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¡Claro que sí!, Enhanced, 7th Edition

Lucía Caycedo Garner, Debbie Rusch, Marcela Domínguez

  • Copyright 2015
  • {{checkPublicationMessage('Published', '2014-01-01T00:00:00+0000')}}
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¡Claro que sí!, Enhanced 7th Edition by Lucía Caycedo Garner/Debbie Rusch/Marcela Domínguez
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Overview

¡CLARO QUE SÍ! Enhanced Seventh Edition takes a functional, integrated skills approach specifically designed to help students develop receptive and productive skills simultaneously that are critical in learning Spanish. When using ¡CLARO QUE SÍ! students acquire communicative skills while gaining an awareness of Hispanic cultures. The program’s practical, relevant themes, lively practice, and engaging technology components get learners communicating early and confidently. The exciting new enhanced seventh edition will contain a greater focus on the cultures of Spanish-speaking countries and have two new video blogs in each chapter to provide input of chapter functions and vocabulary. ¡CLARO QUE SÍ! will keep students motivated as they learn and explore the many cultures of Spanish-speaking world. The Enhanced edition features the addition of dazzling video footage and photography of National Geographic™ into iLrn to enhance students’ cultural exploration.

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Meet the Authors

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Lucía Caycedo Garner

Lucía Caycedo Garner is from Colombia. She taught language and pedagogy courses for more than thirty years at the University of Wisconsin, Madison before her retirement. She is the author of IMÁGENES, ¡CLARO QUE SÍ! FUENTES: CONVERSACIÓN Y GRAMÁTICA, FUENTES: LITERATURA Y REDACCIÓN, and EN PAREJAS 1, 2, 3 Y 4. She was an ACTFL OPI tester and trainer. She was a frequent presenter at the local, state, and national levels. She was also a contributor to the University of Wisconsin Spanish Placement Exam.

Debbie Rusch

Debbie Rusch has been the coordinator of Elementary Spanish at Boston College since 1990. She is the author of IMÁGENES, ¡CLARO QUE Sí!, ANÍMATE, FUENTES: CONVERSACIÓN Y GRAMÁTICA, and EN PAREJAS 1, 2, 3 Y 4. At Boston College she has taught pedagogy courses. She has been an instructor of Spanish for more than 35 years and has also taught English as a Foreign Language in Spain, where she lived for more than six years. She is a frequent presenter at state, regional, and national conferences and conducts workshops for school districts.

Marcela Domínguez

Marcela Domínguez is from Argentina. She was also a lecturer and coordinator at Pepperdine University for seven and three years respectively. She also taught at UCLA and USC. She is the author of IMÁGENES, ¡CLARO QUE Sí!, ANÍMATE, FUENTES: CONVERSACIÓN Y GRAMÁTICA, and EN PAREJAS 1, 2, 3 Y 4. Marcela frequently presents at conferences at the regional and national levels. Most recently she was invited to do a presentation by the Ministry of Education at the Spanish Embassy.

What's New

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  • NEW NATIONAL GEOGRAPHIC CULTURAL VIDEOS . The addition of dazzling video footage and photography of National Geographic to iLrn will enhance students’ cultural exploration. Through the 21 country-based video clips, students are exposed to the diversity of the Spanish-speaking world, from the fascinating life style of the gauchos of Argentina to the mysteries of the ancient Mayan civilization of Tikal in Guatemala, from the bustling streets of Barcelona in Spain to the exotic species that inhabit Ecuador's Galapagos Islands. The level-appropriate activities guide students as they explore the varied content of the videos. As they are visually drawn into the world of Spanish speakers, they have opportunities to engage in conversation about what they are experiencing. Students are better able to talk and write about what is familiar to them - what they have experienced through sight and sound.
  • NEW INTERACTIVE GRAMMAR ACTIVITIES FOR DIFFERENT LEARNING PREFERENCES. New grammar practice activities centered around visual, auditory, and kinesthetic (VAK) learning preferences make students' practice experience more interactive and, therefore, more effective. Kinesthetic learners will benefit from iLrn’s new “drag-and-drop” functionality, which makes movement-based learning realizable in the digital realm. Upgrades to Share It! facilitate both student usage of the tool and instructor tracking of the assignments.

