This page intentionally left blank Camino al espa ˜nol This intensive course is expressly designed to lead the adult beginner to a comprehensive knowledge of Spanish. The course gives balanced attention to the four key language skills: the development of listening comprehension and speaking skills is supported by quality audio materials recorded by native speakers, while answer keys support written work and grammar-acquisition exercises, and facilitate independent study. Authentic written materials develop important receptive skills and encourage the transition to independent reading. r Based on a style of Spanish easily understood by most speakers, thoughtful explanations make clear the main differences between Peninsular and Latin American forms and usage r Features an abundance of pair and group work activities ideal for classroom use r Authentic materials and website references foster cultural awareness r Clear, attractive layout with lively illustrations to reinforce learning r Extensive reference features including a grammar guide, verb tables and vocabulary lists r Teachers’ guidelines promote practical application in the classroom         is Senior Lecturer in Spanish at the University of Plymouth. She is co-author of Abuen puerto: tipos de cambio.    is a Language Tutor in the Department of Hispanic Studies, University of Sheffield, where her major interest has been developing material for listening comprehension.   is European Administrator in the School of Health and Related Research at the University of Sheffield. She also tutors in German and Spanish.    - teaches Spanish at the University of Sheffield. Her main areas of interest are language teaching methodology and pragmatics.   is Senior Lecturer in the Department of Hispanic Studies at the University of Sheffield. He has been engaged in teaching and organizing courses of Spanish for beginners for more than twenty-five years. Anthony Trippett initiated this project and has been its administrative co-ordinator. Camino al espa ˜nol A Comprehensive Course in Spanish Consuelo de Andr ´es Mart´ınez Eugenia Ariza Bruce Christine Cook Isabel D´ıez-Bonet Anthony Trippett cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge cb2 2ru, UK First published in print format isbn-13 978-0-521-82403-3 isbn-13 978-0-521-53075-0 isbn-13 978-0-511-21162-1 © Cambridge University Press 2004 2004 Information on this title: www.cambrid g e.or g /9780521824033 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. isbn-10 0-511-21339-5 isbn-10 0-521-82403-6 isbn-10 0-521-53075-x Cambridge University Press has no responsibility for the persistence or accuracy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Published in the United States of America by Cambridge University Press, New York www.cambridge.org hardback p a p erback p a p erback eBook (EBL) eBook (EBL) hardback CONTENTS Acknowledgments page vi Introduction 1 Part I Camino al espa ˜nol Learner guide 7 Unit 1 ¿C´omo te llamas? 13 Unit 2 ¿Tienes hermanos? 34 Unit 3 ¿C´omo es tu casa? 56 Unit 4 ¿D´onde est´alaoficina de Correos? 75 Unit 5 ¿Qu´e desea? 90 Unit 6 De viaje 110 Unit 7 Y t´u, ¿qu´e haces? 135 Unit 8 Cuando era peque˜no 154 Unit 9 ¿Te gustan estos zapatos? 168 Unit 10 ¿Qu´evan a tomar? 186 Unit 11 ¿Qu´e har´as este fin de semana? 203 Unit 12 ¿Qu´etepasa? ¿C´omo est´as? 225 Unit 13 ¿Qu´e has hecho esta semana? 242 Unit 14 ¿Qu´e pas´o? 261 Unit 15 Ya se hab´ıa marchado 281 Unit 16 Cuando llegue el verano 300 Unit 17 Quiero que vengas 313 Unit 18 ¡No olvides la crema bronceadora! 326 Unit 19 ¿Qu´e har´ıas? 341 Unit 20 Si fuera millonario 357 Part II Teachers’ guidelines Guide for teachers: sample unit 375 Solutions to exercises/Soluciones 381 Transcripts/Transcripciones 391 Part III Reference tools and study aids Student guide to grammar terms 409 Spanish verbs 412 Vocabulary list: Spanish–English 418 Vocabulary list: English–Spanish 432 Index of grammar, topics and functions 441 v A CKNOWLEDGMENTS The authors would like to thank: David Seymour at the University of Nottingham for his work on the audio component. All those who provided the voices: Marta Pinz´on, Patricia Martinez Zapico, Isabel Simon, Jose Iglesias Urquizar, Carlos San Miguel Somoano, Franklin Jaramillo-Isaza, Beatriz Vera L´opez, Francisco Aviles, Guillermo Campitelli, Mariana Zamoszczyk, Paula Einoder-Boxer. R. E. Batchelor for his help and hospitality in facilitating the recordings. Pat Murray for providing the artwork for the volume. Jonathan Trippett who did the drawing on page 319 and preliminary sketches for the drawings on pages 14 and 47. Past and present friends, colleagues and students at the Universities of Sheffield and Plymouth, who have shared with them their views on the course, both formally and informally. The following publications and organisations whohavegranted permission for material to be reproduced: El Pa´ıs, Muy Interesante, La Provincias (Valencia), El Mundo, El Heraldo de Arag´on, El Comercio – Lima, C´atedra. Every effort has been made to obtain permission to use the copyrighted material in this volume; the publishers apologise for any errors or omissions and would welcome these being brought to their attention. vi INTRODUCTION Tell me and I’ll forget. Show me and I might remember. Involve me and I’ll understand. (Chinese proverb) Thank you for choosing Camino al espa˜nol. This book is a comprehensive course, aimed at students with no previous knowledge of Spanish, that will take them to approximately the level required for university entrance. It is also suitable for ‘fast track’ learning such as for university students or their equivalents who need to establish the linguistic basis for advanced study of the language. The book is planned with the classroom in mind and its design reflects the need to make the learning process as active and stimulating as possible. It could also be a useful teach yourself course for highly motivated students who are unable to join a class. As a team of university teachers who have been working together for some time, we draw on practices associated with communicative approaches to language learning. Students are encouraged to use the language and participate actively in class from the outset. At the same time, due attention is given to academic rigour to enable students to read and write with high levels of competency and accuracy. In short, balanced attention is paid to all four language skills (speaking, listening, reading and writing) because we see them as supportive of each other. Our team comprises two native English speakers, two native Peninsular Spanish speakers and a native speaker of Latin American Spanish (from Colombia), and we hope that the authentic materials we offer give some acknowledgement of the diversity of the Spanish language of which some four-fifths of the speakers live outside Spain. We give specific guidance on the main differences in pronunciation and usage between Peninsular and Latin American Spanish. 1 INTRODUCTION The structure of the course The course is divided into twenty units and a standard presentation has been used throughout the book. Each unit is centred on one or more topics or functions, indicated in the unit’s title and the specified learning aims. The learning tools provided have been devised to serve and support those topics and functions; thus there is a grammar section at the end of each unit, containing relevant grammar explanations with cross-references within and between units. Other features intended to make the book student-friendly include a student guide to grammar terms, vocabulary lists and the use of icons at the beginning of each exercise. The instructions are in both English and Spanish for the first five units – thereafter in Spanish only, to promote the study of the language in context. Each unit is divided into four sections: Presentaci´onypr´acticas Comprensi´on auditiva Consolidaci´on Gram´atica The book may be used in a number of ways, and some teachers may prefer to begin each unit by working through the Presentaci´onypr´acticas, which introduces new structures and vocabulary in context, whilst others may prefer to start with the Gram´atica,which contains relevant grammar explanations for the functions presented in that unit. This flexibility allows the teachers to adapt to the particular requirements of their group of students. A sample exploitation of Unit 4 in Part II shows how this can be achieved. Presentaci´onypr´acticas This section focuses on the functions outlined in the learning aims for that unit. It also serves to introduce new structures and vocabulary. The language elements have been carefully selected to be representative of the language used by native speakers in everyday situations. The careful grading and sequencing of the activities mean that students can use the target language from the outset. The use of inductive techniques involves the learner in the discovery of the way in which the language works from the very beginning. Many exercises are supported by listening material, and the emphasis is on communication. Comprensi´on auditiva This section provides more sustained listening exercises that build on the new structures and vocabulary already learned. It should be used when students have sufficient confidence to tackle it, ideally in a language laboratory, where there are more opportunities for students to work individually and at their own pace. However, the audio materials provided can be used in the classroom, and the tape scripts provided at the end of each unit can also be used to practise pronunciation and intonation. The listening texts have been selected to represent the wider Spanish-speaking world in order to expose the students to a variety of accents and additional vocabulary. Consolidaci´on This section contains mainly written revision exercises to help the students to reinforce structures and vocabulary encountered in the Presentaci´on y pr´acticas section and to provide an opportunity to reflect on the progress made. The keys to many of the exercises are to be found at the end of the book. There are also reading passages and activities to develop writing skills. Gram´atica Grammatical explanations of all new grammar points in each unit are provided in English. 