‘Oupersite
LEARNING IS
JUST ACLICK AWAY
The Vistas Supersite—everything you need to
motivate students and support language learning:
e Engages and focuses students
e Improves student performance
e Saves you time with quick setup, ease of use,
and reporting tools
¢ Provides flexibility to personalize your course
° Offers cost-saving digital options
@ Includes vlext—the online, interactive Student Edition
Visit vistahigherlearning.com/supersite to learn
more about Supersite content, tools, and resources.
4.
INSTRUCTOR’S ANNOTATED EDITIONSEVENTH EDITION
VISTAS
INTRODUCCION A LA LENGUA ESPANOLA
José A. Blanco
Philip Redwine Donley, late
Austin Community College —
WEEE
a7
VISTA
HIGHER LEARNING
Boston, Massachusetts
5.
Instructor's Annotated Edition
Tableof Contents
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qautas =2ens cates os IAE-6
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ihe: VISEES VIGCOtElOOlaMmS sh patisd- 4 ir Goes) Pe he Ware Sh a ath IAE-36
VOURInStrUCctonS Annotated ECON: jo-sacth.
eis elecele Bieacest pe IAE-38
PLACA INT CHUNVIL
ILAWAS CAS triers eee ca done Imete deeas GrastiasbeoralpiarA NAfi
aa IAE-40
Suggestions for Using the Video Programs................0.. IAE-42
NS davontdhene
(¢lpatclalecwey ores Ae heron nm ome ad a ee ee IAE-46
6.
THE VISTA HIGHERLEARNING STORY
Your Specialized World Language Publisher
Independent, specialized, and privately owned, Vista Higher Learning was
founded in 2000 with one mission: to raise the teaching and learning of world
languages to a higher level. This mission is based on the following beliefs:
= It is essential to prepare students for a world in which
learning another language is a necessity, not a luxury.
= Language learning should be fun and rewarding, and all students
should have the tools necessary for achieving success.
= Students who experience success learning a language will be more likely
to continue their language studies both inside and outside the classroom.
With this in mind, we decided to take a fresh look at all aspects of language
instructional materials. Because we are specialized, we dedicate 100 percent
of our resources to this goal and base every decision on how well it supports
language learning.
That is where you come in. Since our founding in 2000, we have relied on
the continuous and invaluable feedback from language instructors and students
nationwide. This partnership has proved to be the cornerstone of our success by
allowing us to constantly improve our programs to meet your instructional needs.
The result? Programs that make language learning exciting, relevant, and
effective through:
= an unprecedented access to resources
= a wide variety of contemporary, authentic materials
® the integration of text, technology, and media, and
= a bold and engaging textbook design
By focusing on our singular passion, we let you focus on yours.
The Vista Higher Learning Team
by
aR
VISTA
HIGHER LEARNING
500 Boylston Street, Suite 620, Boston, MA 02116-3736 TOLL-FREE: 800-618-7375
TELEPHONE: 617-426-4910 FAX: 617-426-5209 www.vistahigherlearning.com
7.
Getting to KnowVistas
Now in its Seventh Edition, Vistas is better than ever. Its student-
friendly approach to introductory Spanish makes both teaching and
learning easier, more enjoyable, and more successful. The pedagogical
approach of Vistas continues to be communicative. It presents
vocabulary and grammar as tools for effective personalized communication
as it develops students’ listening, reading, writing, and speaking skills.
Moreover, because cultural knowledge is an integral part of both language
learning and successful communication, Vistas introduces students to the countries of the
Spanish-speaking world and the everyday lives of Spanish speakers.
Vistas offers features that make it truly different from other textbooks based on these
same principles. Here are some of our distinguishing features:
u Vistas was the first textbook to cohesively integrate a dramatic video into the student
text to model target structures. The goal of the Fotonovela is to motivate and inspire the
next generation of Spanish students.
8 Vistas was also the first introductory college Spanish textbook to incorporate graphic
design—page layout, use of colors, typefaces, and other graphic elements—as an integral
part of the learning process. To enhance learning and make navigation easy, lesson sections
are color-coded and appear either completely on one page or on spreads of two facing pages.
a Vistas offers student sidebars with on-the-spot linguistic, cultural, and language-learning
information, as well as boxes with on-page correlations of student supplements.
s Vistas provides a unique four-part practice sequence for virtually every grammar point.
It moves from form-focused jlnténtalo! exercises to directed, yet meaningful, Practica
exercises to communicative, interactive Comunicacion activities, and lastly to cumulative,
open-ended Sintesis activities.
8 Vistas also offers two cultural videos, Flash cultura and Panorama cultural, as well as
authentic TV clips and short films in En pantalla.
= vlext—the interactive, online student edition.
NEW! to the Seventh Edition
= New Fotonovela video
= New Proyecto page in each lesson
= New Escuchar audio and activities
= 8 new En pantalla videos
= 3 new Lectura readings
= 4 new En detalle readings and 3 new Perfil readings in Cultura
= 42 new Panorama cultural videos
= New Panorama activities page
= New communicative objectives and Can-Do Statements for most sections in every lesson
= New social awareness and interculturality annos
= New ACTFL World-Readiness Standards correlations by activity
= New group chats and student video recordings
8.
table of contents
contextosfotonovela
Greetings and farewells... 2 Amigos de todas partes... 6
Identifying yourself and Pronunciacion
OUNGrS.3 nm Seer D The Spanish alphabet... 9
Expressions of courtesy... 2
as
Leccion
1
Hola,
qué
tal?
a @} The classroom and igle gustan los lunes?!... 46
= academic life ......... 42) pronundacion
a Fields of study and Spanish vowels........ 49
a 2 academic subjects..... 42
5 Ms Days of the week........ 44
oO ‘a Class schedules... :... =... 45
i)
®
eos
e)
pment
SG
Lj
TINEMEMMU ec sco histo
couc 82 Una visita inesperada.... 86
Identifying people....... 82 Pronunciacion
o Professions and Diphthongs and linking 89
ee OCCUPATIONS teiseaeeta
ar 82
< CT es|
6 §
i?)
gg
a O
ens
éDonde estan las
entradas?) = 25 ditencs 126
Pronunciacion
Word stress and
accent marks ........ 129
Paea
Leccion
4
Los
pasatiempos
9.
cultura
En detalle: Saludosy besos
en los paises hispanos. .10
Perfil: La plaza principal ...11
Con ritmo hispano:
Lin-Manuel Miranda ....11
En detalle: La eleccion
de una carrera
UNIVERSitatidinee ewe ar 50
Perfil: La Universidad de
SalamanCauman see ar 51
Con ritmo hispano:
Enrique Iglesias....... 51
En detalle: ;COmo te
LEIMEERA ch ears coset ae 90
Perfil: Parientes
talentOSOS i aeieeieia
ter Sil
Con ritmo hispano:
Mirella Cesa.......... 91
En detalle: Real Madrid y
Barca: rivalidad total. . 130
Perfil: Juan Soto y
Amalia Pérez......... 131
Con ritmo hispano:
Manaritnciicids
cers 131
estructura
1.1 Nouns and articles... 12
1.2 Numbers 0-30 ...... 16
1.3 Present tense of ser.. 19
1.4 Telling time......... 24
Recapitulacion.......... 28
2.1 Present tense of
ep eldest asp
an pores 52
2.2 Forming questions
My SVOMMISA ooo0c0 ean 57
2.3 Present tense of estar 61
2.4 Numbers 31 and
highergesmeies cation « 65
Recapitulacion.......... 68
3.1 Descriptive adjectives 92
3.2 Possessive adjectives 97
3.3 Present tense of
-er and -ir verbs .... 100
3.4 Present tense of tener
ANGMVEMIM veers: res 104
Recapitulacion......... 108
4.1 Present tense of ir .. 132
4.2 Stem-changing verbs:
e>ie,odue...... 135
4.3 Stem-changing
verbs:e>i........ 139
4.4 Verbs with irregular
VOORMSteerenr aa 142
Recapitulacion......... 146
adelante
Lectura: Tira cOmica
CelOuINOMB pets.ack 30
Escnturae cot ct oaceten
«s: 32
Escucharicccacrrten«
<b 33
En pantalla: Anuncio
de MasterCard........ 34
Flash cultura: Encuentros
CM auDlaza ent errenY. 35
Panorama: Estados
Unidos y Canada...... 36
Lectura: ;Espanol
CNViAaGhiG earner 70
EScntulatmeas:sascrniorto. 72
Escuchali! «c's 02 hy one ee 73
En pantalla: La Universidad
Siglo eet.
iaaon ere 74
Flash cultura: Los
CSTUCIOS ewe ate eee 75
Panorama: Espana...... 76
Lectura: Gente...
LasstamiligS manera 110
Escnturatincecnocrrcuiacn
a.112
Escuchara.. «figs,
dese 113
En pantalla: Anuncio de
BancolGaliciageraras 114
Flash cultura: La familia. .115
Panorama: Ecuador...... 116
Lectura: No solo el
fUTDOIER Sree eee 148
Escnturaln.t 0 ss Hane 150
EScuchaniscn crs acAct,
teers 151
En pantalla: El juego de
pelotaraytee.
th. eee 152
Flash cultura: ;Futbo/ en
Espanalieerncitern
sac o 153
Panorama: México ..... 154
proyecto
Mensaje de video....... 39
Entrada de blog......... 79
VOdCaStrniente
ctussite: 119
Tablero de visiOn.......
10.
oe
Leccion
5
cee
Leccion
6
=e
Leccion
7
cea
Leccion
8
Las
vacaciones
De
compras!
1qaridi
La
rutina
d
La
comida
contextos
Travel and vacation.....160
Months of the year .... 162
Seasons and weather... 162
Ordinal numbers....... 163
Clothing and shopping. . 200
Negotiating a price
AMG HOU AMG aeraiene 200
Colors i. smetaresattapeates 202
More adjectives........ 202
Dailaroutitieter ace 238
Personal hygiene...... 238
Time expressions ...... 238
fotonovela
De viaje enToledo...... 166
Pronunciacion
Spanish bandv...... 169
jEso si es una ganga!... 204
Pronunciacion
The consonants
jlengo que arreglarme!. . 242
Pronunciacion
The consonantr...... 245
jVamos a comer tapas!. . 282
276 Pronunciacion
lan; crand2yn ene 285
as
Leccion
9
as
Leccion
10
Pied
Leccion
11
coed
Leccion
12
La
tecnologia
En
el
consultorio
Las
fiestas
La
vivienda
contextos
Parties and
celebrations .........
Personalrelationships ..
Stages Of life meri ce:
Health and medical
Parts of the bodye as. -
Symptoms and
medical conditions ...
Health professions .....
Computers and
theilntennetrse
any vette
The car and its
ACCESSONICS oa an ue ee
Parts of ahouse........
Household chores......
Table settings..........
fotonovela
jEs mi cumpleanos! ....
316 Pronunciacion
SH)7/ The letters h, j, and g. .
318
jNecesitas un médico! ..
350 Ortografia
350 El acento y las
silabas fuertes .......
350
388 Ortografia
La acentuacion de
390 palabras similares ....
426" jAvlimpianleesc.ic% wack
426 Ortografia
428 Mayusculas y
MINUSCULAS tae yarenraeee
320
323
354
SID
430
13.
cultura
En detalle: Semana
Santa:mas que
una celebraciOn...... 324
Perfil: Noche Valdiviana. .325
Con ritmo hispano:
Aaa] OUXe ites <sevreccney 325
En detalle: La farmacia. . 358
Perfiles: Curanderos
y chamanes.......... 359
Con ritmo hispano:
Cocoftinkaseee eee. 359
En detalle: Las redes
SOCIaIOS ietrtern eee 396
Perfil: Los mensajes
deitexto.ste ae ae 397
Con ritmo hispano:
Andrés Calamaro..... 397
En detalle: E] patio
eSnittali water ees 434
Perfil: Las islas flotantes
del lagoTiticaca..... 435
Con ritmo hispano:
ErikasEndeneeece one 435
estructura
9.1 Irregular preterites. . 326
9.2 Verbs that change
meaning in
the preterite ....... 330
9.3 ¢Qué? and ¢cual?... 332
9.4 Pronouns after
prepositions ....... 334
Recapitulacion......... 336
10.1 The imperfect
TOMSOW. cigars
ndac 360
10.2 The preterite and the
limpentectenerirscaeee 364
10.3 Constructions
WIthPSOR Aero
mattsrs368
10.4 Adverbs .......... 372
Recapitulacion......... 374
11.1 Familiar commands 398
11.2 Por and para...... 402
11.3 Reciprocal
reflexives......... 406
11.4 Stressed possessive
adjectives and
PRONOUNS emerersa408
Recapitulacion......... 412
12.1 Relative pronouns. . 436
12.2 Formal (usted/ustedes)
commands........ 440
12.3 The present
subjunctive ........ 444
12.4 Subjunctive with
verbs of will and
MmtlWence maa a. 448
Recapitulacion......... 452
adelante
Lectura: Vida social..... 338
Esenturacircsnvscncss 340
Escuchatieecer: sao = 341
En pantalla: Inti Raymi
en. Gavamberr ascee. =342
Flash cultura: Las fiestas 343
Panorama: Chile ....... 344
Lectura: Libro de la
SCIMIAMalae wtalwaro
ale caagnovees 376
Escrituiralnetesrsca
ee 378
Escuchatscence: aiecctee 379
En pantalla: Asociacion
Parkinson Alicante.... 380
Flash cultura: La salud. . 381
Panorama: Costa Rica... 382
Lectura: Tres vinetas de
Bernardo Erlich........ 414
Escritura teeta
+
jtescr eis,«2 416
Escuchatiiem oe oo ucian
ns 417
En pantalla: Book...... 418
Flash cultura: Maravillas
de la tecnologia...... 419
Panorama: Argentina ... 420
Lectura: Bienvenidos al
Palacio de las Garzas. . 454
Esenturatsc.csiie
er tcere 456
Escuchatitcs nce coe 457
En pantalla: ;Como es
vivir en una casa por
lanrmitacl2aemee-te
tii orn ae 458
Flash cultura: La casa
det Fridanteeain caste 459
Panorama: Panama..... 460
proyecto
Video sobre una
celebracionestienn 347
Pbrountantiifeemeceicnia 385
Video instructivo....... 423
Cartel de la casa ideal... 463
14.
as
Leccion
13
as
Leccion
14
En
la
ciudad
Peed
Leccion
15
Pea
Leccion
16
El
mundo
del
La
naturaleza
El
bienestar
trabajo
contextos
Nature ssnnaictecets
ee ee
Theenvironment.......
Recycling and
conservation ........
Cityslifeeeassameeereesteicee:
Errands jos. eceeeae
Money and banking ....
At a post office ........
Health and well-being. . .
Exercise and
physical activity .....
Nutritionists eee
Professions and
OCCUPatiOns: jm eee
The workplace.........
Job interviews.........
fotonovela
466 Una excursion a la sierra 470
466 Ortografia
Los signos de
468 DUNtUa CIO eee 473
502 Por las calles de Madrid 506
502 Ortografia
502 Las abreviaturas...... 509
504
536 Laclase de yoga....... 540
Ortografia
536 Las letrasbyv....... 543
538
Una aspirante
572 despistada .......... 576
572 Ortografia
574 Valitse eee 579
sao
Leccion
17
as
Leccion
18
Un
festival
Las
actualidades
de
arte
contextos fotonovela
BHGVartSia ateee 610 Dos invitaciones....... 614
MOVIES Tr sins:«cosas cree 612 Ortografia
wo Las trampas
Sweet é 9h toe 1
Television le ortograficasa.- eraser 617
Current events and Cinco mil firmas ....... 650
POLITICS: tft etetar 646 Ortografia
Theumediaiereisecarmekye 646 Neologismos y
Natural disasters....... 646 anglicismos ......... 653
Consulta (Reference) _
Apéndice A
Planide:escrituiraniwant.crctenc
atstober Ree eneA-2
Apéndice B
Spanish Terms for Direction Lines
andiiClassroomiUse cai. nt. dace er eee A-3
Apéndice C
Glossary of GrammaticalTerms...............-. A-5
Apéndice D
VerbiConjugationidablesime camcieere ener A-9
Vocabulario
Spanish-Englishisemsecrenice cecil nee oer tee A-19
English=Spamislityaeryecte.
succtcwer kien erseeeA-35
idle i... spk zetecs ce Rtie «alee eee eee A-51
Credits sc: es cici.conor clos ote emirates caer ea en A-56
Bios
About the Authors
17.
cultura
En detalle: Muralistas
mexicanos
Perfil:Fernando Botero:
un estilo Unico......
Con ritmo hispano:
Voces Universitarias
de Honduras........
En detalle: Protestas
SOCIAIES ere ean
Perfiles: El proceso de
paz en Colombia
Con ritmo hispano:
Jorge Drexler.......
estructura
17.1 The conditional .... 620
17.2 The conditional
pentect neers
ee se 624
17.3 The past perfect
subjunctive........ 627
Recapitulacion......... 630
18.1 Si'clauses......... 656
18.2 Summary of the uses
of the subjunctive. . 660
Recapitulacion......... 664
adelante
Lectura: El abecedario
por Luisa Valenzuela .. 632
ESCnCulamreirice mete: 634
Escuchar... sees con... 635
En pantalla: Casting .... 636
Flash cultura: Palacios
delartee eas ease: 637
Panorama: El Salvador
VARIONGUTAS a. aeen eet: 638
Lectura: Don Quijote de
la Mancha por Miguel
de Cervantes......... 666
Escrittitati. ...% «anterioee 668
Escuchationceuettccseeies 669
En pantalla: Anuncio sobre
elecciones chilenas ... 670
Flash cultura: Puerto Rico:
énacion o estado? .... 671
Panorama: Paraguay y
UKUGUaVieteemest cial: 672
Familiarize yourself with these icons that appear throughout Vistas.
2:
oO [e)
3: D)
Textbook activity available online
and/or pair activity in the classroom
Jo
Bie
Activity with handout
Listening activity/section
Video available for this paragraph of Panorama
More activities
.
ett.
4 .
s :
2 :
*
4
eet
vhicentral
WB
pp. 00-00
ES
Online
activities
Presentational content for this section available online
Partner Chat or Video Virtual Chat activity available online
‘
Group Chat activity available online and/or group activity in the classroom
The More activities box indicates additional
print and online activities.
proyecto
Video sobre un museo
de cera virtual........
Articulo periodistico .... 677
18.
The Vistas, SeventhEdition, Supersite
The Vistas Supersite is your online source for integrating text and technology
resources. The Supersite enhances language learning and facilitates simple course
management. With powerful functionality, a focus on language learning, and a
simplified user experience, the Supersite offers features based directly on feedback
from thousands of users.
For
Student Friendly: Make it a cinch for students to track due dates, save work,
and access all assignments and resources.
Easy Setup: Customize your course and section settings, create your own
grading categories, plus copy previous settings to save time.
All-in-One Gradebook: Add your own activities or use the grade adjustment tool
for a true, cumulative grade.
Grading Options: Choose to grade student-by-student, question-by-question, or
spot check. Plus, give targeted feedback via in-line editing and voice comments.
Accessible Student Data: Conveniently share information one-on-one, or issue
class reports in the formats that best fit you and your department.
Instructors
A gradebook to manage classes, view rosters, set assignments, and
manage grades
Time-saving auto-graded activities, plus question-by-question and
automated spot-checking
A communication center for announcements and notifications
Pre-made sample syllabus and sample lesson plan in customizable
DOCX format
Testing Program in editable DOCX format
Answer keys, audioscripts, Spanish and English videoscripts, grammar
presentation slides, and digital image bank
Online administration of quizzes and exams, now with time limits
and password protection
Assessments that are customizable by adding, removing, or editing questions
and providing section references
Tools to add your own content to the Supersite
= Create and assign Partner Chats and open-ended activities
= Upload and assign videos and outside resources
Single sign-on feature for integration with your school’s LMS
Activity Pack with additional activities for every lesson
MP3 files of the complete Textbook, Lab, and Testing Audio Programs
Live Chat for video chat, audio chat, and instant messaging
Forums for oral assignments, group discussions, and projects
19.
CONTEXTOS
‘Gupersite
°
eee®
Each section ofyour textbook comes with activities on the Vistas Supersite, many of which
are auto-graded for immediate feedback. Plus, the Supersite can be accessed on the go! Visit
vhicentral.com to explore this wealth of exciting resources.
Vocabulary hotspots with audio
Vocabulary tutorials
Textbook activities and additional
activities for extra practice
Audio activities
Chat activities for conversational
skill-building and oral practice
FOTONOVELA Streaming video of Fotonovela, with
instructor-managed options for
subtitles and transcripts in Spanish
and English
Pronunciation tutorials with speech
recognition
Textbook activities and additional
activities for extra practice
Chat activities for conversational
skill-building and oral practice
Audio files for Pronunciacion
Record-compare practice
CULTURA Con ritmo hispano information
and activities
Conexion Internet activity
Textbook activities and additional
activities for extra practice
Chat activities for conversational
skill-building and oral practice
Additional reading
Interactive grammar tutorials
Textbook activities and additional
activities for extra practice
Chat activities for conversational
skill-building and oral practice
Diagnostics in Recapitulacién section
ADELANTE Audio-sync reading in Lectura
Additional reading
Writing activity in Escritura with
composition engine
Audio files for listening activity
in Escuchar
Textbook activities and additional
activities for extra practice
Chat activities for conversational
skill-building and oral practice
Streaming En pantalla TV clips or
short films, with instructor- managed
options for subtitles and transcripts in
Spanish and English
Streaming video of Flash cultura series,
with instructor-managed options for
subtitles and transcripts in Spanish and
English
PANORAMA Interactive map
Textbook activities and additional
activities for extra practice
Chat activities for conversational
skill-building and oral practice
Conexion Internet activity
Streaming video of Panorama cultural
series, with instructor-managed options
for subtitles and transcripts in Spanish
and English
Writing activities with
composition engine
VOCABULARIO Vocabulary list with audio Customizable study lists
20.
new features
New Featuresand Technology
Activities
There are new audio activities in the Escuchar section of all eighteen lessons. The new audio is now a little shorter and
more level-appropriate.
Each Cultura section has a new activity to make the content more relevant to students by asking them personalized
questions or having them make cultural comparisons.
Each Flash cultura page now has a presentational or interpersonal activity related to the cultural content of the video.
Each lesson now has an entire page of activities for the Panorama section. Two activities are usually comprehension.
One is typically a pair or group activity. One usually asks for students to think critically about the content; it
may ask them to relate cultural products or practices to perspectives or give their opinion. The last is typically
a cultural comparison.
There is now a cumulative objectives review activity on the Vocabulario page at the end of each lesson.
Interactive Fotonovela Videos with Integrated Viewing Activities
Students can check their comprehension with integrated viewing activities as they watch the new Fotonovela video.
Panorama cultural
There are now 42 more Panorama cultural videos. They provide interesting visuals for two more paragraphs
on every Panorama spread. This means that all four culture paragraphs on each Panorama spread now have a
companion video.
Accessible Vocabulary Hotspots and Interactive Maps
Vocabulary hotspots and interactive maps are back, and they are now fully accessible. The hotspots show the
large Contextos illustrations with audio. The interactive map for the Panorama section points out major cities and
geographical features and situates the featured country in the context of its immediate surroundings and the world.
News and Cultural Updates
Additional cultural material is available in the News and Cultural Updates section of the Supersite, which appears
at the end of the list of eighteen lessons in Content > Activities. Links to authentic articles or videos with carefully
scaffolded activities are added monthly from September to May, and all postings are archived for easy, continued
access. Assign as homework or present in class for discussion, and customize the activities as you see fit.
New Group and Student Video Recording
Group Chat and Student Video Recording Activities allow individual or multiple students to record a video
production exercise, providing instructors with more flexibility in creating and assigning activities to groups
or individual students within their classes.
21.
Proyecto
Each lesson nowhas a Proyecto page between the Panorama section and the Vocabulario page. Projects alternate
between creating a video and writing. Students read about the project assignment, prepare for the assignment, do
research, and create a final presentation.
This project-focused learning offers several benefits.
e It prompts students to use Spanish to accomplish something meaningful.
e It makes learning memorable for students.
e It provides options for authentic assessments.
Use these rubrics or create your own to evaluate students’ projects.
RUBRIC FOR VIDEO
It fosters creativity as students can add their own voice to what they produce.
It fosters lifelong learning as students conduct research and reflect on what they are learning.
It allows students to create a portfolio to document their learning for personal and professional purposes.
Criteria 5 points 10 points 15 points 20 points
Quantity of Student provides very Student provides Student provides Student provides
lesson grammar is too
limited for effective
communication.
limited grasp of lesson
grammar.
an adequate grasp of
lesson grammar.
Language little information with | limited information adequate information | a good amount of
mostly incomplete with some incomplete |with mostly complete | information with well-
sentences. sentences. sentences. developed, complete
sentences.
Structure Student’s grasp of Student demonstrates | Student demonstrates |Student demonstrates
full command of
lesson grammar.
Content (or Student’s grasp of Student demonstrates Student demonstrates Student demonstrates
hear and understand
throughout, doesn’t
use gestures and/or
visuals, and displays
no eye contact (reading
notes throughout).
hear and understand
at times, uses minimal
visuals and/or gestures,
and displays minimal
eye contact (reading
notes at times).
with some hesitation,
uses some visuals
and/or gestures, and
generally maintains
eye contact (with some
looking at notes).
Vocabulary) | lesson vocabulary limited grasp of lesson |an adequate grasp of | full command of
is too limited vocabulary. lesson vocabulary. lesson vocabulary.
for effective
communication.
Effort & Student does not Student minimally Student adequately Student fully answers
Creativity answer the essential answers the essential | answers the essential _| the essential question
question. question with little question with some with creativity and
creativity and/or creativity and/or originality.
originality. originality.
Presentation | Student is difficult to | Student is difficult to |Student speaks clearly |Student speaks clearly
without hesitation,
uses plenty of visuals
and/or gestures to add
impact, and maintains
eye contact (seldom
looking at notes).
22.
new features
RUBRIC FORWRITING
Criteria 5 points 10 points 15 points 20 points
Quantity of Student provides very Student provides Student provides Student provides
lesson grammar is too
limited for effective
limited grasp of lesson
grammar.
an adequate grasp of
lesson grammar.
Language little information with | limited information adequate information | a good amount of
mostly incomplete with some incomplete |with mostly complete | information with well-
sentences. sentences. sentences. developed, complete
| sentences.
| Structure Student’s grasp of Student demonstrates | Student demonstrates | Student demonstrates
full command of
lesson grammar.
spelling, accent,
capitalization, and
punctuation errors.
several spelling, accent,
capitalization, and
punctuation errors.
of spelling, accent,
capitalization, and
punctuation errors.
communication.
_Content (or | Student’s grasp of Student demonstrates | Student demonstrates | Student demonstrates
Vocabulary) | lesson vocabulary limited grasp of lesson |an adequate grasp of | full command of
is too limited vocabulary. lesson vocabulary. lesson vocabulary.
for effective
communication.
Effort & Student does not Student minimally Student adequately Student fully answers
Creativity answer the essential answers the essential | answers the essential _| the essential question
question. question with little question with some with creativity and
creativity and/or creativity and/or originality.
| originality. originality.
= = ane . mt IV, . ale . Che ao .
Presentation |Writing is full of Writing contains Writing is mostly free |Writing is free of
spelling, accent,
capitalization, and
punctuation errors.
Remind students to review the rubric to make sure they meet all the requirements before they submit their projects.
142
Estructura
presents Spanish grammarin a graphic-intensive format.
Communicative Objective: Ask and
lento cuarenta y dos answer questions about daily activities
Verbs with irregular yo forms ‘G
ANTETODO usSpanish, several verbs have irregular yo forms in the present tense.
You have already seen three verbs with the -go ending in the yo form:
decir + digo, tener + tengo, and venir + vengo,
> Here are some common expressions with deeir.
decir la verdad
to tell the truth
decir mentiras
to tell lies
decir que decir la respuesta
to say that to say the answer
> The verb hacer is often used to ask questions about what someone does. Note that
when answering, hacer is frequently replaced with another, more specific action verb.
Verbs with irregular yo forms
hacer poner salir suponer traer
(fo do; (to put; {to leave) (to suppose) (to bring)
___to make) _ toplaco) oe hee ee oe
hago pongo salgo supongo traigo
syMauran haces pones sales supones traes
hace pone sale supone trae
Paty, hacemos ponemos salimos suponemos _traemos
FORMS hacéis ponéis salis suponéis traéis
A hacen salen traen
ponen suponen
Pues, supongo que el
mejor, 2no?
> Poner can also mean fo turn on a household appliance.
Carlos pone la radio.
Carlos turns on the radio.
Maria pone Ia television.
Maria turns on the television.
D Salir de is used to indicate that someone is leavingaparticular place.
Hoy salgo det hospital
Today | leave the hospital.
Sale de la clase a las cuatro
He leaves class at four.
Lecci6n 4 Los pasatiempos clento cuarenta y tres
> Salir para is used to indicate someone’s destination
Maiana salgo para México.
Tomorrow | leave for Mexico.
Hoy salen para Espana
Today they leave for Spain.
P Salir con means to leave with someone or something, or to date s
The verbs ver and oir
> The verb ver (to see) has an irregular
yoform. The other forms
ofver are regular.
The verb ver (to'see)
(C Singular forms _) (C Pluralforms
yo veo nosotros/as | vemos
tw |ves vosotros/as |veis
Ud/eél/ella | ve Uds/ellos/ellas | ven
4 +
D The verb ofr (¢o hear) has an irregular yo form and the spelling change ity in the td,
usted/éV/ella, and ustedes/ellos/elias forms. The nosotros/as and vosotros/as forms
have an accent mark
The verb oir (to hear)
(Singular forms (Plural forms)
yo |oigo nosotros/as |oimos
tu | oyes vosotros/as | ois
| Uds/ellos/ellas | oyen
4
Ud/él/ella |oye
.
| ® While most commonly translated as to hear, oir is also used in contexts where
the verb to listen would be used in English.
Oigo a unas personas en la otra sala. LOyes la radio por la manana?
I hear some people in the other room :
Do you listen to the radio in the morning?
|
S® BADEEel Provide the correct forms of these verbs.
1. salir Isabel 2
s2ale Nosoros et nyo pene
2. ver Yo Ustedes Ta
3. poner Rita y yo Yo Los nifio:
4. waer Ellas s Ye Ta
5. oir El Ne Yo
6. hacer Yo = Ta Usted
7. suponer Y Mi amigo Nosotras =
Communicative objectives There is a communicative objective for each grammar point
that lets you know what you will be able to do in Spanish.
Ante todo Ease into grammar with definitions of grammatical terms, reminders about
what you already know of English grammar, and Spanish grammar you have learned in
earlier lessons.
Charts To help you learn, colorful, easy-to-use charts call out key grammatical structures
and forms, as well as important related vocabulary.