Features

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  • New Streamlined Design and Content. ¡CLARO QUE SÍ! Enhanced Seventh Edition will now be made up of a Preliminary Chapter followed by sixteen chapters.
  • Countries and Theme Focused Chapters: The first nine chapters present the countries of the Spanish-speaking world plus the United States. Chapters 10-16 focus on themes such as globalization, ecology, and art.
  • New “Para ver” section features a video that is also posted to a videoblog. Students follow a Mexican-American videoblogger as she posts videos of her own and from bloggers from all around the Spanish-speaking world.
  • New “Más allá” section (at the end of each chapter contains a song and a short cultural video. Chapters 3, 6, 9, 12, and 15 also contain a summary and a pre-viewing activity for a feature film to ready the students for out-of class viewing of the movies. The website will contain additional while and post-viewing activities for students to complete.
  • Cultural content has been completely updated, such as the “¿Lo sabían?” cultural boxes that present BIG C and small c, Nuevos horizontes readings, and Literature is presented in Chapters 1-9. Some readings in the “Nuevos horizontes” sections have changed and were replaced by new literary and journalistic selections.
  • All chapters end with an “En resumen” section that contains a box (“Now you know how to...”) that highlights all functions learned in the chapter. There will also be a guide that will show students where they will be able to learn more about the chapter cultural content, be it about a country or a theme. The section ends with a vocabulary list.
  • Focus on useful communicative language encourages self-expression and motivates students while fostering interaction through pair and group exercises and illustration-based tasks.
  • Clear and concise functional grammar presentation incorporates a variety of learning tools, including drawings, timelines, and contrasting examples, and contextualizes grammar through cartoons and video stills.
  • Engaging reading and writing activities with accompanying strategies promote a process approach to the development of these skills.

Table of Contents

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CAPÍTULO PRELIMINAR: ¡BIENVENIDOS AL MUNDO HISPANO!
Las presentaciones. Los saludos y las despedidas. Países de habla española y sus capitales.
Expresiones para la clase. Deletreo y pronunciación de palabras: El alfabeto. Acentuación (Stress). Cultura_: Countries with most Spanish-speakers. Tú vs. usted ; Use of adiós ; The abrazo and beso; Spanish-speaking countries and capitals and Spanish in the world; Facts about the Spanish alphabet; How to read acronyms.
1. ¿QUIÉN ES?
Para ver I. Mi video blog número. Vocabulario esencial I. Los números del cero al cien.
Las nacionalidades. Gramática para la comunicación I. Talking About Yourself and Others (Part I): Subject Pronouns. Asking and Giving One’s Name: Llamarse. Stating Origin: Ser + de, ser + nationality. Indicating One’s Age: Tener. Nuevos horizontes. Reading Strategy: Scanning.
Lectura: “Los hispanos en los Estados Unidos.” Vocabulario esencial II. Las ocupaciones: Discussing occupations. Para ver II. Mis padres y amigos. Gramática para la comunicación II.
Talking About Yourself and Others (Part II): Subject Pronouns in the Singular and Plural. Singular and Plural Forms of the Verbs llamarse, tener, and ser. Singluar and plural forms of Occupations and Adjectives of Nationality. Asking Information and Negating: Question formation; Negating. Más allá. Canción: “La bamba,” Los lobos. Video: “El mes de la herencia hispana”. Cultura. Points of interest in Chicago and Los Angeles on Para ver I video; two last names on Para ver I video; Reading phone numbers; Referring to people from the U.S; Hispanics vs. Latinos in the U.S.; Demographics of Hispanics in the U.S.; Origin of Hispanics in the U.S; Hispanics in the workforce of the U.S.; Spanish words used in English and English words used in Spanish; Diversity of Hispanics; Famous Hispanics. Material reciclado. Introductions (P); Country names (P); Llamarse (P); Ser de + place (P); Tu vs. Ud (P); Alphabet (P); Geography (P).
2. ¿TE GUSTA?
Para ver I. Una visita a Puerto Rico. Vocabulario esencial I. La habitación de un estudiante universitario. Gramática para la comunicación I. Using Gender and Number: Gender. Number: Plural Formation. Expressing Likes and Dislikes (Part I): Gustar. Expressing Possession: The Preposition de; Possessive Adjectives. Nuevos horizontes. Reading Strategy: Identifying Cognates. Lectura: “Facultad de Ciencias de la Computación” Writing Strategy: Connecting Ideas. Vocabulario esencial II. Acciones: Using verbs to describe actions. Los días de la semana (The days of the week); Expresiones de tiempo (Time Expressions). Para ver II.
Planes para la República Dominicana y Panamá. Gramática para la comunicación II.
Expressing Likes and Dislikes (Part II): Gustar. Expressing Obligation and Making Plans: Expression obligation: Tener que and Making plans: ir a. Más allá. Canciones: “¡Vive! “Estrellitas y duendes” y “Merengue con letra,” Video: “La ruta del carnaval dominicano.”
Cultura. Cuba, the Dominican Republic, Puerto Rico, and Panama throughout an on Para Ver I and II videos; History of Puerto Rico; Where college students live; Baseball; University systems including the facultad; Kunas and Tainos; Merengue, bachata, bolero, salsa, hip-hop and reguetón on Para Ver I video and Carnaval de las Tablas; Carnaval in the Dominican Republic
Material reciclado. Tener (1); Ser (1); Question formation (1); Negation (1); Geography (P)
3. ¿QUÉ HACES HOY?
Para ver I. Una entrevista en Playa Jacó. Vocabulario esencial I. Lugares: Places. Gramática para la comunicación I. Indicating Location: Estar + en + place. Talking About the Present (Part I): The Present Indicative of Regular Verbs. Talking About the Present (Part II): The Present Indicative of Verbs with Irregular *yo* Forms. Nuevos horizontes.
Reading Strategy: Dealing with Unfamiliar Words. Lectura: Writing Strategy: Using Models.
Vocabulario esencial II. El físico y la personalidad: Ser + Adjective. Las emociones y los estados: Estar + Adjective. Para ver II. Hay familias… y… FAMILIAS. Gramática para la comunicación II. Describing Yourself and Others: Adjective Agreement; Position of Adjectives; Ser/estar + Adjective. Discussing Actions in Progress: Present Indicative and Present Progressive. Más allá. Canción: “¡Pura vida!” Chino Espinosa. Video: “Costa Rica: Sin ingredientes artificiales”. Película: “Sugar.” Cultura. Points of interest in Costa Rica and Nicaragua throughout chapter; Sarchí and on Para Ver I videoñ Use of diminutivesñ Costa Rican democracy and Óscar Arias; Specialty stores vs. mercados vs. supermercados vs. hipermercados, El Güegüense, Luis Enrique Mejía, Nicaragua a land of lakes, volcanoes, and poets (Darío, Cardenal, Belli) on Para Ver II video; Connotations of the word familia on Para Ver II video; Baseball in the Caribbean Material reciclado. Origin (P,1); Geography (P); Occupations (1); Class subjects (2); Common nouns (1, 2); Gustar (2); Estar (P); Tener que (2); Ir a (2); Actions (2).
4. UN DÍA TÍPICO.
Para ver I. Mi día típico. Vocabulario esencial I. Las partes del cuerpo: Parts of the body. Acciones reflexivas: Gramática para la comunicación I. Describing Daily Routines: Reflexive Verbs. The Personal a. Nuevos horizontes. Reading Strategy: Predicting. Lectura: “Machu Picchu: El lugar misterioso de los incas.” Writing Strategy: Brainstorming and Outlining. Vocabulario esencial II. El tiempo, las estaciones y las fechas (the weather, seasons, and dates). Para ver II.Las vacaciones. Gramática para la comunicación II. Talking About Who and What You Know: Saber and conocer. Pointing Out and Referencing: Demonstrative Adjectives and Pronouns. Más allá. Canción: “Esta es mi tierra,” Eva Ayllón.Video: “Bolivia” Cultura.
Points of interest in Bolivia, Ecuador, and Peru throughout chapter; The geographic and ethnic diversity of Peru; Francisco Pizarro; Sayings and proverbs; Incas and Machu Picchu; Seasons and academic calendar in the Southern Hemisphere in the Southern Hemisphere; Titicaca and the Galapagos on Para Ver II video; the cajón and charango as part of música criolla. Material reciclado. Present indicative (3); Ir a + infinitive and tener que + infinitive (2); Ir a + place (3); Estar (3); Objects (2); Places (3); Time expressions (2); Ser and estar with adjective (3); Cardinal numbers (1); Occupations (1); Nationalities (1); Age (1).
5. LOS PLANES Y LAS COMPRAS.
Para ver I.
¿Qué hacemos hoy? Vocabulario esencial I. La hora, los minutos y los segundos. Las sensaciones. Gramática para la comunicación I. Expressing Habitual and Future Actions and Actions in Progress: Stem-changing Verbs. Nuevos horizontes. Reading Strategy: Activating Background Knowledge. Lectura: “Celebraciones mexicanas.” Writing Strategy: Sequencing.
Vocabulario esencial II. Los coloresLa ropa y los materiales (Clothes and Materials). Para ver II. El desfile de modas. Gramática para la comunicación II. Indicating Purpose, Destination, and Duration: Para and por. Indicating the Location of a Person, Thing, or Event: Estar en and ser en. Más allá. Canción: “24 horas,” Café Tacuba. Video: El Día de los Muertos. Cultura.
Points of interest in Mexico throughout the chapter; El Zócalo on Para Ver I video; Places to visit in Mexico City on Para Ver I; 24-hour clock; Hispanics and time; Daily routine in Mexico, meal times and the almuerzo in Mexico vs. other countries; Store and restaurant hours; Mexican festivals (la Virgen de Guadalupe, Posadas, Día de los Muertos); La guayabera y el rebozo; Oaxaca; Diego Rivera and Frida Kahlo.Material reciclado. Adjectives of nationality (1), Tener (1, 2); Descriptive adjectives (3); Ser/estar (3); Ser de+ place (1); Days of the week (2); Gustar (2); Reflexives (4); Cardinal numbers (1); Dates (4); Present indicative (3); Geography (P).
6. AYER Y HOY.
Para ver I. El padre de Julieta. Vocabulario esencial I. Los números del cien al millón. Preposiciones de lugar. Gramática para la comunicación I. Talking About the Past: The Preterit. Indicating Relationships: Prepositions. Nuevos horizontes. Reading Strategy: Skimming. Lectura: “La leyenda de Guatavita”.Writing Strategy: Chronological Order.
Vocabulario esencial II. La familia de Julieta. Para ver II. La boda en Caracas. Gramática para la comunicación II. Using Indirect-Object Pronouns. Using Affirmative and Negative Words.