2 [...]... the masculine and feminine forms of the nationalities listed in Activity 7 ‘Club Hispano’ and complete the chart below nacionalidad: idioma: nacionalidad: idioma: I am English and I speak English nacionalidad: idioma: nacionalidad: idioma: nacionalidad: idioma: nacionalidad: idioma: 17 ˜ C A M I N O A L E S PA N O L Pa´s ı Inglaterra Francia Espa˜ a n Italia Alemania Per´ u b Nacionalidad ingl´ s inglesa... Where are you from? Are you Spanish? What nationality are you? Do you speak foreign languages? What languages do you speak? How well do you speak English? I speak a little German 5 Soy inglesa y hablo ingles ´ a Est´ s compilando una lista de nacionalidades Busca la forma masculina y femenina en la a lista de la Actividad 7 ‘Club Hispano’ y completa la siguiente tabla You are compiling a list of nationalities... importance of the Spanish language in today’s world is marked by factors such as the fast-growing Spanish- speaking population in the USA (some 30 million); Spain’s democratic restoration as a model for countries surfacing from despotic regimes; and economic partnerships such as ALCA and Mercosur, which are vast free-trading areas in Central and South America, similar to the common market in the EU Camino. .. students advice on how to develop language-learning skills 3 PA R T I Camino al espanol ˜ 5 LEARNER GUIDE Welcome to Camino al espa˜ ol You have chosen n to learn a language spoken by an estimated 400 million people who live in Spain, Latin America and countries as far apart and diverse as the Philippines, Morocco and the United States of America The diversity of the native speakers of Spanish means that... and Latin America (broadly termed as Castilian and non-Castilian Spanish) Spanish belongs to the Latin family of languages, meaning it derives from Latin and shares similarities with related languages like French, Italian and Portuguese Other languages that had an important in uence on the development of Spanish were Greek and Arabic (a third of its vocabulary comes from Arabic) The socio-political importance... Portillo Jaime Santos Gabriel Santiago Julia Solana Sacha Rius Claire Leclerc Sarah Tudor Mario Fuentes Rosa Schmidt Nacionalidad ingl´ s e mexicano cubano espa˜ ola n rusa francesa inglesa chileno alemana Profesi´ n o profesor fot´ grafo o escritor periodista profesora profesora secretaria estudiante bi´ loga o 19 ˜ C A M I N O A L E S PA N O L j k l m n o Nombre Rainer Hesse Riccardo Pavarotti Guadalupe... Delgado n ´ n La se˜ orita Rosa Delgado / la se˜ ora Garc a n n ı El se˜ or Bernabeu / tu amiga Carmela n Tu amiga Carmela / tu t a Luc a ı ı Carlos / Beatriz ¿C´ mo crees que se saludar´ n? (Encantado/encantada, etc.) o a greet each other? How do you think they will 27 ˜ C A M I N O A L E S PA N O L Gramatica ´ 1 Saying ‘hello’ and ‘goodbye’ Los saludos y las despedidas D a, tarde, noche and adi´ s almost... trabaja como Irene es pero trabaja como Felipe es y trabaja como Nieves es Cristina no tiene y trabaja en lo que puede Luis es 2 Pronunciacion ´ Pronunciation a Escucha y repite las siguientes palabras Listen and repeat the following words Italia; Inglaterra; Chile; Colombia; Rusia; Espa˜ a; Francia; Nigeria; Egipto; Escocia; n Cuba; Alemania; Sierra Leona; Polonia; Gales; Argentina;... Learning aims How to greet people in Spanish Giving and asking for personal information Spelling names in Spanish Presentacion y practicas ´ ´ ✍ 1 Saludos y despedidas Saying ‘hello’ and ‘goodbye’ a Escucha y mira los dibujos b ¿C´ mo se dice ¡Hola! en ingl´ s? How do you say ¡Hola! in English? o e Une las palabras espa˜ olas con sus equivalentes Match the Spanish words with their n English equivalents... dice? e Can you understand the text? What does it say? b ¿Cu´ ntas personas se llaman Garc a? a ı How many people are called Garc a? ı Note: Spanish uses a point/period to indicate thousands or millions (1.996) and a comma for decimals (13,3 or 13’3) 23 ˜ C A M I N O A L E S PA N O L ✍ 2 Un ‘polic a ingles’ en Zaragoza ı ´ An ‘English policeman’ in Zaragoza Un polic´ a ingles en Zaragoza (El Pa´ıs, 25 . the principal differences between the main forms of Spain and Latin America (broadly termed as Castilian and non-Castilian Spanish) . Spanish belongs to the Latin family of languages, meaning it. are asked to repeat something. r Be aware that you need to take risks; we all learn by trial and error. Gaining linguistic awareness Understanding grammar and language patterns will become easier. or ‘st-’ add an initial ‘e-’ in Spanish: scandal/esc´andalo; Spain/Espa˜na; stomach/est´omago. r Spanish has fewer double consonants than English. The group ‘ph-’ in English is ‘f-’ in Spanish: