is a formal command, appropriate to use with your professor.

20 veinte Capítulo 1

mJ 1-26 ¿Qué haces cuando ...? (What do you do when... ?) Listen to a Spanish
teacher make various requests in the classroom, and indicate the number of
each request next to what you would do.
__ I answer in Spanish. __ I write the sentence. __ I repeat the alphabet.
__ I open my book. __ I close the book. __ I go to the board.
__ I read the dialogue. __ I listen to the music.

1-27 Los colores y la percepción. How do you perceive colors?

Paso 1 Select the appropriate association for each color, according to long-held
notions in Western culture.
l. el azul a. el sol, el oro
2. el marrón b. la competición, la actividad, el fuego (ftre)
3. el verde c. la tranquilidad
4. el anaranjado d. la magia, el romance, la imaginación, la realeza
5. el rojo (royalty)
6. el morado e. la sensualidad, el color de la Madre Tierra
7. el amarillo f. la energía, la pasión
g. la regeneración, el futuro, la conservación

� Paso 2 As a group, take a survey to find out the following information.

l. ¿Cuál es el color favorito de la clase?
2. ¿Qué significa ese color, según la información en el Paso 1?
3. ¿Hay una diferencia en preferencia entre los hombres y las mujeres de la clase?

E\l 1-28 ¡Escucha bien! In pairs, take turns giving and acting out commands in
Spanish. Choose from these options.
MODELO: ESTUDIANTE 1: Abre el libro.
ESTUDIANTE 2: (opens his/her book)
ESTUDIANTE 1: Correcto.

Cierra el libro. Ve a la pizarra. Saca la tarea.

Repite tu nombre. Saca el lápiz. Escribe tu nombre.
Ve a la puerta. Lee el diálogo. Abre el cuaderno.

r:;I 1-29A ¡Necesito información! You are a student departmental worker. Below is a
fal1 list of items you need for your department. Call the bookstore and give the clerk
your supply order. Mark the items your clerk can supply, as he/she may have a lesser
quantity. When you finish, compare your lists. Estudiante B: see Appendix 1, page A-1.
MODELO: ESTUDIANTE A: ¿Hay cinco calculadoras?
ESTUDIANTE B: S( tengo diez./ No, solo (only) hay cuatro.

Estudiante A:
__ 1reloj __ 14 tabletas -- 20diccionarios
__ 10sillas __ 80bolígrafos -- 75 cajas (boxes) de marcadores
__ 5mapas __ 90lápices __ 100cajas de papel
-- 33 libros -- 11mesas

r:;I 1-30 Veo algo... (/ see something... ) In pairs, take tums describing an object to
fal1 see whether your classmate can guess what it is. Use colors and adjectives from
Vocabulario.
MODELO: ESTUDIANTE 1: Veo algo verde y grande.
ESTUDIANTE 2: ¿ Es la pizarra?
 Hola, ¿qué tal? veintiuno 21

Estructuras
1.5 ldentify and describe people, places, and things, including dates
Days of the week; months of the year; seasons
LOS DÍAS DE LA SEMANA (DAYS OF THE WEEK)

2018
JUNIO

LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO DOMINGO

1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30
¿Qué día es el cinco de junio?

• Use the expression ¿Qué día es...? to ask the <lay of the week.
¿Qué día es hoy? What day is today?
¿Qué día es mañana? What day is tomorrow?
• The days of the week are all masculine: el lunes, el martes, el miércoles, el jueves,
el viernes, el sábado, el domingo.
• Do not use the definite article after es when telling what <lay of the week it is.
Hoy es jueves. Today is Thursday.
• On Monday... , on Tuesday... , etc., is expressed by using the definite article el.
El examen es el lunes. The exam is on Monday.
• In the plural, the days of the week express the idea of doing something regularly.
Voy al gimnasio los sábados. I go to the gym on Saturdays.
Another random document with
no related content on Scribd:
 FRONT ELEVATION
ATTIC PLAN
PLATE XLVI.
PAIR OF COTTAGES.
SEE PAGE 47.