Más allá. Canción: “¿Cuándo fue?” Víctor Escalona. Video: “Conoce Venezuela”. Película: María llena eres de gracia. Cultura. Chivas; Points of interest in Bogotá on Para Ver I video; Museo del Oro and la Catedral de Sal; Gustavo Dudamel (Venezuelan conductor); Famous Colombians and Venezuelans; the Legend of Guatavita; El Dorado; Family and the responsibility of its members; Venezuelan geography (including oil reserves, la Isla Margarita, el Salto Ángel, and tepuyes) on Para Ver II video. Material reciclado. Cardinal numbers (1); Estar for location (3); Reflexive (4); Stem-changing verbs (5); Days of the week and other time divisions (2); Present indicative (3, 4, 5); Ir a + infinitive.
7. LOS VIAJES.
Para ver I. Paseando por Madrid. Vocabulario esencial I. El teléfono
En el hotel. Gramática para la comunicación I. Talking About the Past (Part I): Irregular Verbs in the Preterit; Change of Meaning in the Preterit. Talking About the Past (Past II): Stem-Changing Verbs in the Preterit. Expressing the Duration of an Action: Hace + Time Expression + que + Verb in the Present. Nuevos horizontes. Reading Strategy: Identifying Main Ideas.
Lectura: “Historia de España.” Writing Strategy: The Paragraph. Vocabulario esencial II.
Medios de transporte. El pasaje y el aeropuerto. Para ver II. ¿Pasajeros típicos? Gramática para la comunicación II. Indicating Time and Age in the Past: Ser and tener. Avoiding Redundancies: Direct-Object Pronouns. Más allá. Canción: “Al Andalús” David Bisbal.
Video: Apueste por Sevilla. Cultura.
World soccer champions; Madrid on Para Ver I video; Different cultures in Spanish history; Making phone calls; Text message abbreviations; Paradores in Spain; Barcelona on Para Ver II video; Languages spoken in Spain; the patria chica; Don Juna Tenorio; The royal family; Seville and Andalucía. Material reciclado. Large numbers (1, 6); Time expressions; Stem-changing verbs (5); Hace que + Preterit (6); Question words (1); Preterit (6); Telling time (5); Telling age (1); Family (6).
8. LA COMIDA Y LOS DEPORTES.
Para ver I. Comida casera en un restaurante guatemalteco. Vocabulario esencial I.
La comida. Gramática para la comunicación I. Expressing Likes, Dislikes, and Opinions: Using Verbs Like gustar. Avoiding Redundancies: Combining Direct and Indirect-Object Pronouns.
Using ya and todavía. Nuevos horizontes. Reading Strategy: Finding References. Lectura: ““El padre Antonio y el monaguillo Andrés,” Rubén Blades. Writing Strategy: Avoiding Redundancy.
Vocabulario esencial II. Los deportes. Los artículos deportivos. Para ver II. ¡¡Gooooooooooooolllll!!! Gramática para la comunicación II. Describing in the Past: Formation of the Imperfect; Using the imperfect Más allá. Canción: “Te encontraré,” Ricardo Arjona.
Video: “El Salvador tiene todo incluido”Cultura. Points of interest in Guatemala, Honduras and El Salvador throughout the chapter; Guatemalan food on Para Ver I video; Tikal, Copán and Joya de Cerén; Regional foods; Setting the table for an elegant meal; Courses of a meal (platos); Salvadoran Restaurant menu; Comercio justo and coffee exports; Óscar Romero; Soccer, baseball and other sports; Garífunas; Childhood fantasies; Christmas and Holy Week traditions. Material reciclado. Indirect- and direct-object pronouns (6, 7); Gustar (2); Preterit (6, 7); Telling time in the past (7); Telling age in the past (7).
9. COSAS QUE OCURRIERON.
Para ver I. Un accidente en las vacaciones. Vocabulario esencial I. La salud. Los medicamentos y otras palabras relacionadas. Gramática para la comunicación I. Narrating and Describing in the Past (Past I): The Preterit and the Imperfect. Narrating and Describing in the Past (Past II): Time expressions. Nuevos horizontes. Reading Strategy: Approaching Literature.
Lectura: “Tragedia,” Vicente Huidobro. Writing Strategy: Narrating in the Past. Vocabulario esencial II. El carro. Para ver II. El cruce de la frontera a Chile. Gramática para la comunicación II. Narrating and Describing in the Past (III): Expressing Past Intentions and Responsibilities: Iba a + infinitive and tenía/tuve que + infinitive. Saber and conocer in the Imperfect and Preterit. Describing: Past Participle as an Adjective. Más allá. Canción: “Te recuerdo Amanda,” Víctor Jara & Francesca Ancarola. Video: “Paraguay”. Película: Tiempo de valientes. Cultura. Points of interest including Buenos Aires, Colonia, Iguazu Falls and the tango on Para ver I video; Demographics of Argentina, Uruguay, and Paraguay; El mate; Punta del Este, Casapueblo, and museums; Valdes Peninsula, Punta Tombo and Magellan penguins; Machismo and feminism: Car sizes; Santiago, Chile on Para Ver II; Chile and la Isla de Pascua; “Cuadrados y ángulos”, Alfonsina Storni; Gabriela Mistral and Pablo Neruda; Víctor Jara; Paraguayan harp. Material reciclado. Body parts (4); Deber + inf. (4); Verbs like gustar (8); Preterit (6, 7); Ir a + inf. (2); Tener que + inf. (2); Saber/conocer (4); Adj. agreement (3