Compare & Contrast This feature focuses on aspects of grammar that native speakers of
English may find difficult, clarifying similarities and differences between Spanish and English.
Student sidebars provide you with on-the-spot linguistic, cultural, or language-learning
information directly related to the materials in front of you.
Diagrams Clear and easy-to-grasp grammar explanations are reinforced by colorful
diagrams that present sample words, phrases, and sentences.
é jlnténtalo! offers an easy first step into each grammar point.
‘Oupersite
e |nteractive, animated grammar tutorials with quick checks
® Textbook activities
30.
Estructura
provides directed andcommunicative practice.
140
Practica
ciento cuarenta Leccién 4
a | Completar Complete these sentences with the correct form of the verb.
1, Cuando mi familia
2. Pero mi padre
egar al Bosque de Chapultepec
3. Mi padre tiene
porque me gusta mucho el parque
A popular weekend
de for
‘iudad, mi madre siempre (always) va a un café y
(pedir r
decir) que perdemas mucho tiempo. Tiene prisa por < eat)
rte, porque él siempre (conseguir) lo que
al parque, mis hermanc (seguir) conversando
ros padres
(repetir) la misma cosa:“Nosotros tomamoselsol botanical gerden
(pedir) permiso para volver a casa un poco mas tarde
Combinar Combine words from the two columns to create sentences about yourself and
na consique libros en Internet.
mi compaiiero/a de cuarto
(best) amigo/a
nunca (never) pedir perdén
To review possessive
sie
‘
Opiniones in pairs, take turns guessing how your partner completed the sentences from
Actividad 2. If you guess incorrectly, your partner must supply the correct answer,
Estudiante 1: Creo que tus padres consigu
Estudiante
2: No! Mi hermana consigue li
adjectives, soe
Estructura 32 p. $7.
ZQuién? Your instructor will give you a worksheet. Talk to your classmates until you find one
person who does each of the activities. Use e:ie, o:ue, and e:i stem-changing verbs.
Los pasatiempos ciento cuarenta y uno
Comunicacion
isi Las peliculas Use these questions to interview a classmate.
SQ)
BA
las peliculas romanticas, las peliculas de accién o las peliculas
¢Por qué?
2. :Dénde consigues informacién sobre (about) cine y television?
3, :Donde consigues las entradas para ver una pelicula?
4. Para decidir qué peliculas vas a ver, gsigues las recomendaciones de los criticos de cine?
Qué dicen los criticos en general?
5. ¢Qué cines en tu comunidad muestran las mejores (best) peliculas?
6. ;Vas a ver una pelicula esta semana? zA qué hora empieza la pelicula?
Sintesis
ic cine inpairs, firstscantheadandjotdown allthestem-changing verbs. Then answer thequestions.
SS] 1. :Qué palabras indican que Dune es una pelicula de ciencia ficci6n?
£2] 2. zQuiénes piensas que son los personajes (characters) del péster, segin (according to)
la sinopsis de Ia pelicula?
3. ¢Te gustan las peliculas como esta (this one)? Por qué?
4, Describe tu pelicula favorita con los verbos de la Leeeién 4.
kkkke
Una de las mejores
peliculas del afo
Dune: una odisea clasica
ambientada en el espacio
Dune cuenta |a historia de Paul Atreides, un
Joven que se encuentra junto a su madre en
un peligroso planeta, Arrakis, Alli, conocen a
los Fremen, una tribu ancestral que puede
ayudarlos. zPiensas que Paul y su madre
consiguen sobrevivir?
Una pelicula de ciencia ficcién basada en la
novela de Frank Herbert, con la actuacion de
Timothée Chalamet y Zendaya. Dinigida por
Denis Villeneuve.
[EET
takabout movies and describe my favorite movie,
141
Practica Guided, yet meaningful exercises weave current and previously learned vocabulary
together with the current grammar point.
Activities with handouts In information gap activities, you and your partner each have only
half of the information you need, so you must work together to accomplish the task at hand.
Other activities with handouts include surveys.
Comunicacion Opportunities for creative expression use the lesson’s grammar
and vocabulary.
Sidebars The Notas culturales expand coverage of the cultures of Spanish-speaking
peoples and countries, while the other sidebars provide on-the-spot language support.
Sintesis activities integrate the current grammar point with previously learned points,
providing built-in, consistent review.
Can-Do Statements Each grammar point concludes with a Can-Do Statement, which shows
é you what you are now able to accomplish in Spanish.
‘Gupersite
® Textbook activities
e Additional online-only practice activities
e Chat activities for conversational skill-building and oral practice
¢ Grammar activities in Activity Pack
31.
Estructura
Recapitulacion reviews thegrammar of each
lesson and provides a short quiz, available with
auto-grading on the Supersite.
Leccién 4 Los pasatiempos ciento cuarenta y siete 147
=> ro) 8 2 5 ¢ 8
<3) Reca pitulacion 3 | Oraciones Arrange the cues in the correct order to form complete sentences.
Make all necessary changes. C=
RESUMEN GRAMATICAL , tarea / los / hacer / sabados / nosotros / la
|
|
| Review the grammar concepts you have learned in this lesson (EDPresenttonsaor
ieania)
||
|
iS. en/ pizza / Andrés / una / cestaurante / el / pedir |
by completing these activities.
3. a/?/ museo/ir/z/el/
(ca)
yo |voy ‘nos. |vamos
Completar Complete the chart with the correct verb forms, aaa ti |ves vos. |vais
"afer Feet Hea | 4. de/ ofr / amigos / bien / los / no / Elena
Infinitive yo nosotros/as ellos/as =
| > tea
+ [Intnl = tbegolng
+ {infnltve 5. libros / traer / yo / clase / mis /a
| pene masol=al
| Goren (aes vere 81> (Fite ler(ee
someting) 6. pelicula / ver / en / Jorge y Carlos / pensar / cine / una / el
|
| DECOMOs sce 7. unos / escribir / Mariana /electrénicos / querer / mensajes
:
| juego ah
| Escribir Write a short paragraph about what you do on a typical day. Use at least six of
repetir repiten the verbs you have learned in this lesson. You can use the paragraph on the opposite page
(Actividad 2) as a model
| 2 Un dia tipico Complete the paragraph with the correct forms of the
| appropriate verbs. <=
Un dia tipico
| almorzar “ saa Hola, me llamo Julia y vivo
| cerrar jugar seguir i
| Other exe
verbs: cerar, entender,
caietabe A tx 2 one ; teh en Vancouver, Canada. For la
hacer querer volver »Othero:ueverbs:almorzar,contar,dormir, mafana. yo...
encontrar,
mostrar, poder, recordar
jHola! Me llamo Cecilia y vivo en Puerto Vallarta, México. 1 SRR
2Cémo es un dia tipico en mi vida (life)? Por la manana bebo
café con mis padres y juntos (together) (1) las noticias 5 | Rima Complete the rhyme with the correct forms of the appropriate verbs. Gaiam
ir
(news) en la television, A las siete y media, (yo) (2) yo |pido S nos. |pedimos
de mi casa y tomo el autobtis. Me gusta llegar temprano (early) ti |pldes vos. ‘|pedis contar poder
a la universidad porque siempre (always) (@) a mis 4 |pide oflas |piden Se oir suponer
amigos en la cafeteria, Tomamos café y planeamos lo que >
(hacer cada (each) dia. A las ocho y cuarto, mi Dinerel
yor: reeor,Goceropele,soot 2
amiga Sandra y yo (6) al laborarorio de lenguas. La IEE ars rie or Oe ‘
clase de francés (6) 4a las ochoy media. jEs mi clase ‘ 665i no dormir
favorita! A las doce y media (yo) (7) en la cafeteria {nacer poner |salir |suponer |traer | y el sueno deseas,
| con mis amigos. Después (Afterward), yo (e) —______ con mis | ane ||Sermo) |
taetae’lleaeanne wale lo vas a conseguir
clases. Por las tardes, mis amigos (9) a SUS casas, pero GL ovejas®. 99
| yo (10) _______ al voleibol con mi amigo Tomas. »ver:veo,ves,ve,vemos, veis,ven aoe oe
}
»
oir: olgo,oyes,aye, oimos, ols, oyen
Resumen gramatical This review panel provides you with an easy-to-study summary of
the basic concepts of the lesson’s grammar, with page references to the full explanations.
Points Each activity is assigned a point value to help you track your progress. All
Recapitulacion sections add up to one hundred points, plus four additional points for
successfully completing the bonus activity.
Activities A series of activities, moving from directed to open-ended, systematically test
your mastery of the lesson’s grammar. The section ends with a riddle or puzzle using the
grammar from the lesson.
‘@upersite
® Textbook activity with diagnostics
e Additional online-only review activities
e Review activities in Activity Pack
® Vocabulary practice quiz with diagnostics
Adelante
Escritura develops writingskills while Escuchar practices
listening skills in the context of the lesson theme.
Communicative Objective: Create an
ciento cincuenta informative text using a dictionary Leccion 4
Communicative Objective: identify
the activities described in a radio ad ciento cincuenta y uno
Escuchar
Antes de escuchar
Escritura
Estrategia
Using a dictionary
~
Estrategia
Listening for the gist
Most beginning language learners embrace
the dictionary as the ultimate resource for
reading, writing, and speaking. While it is
true that the dictionary is a useful tool that
can provide valuable information about
vocabulary, using the dictionary correctly
requires that you understand the elements of
Listening for the general idea, or gist, can
help you follow what someone is saying even
if you can't hear or understand some of the
words, When you listen for the gist, you
simply try to capture the essence of what you
each entry. hear without focusing on individual words.
