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SCOPE & SEQUENCE
Communicative goals Vocabulary
4 En la casa • Describe features and contents of • Home, furniture, and

homes and other residences appliances . . . . . . . . . . . 118
• Give instructions to friends and family • Household chores . . . . . . . 128
members • Numbers 100 to 1,000,000. . . . 136
• State locations
• Indicate feelings
• Communicate about actions in
progress
5 La salud • Identify parts of the body and • The human body . . . . . . . . 150
communicate about health
conditions
• Health care, including illnesses,
symptoms, and medical
• Describe daily activities treatments . . . . . . . . . . 162
• Express what you and others have
just finished doing
• Communicate about characteristics
and conditions of people and things
6 ¿Quieres comer • Communicate about foods, • Food, beverages, and table

beverages, and dining utensils . . . . . . . . . . . . 184
conmigo esta noche? • Make comparisons and express • Dining out . . . . . . . . . . . 198
superlatives
• Order food and beverages in a
restaurant
• Communicate about past events
and actions
7 De compras • Identify articles of clothing and • Clothing and fashion . . . . . . 218

accessories • Shopping. . . . . . . . . . . . 230
• Communicate about shopping
experiences
• Describe ongoing and habitual
actions and feelings in the past
vi seis Scope and Sequence
Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Structures Cultural information Skills
• Present tense of stem-changing • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 138
verbs (e → ie; o → ue; u → ue; Julia Mayo Torne . . . . . . . 116 • ¡A leer! La mujer y el detective
e → i) . . . . . . . . . . . . . 122
• Encuentro cultural by Mercè Sarrias . . . . . . . . 140
• Affirmative tú commands . . . . 130 España . . . . . . . . . . 126 • ¡A escribir! . . . . . . . . . . . 142
• The verb estar and the • ¡A comunicarnos! . . . . . . . 143
present progressive . . . . . . . 132
• ¡A repasar! . . . . . . . . . . 144
Cultural competencies
• Compare and contrast aspects of homes and home life in the United States and
in the Spanish-speaking world
• Explore relationships between life at home and life outside the home
• Reflexive pronouns and present • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 172

tense of reflexive verbs . . . . . 154 Erika Cuéllar. . . . . . . . . 148 • ¡A leer! Curaméricas Global . . . 174
• Acabar de + infinitive . . . . . 158 • Encuentro cultural • ¡A escribir! . . . . . . . . . . . 176
• Ser vs. estar . . . . . . . . . . 166 Bolivia y Paraguay . . . 160
• ¡A comunicarnos! . . . . . . . 177
• Demonstrative adjectives
and pronouns . . . . . . . . . 170
• ¡A repasar! . . . . . . . . . . 178 Cultural competencies
• Describe cultural perspectives and practices related to health and healthcare
• Explore the relationship between daily routines and aspects of health and
wellness
• Comparatives and superlatives . . 188 • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 206

• Regular verbs and verbs Charles Brewer-Carías. . . . . 182 • ¡A leer! Doña Bárbara by
with spelling changes in the • Encuentro cultural Rómulo Gallegos . . . . . . . . 208
preterite. . . . . . . . . . . . 192 Venezuela . . . . . . . . 196 • ¡A escribir! . . . . . . . . . . . 210
• Verbs with stem changes in • ¡A comunicarnos! . . . . . . . 211
the preterite. . . . . . . . . . 202
• Hace + period of time +
que . . . . . . . . . . . . . . 204
• ¡A repasar!. . . . . . . . . . . 212
• Compare and contrast customs associated with food and dining in the Spanish-
speaking world and the United States
• Explore relationships between food and other aspects of culture
• Irregular verbs in the • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 242

preterite. . . . . . . . . . . . 222 Constanza Ceruti. . . . . . . 216 • ¡A leer! De Fashion Blog . . . . . 244
• Stressed possessive adjectives • Encuentro cultural • ¡A escribir! . . . . . . . . . . . 246
and pronouns. . . . . . . . . . 226
• Direct object pronouns . . . . . 234
Argentina y
Uruguay. . . . . . . . 228
• ¡A comunicarnos! . . . . . . . 247
• The imperfect tense. . . . . . . 238
• ¡A repasar!. . . . . . . . . . . 248 Cultural competencies
• Compare shopping experiences in various parts of the Spanish-speaking world
and in the United States
• Consider relationships between clothing and aspects of geography and culture
Scope and Sequence siete vii
SCOPE & SEQUENCE
8 Fiestas y vacaciones • Communicate about holidays, special • Parties and celebrations. . . . . 254
events, and vacations • The beach and the
• Inquire and provide information countryside. . . . . . . . . . . 268
about people and events
• Express affirmative and
negative ideas
• Communicate about past events
and activities
9 De viaje por el Caribe • Communicate about transportation, • Airline travel . . . . . . . . . . 288

lodging, and other aspects of travel • Hotels . . . . . . . . . . . . . 300
• Request and provide information
about getting around a city or town
• Give instructions
10 El ciclo de la vida • Communicate about personal • The cycle of life . . . . . . . . . 324

relationships and the cycle of life • Receptions . . . . . . . . . . . 336
• Indicate things that people do for one
another
• Share information about events that
have taken place
• Express frequency of actions and
state how they are done
11 El mundo del trabajo • Communicate about occupations and • Professions and trades . . . . . 358
professions, job responsibilities, and
the search for employment
• The office, work, and the
job hunt . . . . . . . . . . . . 368
• Share information about personal • Personal finances . . . . . . . . 374
finances
• Make recommendations and attempt
to exert influence on others
viii ocho Scope and Sequence
• Interrogative words. . . . . . . 258 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 276
• The preterite vs. the Francisco Estrada-Belli. . . . 252 • ¡A leer! Receta para hacer
imperfect. . . . . . . . . . . . 262 • Encuentro cultural un pájaro by Jonathan
• Affirmative and negative Guatemala y El Velásquez . . . . . . . . . . . 278
expressions. . . . . . . . . . . 272 Salvador . . . . . . 266 • ¡A escribir!. . . . . . . . . . . 280
• ¡A repasar!. . . . . . . . . . . 282 • ¡A comunicarnos!. . . . . . . 281
• Identify holidays and celebrations of importance in various parts of the
Spanish-speaking world
• Describe a variety of options for spending a vacation in the Spanish-speaking
world
• Indirect object pronouns . . . . 292 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 312

• Double object pronouns. . . . . 296 Daniel Torres Etayo. . . . . . 286 • ¡A leer! Cuando era
• Prepositions of location, • Encuentro cultural puertorriqueña by Esmeralda
Santiago. . . . . . . . . . . . 314
adverbs, and relevant Cuba, Puerto Rico y
expressions. . . . . . . . . . . 304 la República • ¡A escribir!. . . . . . . . . . . 316
• Formal commands and Dominicana . . . . . . 298
• ¡A comunicarnos!. . . . . . . 317
negative tú commands. . . . . 308
• ¡A repasar!. . . . . . . . . . . 318 Cultural competencies
• Investigate options for travel to and within Spanish-speaking countries as well
as choices for lodging during travel
• Express preferences for places to visit and activities to pursue in the Spanish-
speaking world
• The present perfect tense • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 346

(and past participles as José Urteaga. . . . . . . . . 322 • ¡A leer! Epigrama V by
adjectives). . . . . . . . . . . 328
• Encuentro cultural Ernesto Cardenal. . . . . . . . 348
• Reciprocal constructions with Honduras y • ¡A escribir!. . . . . . . . . . . 350
•
se, nos, and os . . . . . . . .
Adverbs and adverbial
. 332 Nicaragua . . . . . . . 334
• ¡A comunicarnos!. . . . . . . 351
expressions of time and
sequencing of events. . . . . . 340 Cultural competencies
• Relative pronouns. . . . . . . . 344 • Consider how individuals and groups mark major life events
• ¡A repasar!. . . . . . . . . . . 352 • Explore the role of personal relationships in addressing national and global
issues
• Por vs. para . . . . . . . . . . 362 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 382