Plates xlv. and xlvi. give plans, and Plate xlvii. the view of a pair of
three-storey cottages of about the same accommodation, the left-hand
having the following:—
Ground Floor.
Dining Room, 11 ft. 6 ins. × 18 ft., with French window. Drawing Room, 12 ft. 6
ins. × 15 ft., with deep bay. Small Sitting Room, 7 ft. × 11 ft. 2 ins. Working
Kitchen, 11 ft. 2 in. × 12 ft. 6 ins. Larder and China Pantry, Porch and Hall. w.c.,
Coals, Tools, and Enclosed Yard.
Bedroom Floor.
First Bedroom, 12 ft. 6 ins. × 15 ft., and deep bay. Second Bedroom, 11 ft. 6 ins.
× 16 ft. Third Bedroom, 10 ft. 6 ins. × 11 ft. 2 ins., with oriel. Bathroom, with
 Lavatory, w.c. Two Attics and Large Box Room.

PLATE XLVII.
PAIR OF COTTAGES.
SEE PAGE 47.

The accommodation in the two houses differs owing to the aspect. If

the two plans were identical, a considerable portion of the right-hand
garden would be shut off from the south, and the larder would not face
the north. Stress has already been laid on the necessity of considering
aspect.
The left-hand is a corner house, and the projecting out-houses
answer the double purpose of screening the garden from the road and
protecting the house from the north wind.
In the adjoining house there is no small sitting room, but an extra
attic. The outbuildings are attached to the main building, and do not
project into the garden; the principal room is thus left open to the
south.
 Materials.—The houses are built of common bricks whitewashed,
with a tarred plinth. There are half-timber porches, and the spaces
between the bays and under the dormers are covered with rough-cast
and decorated with parquetry. The rainwater head in front is picked
out in vermillion, the introduction of a very little bright colour giving a
pleasant jewel-like effect. Peake’s hand-made tiles, of dark colour, are
used for the roofs, with half-round ridging, and ornamental iron stays
support the gutters, which are of 6 in. half-round iron.
A pair of houses erected to a similar plan to that of the right-hand
house in 1904 cost £610 each. The cost of the examples given work
out more owing to the fall in the land, which necessitates very deep
footings, and also to the plans differing in order to suit aspect and site.

PLATE XLVIII.
PAIR OF THREE-STOREY COTTAGES.
 PLATE XLVIII.
PAIR OF COTTAGES.
SEE PAGE 48.

Plate xlviii. gives the view of a pair of houses similar to the last, but
somewhat reduced in size, and the treatment varied. Brindled bricks
are used for the ground floor, and rough-cast for the upper storeys.
PLATES XLIX., L., LI., LII., LIII., LIV., AND LV.
TWO PAIRS OF COTTAGES.

These plates illustrate two pairs of cottages of two storeys each,

almost identical in plan, but differently treated.

FRONT ELEVATION
GROUND PLAN
BEDROOM PLAN
PLATE XLIX.
PAIR OF COTTAGES.
SEE PAGE 49.
 PLATE L.
PAIR OF COTTAGES.
SEE PAGE 49.

The accommodation of the pair shown in Plates xlix. and l. is:—

Ground Floor.
Dining Room, 13 ft. 6 in. × 16 ft. and bay. Drawing Room, 13 ft. 6 ins. × 16 ft. 3
ins., including ingle and bay window. Kitchen, 10 ft. 6 ins. × 12 ft. Hall, with
storm doors, 12 ft. 6 ins. × 10 ft. Scullery, Larder, w.c., Coals, and Tool House.
Frontage, 15 yds.
Bedroom Floor.
First Bedroom, 12 ft. × 16 ft. 3 ins., and bay. Second Bedroom, 12 ft. 4 ins. × 13
ft. 6 in. Third Bedroom, 10 ft. × 10 ft. 2 ins. Fourth Bedroom, 9 ft. × 13 ft. 6 ins.
Boxroom, 8 ft. × 10 ft. Bathroom, with Lavatory, and w.c.
The dining room is lighted by a small east window and a west bay
window, the latter being covered by the roof of the verandah, which
terminates in the bay window of the drawing room. Although the
kitchen is a small one, it has the advantage of not being a passage
room, the door from the hall to the kitchen and that from the kitchen to
the scullery being arranged beside one another in the same wall. In
these houses the windows have wooden frames and wrought-iron
casements.
The principal rooms occupy the full width of the back, and the hall is
therefore extended to admit of the doors of the two rooms being
conveniently placed.
Ingle Nook.—The ingle which results from this arrangement has a
beam with a shelf above continuing the line of the architrave, and the
ceiling of the ingle is only 6 ft. 6 in. high. There is a small light on one
side.