To help you practice this strategy, you will listen
to a paragraph made up of three sentences,
4)) Jot downa brief
summary
of
whatyou hear. )
If you glance at a Spanish-English dictionary, =
you will notice that its format is similar
to that of an English dictionary, The word
is listed first, usually followed by its
pronunciation. Then come the definitions,
organized by parts of speech. Sometimes Tema Preparacion
the most frequently used definitions are if Based on the photo, what do you think the radio AP
fisted fist PS eebesa ae as ad is about? Comprension
EA eh th ‘ Choose one topic to write
abrochure. SS Escoger
% find the best word for your needs, you : ; : es :
y y 1. You are the head of the Homecoming Committee Ahora escucha Choose the option that best completes each sentence
should refer to the abbreviations and the Beoeinecioel is yereGrencnalirockare that
reas : 3 : 2 1. El centro deportivo Los Alamos tiene grande
explanatory notes that appear with the lists events for Friday night, Saturday, and Sunday. S® Un centro deportivo o |
entries. a example, ears you are Include a brief description of each event and its E eulwiliheanalradiovad pcomonue/atnew:epors a.ungimnasio _b. una piscina _—_c, un cine |
writing about your pastimes. You want to time and location. Include activities for different age center. As you listen, indicate the activities described 2. Hay dos en el centro deportivo. |
write, “Iwant to Duy a new racket for my groups, since some alumni will bring their families. in the ad. a, piscinas b. cafeterias c. librerias |
| match tomorrow,” but you don't know the 2 Y he Frest Student Onent |
ea = . You are on the Freshman Student Onentation c C yo tiene c |
Spanish word for “racket.” In the dictionary, Romunclasesdewolelbol 3. El centro deportivo tiene conn
Committee and are in charge of creating a brochure 2 é parque bonito.
you may find an entry like this: : Ser hacer esqui acuatico
for new students thar describes the sports offered at : bronicnfe Suna hibl
dae a. un cine b. un café c. una biblioteca
facketedialborctoahaccctl fen) your school. Write the brochure and include activities aye Aa 1 aebhect
ver parti . Elrestaurante cierra a las ______ de la noche
for both men and women Darnicesicem
jugar videojuegos a. ocho b. diez ¢. once
S corresponds to sustantivo (noun). Then, 3.. You work for the Chamber of Commerce in your
the first word you see is alboroto. When you hacer ciclismo
jugar al futbol americano
. El centro deportivo esta al lado del/de la
community. It
is your job to market your communit
Ie job ker y y
CPN
ANEYN
look that word up, you find that definition ofnatennal mer dentelwinreidbenbrcouurel iar pease ake a. plaza b. estadio c. iglesia
of alboroto is noise or racket, so alboroto describes the recreational opportunities your [eee una cevises,
is probably not the word you're looking bouaae le sta S@ Preguntas personales
community provides,
theareas where the activities ra neceltacie
Answer these questions,
11. tomar el sol
for. The second word is raqueta, followed
by the abbreviation dep., which stands for
deportes. This indicates that the word
raqueta is the best choice for your needs.
take place, and the costs, if any. Be sure to include
activities that will appeal to singles as well as couples
and families; you should include activities for all age
groups and for both men and women.
TLLEELITL 1. gPrefieres hacer deportes en el gimnasio o al aire
12. cenar con amigos :
libre (outdoors)?
2. ¢Qué vasahacer este fin de semana? Vas a estudiar?
2Ver television? ¢Practicar deportes? :Por qué?
DE createan informative text that lists leisure activities in my
school and community. DY centitythe activities described in a radio ad.
Communicative objectives There is a communicative objective for each section that lets
you know what you will be able to do in Spanish.
Estrategia Strategies help you prepare for the writing and listening tasks to come.
Escritura The Tema describes the writing topic and includes suggestions for approaching it.
Escuchar A recorded conversation or narration develops your listening skills in Spanish.
Preparacion prepares you for listening to the recorded passage.
Ahora escucha walks you through the passage, and Comprensi6n checks your
listening comprehension.
Can-Do Statements Each section concludes with a Can-Do Statement, which shows you
what you are now able to accomplish in Spanish.
‘@upersite
e Composition engine for writing activity in Escritura
e Audio for listening activity in Escuchar
e Textbook activities
34.
Adelante
En pantalla andFlash cultura present
additional video tied to the lesson theme.
= = =e ieeumaniie =e Lecco £
En pantallaS
3 ese ae pete S or oT
Communicative objectives There is a communicative objective for each section that lets
you xnow whai you Vvill be able to doi in oer
En pantalla TV clips, many NEW! tothis edition, give you additional exposure to authentic
anguage. The clips include commercials, news reports, public service announcements,
and short films that feature the language, vocabulary, and theme ofthe lesson.
Presentation Cultural notes, video stills with captions, and vocabulary support all
prepare you to view the clips. Activities check your comprehension and expand on
ideas presented.
Flash a An icon lets you know that the enormously successful Hash cultura Video
ffers specially shot content tied to the lesson theme.
Activities Due to the overwhelming popularity of the Hash cultura Video, previewing support
and comprehension activities are integrated into the student text
aber Statements Each section concludes with aCan-Do Statement, which shows you
@ what you are now able to accomplish in Spanish.
‘@upersite
* Streaming video of En pantalla anc Flash cultura
ok activities
¢ Additional online-only practice activities
* Chat activities for conversational skill-building and oral practice
video programs
Fotonovela VideoProgram
The cast
Here are the main characters you will meet in the Fotonovela Video:
From Venezuela, (=) From Spain,
Olga Lucia Pérez Soto a Manuel Vazquez Quevedo
ee]
MP iz
‘i
From Spain, From Spain,
Valentina Herrera Torres Sara Sanchez Vazquez
From the From Spain,
Dominican Republic, ae Daniel Acosta Campos
Juan José (Juanjo) re
Reyes Pejia
The Vistas 7e Fotonovela Video is a dynamic and
contemporary window into the Spanish language. The
video centers around a group of friends in Madrid, Spain.
Manuel, Juanjo, Valentina, and Olga Lucia are college
students who live in the same apartment building. Manuel's
cousin Sara also lives there with her father, Paco, the
landlord. Her friend Daniel completes the group. Manuel,
Valentina, Sara, don Paco, and Daniel are all from Spain.
Juanjo hails from the Dominican Republic. Olga Lucia is
a native of Venezuela. Their adventures take them through
some of the greatest natural and cultural treasures of the
Spanish-speaking world, as well as the highs and lows of
everyday life.
The Fotonovela section in each textbook lesson is actually
an abbreviated version of the dramatic episode featured in
the video. Therefore, each Fotonovela section can be done
before you see the corresponding video episode, after it, or
as a section that stands alone.
In each dramatic segment, the characters interact using
the vocabulary and grammar you are studying. As the
storyline unfolds, the episodes combine new vocabulary and
grammar with previously taught language, exposing you to
a variety of authentic accents along the way. At the end of
each episode, the Resumen section highlights the grammar
and vocabulary you are studying.
We hope you find the Fotonovela Video to be an engaging
and useful tool for learning Spanish!
39.
En pantalla VideoProgram
The Vistas Supersite features an authentic video clip for
each lesson. Clip formats include commercials, news reports,
and even short films. These clips, many NEW! to the Seventh
Edition, have been carefully chosen to be comprehensible for
students learning Spanish, and are accompanied by activities
and vocabulary lists to facilitate understanding. More
importantly, though, these clips are a fun and motivating
way to improve your Spanish!
Here are the countries represented in each lesson in
En pantalla:
Lesson 1 U.S. Lesson7 Argentina Lesson 13 Spain
Lesson 2 Argentina Lesson 8 Mexico Lesson 14 Mexico
Lesson 3 Argentina Lesson 9 Ecuador Lesson 15 Mexico
Lesson 4 Mexico Lesson 10 Spain Lesson 16 Argentina
Lesson 5 Panama Lesson 11 Spain Lesson 17 Spain
Lesson 6 Peru Lesson 12 Chile Lesson 18 Chile
Flash cultura Video Program
In the dynamic Flash cultura Video, young people from all
over the Spanish-speaking world share aspects of life in
their countries with you. The similarities and differences
among Spanish-speaking countries that come up through
their adventures will challenge you to think about your own
cultural practices and values. The segments provide valuable
cultural insights as well as linguistic input; the episodes will
introduce you to a variety of accents and vocabulary as they
gradually move into Spanish.
Panorama cultural Video Program
The Panorama cultural Video provides visuals for the four
Panorama paragraphs about the featured country.
40.
getting to knowyour IAE
Your Instructor’s Annotated Edition
Vistas, Seventh Edition, offers you the most thoroughly developed Instructor’s Annotated Edition
ever written for introductory college Spanish. The IAE features reduced student text pages, overprinted
with answers, and a wealth of teaching resources in the side and bottom panels. The annotations
complement and support varied teaching styles, extending the already rich content of the student
textbook and saving you time in class preparation and course management.
This section is designed as a quick orientation to the principal types of instructor annotations
you will find in the IAE. As you familiarize yourself with them, it is important to keep in mind
that the annotations are merely suggestions. Any Spanish questions, or simulated instructor-student
exchanges are not meant to be prescriptive. You are encouraged to view these suggested “scripts” as
flexible points of departure that will help you achieve your instructional goals.
Icons
For your convenience, the suggestions in the side and bottom channels have been tagged with icons
if they engage one of the three different modes of communication.
>A« Interpretive communication Suggestions for exercises that target students’ reading or listening
skills and assess their comprehension
<A> Presentational communication Ideas and contexts that require students to produce a written
or verbal presentation in the target language
Ae Interpersonal communication Activities that provide students with opportunities to
carry out language functions in simulated real-life contexts or engage in personalized
communication with others
For an annotation to merit one of these icons, it must use the target language at a discourse
level in a sustained context. As with the activities in the student text, many of these annotations
employ more than one mode of communication; in these cases the mode that is best represented
in the “product” of the activity is the one that is reflected in the icon. For example, if students
are asked to talk to a classmate (interpersonal) and write a summary of the conversation
(presentational), the written summary is the product, and the icon will therefore reflect the
presentational mode of communication.
On the Lesson Opener Pages
= Lesson Goals A list of the lexical, grammatical, and socio-cultural goals of the lesson, including
language-learning strategies and skill-building techniques
= A primera vista Questions related to the photograph for jump-starting the lesson
® Instructional Resources A correlation to all student and instructor supplements available to
reinforce the lesson
The Vistas Supersite provides additional instructor materials
for each lesson. Visit vhlcentral.com for extra activities,
supplemental vocabulary, assessment materials, and more!
41.
In the SidePanels
Section Goals A list of the goals of the corresponding section
Instructional Resources A correlation to student and instructor ancillaries
Key Standards Correlations to the ACTFL World-Readiness Standards for Learning Languages at
the activity level
Teaching Tips Suggestions for recycling language, leading into the corresponding section, |
working with materials, and carrying out specific activities
Expansion Expansions and variations for the activities in the student textbook
Script Transcripts of the audio and video recordings
Possible Conversation Answers based on known vocabulary, grammar, and language functions
that students might produce
Video Recap Questions to help students recall the events of the previous lesson’s Fotonovela episode
Video Synopsis A summary of each lesson’s Fotonovela episode
Expresiones utiles Suggestions for introducing upcoming Estructura grammar points
incorporated into the Fotonovela episode
Estrategia Suggestions for working with the reading, writing, and listening strategies presented in the
Lectura, Escritura, and Escuchar sections, respectively
Tema Ideas for presenting and expanding the writing assignment topic in Escritura
El pais en cifras Additional information expanding on the data presented for each Spanish-
speaking country featured in the Panorama sections
jIncreible pero cierto! Curious facts about a lesser-known aspect of the country featured in the
Panorama sections
Investigate, Reflect, Explain Interculturality annotations in Panorama and other sections
Section-specific Annotations Suggestions for presenting, expanding, varying, and reinforcing
individual instructional elements, including the sidebars in the student text (jAtencion!, Ayuda, etc.)
Successful Language Learning Strategies to enhance students’ language-learning experience
The Affective Dimension Suggestions for reducing students’ language-learning anxieties
Safe Space, Respecting Differences Social awareness annotations about protecting student privacy,
listening respectfully, and not making judgments
In the Teaching Options Boxes
Extra Practice, Pairs, Small Groups, and Large Groups Additional activities intended to supplement
those in the student textbook
Game Games that practice the language of the section and/or recycle previously learned language
TPR Total Physical Response activities that engage students physically in learning Spanish
Variacion léxica Extra information related to the Variacién léxica boxes in Contextos, terms that
come up in Lectura, and terms from the Spanish-speaking countries featured in Panorama
Worth Noting More detailed information about an interesting aspect of the history, geography,
culture, or people of the Spanish-speaking countries in Panorama
Heritage Speakers Suggestions and activities tailored to heritage speakers
Video Techniques and activities for using the Vistas video program
Evaluation Rubrics for grading students’ work in Escritura
42.
teaching with Vistas
Teachingwith Vistas
Orienting Students to the Student Textbook
Because Vistas treats graphic design as an integral part of students’ language-learning
experience, you may want to take a few minutes to orient students to the student textbook.
Have them flip through one lesson, and point out that all lessons are organized exactly the
same way. Also point out how the major sections of each lesson are color-coded for easy
navigation: red for Contextos, purple for Fotonovela, orange for Cultura, blue for Estructura,
green for Adelante, and gold for Vocabulario. Let them know that, because of these
design elements, they can be confident that they will always know “where they are” in
their textbook.
Emphasize that sections are self-contained, occupying either a full page or a spread
of two facing pages, thereby eliminating “bad breaks” and the need to flip back and forth
to do activities or to work with explanatory material. Finally, call students’ attention to
the use of color to highlight key information in elements such as charts, diagrams, word
lists, and activity modelos, titles, and sidebars.
Flexible Lesson Organization
Vistas uses a flexible lesson organization designed to accommodate diverse teaching
styles, institutions, and instructional goals. For example, you can begin with the lesson
opener page and progress sequentially through a lesson. If you do not want to devote
class time to grammar, you can assign the Estructura explanations for outside study,
freeing up class time for other purposes like developing oral communication skills;
building listening, reading, or writing skills; learning more about the Spanish-speaking
world; or working with the video program. You might decide to work extensively
with the Cultura and Adelante sections in order to focus on students’ reading, writing,
and listening skills and their knowledge of the Spanish-speaking world. Or, you might
prefer to use these sections periodically in response to your students’ interests as the
opportunity arises. If you plan on using the Vistas Testing Program, however, be aware
that the quizzes, tests, and exams check language presented in Contextos and Estructura.
identifying Active Vocabulary
All words and expressions taught in the illustrations and Mas vocabulario lists in
Contextos are considered active, testable vocabulary. Any items in the Variacion léxica
or Asi se dice boxes, however, are intended for receptive learning and are presented for
enrichment only; the words and expressions in the Expresiones ttiles boxes in the
Fotonovela are to be used solely to understand and talk about the video. The words
in charts, word lists, jAtencién! sidebars, and sample sentences in Estructura are also
part of the active vocabulary load. At the end of each lesson, Vocabulario provides a
convenient one-page summary of the items students should know and that may appear
on tests and exams. Point this out to students and tell them that an easy way to study
from Vocabulario is to cover up the Spanish half of each section, leaving only the English
equivalents exposed. They can then quiz themselves on the Spanish items. To focus on the
English equivalents of the Spanish entries, they simply reverse this process.
43.
Taking into Accountthe Affective Dimension
While many factors contribute to the quality and success rate of learning experiences,
two factors are particularly germane to language learning. One is students’ beliefs about
how language is learned; the other is language-learning anxiety.
As studies show and experienced instructors know, students often come to modern
language courses either with a lack of knowledge about how to approach language
learning or with mistaken notions about how to do so. For example, many students
believe that making mistakes when speaking the target language must be avoided because
doing so will lead to permanent errors. Others are convinced that learning another
language is like learning any other academic subject. In other words, they believe that
success is guaranteed, provided they attend class regularly, learn the assigned vocabulary
words and grammar rules, and study for exams. In fact, in a study of college-level
beginning language learners in the United States, over one-third of the participants
thought that they could become fluent if they studied the language for only one hour
a day for two years or less. Mistaken and unrealistic beliefs such as these can cause
frustration and ultimately demotivation, thereby significantly undermining students’
ability to achieve a successful language-learning experience.
Another factor that can negatively impact students’ language-learning experience is
language-learning anxiety. As Professor Elaine K. Horwitz of The University of Texas at
Austin and Senior Consulting Editor of Vistas 1e wrote, “Surveys indicate that up to
one-third of American foreign language students feel moderately to highly anxious about
studying another language. Physical symptoms of foreign language anxiety can include
heart-pounding or palpitations, sweating, trembling, fast breathing, and general feelings
of unease.” The late Dr. Philip Redwine Donley, Vistas co-author and author of articles
on language-learning anxiety, spoke with many students who reported feeling nervous or
apprehensive in their classes. They mentioned freezing when called on by their instructors
or going inexplicably blank when taking tests. Some so dreaded their classes that they
skipped them or dropped the course.
Vistas contains several features aimed at reducing students’ language anxiety and
supporting successful language-learning. Its highly structured, visually dramatic design
was conceived as a learning tool to make students feel comfortable with the content and
confident about navigating the lessons. The Instructor’s Annotated Edition includes Affective
Dimension annotations with suggestions for managing and/or reducing language-learning
anxieties, as well as Successful Language Learning annotations with learning strategies for
enhancing students’ learning experiences. In addition, the student text provides a wealth of
helpful sidebars that assist students by making relevant connections with new information
‘
or reminding them of previously learned concepts.
Student Sidebars
jAtencion! Provides active, testable information about the vocabulary or grammar point
Ayuda Offers specific grammar and vocabulary reminders related to a particular activity
or suggests pertinent language-learning strategies
Consulta References related material introduced in previous or upcoming lessons
jLengua viva! Presents relevant information on everyday language use
Nota cultural Provides a wide range of cultural information relevant to the topic of
an activity or section
44.
Suggestions for Usingthe
Fotonovela Video
The Fotonovela section in each lesson of the student textbook and the Vistas
Fotonovela Video were created as interlocking pieces. All photos in this section are
images from the corresponding video module, while the printed conversations are
abbreviated versions of the video module’s dramatic segment. Both the Fotonovela
conversations and their expanded video versions represent comprehensible input
at the discourse level; they were purposely written to use language from the
corresponding lesson’s Contextos and Estructura sections. Thus, as of Leccion 2,
they recycle known language, preview grammar points students will study later in
the lesson, and, in keeping with the concept of “i + 1,” contain a small amount of
unknown language.
You can use the Fotonovela Video and corresponding textbook section in many
ways. For instance, you can use the Fotonovela spread as an advance organizer,
presenting it before showing the video module. You can also show the video module
first. You might decide to show all video modules in class or to assign them solely
for viewing outside of the classroom.
You could begin by showing the first one or
two episodes in class to gain familiarity with the characters, style, and Resumen
sections. After that, you could work in class only with Fotonovela pages and have
students view the remaining episodes outside of class. For each episode, there are
jQué paso? activities in the Fotonovela section of the corresponding textbook lesson
and video activities in the Video Manual section of the Student Activities Manual
and on the Supersite.
45.
You might playor assign the Fotonovela episode under Presentations on the
Supersite and/or use the interactive video with integrated viewing activities under
Practice on the Supersite so that students can check their comprehension as they watch.
You might also want to use the Fotonovela Video in class when working with
Estructura. You could play parts of the dramatic episode that demonstrate the
grammar point you are teaching or show selected scenes that review old grammar
points and ask students to identify them. In class, you could play the parts of the
Resumen section that exemplify individual grammar points as you progress through
each Estructura section. You could also wait until you complete an Estructura section
and review it by showing the corresponding Resumen section in its entirety.
No matter which approach you choose, students have ample materials to
support viewing the video independently and processing it in a meaningful way.
We hope you and your students will continue to find the Fotonovela Video and
corresponding materials to be an engaging and effective tool for language-learning.
46.
Suggestions for Usingthe
Flash cultura Videos
The Flash cultura Video expands on an aspect of the lesson theme in the format of a
news broadcast. Like the conversations in the Fotonovela Video, these video segments
deliver comprehensible input. Each was written to make the most of the vocabulary
and grammar students learned in the corresponding and previous lessons, while still
providing a controlled amount of unknown language.
Activities for the Flash cultura Videos are located in the Video Manual section of
the Student Activities Manual and on the Supersite. They follow a process approach
of pre-viewing, while-viewing, and post-viewing and use a variety of formats to prepare
students for watching the video segments, to focus them while watching, and to check
comprehension after they have watched the footage.
When showing the videos in class, you might also want to implement a process
approach. You could start with an activity that prepares students for the video segment
by taking advantage of what they learned in previous lessons. This could be followed by
an activity that students do while you play certain parts or all of the video segment. The
final activity, done in the same class period or in the next one as warm-up, could recap
what students saw and heard and expand on the video segment’s topic. The following
suggestions for working with the Flash cultura Video in class can be carried out as
described or expanded upon in any number of ways.
47.
Before viewing
= Afterstudents have practiced the lesson’s vocabulary and grammar and worked
through the Cultura section of the student textbook, mention the video segment’s
title and ask them to guess what the segment might be about.
= Have pairs make a list of the lesson vocabulary they expect to hear in the
video segment.
= Read the class a list of true/false or multiple-choice questions about the video.
Students must use what they learned in the Cultura section to guess the answers.
Confirm their guesses after watching the segment.