• The subjunctive mood. . . . . 372 Christopher P. Baker . . . . . 356 • ¡A leer! Los negocios y
• The present subjunctive with • Encuentro cultural la etiqueta. . . . . . . . . . . 384
statements of volition. . . . . . 376 Panamá . . . . . . . . . . 366 • ¡A escribir!. . . . . . . . . . . 386
• Explore various aspects of culture related to the workplace
• Consider the effect of language ability on career opportunities
Scope and Sequence nueve ix
SCOPE & SEQUENCE
12 El medio ambiente • Communicate about urban and • Rural and urban

rural life geography. . . . . . . . . 394
• Express emotional reactions • Conservation and
and opinions exploitation . . . . . . . . . 404
• Share information about
conservation and exploitation of
natural resources
• Express doubt and uncertainty
13 El mundo del espectáculo • Communicate about television

programs and cinema
• Television programs and
movies. . . . . . . . . . . 424
• Distinguish between habitual • The arts . . . . . . . . . . . 434
actions, completed actions, and
anticipated actions
• Share information about the arts
and artists
• Express unplanned and accidental
occurrences
14 La vida pública • Share information about forms • Politics and voting . . . . . . 454
of government, politics, political
issues, and the media
• Political issues and
the media . . . . . . . . . . 464
• Communicate about future events
• Express conjecture and probability
about present and past events,
conditions, and situations
15 Los avances tecnológicos • Share information about

computers and other electronic
• Technological
advancements . . . . . . . 488
devices • The computer. . . . . . . . 498
• Communicate about emotions,
influence, doubt, and denial in
the past
• Express hypothetical situations
x diez Scope and Sequence
• Subjunctive following verbs of • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 412
emotion, impersonal expressions, Lucy Cooke . . . . . . . . . . 392 • ¡A leer! Los viajes de Nena
and ojalá. . . . . . . . . . . . 398
• Encuentro cultural by Laura Lazzarino . . . . . . . 414
• Subjunctive with verbs or Costa Rica . . . . . . . . . 402 • ¡A escribir!. . . . . . . . . . . 416
expressions of doubt and
uncertainty and adjective • ¡A comunicarnos!. . . . . . . 417
clauses. . . . . . . . . . . . . 408
• ¡A repasar!. . . . . . . . . . . 418
• Compare and contrast urban and rural settings in the Spanish-speaking world
and the United States
• Consider a variety of approaches to environmental issues
• Subjunctive with purpose • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 442

and time clauses . . . . . . . . 428 Gabby Salazar. . . . . . . . . 422 • ¡A leer! Cartas a un joven
• No-fault se construction. . . . . 438 • Encuentro cultural novelista by Mario Vargas
• ¡A repasar!. . . . . . . . . . . 448 Perú y Llosa. . . . . . . . . . . . . . 444
Ecuador. . . . . . . . 432 • ¡A escribir!. . . . . . . . . . . 446
• ¡A comunicarnos!. . . . . . . 447
• Consider the relationship between artistic expression and other aspects of culture
• Compare and contrast examples of artistic expression of various types from the
Spanish-speaking world and the United States
• The future tense . . . . . . . . 458 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 476

• The conditional tense . . . . . . 468 Christine Meynard. . . . . . . 452 • ¡A leer! La tierra se llama
• The present perfect • Encuentro cultural Juan by Pablo Neruda. . . . . . 478
subjunctive. . . . . . . . . . . 472 Chile . . . . . . . . . . . 462 • ¡A escribir!. . . . . . . . . . . 480
• Compare and contrast political systems in various countries
• Consider the relationship between politics and other aspects of culture
• Past (imperfect) subjunctive. . . 492 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 504

• If clauses . . . . . . . . . . . . 502 Knicole Colón. . . . . . . . . 486 • ¡A leer! Éxitos y fracasos
• ¡A repasar!. . . . . . . . . . . 510 • Encuentro cultural de Internet. . . . . . . . . . . 506
El mundo hispano . . . . 496 • ¡A escribir!. . . . . . . . . . . 508
• ¡A comunicarnos!. . . . . . . 509
• Consider the wide variety of types and uses of technology in the Spanish-
speaking world
• Compare and contrast the most recent forms of technology in the Spanish-
speaking world with earlier forms
• Apéndices A-1 Glosarios • G-1 Índice I-1 •

Scope and Sequence once xi
Acknowledgments
A very special thanks goes to Heather Bradley Cole, Product Team Manager, who has helped us
enormously through her encouragement, flexibility, and dedication to the excellence of this edition.
We are also indebted to our Development Editor, Kristen Chapron, whose careful eye and ear have
made this edition particularly innovative and exciting. Thanks to her organization, our work was more
enjoyable. Our gratitude and special thanks for her hard work, reflected throughout the book, go to
Aileen Mason, Senior Content Project Manager. We appreciate the creative thinking and welcome
improvements from Kristen Keating, Senior Content Developer. We would also like to thank Brenda
Carmichael, Art Director, for her outstanding contributions to the new design, Katie Wade, Product
Development Manager, for her guidance and support throughout the process, Wesley Della Volla,
former National Geographic Relationship Manager, for being our liaison to the explorers, and Julie Allen,
Associate Content Developer, for her masterful coordination of the Plazas, Fifth Edition, Supplements
Advisory Board as well as numerous other reviewing activities. We would like to extend our appreciation
to Michelle Williams, Marketing Director, for her outstanding creative vision and hard work on campus.
We express our deepest gratitude to the National Geographic explorers listed in the index of explorers,
who generously gave their time and shared their experiences with us. Our thanks also go to Lumina
Datamatics, the compositor, and in particular to Katy Gabel, the Project Manager, for her dedication and
hard work.
We would like to acknowledge the helpful suggestions We would also like to thank the many instructors
and useful ideas of our Supplements Advisory Board, at colleges and universities across the country who
whose input was invaluable to the fifth edition. contributed comments and suggestions on how to
improve the fifth edition.
Fifth Edition Supplements Advisory Board
Fifth Edition Reviewers
Michelle Petersen, Arizona State University
José Sosa Garces, Florida State College Ana Afzali, Citrus College
Ana Gray, North Carolina State University Tim Altanero, Austin Community College
Marilyn Palatinus, Pelissippi State Community College Jon Aske, Salem State University
Guadalupe Cruikshank, Pima Community College Carlota Babilon, San Francisco City College
Mercedes Fages Agudo, University of Southern California Miriam Barbaria, Sacramento City College
Parra Andrea, University of Southern California Melanie Bloom, University of Nebraska at Omaha
Liana Stepanyan, University of Southern California Amy Bomke, Indiana University Purdue University at
Ransom Gladwin, Valdosta State University Indianapolis
Victoria Russell, Valdosta State University Ann Borisoff, East Carolina University
Goretti Prieto Botana, University of Southern California Herbert Brant, IUPUI
Kristy Britt, University of South Alabama
Student Activities Manual Isabel Brown, University of South Alabama
Jill Pellettieri, Santa Clara University Mary Bueno, Chabot College
Silvia Rolle-Risetto, California State–San Marcos Janet Bunch, Northwest Mississippi Community College
Verónica Añover, California State–San Marcos Michael Burriss, Erskine College
Julia Bussade, The University of Mississippi
Grammar and Vocabulary Quizzes Oscar Cabrera, Community College of Philadelphia
Lori Mele, Boston College Amy Carbajal, Western Washington University
Carlos Carbajal, Essex County College
Silvia Castellini-Patel, West Valley College
Cal Chandler, St. Charles Community College
Margarita Chavez, Harold Washington College
Ana Patricia Chmielewski, Alamo Colleges
xii doce Acknowledgments
Jealynn Coleman, Wytheville Community College Sarah Ohmer, University of Indianapolis
Diego de Acosta, The Evegreen State College María de los Santos Onofre-Madrid, Angelo State University
David Detwiler, Mira Costa College Danae Orlins, University of Cincinnati
Michael Dillon, Morehouse College Jamilet Ortiz, Housatonic Community College
Conxita Domenech, University of Wyoming Ruth Owens, Arkansas State University
Mark Dowell, Randolph Community College Bardo Padilla, Pima Community College
Judith Downing, Rutgers University-Camden Marilyn Palatinus, Pellissippi State Community College
Sean Dwyer, Western Washington University Cristina Pardo-Ballester, Iowa State University
Aurora Fiengo-Varn, Mississippi Valley State University Lynn Pearson, Bowling Green State University
Adrian Flores-Barrera, Central Michigan University Sue Pechter, Northwestern University
Diane Forbes, Rochester Institute of Technology Jill Pellettieri, Santa Clara University
Maria Soledad Forcadell, De Pauw University Michelle Petersen, Arizona State University
Helen Freear-Papio, College of the Holy Cross Anna Pietroleonardo, Illinois Valley Community College
Javier Galván, Santa Ana College David Quintero, Seattle Central Community College
Ines Garcia, American River College Michelle Ramos Pellicia, California State University - San Marcos
Amy George-Hirons, Tulane University Liz Rangel, Pima Community College
Lily Anne Goetz, Longwood University Alberto Ribas, California State-San Marcos
Esperanza Granados, Erskine College Terri Rice, University of South Alabama
Kathryn Grovergrys, Madison Area Technical College Judy Rodriguez, California State University, Sacramento
Marie Guiribitey, Florida International University Angelo Rodríguez, Kutztown University of Pennsylvania
Agnieszka Gutthy, Southeastern Louisiana University Marda Rose, Indiana University-Purdue University, Indianapolis
Darris Hassell, University of South Carolina - Lancaster Brenda Ross, University of Arkansas, Fort Smith
Katrina Heil, East Tennessee State University Laura Ruiz-Scott, Scottsdale Community College
Florencia Henshaw, University of Illinois Urbana-Champaign Linda Saborio, Northern Illinois University
Helena Hernández, Georgia Southern University Nelson Sánchez, Longwood University
Katherine Honea, Austin Peay State University Laura Sánchez, Longwood University
Patricia Infantino, North Carolina Wesleyan College Laura Schultz, Longwood University
Elizabeth Inman, College of the Holy Cross Nina Shecktor, Kutztown University
Becky Jaimes, Austin Community College Maria Sills, Pellissippi State Community College
Carmen Jiménez, University of Tennessee at Chattanooga Roger Simpson, Clemson University
Joanne Jones, University of Indianapolis Jose Sosa Garces, Florida State College at Jacksonville
Leslie Kaiura, University of Alabama in Huntsville Joe Terantino, Kennesaw State University
Luisa Kou, University of Hawaii Linda Tracy, Santa Rosa Junior College
Dora Kress, Florida State University Cristobal Trillo, Joliet Junior College
Jeff Kubaszyk, Bethel College Michael Vrooman, Grand Valley State University
Barbara Lafford, Arizona State University Annette Waggoner, Longwood University
Elizabeth Lansing, University at Albany Sandra Watts, University of North Carolina at Charlotte
Rachel López, Kutztown University of Pennsylvania Nancy Whitman, Los Medanos College
Oswaldo Lucca, Edmonds Community College Amber Williams-Lara, Lone Star College - Kingwood
Sergio Martínez, San Antonio College Elizabeth Willingham, Calhoun Community College
Maria delaluz Matus-Mendoza, Drexel University Bel Winemiller, Glendale Community College
Ernesto Menendez-Conde, LaGuardia Community College Julie Winkler, San Antonio College
Elaine Miller, Christopher Newport University Helga Winkler, Moorpark College
Geoff Mitchell, Central Texas College Catherine Wiskes, University of South Carolina
Libardo Mitchell, Portland Community College Jane Wright, St. Charles Community College
Ela Morelock, University of the Cumberlands Gloria Yampey-Jorg, Houston Community College-Central
Christine Núñez, Kutztown University College
Acknowledgments trece xiii
To the Student
Spanish has become a critical second language of the United States. Although southern and
coastal states have seen dramatic increases in Spanish-speaking populations for years, the
presence of Latino communities in every large city throughout the nation is now a reality.
Spanish radio and television stations are multiplying and playing to huge audiences, and
Latino entertainers are soaring to the top of U.S. charts with smash hits. Spanish can be
seen on road signs, menus, and product literature. Even in your local supermarket, chances
are that some of the products you buy are marketed to Spanish-speaking customers. In the
entertainment, leisure, and travel industries, Spanish is more prevalent than ever before.
Businesspeople, teachers, civil servants, store clerks, and especially emergency and hospital
personnel are scrambling to keep up with an increasingly Spanish-speaking client base.
Questions about our national immigration policy and our country’s relationship to many other
countries are in the headlines.
Just recently, peoples of Hispanic descent have become the largest minority group in the
United States and are shaping social and political agendas in a profound way. By 2042,
according to the U.S. Census Bureau, current minority groups in the United States will
constitute a majority, and the fastest growing minority group will be of Hispanic background.
Real-world incentives to learn Spanish are all around you. Plazas welcomes you to join
a community of Spanish speakers not only in your class, but also in your neighborhood,
work environment, or travel destination. Plazas is based on the Five Cs—Communication,
Communities, Connections, Comparisons, and Culture—to ensure that your interaction with
the Spanish-speaking world is dynamic and profound. In Plazas, we not only introduce you to
a language, but also to the people—through their history, traditions, and culture—who speak
the language.
As a testament to the vital importance of Spanish in our world, we are also very pleased to
invite you to become familiar with an exciting community of National Geographic Explorers,
whose work and livelihood takes place in the Spanish-speaking countries we feature in
Plazas. These scientists, archaeologists, anthropologists, and photographers, just to name
a few of the disciplines represented, are working on some of those most exciting and vital
projects of our time. Our hope is that your broad, interdisciplinary interests will resonate with
many of the explorations you’ll learn about.
Learning Spanish successfully requires determination, good study habits, and patience. You
must commit yourself to learning the language every day. Proficiency in a new language is the
result of daily study and practice. Everything you learn relies, to a certain extent, on previous
material. If you invest time from the beginning, what you learn over time will build naturally
upon a solid foundation of understanding and competence.
We wish you the very best in your introduction to Spanish and welcome you to the
communities of Plazas.
Bob Hershberger
Susan Navey-Davis
Guiomar Borrás Álvarez
xiv catorce To the Student
MAPS & EXPLORERS
Here are the Explorers that are featured in Plazas fifth edition, along with their primary areas of specialization and the
principal country in which each one works.
Jorge Orejuela
Conservacionista
Colombia
Erika Cuéllar
Bióloga
Bolivia
Gabby Salazar
Fotógrafa y naturalista
Perú
Christine Meynard
Ecológa
Chile
Constanza Ceruti
Arqueóloga y
antropóloga
Argentina
Maps and Explorers quince xv
MAPS & EXPLORERS
K. David Harrison
Lingüista
Los Estados Unidos
© Mark Thiessen/National
Geographic Creative
Guillermo de Anda
Arqueólogo
México
Francisco Estrada-Belli
Arqueólogo
Guatemala
xvi dieciséis Maps and Explorers
MAPS & EXPLORERS
Daniel Torres Etayo

Arqueólogo
Cuba
José Urteaga
Biólogo
Nicaragua
Christopher P. Baker
Fotógrafo y escritor
Panamá
Charles Brewer Carías

Investigador
Venezuela
Lucy Cooke
Zoóloga y escritora
Costa Rica
Maps and Explorers diecisiete xvii
MAPS & EXPLORERS
Julia Mayo Torne
Arqueológa
España
Knicole Colón
Astrónoma
Islas Canarias, España
xviii dieciocho Maps and Explorers
¡Mucho gusto! PRELIMINAR
Have you visited any Spanish-speaking
countries? If so, which one(s)?
For your next visit to a Spanish-

speaking area, would you like to visit a
big city or a small town?
Which Spanish-speaking country or

city would you visit?
© Martin Child/Getty Images
Plaza Vieja, La Habana, Cuba
COMMUNICATIVE GOALS STRUCTURES CULTURAL COMPETENCIES

In this chapter, you will learn how to . . . • Subject pronouns and the present EL MUNDO HISPANO
tense of the verb ser
• Greet others, introduce yourself, and • Identify the regions and countries of
say goodbye • The verb form hay the Spanish-speaking world
• Exchange personal information such as • Question words • Compare and contrast customs
names, origins, and addresses • The alphabet associated with greeting and meeting
• Identify quantities of objects new people in the Spanish-speaking
world and in the United States
Visit it live on Google Earth!
Vocabulario
A saludar y a conocer a la gente

(Greeting and meeting people)
In this section, you will learn how to greet and say goodbye to people in Spanish in both formal and informal situations.
How do you greet your professor? How do you greet your friends?
Una situación formal (A formal situation)

Saludos Greetings
Buenos días. Good morning.
Buenas tardes. Good afternoon.
Soy el profesor
Buenas noches. Good evening / night. ¡Buenos días, Benjamín Rico Encantada.
¡Buenos días, Me llamo
¡Hola! Hi! (informal) señorita! profesor! Torres.
Julia.
Presentaciones Introductions
Me llamo... My name is . . .
(Yo) Soy... I am . . .
Encantada. Nice to meet you.
(female response)
Encantado. Nice to meet you.
(male response)
Mucho gusto. Nice to meet you.
(male/female response) Mucho gusto.
El gusto es mío. The pleasure is mine.
(male/female response)
Despedidas Farewells
Adiós. Goodbye.
Buenas noches. Good night. Una situación informal (An informal situation)
Chao. Bye.
Hasta luego. See you later. ¡Hola! ¿Qué tal? ¿De dónde Soy de
¡Hola! Soy eres? Colorado.
Hasta mañana. See you tomorrow. Me llamo Tom. Guadalupe.
¿Cómo te llamas? ¿Y tú?
Hasta pronto. See you soon.
Nos vemos. See you later.
Títulos Titles
señor (Sr.) Mr.
señora (Sra.) Mrs., Ms.
Encantado.
© James R.D. Scott/Getty Images
señorita (Srta.) Miss El gusto

es mío. ¡Qué increíble!
Yo soy de Denver.
2 dos Capítulo preliminar
Saludos y despedidas
Nota lingüística
The form usted is abbreviated as Ud. and is used in
formal situations with people whom you would address on a last-name When you ask questions in Spanish the voice rises on the
basis. The abbreviation Ud. is pronounced just like usted. last syllable of the last word in the question. It falls on the
last syllable of the last word in a statement. For example:
¿Cómo está usted? Muy bien, gracias.
Preguntas formales Formal questions