PLATE LI.
COTTAGE INGLE.
SEE PAGE 49.
 PLATE LII.
DETAIL VIEW.
SEE PAGE 49.

The ingle nook is shown on Plate li., and a view of the oriel on Plate
lii.
 PLATE LIII.
PAIR OF COTTAGES.
SEE PAGE 50.
 PLATE LIV.
PAIR OF COTTAGES—BACK.
SEE PAGE 50.

The pair of cottages shown in Plates liii. and liv. have outer
porches, whereby the size of the hall is reduced. A separate view of
one of them is given on Plate lv.
 PLATE LV.
PORCH.
SEE PAGE 50.

In this example, as in the former also, the outlook at the back of the
house is to be preferred to that in the front, and as should always be
done when the aspect is favourable, the principal rooms are placed at
the back. There is in this instance a west prospect, with a delightful
view of undulating woodland and distant hills. The forecourt affords a
pleasant outlook from within the house. The lowness of the eaves has
the effect of giving the pair a very homely and cottage-like
appearance. The height of the bedrooms in the former example is 8 ft.
3 in.

PLATES LVI. AND LVII.

SINGLE COTTAGE.
 PLATE LVI.
SINGLE COTTAGE.
SEE PAGE 50.

Plate lvi. gives a single cottage of a plan similar to the last, with
enlarged accommodation and somewhat different treatment, namely:
—
Rough-cast from ground, with tarred plinth; oriel window to first floor,
with the introduction of a little colour in parquetry, which is also applied
round the small window over the entrance, and a half-timber porch
glazed with leaded lights, having coloured centres of rich glass. The
cloak space is here converted into a china pantry.
A separate view of the porch is shown on Plate lvii.
 PLATE LVII.
PORCH OF SINGLE COTTAGE.
SEE PAGE 50.
 GENERAL NOTES.
The Bath.—The bath, without
which no house is nowadays
regarded as complete, should be
supplied in all cottages, however
small. At Bournville, wherever
there is no bathroom, the bath is
placed in the kitchen, this room
being considered the most
suitable: hot water is here at
hand, and, as there is usually a
fire in winter, it is both more
convenient and comfortable than
in one of the bedrooms, where
the space can be ill-spared,
especially where there are
children. Even in the kitchens of
these small cottages there is
necessarily none too much
space, and various devices have
been employed to prevent the
bath being an inconvenience
when not in use. One way of THE PATENT ADJUSTABLE CABINET
disposing of it is to sink it into BATH.
the floor near the hearth, the
boarded covering serving as a standing or draining board when the
bath is in use. Another way, where there is a little more room to spare,
is to fix it on the usual floor level, and make its cover serve as a settle
or table. The introduction of the Patent Adjustable Cabinet Bath,
however, is better than either of these methods. In this arrangement
the bath is hinged at the bottom of one end in order that it may be
easily lowered from and raised back into the cabinet, where in its
vertical position it is no inconvenience when not in use. In the hinge a
waste pipe is introduced. With this bath not only is there a gain of
space, but the bath may be used with a saving of time and labour, and
without fear of deluging the floor. Above the cupboard in which the
bath is kept are convenient shelves. The cost of the bath and cabinet
is about £3 5s. The illustration on the last page shows a bath of this
kind fitted in one of the Bournville cottages.
Another patent bath
used at Bournville in
cottages of larger size but
not sufficiently large to
admit of a bathroom is
Cornes’ Combined
Scullery-Bath-Range and
Boiler. The patent utilises
to the fullest extent the
heat of the kitchen, so
that, in addition to the
economy of space, there
is a further economy of
fuel to the householder.
The heating and cooking
range forms a great part
of the division between
the kitchen and scullery-
bathroom, the flue being
coursed over the head of
the bath. In the centre of
the range is the grate,
with an oven on one side
and on the other a
CORNES’ PATENT BATH. twelve-gallon boiler, in
which water is kept hot
for domestic purposes. Boiling water can be obtained by raking down
live fuel into a small secondary grate under the boiler through a small
hole made for the purpose. If desired, clothes can be boiled in the
boiler and access to it from the scullery may be gained by opening a
curved door. Owing to its open construction there is no risk of
explosion. Further developments have been made in the way of
providing a folding door in front of the range, which will shut off the
boiler from the kitchen when necessary. The scullery-bathroom, which
contains about 36 superficial feet, is fitted with a full-sized iron
enamelled bath, supplied with hot water through a pipe from the range
boiler and with cold water from the cistern, or through a shower-bath
sprinkler fixed overhead, so that this latter luxury can be enjoyed by
simply turning the tap. The introduction of White’s Patent Steam
Exhaust effectually prevents the steam from permeating the other
rooms of the house. An illustration is here given showing Cornes’
patent fitted up.
The Ingle Nook.—Like many old-time features which have been
revived during the last few years, the ingle nook has perhaps been a
little overdone. The ingle is intended to serve as a cosy retreat in a
spacious room, and it should not be introduced in a room the size of
which is insufficient to warrant its existence. On this account it is
usually undesirable to provide ingle nooks in cottages, except in those
with the large living-rooms. Comfort should always be the object in
view in the construction of the ingle, but in many modern examples
this is sacrificed to over elaboration and that straining for effect which
shows that it was designed for ornament and not for use. No doubt an
effect is sometimes gained, but the usefulness of the ingle is so far
sacrificed that not infrequently one of most inviting appearance will be
found to possess inadequate seating accommodation even for a
single person.
 ELEVATION
PLAN
SMALL COTTAGE INGLE.