While viewing
® Show the video segment with the audio turned off and ask students to use lesson
vocabulary and structures to describe what is happening. Have them confirm their
guesses by showing the segment again with the audio on.
Have students refer to the list of words they brainstormed before viewing the video
and put a check mark in front of any words they actually see in the segment.
First, have students simply watch the video. Then, show it again and ask students
to take notes on what they see and hear. Finally, have them compare their notes in
pairs or groups for confirmation.
Photocopy the segment’s Videoscript from the Supersite and white out words
and expressions related to the lesson theme, in order to create cloze paragraphs.
Distribute the scripts for pairs or groups to complete the sentences.
After viewing
= Have students say what aspects of the cultural information presented in their
textbook appear in the video segment.
Ask groups to write a brief summary of the content of the video segment.
Have them exchange papers with another group for peer editing.
Ask students to discuss any aspects of the featured country and topic of which
they were unaware before watching. Encourage them to explain why they did not
expect those aspects to be true of the country in question.
Have students pick one characteristic about the country and topic that they learned
from watching the video segment. Have them research additional information
about that topic and write a brief composition that expands on it.
Suggestions for Using the
Panorama cultural Videos
You may choose to use the Panorama cultural videos to present the four culture
paragraphs on each Panorama spread. Here are a few suggestions.
= Play the video without sound and have students comment on the images.
= Play the video with the sound on. Point out the pronunciation of certain words.
= Have students raise their hand every time they hear a familiar word as they watch
the video.
48.
acknowledgments
On behalf ofits authors and editors, Vista Higher Learning expresses its
sincere appreciation to the many instructors and college professors across
the U.S. and Canada who contributed their ideas and suggestions.
Vistas, Seventh Edition, is the direct result of extensive reviews and
ongoing input from both students and instructors using the Sixth Edition.
Accordingly, we gratefully acknowledge those who shared their suggestions,
recommendations, and ideas as we prepared this Seventh Edition.
We express our sincere appreciation to the instructors who completed
our online review.
Reviewers
Lily M. Acajabon
Seminole State College, FL
Pilar Alcalde, PhD
University of Memphis, TN
Amanda Allen
Wichita State University, KS
Tim Altanero, PhD
Austin Community College, TX
Daniel Althoff
Southeastern Oklahoma State
University, OK
Beth Huaman Andia
St. Catherine University, MN
Mike Aragon
LeTourneau University, TX
Rosalind Arthur
Clark Atlanta University, GA
Paloma Asensio
Dartmouth College, NH
Ingetraut R. Baird
Anderson University, IN
Tim Barnett
St. Mary’s University, TX
Janet Bell
Tarleton State University, TX
Dr. Adoracion Berry
University of Memphis, TN
Sara Blossom Bostwick
Ensworth School, TN
Mary Ann McDonald Carolan
Fairfield University, CT
Aurora Castillo-Scott
Georgia College & State
University, GA
Lisa Celona
Tunxis Community College, CT
Alessandro Cesarano, PhD
Florida SouthWestern State College, FL
Donna Chambers, PhD
Penn State Berks, PA
Rafael Cherry
Wayland Baptist University, TX
Ben Coates
North Greenville University, SC
Scott Cooper
Anne Arundel Community
College, MD
Lina Davalos
San Diego City College, CA
Maria De Panbehchi
Brightpoint Community College, VA
Alberto Descalzo
Franciscan University, OH
Sherri Kurz Descalzo
Franciscan University, OH
Nancy Duran
Danville Area Community College, IL
Hector Fabio Espitia
Grand Valley State University, MI
Patricia Fagan, PhD
University of Alaska Anchorage, AK
Ileana Feistritzer
York College of Pennsylvania, PA
Sandra Fernandez-Tardani
Grand Valley State University, MI
Mayra Fortes Gonzalez
Grand Valley State University, MI
Laura Fox
Grand Valley State University, MI
Dianne Fruit
Cascadia College, WA
Arlene Fuentes
Southern Virginia University, VA
Lily Galanis
Compton College, CA
Hasmik Gharaghazaryan
Dallas College Richland Campus, TX
Dr. Gustavo Glatzel
Shenandoah University, VA
Lucila Gonzalez Cirre
Cerro Coso Community College, CA
Olga Godoy
Georgia Southwestern State
University, GA
Charlene M. Grant
Skidmore College, NY
Bridgette W. Gunnels
Oxford College, GA
Connie Gutierrez
Porterville College, CA
Sergio Guzman
College of Southern Nevada, NV
Marisol Hernandez-Soto
Florida State College, FL
Dr. Shelly Hines
Craven Community College, NC
Maria-Cristina Humita
Tennessee Tech University, TN
Esther Ibanez-Holtermann
American University, DC
Frank Inscoe
Chattahoochee Technical College, GA
Becky S. Jaimes
Austin Community College, TX
Chuck Jewell
Amarillo College, TX
49.
Karen Julka-Tischhauser
Seattle PacificUniversity, WA
Stephanie H. Langston
Perimeter College at Georgia State
University, GA
Rodrigo Lopez
Tarleton State University, TX
Katie MacLean
Kalamazoo College, MI
H.J. Manzari
Washington & Jefferson College, PA
Spencer Martin
Washington State University
Pullman, WA
Vidal Martin
Everett Community College, WA
Carmen A. Martinez
Duquesne University, PA
Rebeca Maseda
University of Alaska Anchorage, AK
Linda McManness
Baylor University, TX
Monica Millan-Serna
Eastern Michigan University, MI
Andrés Moina
El Camino College, CA
Dr. Ela Molina-Morelock
University of the Cumberlands, KY
Anna Moreno
West Hills Community College, CA
Hortencia Nevarez
Las Positas College, CA
Sylvia Nikopoulos
Central Piedmont Community
College, NC
Alejandra Orozco
Porterville College, CA
Dr. Lucia Osa-Melero
Duquesne University, PA
Yelgy Parada
Los Angeles City College, CA
Dr. Graciela Pérez Boruszko
Fresno Pacific University, CA
Martin Ponti
Washington College, MD
Thomas R. Porter
Southern Virginia University, VA
Claudia Prada
El Camino College, CA
Karry Putzy
Solon High School, IA
Diomedes Rabago
Kalamazoo College, MI
Aida Ramos-Sellman
Goucher College, MD
Dr. Robin Rash
University of Memphis Lambuth, TN
Marcela Redoles
West Los Angeles College, CA
Dr. John W. Reed
Saint Mary’s University of
Minnesota, MN
Artemio Reynoso
East Los Angeles College, CA
Monica P. Rodriguez
Lyon College, AR
Lilian Salazar
Southern University and A&M
College, LA
Hector Salinas
Fresno City College, CA
Celia Samaniego
Cosumnes River College, CA
Jaime Sanchez
Volunteer State Community
College, TN
Magdalena Sanchez, PhD
Porterville College, CA
Eduardo Santa Cruz
Hanover College, IN
Irma Santos
Columbia College-Jacksonville, FL
Colleen D. Scott
Wichita State University, KS
Mariana Segovia
Hutchinson Community College, KS
M. Esther Showalter
Eastern Mennonite University, VA
Cynthia Slagter
Calvin University, MI
Cristina Sparks-Early
Northern Virginia Community
College, VA
Mariana Stoyanova
Georgia College & State University, GA
Charles Swadley
Oklahoma Baptist University, OK
Rita Tejada
Luther College, IA
Anna Tejada-Lambeth
Ouachita Baptist University, AR
Sarah J. Vitale
Loyola University Maryland, MD
Lynn Vogel-Zuiderweg, PhD
East Los Angeles College, CA
Paolo Volpe-Rinonapoli
Middle Tennessee State University, TN
Dr. Wesley J. Weaver III
SUNY Cortland, NY
Dr. Lyda Murillo Wilbur
Oklahoma Baptist University, OK
Sarah Willoughby
Everett Community College, WA
We would also like to thank the instructors who completed an in-depth questionnaire.
Suzanne M. Buck
Central New Mexico Community
College, NM
Dr. Elizabeth Combier
University of North Georgia-
Dahlonega, GA
Sandra Fernandez-Tardani
Grand Valley State University, MI
Valerie Hecht, PhD
College of Southern Nevada-
West Charleston, NV
Dr. Allyson Irom
Baylor University, TX
Dr. Susana Pérez-Castillejo
University of St. Thomas, MN
Mariana Stoyanova
Georgia College & State University, GA
Dr. Wesley J. Weaver III
SUNY Cortland, NY
![cultura
En detalle: Semana
Santa: mas que
una celebraciOn...... 324
Perfil: Noche Valdiviana. .325
Con ritmo hispano:
Aaa] OUXe ites <sevreccney 325
En detalle: La farmacia. . 358
Perfiles: Curanderos
y chamanes.......... 359
Con ritmo hispano:
Cocoftinkaseee eee. 359
En detalle: Las redes
SOCIaIOS ietrtern eee 396
Perfil: Los mensajes
deitexto.ste ae ae 397
Con ritmo hispano:
Andrés Calamaro..... 397
En detalle: E] patio
eSnittali water ees 434
Perfil: Las islas flotantes
del lagoTiticaca..... 435
Con ritmo hispano:
ErikasEndeneeece one 435
estructura
9.1 Irregular preterites. . 326
9.2 Verbs that change
meaning in
the preterite ....... 330
9.3 ¢Qué? and ¢cual?... 332
9.4 Pronouns after
prepositions ....... 334
Recapitulacion......... 336
10.1 The imperfect
TOMSOW. cigars
ndac 360
10.2 The preterite and the
limpentectenerirscaeee 364
10.3 Constructions
WIthPSOR Aero
mattsrs368
10.4 Adverbs .......... 372
Recapitulacion......... 374
11.1 Familiar commands 398
11.2 Por and para...... 402
11.3 Reciprocal
reflexives......... 406
11.4 Stressed possessive
adjectives and
PRONOUNS emerersa408
Recapitulacion......... 412
12.1 Relative pronouns. . 436
12.2 Formal (usted/ustedes)
commands........ 440
12.3 The present
subjunctive ........ 444
12.4 Subjunctive with
verbs of will and
MmtlWence maa a. 448
Recapitulacion......... 452
adelante
Lectura: Vida social..... 338
Esenturacircsnvscncss 340
Escuchatieecer: sao = 341
En pantalla: Inti Raymi
en. Gavamberr ascee. =342
Flash cultura: Las fiestas 343
Panorama: Chile ....... 344
Lectura: Libro de la
SCIMIAMalae wtalwaro
ale caagnovees 376
Escrituiralnetesrsca
ee 378
Escuchatscence: aiecctee 379
En pantalla: Asociacion
Parkinson Alicante.... 380
Flash cultura: La salud. . 381
Panorama: Costa Rica... 382
Lectura: Tres vinetas de
Bernardo Erlich........ 414
Escritura teeta
+
jtescr eis,«2 416
Escuchatiiem oe oo ucian
ns 417
En pantalla: Book...... 418
Flash cultura: Maravillas
de la tecnologia...... 419
Panorama: Argentina ... 420
Lectura: Bienvenidos al
Palacio de las Garzas. . 454
Esenturatsc.csiie
er tcere 456
Escuchatitcs nce coe 457
En pantalla: ;Como es
vivir en una casa por
lanrmitacl2aemee-te
tii orn ae 458
Flash cultura: La casa
det Fridanteeain caste 459
Panorama: Panama..... 460
proyecto
Video sobre una
celebracionestienn 347
Pbrountantiifeemeceicnia 385
Video instructivo....... 423
Cartel de la casa ideal... 463](/proxy?url=https%3A%2F%2Fimage.slidesharecdn.com%2Fvistas7theditionpdf-combined-260825233514-4955e921%2F85%2FVistas-7th-Edition-PDF-13-320.jpg)
![Estructura
provides directed and communicative practice.