¿Cómo está usted? How are you?
¿Cómo se llama usted? What is your name?
¿De dónde es usted? Where are you from?
¿Cómo está Muy bien, ¡Adiós,
usted? gracias. Hasta luego, profesor! ¿Y usted? And you?
¿Y usted? Julia.
Preguntas informales Informal questions
¿Cómo estás? How are you?
¿Cómo te llamas? What is your name?
¿De dónde eres? Where are you from?
Bastante ¿Qué hay? What’s new?
bien,
gracias. ¿Qué tal? What’s up?
¿Cómo te va? How’s it going?
¿Y tú? And you?
Respuestas Replies
Bastante bien. Pretty well.
Bien, gracias. Fine, thanks.
Más o menos. So-so.
(Muy) Bien. (Very) Well.
Me llamo... My name is . . .
Más o menos. ¡Chao, ¡Nos vemos (Yo) Soy de... I’m from . . .
¿Cómo estás? Y tú, ¿qué tal? Guadalupe! mañana, Tom!
Muy bien,
gracias.
Vocabulario tres 3
Vocabulario 1
¡A practicar! (Let’s practice!)

Nota lingüística
P-1 ¿Qué dices? (What do you say?)
In some countries, such Match the situations on the left with appropriate expressions from the list on the right.
as Chile, Colombia, and Remember to distinguish between formal and informal situations.
Venezuela, people say
chao (chau in Argentina, 1. You’re introduced to Sra. Fuertes. a. ¡Hola!
Bolivia, Peru, and Uruguay) 2. You’re asking a child where he/she is from. b. ¿De dónde eres?
to express goodbye, due
to the influence of Italian 3. You’re greeting a stranger on the way to class c. Mucho gusto, señora.
immigrants. at 8:00 a.m. d. ¿Cómo está usted?
4. You’re saying goodbye to a friend going on e. ¡Buenos días!
vacation.
f. ¡Adiós!
Nota lingüística 5. You’re asking your mother’s friend how she’s
g. ¡Chao!
doing.
The expressions nos vemos, h. ¿Cómo se llama usted?
6. You’re saying hello to a friend.
hasta luego, and chao are i. ¡Buenas tardes!
used in informal situations 7. You’re leaving a party at a friend’s house at
with the expectation that 2:00 a.m. j. ¡Buenas noches!
you will see the other 8. You’re asking an old man in the park what his
person(s) in the near future
name is.
or the following day. On the
other hand, adiós is used 9. You’re walking to an afternoon class and you see
when you do not expect your TA.
to see the person again
right away.
P-2 ¡Mucho gusto!
Complete the following brief dialogues with the appropriate expressions.
1. —¿ eres?
—Soy de Orlando.
2. —¿ estás?
—Bastante bien.
3. —¿ usted?
— Rosario Vargas. ¿Y ?
—Me llamo Manuel Ramos.
P-3 Los estudiantes internacionales

Listen to the short messages from three new students who were asked to call to confirm
that they will be moving into the international dormitory where you work. For each
student, you must write the first name of the student and his/her home country and,
when possible, indicate when the call was made. Circle a.m. to indicate morning, p.m.
to indicate afternoon, or ¿? to indicate that the time cannot be determined.
Nombre de pila (First name) País (Country) Hora de la llamada (Time of the call)
a.m. p.m. ¿?
a.m. p.m. ¿?
Workbook P-1 – P-3 a.m. p.m. ¿?
Lab Manual P-1 – P-3
4 cuatro Capítulo preliminar
¡A conversar! (Let’s talk!)
P-4 Al revés (The other way around)
Palabras útiles
con permiso pardon me,
Working with a partner, change each informal dialogue in activity P-2 to a formal
interaction and change the formal dialogue to an informal interaction. Role-play each new excuse me (to ask
permission to pass
dialogue with a partner.
through)
disculpe pardon me (to
P-5 Una fiesta
formally ask for someone’s
forgiveness or to get
Pretend that you are attending a party given at the beginning of the semester for all students someone’s attention)
in your Spanish class. You want to speak to as many students in the class as possible.
perdón pardon me, excuse
Part I: me, sorry (to ask permission
Work with one or two other students to practice the questions and answers that you will to pass through, to ask for
use to introduce yourself to all students and find out who they are. Practice asking students someone’s forgiveness)
their names, how they are doing, and where they are from, and practice answering these por favor please
questions. Also practice expressing pleasure in meeting each new student. Palabras útiles are presented
to help you enrich your personal
Part II: vocabulary. The words here will
All students move around the classroom, greeting classmates, and asking and answering help you interact in Spanish.
questions about their names and other information. Speak to as many people as possible
and ask as many different questions as you can. Your goal is to speak to each student.
Speak only Spanish!
P-6 Conversaciones
Work with a partner to act out the three conversations depicted in the drawings. Use the
information below to help you decide if each interaction is formal or informal. Then include
appropriate greetings, ask appropriate questions, and give appropriate answers. After
practicing with your partner, be prepared to present at least one conversation to the class.
1. José Ramón and Ricardo, two old friends,

happen to see one another on the street tú tú
at 8 p.m. one evening.
usted
2. At 9 a.m. Professor Sánchez greets a new colleague in the

university medical center where they work. The new colleague
is Dra. (doctora) Matos, but Professor Sánchez does not know
her name.
tú usted
3. At 2 p.m. Mrs. Calderón sees a young neighbor whose family

has just moved to the area. She does not know his name, but
wants to get to know him. Jaime, the young man, politely
responds to Mrs. Calderón’s questions.
Vocabulario 1 cinco 5
¡A explorar!
Tema central
Saludos y despedidas
Conexiones principales
La historia, la antropología, la
arqueología, la conservación y la
fotografía
¡A explorar! In this section

you will be introduced to four
National Geographic explorers.
Since 1888, National Geographic
has helped us to explore and
document our world. Today
the society supports a new
generation of explorers and their
innovative approaches to field-
based research, conservation,
exploration, and education. Buenos días, estudiantes de español. Yo soy
These explorers will be with you Guillermo de Anda, y soy de México. ¿Cuál es
as your guides as you experience mi profesión? Soy arqueólogo. Nos vemos en
the Plazas program. In the el capítulo 2. ¡Hasta luego!
following section we will meet
a few of these explorers, whose
work we will learn more about in
later chapters.
Palabras en contexto The

following words will help
you better understand the
explorers. Pair each word with its
equivalent in English. All of these
words are similar in Spanish and
English.
1. arqueólogo a. biologist
2. profesión b. profession
3. región c. to explore
4. bióloga d. archaeologist
5. antiguo e. old
6. artefactos f. artifacts
7. explorar g. region
¡Hola! Me llamo Erika Cuéllar. Soy bióloga

y estudio la región del Gran Chaco (zonas de
Photo Credits: top: © Paul Nicklen/National Geographic Creative;
Argentina, Bolivia y Paraguay) en Sudamérica. ¿De
top inset: © Mark Thiessen/National Geographic Creative;
bottom: © Sixto Alpire/Erika Cuellar; bottom inset: © Thierry
dónde soy? Soy boliviana. Nos vemos en el
Grobet/National Geographic Creative capítulo 5. ¡Chao!
6
¿Cierto o falso? Indicate whether
the following statements are
cierto (true) or falso (false).
1. Guillermo de Anda es
de España.
2. Erika Cuéllar es
bióloga.
3. Daniel Torres Etayo
explora en Cuba.
4. Gabby Salazar es
arqueóloga.
Comprensión Answer the

questions based on the
information presented in
¡A explorar!
1. ¿Cuál es la profesión de
Guillermo de Anda?
2. ¿Cómo se llama la exploradora
de Bolivia?
¿Qué tal, estudiantes? Me llamo Daniel Torres 3. ¿Quién explora artefactos
Etayo y soy arqueólogo de artefactos antiguos taínos?
taínos (indígenas de Cuba, Puerto Rico y la 4. ¿De dónde es Gabby Salazar?
República Dominicana) y de personas de Nueva 5. ¿Cuántos exploradores
York. ¿En qué país exploro? ¡En la isla de Cuba! conocemos (meet) en esta
¡Hasta luego! Nos vemos en el capítulo 9. sección?
Saludos Imagine you have

a chance to meet and greet an
emerging explorer. With a partner,
practice introducing yourself
to one or more of the explorers
featured above. One of you will
assume the identity of the explorer.
Be sure to close your encounter
with an expression of farewell.
Conexiones Imagine that you are

able to nominate four people from
your community to be featured
as explorers. Who would you
nominate and why? Be sure to
identify the specialization / field for
each candidate. Make a short list
and compare your answers with
those of your classmates.
Buenas tardes, chicos. Me llamo Gabby