The ingle, to be comfortable and useful, should not be less than 10

ft. 6 ins. in width by 4 ft. 6 ins. in depth. If it is smaller lengthways the
heat from the fire will be too great, while if less deep there will be
insufficient accommodation at the sides for two persons without
projecting the seats into the room, which can only be satisfactorily
done, perhaps, when the side of the ingle is in line with that of the
room. A reasonable height is 6 ft. 6 ins. A pleasing way of treating a
cottage ingle is to introduce a step up of about 3 ins., with an oak
curb, and to tile or quarry the whole recess, as illustrated by the
accompanying drawing. This ingle, which is provided in the pair of
cottages with the large living-rooms dealt with earlier (Plate xx.), is
constructed as follows:-¾ in. match-boarding is nailed to studding,
which has stout angle-posts to support the beam above; along the
side of the latter a 7-in. by 1-in. shelf is carried by small wooden
brackets; and the wood seats are of 1¼ ins. in thickness by 1 ft. 4 ins.
from back to front, at a height of 1 ft. 3 ins. or less from the floor. The
introduction of the ingle here is advantageous because some privacy
is thus afforded in a room which is entered directly from the road. The
match-boarding in this case is continued, and forms a framework for
the tile-surround of the grate, giving an appearance of unity to the
nook, while the simplicity of the material is pleasing and restful. The
insertion of a mantelpiece different in character should be avoided.
Some interest may be given to the centre of the fireplace by inlaying a
little ebony in simple forms.
For drawing-rooms of larger houses the back of the nook might be
panelled, the seat upholstered, and the panels filled in with tapestry.
White wood looks well, and the fireplace might be built up with glazed
brickettes. The ways of treating the more expensive ingles are so
numerous, however, that it would be of little use making definite
suggestions.
The ingle nook of one of the larger cottages is illustrated on Plate li.
Chimneys.—The economy of grouping chimneys, and the
desirability of carrying them to the highest point of the roof to avoid
down-draughts, has already been mentioned. Generally speaking, for
cottages, the simpler the chimneys are the better, and they should all
be of hard burnt bricks, and the top courses built in cement. Diagonal
chimneys are pleasing, but expensive, and on an estate should only
be used occasionally. The Dutch chimneys, built up with corners of
brick and covered with stone slabs or 12-in. drain pipes, as frequently
seen in Holland and Belgium, are picturesque (see Plate xxii.), but
care has to be exercised in their construction. Though they are often
regarded as being liable to smoke, it may be pointed out that in many
cases their employment is the only remedy for a smoky flue. Outside
chimneys, it will be borne in mind, are always expensive. Chimney
pots do not improve the appearance, but sometimes they are a
necessity. In these cases the simple or plain tall-boys are
recommended, and the colour—whether of soft red or buff—should be
chosen to suit the design and colouring of the cottage. As a variation
of these there are the beehive pots, the main idea of which is to keep
down the height.
 Windows.—The casement window is cheaper than the sash
window, and if beauty of effect is also to be considered its adoption is
further desirable. Its simplicity and homeliness of appearance render it
extremely fitting for the cottage. The old difficulty of cleaning may now
be obviated by a very simple device introduced at Bournville, that of
causing the window to open upon a pivot in the centre, inwardly as
well as outwardly, which admits of the outside of the fixed pane being
easily reached by the hand.
The sash window, while objectionable in the form frequently used,
may yet be made suitable for cottages; but it should be divided, and
the proportions very carefully studied, say 9-in. by 11-in. panes, and