140
Practica
ciento cuarenta Leccién 4
a | Completar Complete these sentences with the correct form of the verb.
1, Cuando mi familia
2. Pero mi padre
egar al Bosque de Chapultepec
3. Mi padre tiene
porque me gusta mucho el parque
A popular weekend
de for
‘iudad, mi madre siempre (always) va a un café y
(pedir r
decir) que perdemas mucho tiempo. Tiene prisa por < eat)
rte, porque él siempre (conseguir) lo que
al parque, mis hermanc (seguir) conversando
ros padres
(repetir) la misma cosa:“Nosotros tomamoselsol botanical gerden
(pedir) permiso para volver a casa un poco mas tarde
Combinar Combine words from the two columns to create sentences about yourself and
na consique libros en Internet.
mi compaiiero/a de cuarto
(best) amigo/a
nunca (never) pedir perdén
To review possessive
sie
‘
Opiniones in pairs, take turns guessing how your partner completed the sentences from
Actividad 2. If you guess incorrectly, your partner must supply the correct answer,
Estudiante 1: Creo que tus padres consigu
Estudiante
2: No! Mi hermana consigue li
adjectives, soe
Estructura 32 p. $7.
ZQuién? Your instructor will give you a worksheet. Talk to your classmates until you find one
person who does each of the activities. Use e:ie, o:ue, and e:i stem-changing verbs.
Los pasatiempos ciento cuarenta y uno
Comunicacion
isi Las peliculas Use these questions to interview a classmate.
SQ)
BA
las peliculas romanticas, las peliculas de accién o las peliculas
¢Por qué?
2. :Dénde consigues informacién sobre (about) cine y television?
3, :Donde consigues las entradas para ver una pelicula?
4. Para decidir qué peliculas vas a ver, gsigues las recomendaciones de los criticos de cine?
Qué dicen los criticos en general?
5. ¢Qué cines en tu comunidad muestran las mejores (best) peliculas?
6. ;Vas a ver una pelicula esta semana? zA qué hora empieza la pelicula?
Sintesis
ic cine inpairs, firstscantheadandjotdown allthestem-changing verbs. Then answer thequestions.
SS] 1. :Qué palabras indican que Dune es una pelicula de ciencia ficci6n?
£2] 2. zQuiénes piensas que son los personajes (characters) del péster, segin (according to)
la sinopsis de Ia pelicula?
3. ¢Te gustan las peliculas como esta (this one)? Por qué?
4, Describe tu pelicula favorita con los verbos de la Leeeién 4.
kkkke
Una de las mejores
peliculas del afo
Dune: una odisea clasica
ambientada en el espacio
Dune cuenta |a historia de Paul Atreides, un
Joven que se encuentra junto a su madre en
un peligroso planeta, Arrakis, Alli, conocen a
los Fremen, una tribu ancestral que puede
ayudarlos. zPiensas que Paul y su madre
consiguen sobrevivir?
Una pelicula de ciencia ficcién basada en la
novela de Frank Herbert, con la actuacion de
Timothée Chalamet y Zendaya. Dinigida por
Denis Villeneuve.
[EET
takabout movies and describe my favorite movie,
141
Practica Guided, yet meaningful exercises weave current and previously learned vocabulary
together with the current grammar point.
Activities with handouts In information gap activities, you and your partner each have only
half of the information you need, so you must work together to accomplish the task at hand.
Other activities with handouts include surveys.
Comunicacion Opportunities for creative expression use the lesson’s grammar
and vocabulary.
Sidebars The Notas culturales expand coverage of the cultures of Spanish-speaking
peoples and countries, while the other sidebars provide on-the-spot language support.
Sintesis activities integrate the current grammar point with previously learned points,
providing built-in, consistent review.
Can-Do Statements Each grammar point concludes with a Can-Do Statement, which shows
é you what you are now able to accomplish in Spanish.
‘Gupersite
® Textbook activities
e Additional online-only practice activities
e Chat activities for conversational skill-building and oral practice
¢ Grammar activities in Activity Pack](/proxy?url=https%3A%2F%2Fimage.slidesharecdn.com%2Fvistas7theditionpdf-combined-260825233514-4955e921%2F85%2FVistas-7th-Edition-PDF-30-320.jpg)
![video programs
Fotonovela Video Program
The cast
Here are the main characters you will meet in the Fotonovela Video:
From Venezuela, (=) From Spain,
Olga Lucia Pérez Soto a Manuel Vazquez Quevedo
ee]
MP iz
‘i
From Spain, From Spain,
Valentina Herrera Torres Sara Sanchez Vazquez
From the From Spain,
Dominican Republic, ae Daniel Acosta Campos
Juan José (Juanjo) re
Reyes Pejia
The Vistas 7e Fotonovela Video is a dynamic and
contemporary window into the Spanish language. The
video centers around a group of friends in Madrid, Spain.
Manuel, Juanjo, Valentina, and Olga Lucia are college
students who live in the same apartment building. Manuel's
cousin Sara also lives there with her father, Paco, the
landlord. Her friend Daniel completes the group. Manuel,
Valentina, Sara, don Paco, and Daniel are all from Spain.
Juanjo hails from the Dominican Republic. Olga Lucia is
a native of Venezuela. Their adventures take them through
some of the greatest natural and cultural treasures of the
Spanish-speaking world, as well as the highs and lows of
everyday life.
The Fotonovela section in each textbook lesson is actually
an abbreviated version of the dramatic episode featured in
the video. Therefore, each Fotonovela section can be done
before you see the corresponding video episode, after it, or
as a section that stands alone.
In each dramatic segment, the characters interact using
the vocabulary and grammar you are studying. As the
storyline unfolds, the episodes combine new vocabulary and
grammar with previously taught language, exposing you to
a variety of authentic accents along the way. At the end of
each episode, the Resumen section highlights the grammar
and vocabulary you are studying.
We hope you find the Fotonovela Video to be an engaging
and useful tool for learning Spanish!](/proxy?url=https%3A%2F%2Fimage.slidesharecdn.com%2Fvistas7theditionpdf-combined-260825233514-4955e921%2F85%2FVistas-7th-Edition-PDF-38-320.jpg)
![SS A primera vista
© Guess what the people in the photo are saying.
a. Por favor. b. Hola. c. senorita
® Most likely they would also say:
a. Gracias. b. Adios. c. Buenas tardes.
INSTRUCTIONAL RESOURCES
NoVUVEP
NR SCET EEA WE GORI
k LEW Cre
You will learn how to:
¢ Greet people in Spanish
e Say goodbye
e Identify yourself and others
e Talk about the time of day
e Investigate greetings in the
Spanish-speaking world
pages 2-5
® Greetings and goodbyes
@ Identifying yourself
and others
® Courtesy expressions
pages 6-9
Sara greets her friend Daniel
and introduces him to her
father Paco, her cousin Manuel,
and other residents of her
apartment building: Olga
Lucia, Valentina, and Juanjo.
pages 10-11
® Greetings in the
Spanish-speaking world
© The plaza principal
pages 12-29
¢ Nouns and articles
@ Numbers 0-30
© Present tense of ser
@ Telling time
© Recapitulacion
pages 30-38
Lectura: A comic strip
Escritura: Resource list
Escuchar: Conversation in a
department office
En pantalla: A credit card ad
Flash cultura: A video about
greetings and plazas
Panorama: Estados Unidos
y Canada
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Supersite (vhIcentral.com)
Video: Fotonovela, En pantalla, Flash cultura,
Panorama cultural
Audio: Textbook and Lab MP3 Files
Ss : . he
Activity Pack: Information Gap Activities, additional
activity handouts
Resources: SAM Answer Key, Scripts, Translations,
Vocabulario adicional, sample lesson plan,
Grammar Presentation Slides, Digital Image Bank
Lesson Goals
In Leccién 1, students will be
introduced to the following:
¢ terms for greetings
and goodbyes
identifying where one is from
courtesy expressions
greetings in the Spanish-
speaking world
the plaza principal
nouns and articles (definite
and indefinite)
numbers 0-30
present tense of ser
telling time
recognizing cognates
reading a comic strip
writing a resource list
in Spanish
listening for known vocabulary
a television commercial
for MasterCard
¢ a video about plazas
and greetings
demographic and cultural
information about Hispanics
in the United States
and Canada
creating a video post about
the benefits of learning a
new language
A primera vista Ask: What
do you think is happening in
the photo? Say: In Spanish-
speaking countries, people
greet each other with a
handshake, or with one or two
kisses on the cheek, depending
on the situation and the country.
Ask: How do you greet your
friends? People you don't know?
Teaching Tip You will see a
series of icons pointing out
communicative expansions,
activities, and teaching tips.
Follow this key:
o | Interpretive
communication
o | Presentational
communication
Interpersonal
communication
2 0
Mer)
Testing Program: Quizzes, Tests, Exams, MP3s
Student Activities Manual: Workbook/Video |
Manual/Lab Manual
WebSAM (online Student Activities Manual)
Instructor's Annotated Edition * Lesson One pas](/proxy?url=https%3A%2F%2Fimage.slidesharecdn.com%2Fvistas7theditionpdf-combined-260825233514-4955e921%2F85%2FVistas-7th-Edition-PDF-51-320.jpg)