Salazar y soy fotógrafa. Soy de Greensboro, Photo Credits: top: © James A. Sugar/National Geographic
Creative; top inset: © Rebecca Hale/National Geographic Creative;
Carolina del Norte. Tomo fotos en los Estados bottom: © Rick Stanley; bottom inset: © Rick Stanley
Unidos y en Perú. ¡Nos vemos pronto en el

7
capítulo 13!
ENCUENTRO CULTURAL
El mundo hispano
Continue to get acquainted with the Spanish-speaking world.
Below you will find the information you need to answer the following
questions:
1. Do you know how many people speak Spanish as a first language?
2. Do you know how many countries use Spanish as an official language?
Can you name some of these countries? Look at the map.
3. Do you know what other languages have influenced the Spanish language?
España Spain and Portugal make up the

Iberian Peninsula. The population of Spain
includes speakers of Castilian Spanish, as well
as speakers of regional languages in certain
autonomous communities, such as Catalan in
Cataluña and the Baleares Islands, Euskera or
the Basque language in the Basque country
and Navarra, and Galician in Galicia.
One of the most famous Moorish palaces
to visit in Spain is La Alhambra, which is
situated on the southeastern border of the
city of Granada. This ancient palace, mosque,
and fortress complex was the residence of the
Muslim kings and their courts. The majority of
the structures that visitors appreciate today
were constructed between 1333 and 1391.
La Alhambra is an amazing architectural
representation of the Arab presence and
influence in Spain.
Do you have a building or structure in
your town, city, or state that exhibits the
presence or influence of other cultures?
Describe it. What do you think about the
fact that different languages are spoken
in Spain?
México The population of Mexico is ethnically diverse: 60 percent of

the population is mestizo (indigenous-Spanish), 30 percent is indigenous,
9 percent is white, and 1 percent is classified as “other.” The capital, Mexico
City, has more than 9 million inhabitants, which makes it the second most
populated city in Latin America after Sao Paulo, Brazil.
Teotihuacan (300 B.C.–450 A.C.) is one of the largest pre-Columbian cities in the
Americas. The city is located approximately 40 km (approx. 25 miles) northeast of
present-day Mexico City. Archaeological evidence indicates that Teotihuacan was a
multiethnic site. The presence of several different pre-Columbian communities, such
as the Zapotecs, the Mixtecs, the Maya, the Nahua, the Totonacs, and the Aztecs, has
been detected. The name Teotihuacan was coined by the Aztecs centuries after the
fall of the city; it translates roughly to “the place where the gods were created.”
Would you like to live in a big city like Mexico City? Explain. Are there historical
monuments in your community that date back to ancient times? Describe them.
8 ocho Capítulo preliminar Photo Credits: (Top) © Alan Copson/Getty Images; (Bottom) © Kenneth Garrett/National
Geographic Creative
In each chapter of Plazas, you will learn about different Spanish-speaking
countries and will see more detailed maps.
EUROPA
AMÉRICA
DEL NORTE OCÉANO
ATLÁNTICO Native speakers of Spanish There are over 460 million native
speakers of Spanish. Spanish ranks second as the language most widely
El Caribe spoken by native speakers. It is slightly ahead of English (about 380 million)
ÁFRICA
but far behind Chinese (about 1.3 billion).
América Central
Spanish as an official language There are 21 countries where
Spanish is used as an official language: one country in Europe, one country
GUINEA
ECUATORIAL
in Africa, one country in North America, nine countries in Central America
AMÉRICA
DEL SUR and the Caribbean, and nine countries in South America.
OCÉANO
PACÍFICO Languages that have influenced the Spanish language
Spanish developed from Latin with influences from Greek, Basque, Arabic,
and German, in addition to elements from Nahuatl in Mexico and Quechua
in Bolivia, Ecuador, and Peru, as well as other Native American languages.
Centroamérica y el Caribe In Central America, with the

exceptions of El Salvador and Belize, all the countries have two coasts:
one on the Pacific Ocean and one on the Atlantic Ocean. Additionally,
Panama’s control of the Panama Canal—a 77-kilometer (48-mile)
shipping canal that connects the Atlantic Ocean to the Pacific
Ocean—is of international importance due to global trade.
Of the over 7,000 islands in the Caribbean Sea, the three largest
islands—Cuba, the Dominican Republic and Puerto Rico—are
Spanish-speaking. Puerto Rico, a U.S. territory with Commonwealth
status, has a second official language: English.
Why do you think the Panama Canal is important to the world?
Puerto Rico has two official languages: Spanish and English. Do
you think this is a good idea? Explain.
Sudamérica Despite their similar names, their geographic situations make North
America and South America opposites of sorts. Since South America is situated in the southern
hemisphere, its seasons are opposite to those of North America. For instance, in South
America, in countries such as Argentina and Chile, people ski in June, July, and August, and are
at the beaches in December, January, and February.
Are you aware of other differences between the Southern and Northern Hemispheres in
terms of climate, weather, and geography?
One of the most important figures in Latin America is Simón Bolívar, who was born in
Caracas, Venezuela, in 1783 and died in Santa Marta, Colombia, in 1830. His victories over the
Spaniards during the War of Independence won independence for Bolivia, Colombia, Ecuador,
Peru, and Venezuela. He is known as El Libertador (The Liberator) throughout Latin America.
In Venezuela, on the anniversaries of both his birth and his death, people come together in the
Plaza Bolívar to honor his memory.
Who are the defenders of freedom in your community? Is there an important plaza,
park, or street in your town or city dedicated to these individuals?
¡A comentar! ¡Busquen en Internet!
1. What are the languages spoken in Spain? 1. España: La Alhambra
2. What is the name of the most famous 2. México: Teotihuacán
Moorish palace in Granada, Spain?
3. Centroamérica: El Canal de Panamá
3. What does Teotihuacan stand for?
4. El Caribe: Commonwealth of Puerto Rico or “Estado Libre
4. What are the official languages of Asociado de Puerto Rico”
Puerto Rico?
5. Sudamérica: Simón Bolívar
5. Who was Simón Bolívar?
Photo Credits: top left: © Will & Deni McIntyre/Getty Images; bottom right: © Andrea Jenny/Alamy Encuentro cultural nueve 9
Estructura 1
Subject pronouns and

the present tense of the verb ser
en contexto The following dialogue describes the Ortega family’s first meeting with Raquel, the new babysitter, at
their home in Miami. The story continues throughout the chapter, and you will have an opportunity to
view it in its entirety at the end of the chapter.
Raquel: ¡Buenas noches, señora!
Sra. Ortega: ¡Buenas noches! ¿Es usted la señorita Gandía?
Raquel: Sí, soy yo. Me llamo Raquel.
Sra. Ortega: Mucho gusto, Raquel. Yo soy Ana Ortega.
Raquel: Encantada, señora Ortega.
A verb is a word that expresses action (run, jump, etc.) or indicates a state of being (is,
seems, etc.). The subject of the verb is either a noun or pronoun that identifies who
does the action of the verb. Subjects that are nouns include names, such as Mary, Fred,
Jerome, and so forth. Subjects that are pronouns include words such as you, we, they,
etc. Spanish, as a Romance language, exhibits both gender (masculine and feminine)
and number. The subject pronouns nosotros(as), vosotros(as), and ellos(as) are plural
forms and are shown with both masculine -os and feminine -as endings.
Subject pronoun ser (to be)