the bars not less than 1 in. in thickness. It should be brought forward,
showing the full width of the boxing. The sash window, however,
necessitates an additional height to rooms.
Bricks.—As regards bricks, it is well as far as possible to avoid
those which are mechanically made (the pressed stock-brick) and to
use the hand-made bricks from local yards. The brindled Staffordshire
bricks are largely used at Bournville; they are very suitable for cottage
building where the position is not too exposed. A pleasing variety of
colour is introduced at a low cost, the tint being a bright cherry red
blended with blue and purple, the blue being quite different from the
dead blue-black of the vitreous brick. For inside work the common red
wire-cuts are suitable.
It is a mistake to suppose that a good effect cannot be obtained by
the use of the cheaper makes of bricks, a remark which also applies in
the case of the London stock-bricks, so long as they are not uniformly
selected; a good effect may be gained, for instance, by using a few of
the darker ones indiscriminately with the cream-coloured ones. The
splash of dark colour caused by the black ones coming together is by
no means undesirable. A good example of an effective use of these
bricks is to be seen at Brewer’s Estate, London.
Roof Covering.—The materials to be employed in roofing depend
upon the style of cottage, and also upon the locality. The Bangor
slates are cheap, and may be an excellent covering as regards
durability; but unfortunately, in the class of cottages here dealt with, it
is rarely possible to get so good an effect with them as with other
kinds. They may be used, however, in the whitewashed cottage, so
long as the smaller sizes are selected. Hand-made roofing tiles, and
thick Welsh green and rustic Precelly slates may be recommended, as
also the Peake’s & Hartshill hand-made tiles.
Pantiles are cheap, but should only be employed on unbroken roofs
having few valleys, where it is less difficult to keep out the wet. The
roof should be steep, the angle in no case being less than 45 degrees.
Before covering, care should be taken to ascertain whether they are of
good manufacture, and whether they are porous or not. There are
sometimes pantiles of an indifferent quality on the market; and, if this
precaution is not taken, a roof may have to be stripped and re-tiled.
Where they have been used and have afterwards been found to be
bad they may be tarred, as are wood coverings in Norway and
Sweden. It is always essential that the services of a practised layer of
pantiles should be secured.
Gables should have damp courses under the coping to shield them
from frost and wet.
Roof ridging should have careful attention, and it is wiser to
suppress rather than to sharpen, the better to obtain that rustic
appearance suitable to a cottage. Many fantastic ridges, with vulgar
finials, are employed in the building of small suburban villas, of a more
or less sharp-pointed character, and of a depth out of proportion to the
roof, which gives an unpleasant harshness to the general appearance.
With the principle in view that the sky-line should be softened as much
as possible, the brindled hand-made half-rounds should be used. With
green slates, ridges of blue are the most suitable, as the colours
harmonise. Experience will probably show that the red and buff ridges
will not stand the weather so well as other kinds.
Wall Spaces: Rough-cast—Whitewash—Half-timber.—
However strong may be the temptation to introduce a variety of colour
upon exteriors, it is advisable with cottages of the class dealt with to
refrain from so doing. It is best to get the colour in masses, treated
broadly—say, each house, as far as wall surfaces and roof are
concerned, of one colour; for where the cottages stand close together,
or even where they are semi-detached, sufficient contrast or relief is
afforded by contiguous cottages treated differently, and in the case of