yo soy I am
Singular tú eres you (informal) are
él/ella, usted es he/she is, you (formal) are
nosotros(as) somos we are
Plural vosotros(as) sois you (informal: Spain) are
ellos(as), ustedes son they are, you are
Note that in most of Spain, the plural form of tú is vosotros (referring to males only or
to a mixed group of males and females) and vosotras (referring to females only).
vosotros you David y María, vosotros sois mis amigos.
David and María, you are my friends.
sois
are
vosotras you Alicia y Regina, vosotras sois muy sinceras.
Alicia and Regina, you are very sincere.
In Latin America, ustedes is the plural form for both tú and usted.
The easiest way to negate a sentence in Spanish is to place no in front of the verb. If the
sentence is already negated, remove the no before the verb.
Raquel es la madre de María José. Raquel is María José’s mother.
Raquel no es la madre de María José. Raquel is not María José’s mother.
10 diez Capítulo preliminar
Talking about yourself and others
¡A practicar! ¡A conversar!
P-7 ¿Sí o no? P-10 ¿Quién entre nosotros? (Who among us?)
Refer to the information in ¡A explorar! (pages 6–7) and Working with a partner, form questions using the
indicate whether the following statements are correct (sí) or adjectives listed below to ask your classmate. To ask a
not (no). Repeat each sentence with the correct information. question in Spanish, place the verb before the adjective.
To make a sentence negative, place no before the verb.
cómica (a woman)
Modelo
Gabby Salazar es de los Estados Unidos.
Modelo E1: ¿Es cómica Katie?
Sí. Gabby Salazar es de los Estados Unidos. E2: Sí, Katie es cómica.
o No, Katie no es cómica.
Gabby Salazar y Guillermo de Anda son actores.

No. Gabby Salazar y Guillermo de Anda no son 1. responsable (your professor)
actores. Son exploradores. 2. admirable (you)
1. Erika Cuéllar es de España. 3. extrovertidos (two men)
2. Daniel Torres Etayo es de Cuba. 4. serios (we)
3. Gabby Salazar es fotógrafa. 5. inteligentes (a man and a woman)
4. Yo soy explorador(a). 6. generosas (two women)
5. Mi papá es profesor. 7. honesto (a man)
6. Mi mamá es doctora. 8. introvertida (a woman)
P-8 ¿Quiénes somos? ¿Quiénes son? (Who are we? P-11 ¿Quién soy yo? ¿Quiénes son Uds.?
Who are they?) In groups of four or five students, make a list of ten
Complete the sentences below with the correct forms of well-known people who fit at least one of the criteria listed
the verb ser. below. One group member introduces himself/herself as
Modelo George López es un cómico famoso. the first person on the list and gives one additional piece of
information. The second person introduces himself/herself
1. Nosotros estudiantes de español. as the second person on the list and gives additional
2. Tú mi compañero(a) de clase. information, then repeats who the first person is and the
3. Sofía Vergara y Jaime Camil dos actores information about him/her. Continue with the remaining
famosos. names on the list. If time allows, create a new list of people
and start again.
4. Alfonso Cuarón un director famoso.
5. Ustedes de Costa Rica. E1: Soy Daniel Torres Etayo. Soy explorador.
Modelo
E2: Soy Penélope Cruz. Soy de España.
6. Yo estudiante de español. Él es Daniel Torres Etayo. Es explorador.
P-9 ¿Ser o no ser? Características Profesiones Nacionalidades

Use the elements in each group to form a complete arrogante actor de España
sentence. You must conjugate the verb ser to agree with
responsable atleta de Cuba
the subjects.
inteligente músico(a) de México
yo / ser / responsable
Modelo
extrovertido(a) político(a) de Venezuela
Yo soy responsable.
elegante artista de los Estados
1. Buenos Aires / ser / la capital de Argentina Unidos
2. Javier Bardem y Rafael Nadal / ser / de España
3. mis amigos y yo / no / ser / profesores
4. La Sra. Ortega / ser / de Puerto Rico
5. Uds. / ser / generosos
6. tú / no / ser / introvertido/a Workbook P-4 – P-5
Estructura 1 once 11
¡Así se dice!
Hay and numbers 0–30

en contexto A useful Spanish verb form is hay, which means there is and there are (or Is there . . . ?
and Are there . . . ? in questions). Use hay to indicate the existence of people, places, and
things; hay may be followed by a singular or plural noun. Be careful not to confuse this
verb form with the verb ser, which also means to be but does not express the idea of
© Raimund Koch/Corbis
there is / there are.

¿Cuántas personas hay en tu clase de español?
How many people are there in your Spanish class?
Hay una profesora y veintisiete estudiantes.
Miami, Florida There are one teacher and twenty-seven students.
Sra. Ortega: ¿De dónde es Numbers 0–30
usted?
0 cero 7 siete 14 catorce 21 veintiuno 28 veintiocho
Raquel: Yo soy de aquí... de
1 uno 8 ocho 15 quince 22 veintidós 29 veintinueve
Miami. ¿Y ustedes?
2 dos 9 nueve 16 dieciséis 23 veintitrés 30 treinta
Sra. Ortega: Nosotros
somos de Puerto Rico. 3 tres 10 diez 17 diecisiete 24 veinticuatro
Llevamos un año aquí 4 cuatro 11 once 18 dieciocho 25 veinticinco
(We’ve been here for a year). 5 cinco 12 doce 19 diecinueve 26 veintiséis
¡Usted habla español muy
6 seis 13 trece 20 veinte 27 veintisiete
bien!
Raquel: Mi padre es de • Note that uno has three different forms.
Puerto Rico y en mi barrio 1. When counting, the form uno is used.
(neighborhood) hay mucha
Uno, dos, tres... One, two, three . . .
gente de allí (from there),
de Cuba y de la República 2.
When uno precedes a singular masculine noun, the -o is dropped to form un
Dominicana. (un señor, un profesor...).
Hay un profesor en la clase.

There is one professor in the class.

3. Before a singular feminine noun, una is used (una señora, una profesora...).
Hay una cafetería buena en esta universidad.

There is one good cafeteria in this university.

• The number veintiuno changes to veintiún before a plural masculine noun and
veintiuna before a plural feminine noun.
Hay veintiún estudiantes.
There are twenty-one students.
Hay veintiuna computadoras.
There are twenty-one computers.
• Note that some numbers will need written accents to maintain stress on the proper
syllables: dieciséis, veintiún, veintiséis.
12 doce Capítulo preliminar
Identifying quantities
P-12 ¿Cuántos hay? (How many are there?) P-15 ¿Hay o no hay?
State how many there are of each of the following items. Paso 1 In pairs, ask and answer these questions about your
18 computadoras
Modelo class. Follow the model, then switch roles.
Hay dieciocho computadoras. hombres (men)
Modelo
1. 1 auto E1: ¿Hay hombres en la clase?
E2: Sí. Hay doce hombres.
2. 5 libros (books)
3. 12 estudiantes 1. mujeres (women) 4. sillas (chairs)
4. 6 profesores 2. hombres y mujeres 5. calendarios
5. 27 bicicletas 3. profesores 6. . . .
6. 30 clases
7. 15 personas
P-13 Problemas de matemáticas

Do the following math problems with another student.
© Mike Theiss/National Geographic Creative

2 + 2 = ¿?
Modelo [+ más]
E1: ¿Cuántos son dos más dos?
E2: Dos más dos son cuatro.
– 1 = ¿?
3 [– menos]
E1: ¿Cuántos son tres menos uno?
E2: Tres menos uno son dos.
1. 11 + 4 = ¿? 5. 7 – 4 = ¿?
Escuela en Aguas Calientes, Perú
2. 16 + 10 = ¿? 6. 30 – 9 = ¿?
3. 7 + 3 = ¿? 7. 18 – 1 = ¿? Paso 2 Now ask and answer questions about this classroom in
4. 25 – 11 = ¿? 8. 22 + 7 = ¿? Aguas Calientes, Peru.
1. profesores 4. pupitres (desks)
P-14 La lotería
2. estudiantes
3. televisores
5. ventanas (windows)
6. . . .
Your friend purchased lottery tickets and found some of
the results on the Internet. He was not able to find all of
them so he asked you to listen to the radio announcement
and complete the information that he was unable to find.
P-16 ¡BINGO!
Work in groups of four to six students. One student writes
Write the numbers in the appropriate spaces to complete
a list of numbers between 0 and 30 in random order. Every
the information that he needs.
other student draws a grid of 16 squares, 4 across and
Argentina: 2 3 1 7 4 down, and puts a different number between 0 and 30 in
each square. The student who made the list of numbers
Colombia:
calls out a number (in Spanish, of course!), and students
Chile: 7 9 12 14 who have the number in their grid cross it out. The caller
Ecuador: continues until one student crosses out four numbers in
Uruguay: a row—vertical, horizontal, or diagonal—and says ¡Bingo!
Continue the game so several students can achieve Bingo.
Workbook P-6 – P-8

¡Así se dice! trece 13
Estructura 2
Question words
en contexto
Sra. Ortega: Raquel, quiero presentarle a mi hija, María José.
María José: ¡Hola!
Raquel: ¡Hola, María José! ¿Cómo estás?
María José: Muy bien, gracias, ¿y usted?
Raquel: Muy bien, gracias. ¿Y cuántos años (years old) tienes tú, nena (child)?
María José: Yo tengo nueve años.
Raquel: ¡Dios mío (My God / goodness)! ¿Solo (Only) nueve años? Pareces
mayor (You look older).
As an English speaker, there are a few basic linguistic points to keep in mind when using
Spanish question words.
¿Cuál? (Which?) is used far more frequently in Spanish than in English. It has the same
meaning as What? when someone’s name, address, or telephone number is being asked.
When it refers to a plural noun, it becomes ¿Cuáles?
¿Cuál es tu nombre? ¿Cuál es tu número de teléfono?
What is your name? What is your telephone number?
¿Cuál es tu dirección? ¿Cuáles son tus amigos?
What is your address? Which ones are your friends?
¿Quién?, like ¿Cuál?, must be made plural when referring to two or more people.
¿Quiénes son tus padres?
Who are your parents?
¿Cuánto(a)? and ¿Cuántos(as)? must agree in number (singular or plural) and gender
(masculine or feminine) with the nouns they describe.
¿Cuántos hombres hay en la clase? ¿Cuántas personas hay en tu familia?
How many men are in the class? How many people are in your family?
Notice that all question words carry accents. The accent indicates that the word is being
used as an interrogative. For example, que without an accent means that (e.g., the one
that got away). The word means What? only when it appears as ¿Qué?
Commonly used question words

¿Cómo? How? ¿De dónde? From where?
¿Cuál(es)? Which? ¿Dónde? Where?
¿Cuándo? When? ¿Por qué? Why?
¿Cuánto(a)? How much? ¿Qué? What?
¿Cuántos(as)? How many? ¿Quién(es)? Who?
14 catorce Capítulo preliminar
Asking questions
P-17 ¿Cuál es? P-20 Información personal
Choose the correct interrogative word to complete each Circulate around your classroom to obtain the phone
question. numbers and addresses of at least three different
classmates. Be sure to use the appropriate mode of address
1. ¿(Cómo / Quién) es la clase de literatura? (informal or formal).
2. ¿(Dónde / De dónde) eres?
Modelo E
1: ¿Cuál es tu número de teléfono?
3. Marisela, ¿(cuánto / cuál) es tu clase favorita? E2: Es el seis, cero, cuatro, dos, veintinueve, quince,
4. ¿(Quién / Dónde) es la profesora? ¿Es la doctora once (604-229-1511). ¿Y el tuyo? (And yours?)
Martín? E1: Es el nueve, uno, nueve, cuatro, veinticinco, diez,
5. ¿(Cuándo / Cuántos) estudiantes hay en la clase? trece (919-425-1013). ¿Cuál es tu dirección?
E2: Camino Linda Vista, número tres, cinco, cuatro,
6. ¿(Por qué / Cuáles) hay computadoras en la clase?
siete (3547); apartamento número once (11).
P-18 Preguntas In most Spanish-speaking countries, telephone

A friend of yours is doing a survey in a Spanish-speaking
numbers have 7 digits, but they have only 5 or 6 in some areas.
neighborhood. Help him fill in the missing question words.
In Spain, they have nine digits (eleven with the area code). When
Are the survey questions addressed formally or informally?
expressing a telephone number with an uneven number of
Modelo ¿Cómo se llama usted? digits, it is common to begin with a single digit but express the
remaining numbers in groups of two. If your telephone number
contains numbers that you are not yet able to express in pairs,
you may present each number individually, such as dos, cuatro,
uno, ocho, nueve, seis, cero for 241-8960.
1. ¿De es usted?
P-21
2. ¿ es su (your) dirección (address)?
3. ¿ personas hay en su familia? ¿Qué? ¿Cuántos? ¿Cómo?
4. ¿ son sus padres? Create questions in Spanish in order to find out personal
5. ¿ es su número de teléfono? information about two classmates. You want to get the
6. ¿De es su familia? following information:
7. ¿ es su cumpleaños (birthday)?
8. ¿ le gusta este barrio (do you like this neighborhood )? • their names
• where they come from
• who their best friends (mejor amigo/a) are
P-19 Preguntas • how many people there are in their family (familia)
Read the answers that a student gave to the questions
posed by classmates. Write the question that was used to
• how they are feeling
elicit each answer. Take turns asking each other the questions you
come up with.
Modelo Soy de España.
¿De dónde eres?
1. Me llamo Carolina.
2. Estoy bien.
3. Los profesores de español son el doctor Garza y la
doctora Valenzuela.
4. Hay veinte estudiantes en la clase.
5. El número de teléfono de la profesora Valenzuela es el
860-725-2519.
Workbook P-9 – P-11

Estructura 2 quince 15
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The Project Gutenberg eBook of Myths of
northern lands
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eBook.
Title: Myths of northern lands

Narrated with special reference to literature and art
Author: H. A. Guerber
Release date: February 23, 2024 [eBook #73021]
Language: English
Original publication: New York: American Book Company, 1895
Credits: David Edwards and the Online Distributed Proofreading

Team at https://www.pgdp.net (This file was produced
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Internet Archive)
*** START OF THE PROJECT GUTENBERG EBOOK MYTHS OF

NORTHERN LANDS ***
Transcriber’s Note
Larger versions of most illustrations may be seen by right-
clicking them and selecting an option to view them separately,
or by double-tapping and/or stretching them.
New original cover art included with this eBook is granted
to the public domain. It includes an illustration taken from the
original book.
Additional notes will be found near the end of this ebook.
ODIN.
MYTHS OF NORTHERN
LANDS
NARRATED WITH SPECIAL REFERENCE TO
LITERATURE AND ART
BY
H. A. GUERBER
AUTHOR OF “MYTHS OF GREECE AND ROME”
“Wake again, Teutonic Father ages,

Speak again, beloved primæval creeds;
Flash ancestral spirit from your pages,
Wake the greedy age to noble deeds.”
CHARLES KINGSLEY
❦
NEW YORK ⁘ CINCINNATI ⁘ CHICAGO
AMERICAN BOOK COMPANY
Copyright, 1895, by
American Book Company.
MYTHS OF NORTHERN LANDS.

DEDICATED
TO
MY PARENTS.
PREFACE.
THE aim of this handbook of Northern mythology is to familiarize the
English student of letters with the religion of his heathen ancestors,
and to set forth, as clearly as possible, the various myths which have
exercised an influence over our customs, arts, and literature.
As Norwegians, Danes, Swedes, Icelanders, Germans, English,
and French all came originally from the same stock and worshiped
the same gods, so these tales formed the basis not only of their
religious belief, but also of their first attempts at poetry. They are the
classics of the North, and deserve as much attention at our hands as
the more graceful and idyllic mythology of the South.
The most distinctive traits of the Northern mythology are a
peculiar grim humor which is found in the religion of no other race,
and a dark thread of tragedy which runs throughout the whole woof.
These two characteristics, touching both extremes of the scale, have
colored Northern thought, and have left their indelible imprint upon
all our writings even to this day.
The mythology of Greece and Rome, growing as spontaneous
and luxuriant as the tropical vegetation, came to its full fruition and
began to decay before the introduction of Christianity. But Northern
mythology, of slower growth, was arrested in mid-career before it
had attained its complete development.
A glossary, and complete index have been added to adapt this
book for general use in libraries and public schools. Author and
publishers sincerely trust that this little work will be as kindly received
and as well appreciated as has been the case with its predecessor,
“Myths of Greece and Rome,” the first volume of this series.
CONTENTS.
CHAP. PAGE
I. The Beginning of All Things 9
II. Odin 23
III. Frigga 46
IV. Thor 61
V. Tyr 84
VI. Bragi 93
VII. Idun 100
VIII. Niörd 107
IX. Frey 112
X. Freya 124
XI. Uller 131
XII. Forseti 134
XIII. Heimdall 137
XIV. Hermod 144
XV. Vidar 147
XVI. Vali 150
XVII. The Norns 154
XVIII. The Valkyrs 160
XIX. Hel 166
XX. Ægir 171
XXI. Balder 182
XXII. Loki 198
XXIII. The Giants 210
XXIV. The Dwarfs 217
XXV. The Elves 221
XXVI. The Sigurd Saga 225
XXVII. The Twilight of the Gods 263
XXVIII. Greek and Northern Mythologies—A
Comparison 274
INDEX TO POETICAL QUOTATIONS 293
INDEX AND GLOSSARY 295
LIST OF ILLUSTRATIONS.
Odin Frontispiece
Page
North Cape and the Midnight Sun 9
Valhalla—Hoffmann 25
The Pied Piper of Hamelin—H. Kaulbach 32
Frigga 48
Eástre, or Ostara 57
Thor 69
Frey 112
Freya 124
The Witches Dance (Valpurgisnacht)—Von Kreling 129
Valkyrs riding to Battle—P. N. Arbo 160
Lorelei and the Fisherman—Paul Thumann 180
Balder 188
Loki and Sigyn—Carl Gebhardt 200
Norwegian Waterfall 208
Torghatten, Norway 213
Dance of the Will-o’-the-Wisps—W. Kray 221
Old Houses with Carved Doorposts, Norway 224
The Branstock—Hoffmann 229
Sigurd and the Dragon—K. Dielitz 245
Brunhild’s Awakening—Th. Pixis 249
Gudrun giving the Magic Drink to Sigurd—Th. Pixis 252
Brunhild—Th. Pixis 256
Högni Throwing the Treasure into the Rhine—
Julius Schnorr 260
NORTH CAPE AND THE MIDNIGHT SUN.
MYTHS OF NORTHERN LANDS.
CHAPTER I.
THE BEGINNING OF ALL THINGS.
ALTHOUGH the Aryan inhabitants of northern Europe are supposed by

some authorities to have come originally from the plateau of Iran, in the
heart of Asia, the climate and scenery of the countries where they finally
settled had great influence in shaping their early religious beliefs, as well
as in ordering their mode of living.
The grand and rugged landscapes of Northern Europe, the midnight
sun, the flashing rays of the aurora borealis, the ocean continually
lashing itself into fury against the great cliffs and icebergs of the arctic
circle, could not but impress the people as vividly as the almost
miraculous vegetation, the perpetual light, and the blue seas and skies
of their brief summer season. It is no great wonder, therefore, that the
Icelanders, for instance, to whom we owe the most perfect records of
this belief, fancied in looking about them that the world was originally
created from a strange mixture of fire and ice.
Northern mythology is grand and tragical. Its principal theme is the
perpetual struggle of the beneficent forces of Nature against the
injurious, and hence it is not graceful and idyllic in character like the
religion of the sunny South, where the people could bask in perpetual
sunshine, and the fruits of the earth grew ready to their hand.
It was very natural that the dangers incurred in hunting and fishing
under these inclement skies, and the suffering entailed by the long cold
winters when the sun never shines, made our ancestors contemplate
cold and ice as malevolent spirits; and it was with equal reason that they
invoked with special fervor the beneficent influences of heat and light.
When questioned concerning the creation of the world, the Northern
Myths of scalds or poets, whose songs are preserved in the Eddas
creation. and Sagas, declared that in the beginning, when there
was as yet no earth, nor sea, nor air, when darkness
rested over all, there existed a powerful being called Allfather, whom
they dimly conceived as uncreated as well as unseen, and that whatever
he willed came to pass.
In the center of space there was, in the morning of time, a great
abyss called Ginnunga-gap, the cleft of clefts, the yawning gulf, whose
depths no eye could fathom, as it was enveloped in perpetual twilight.
North of this abode was a space or world known as Nifl-heim, the home
of mist and darkness, in the center of which bubbled the exhaustless
spring Hvergelmir, the seething caldron, whose waters supplied twelve
great streams known as the Elivagar. As the water of these streams
flowed swiftly away from its source and encountered the cold blasts from
the yawning gulf, it soon hardened into huge blocks of ice, which rolled
downwards into the immeasurable depths of the great abyss with a
continual roar like thunder.
South of this dark chasm, and directly opposite Nifl-heim, the realm
of mist, was another world called Muspells-heim, the home of elemental
fire, where all was warmth and brightness, and whose frontiers were
continually guarded by Surtr, the flame giant. This giant fiercely
brandished his flashing sword, and continually sent forth great showers
of sparks, which fell with a hissing sound upon the ice blocks in the
bottom of the abyss, and partly melted them by their heat.
“Great Surtur, with his burning sword,

Southward at Muspel’s gate kept ward,
And flashes of celestial flame,
Life-giving, from the Fire-world came.”
Valhalla (J. C. Jones).
As the steam rose in clouds it again encountered the prevailing cold,

and was changed into rime or hoar frost, which, layer by
Ymir and
Audhumla. layer, filled up the great central space. Thus by the
continual action of cold and heat, and also probably by
the will of the uncreated and unseen, a gigantic creature called Ymir or
Orgelmir (seething clay), the personification of the frozen ocean, came
to life amid the ice blocks in the abyss, and as he was born of rime he
was called a Hrim-thurs or ice giant.
“In early times,
When Ymir lived,
Was sand, nor sea,
Nor cooling wave;
No earth was found,
Nor heaven above;
One chaos all,
And nowhere grass.”
Sæmund’s Edda (Henderson’s tr.).
Groping about in the gloom in search of something to eat, Ymir

perceived a gigantic cow called Audhumla (the nourisher), which had
been created by the same agency as himself, and out of the same
materials. Hastening towards her, Ymir noticed with pleasure that four
great streams of milk flowed from her udder to supply him with
nourishment.
All his wants were thus satisfied; but the cow, looking about her for
food, began to lick the salt off a neighboring ice block with her rough
tongue. There she stood patiently licking that selfsame lump until the
hair of a god appeared. After she had licked some time longer the whole
head emerged from its icy envelope, and by and by Buri (the producer)
stepped forth entirely free.
While the cow had been thus engaged, Ymir, the giant, had fallen
asleep, and as he slept a son and daughter were born from the
perspiration under his armpit, and his feet produced the six-headed giant
Thrudgelmir, who, shortly after his birth, brought forth in his turn the giant
Bergelmir, from whom all the evil frost giants are descended.
“Under the armpit grew,

’Tis said of Hrim-thurs,
A girl and boy together;
Foot with foot begat,
Of that wise Jötun,
A six-headed son.”
Sæmund’s Edda (Thorpe’s tr.).

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Communicative goals Vocabulary

4 En la casa • Describe features and contents of • Home, furniture, and

6 ¿Quieres comer • Communicate about foods, • Food, beverages, and table

7 De compras • Identify articles of clothing and • Clothing and fashion . . . . . . 218

vi seis Scope and Sequence

• Reflexive pronouns and present • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 172

• Comparatives and superlatives . . 188 • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 206

• Irregular verbs in the • ¡A explorar! • ¡A ver! . . . . . . . . . . . . . 242

Scope and Sequence siete vii

Communicative goals Vocabulary

9 De viaje por el Caribe • Communicate about transportation, • Airline travel . . . . . . . . . . 288

10 El ciclo de la vida • Communicate about personal • The cycle of life . . . . . . . . . 324

viii ocho Scope and Sequence

• Indirect object pronouns . . . . 292 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 312

• The present perfect tense • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 346

• Por vs. para . . . . . . . . . . 362 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 382

Scope and Sequence nueve ix

Communicative goals Vocabulary

12 El medio ambiente • Communicate about urban and • Rural and urban

13 El mundo del ­espectáculo • Communicate about television

15 Los avances tecnológicos • Share information about

x diez Scope and Sequence

• Subjunctive with purpose • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 442

• The future tense . . . . . . . . 458 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 476

• Past (imperfect) subjunctive. . . 492 • ¡A explorar! • ¡A ver!. . . . . . . . . . . . . 504

• Apéndices A-1 Glosarios • G-1 Índice I-1 •

Maps and Explorers quince xv

xvi dieciséis Maps and Explorers

Daniel Torres Etayo

Charles Brewer Carías

Maps and Explorers diecisiete xvii

xviii dieciocho Maps and Explorers

For your next visit to a Spanish-

Which Spanish-speaking country or

Plaza Vieja, La Habana, Cuba

COMMUNICATIVE GOALS STRUCTURES CULTURAL COMPETENCIES

A saludar y a conocer a la gente

Una situación formal (A formal situation)

señorita (Srta.) Miss El gusto

2 dos Capítulo preliminar

Preguntas formales Formal questions

¡A practicar! (Let’s practice!)

P-3 Los estudiantes internacionales

4 cuatro Capítulo preliminar

1. José Ramón and Ricardo, two old friends,

2. At 9 a.m. Professor Sánchez greets a new colleague in the

3. At 2 p.m. Mrs. Calderón sees a young neighbor whose family

¡A explorar! In this section

6 ¿Quieres comer • Communicate about foods, • Food, beverages, and table

13 El mundo del espectáculo • Communicate about television