10.EN CASA.
Para ver I. En busca de departamento. Vocabulario esencial I. Los números ordinals. Las habitaciones de una casa. Gramática para la comunicación I. Using Other Affirmative and Negative Words. Describing Wants and Needs: Use of the Present Subjunctive; Forms of the Present Subjunctive. Nuevos horizontes. Reading Strategy: Using the Dictionary. Lectura: “No quiero,” Ángela Figuera. Writing Strategy: Pastiche. Vocabulario esencial II. En la casa. Los muebles. Para ver II. Amueblando el departamento. Gramática para la comunicación II.
Giving Advice and Stating Desires: Other Uses of the Subjunctive. Más allá. Canción: “Amniótico”, Andrea Echeverri. Video: Vive México. Cultura. El porter on Para Ver I; Famous architects (Calatrava, Barragán, Pelli Gaudí); Planta baja vs. first floor; Popularity of cycling; What to do with secondhand belongings; The Spanish Civil War and Censorship in post-Civil War Spain; El mate on Para ver II video; Different types of outdoor markets; Oaxaca; Syncretism. Material reciclado. Present indicative (3, 4, 5); Geography (P); Nationalities (3); Descriptive adjectives (3); Affirmative and negative words (6); Indirect-object pronouns (6); Preterit (6, 7); Colors (5).
11. EL TIEMPO LIBRE.
Para ver I. Estamos aburridos. Vocabulario esencial I. El tiempo libre y los pasatiempos. Gramática para la comunicación I. Expressing Doubt and Certainty: Contrasting the Subjunctive and the Indicative. Saying How an Action is Done: Adverbs Ending in –mente.
Nuevos horizontes. Reading Strategy: Reading an Informative Interview Article. Lectura: “La vida en la maquila”. Writing Strategy: Describing and Giving Your Opinion. Vocabulario esencial II. La vida saludable. La preparación de la comida. Para ver II. La clase de cocina.
Gramática para la comunicación II. Giving Instructions: The Passive se. Other Uses of para and por. Expressing Emotions: More Uses of the Subjunctive. Más allá. Canción: “Sazón”, Celia Cruz
Video: Ritmos Cultura. Spanish playing cards on Para Ver I video; The sobremesa; Hispanic musicians (Carlos Gardel, Tito Puente, Selena); Pedraza; The maquiladoras; Ferran Adrià and Hispanic chefs, The tortilla española on Para Ver II video; Food from the New World (chocolate, corn, tomatoes, potatoes, etc.); Gazpacho; Empanadas from Argentina; Quinceañera; Flamenco; Andean music. Material reciclado. Gustar (2); Subjunctive forms (10); Giving advice (2, 10); Preterit (6, 7); Ya and todavía (8); Telling time (6); Por and para (5); Indirect-object pronouns (6); Reflexive verbs (4).
12. EL CAMPO Y LA CIUDAD.
Para ver. La vida en la ciudad. Vocabulario esencial I. La geografía. Lugares de interés
Gramática para la comunicación I. Making Comparisons (Part I): Comparisons of Inequality; The Superlative. Making Requests and Giving Commands (Part I): Commands with usted and ustedes. Nuevos horizontes. Reading StrategyUnderstanding the Writer’s Purpose. Lectura: “Las pirámides, del piso a la cima”. Writing Strategy: Comparing and Contrasting. Vocabulario esencial II. Cómo llegar a un lugar. Para ver II. La propuesta. Gramática para la comunicación II. Making Comparisons (Part II): Comparisons of Equality. Making Requests and Giving Commands (Part II): Commands with tú. Más allá. Canción: “Andar conmigo” Julieta Venegas
Video: El biblioburro. Película: El laberinto del fauno. Cultura. Population trends; The Ciclovía in Bogotá and biking in urban areas on Para Ver I video; Geography of an natural disasters in Latin America; Sayings using comparatives; Common gestures; Teotihuacán; Tunas; Post Spanish Civil War. Material reciclado. Preterit and Imperfect (8, 9); Adjective agreement (3); Question words (1); Subjunctive forms (10); Indirect-object pronouns (6); Direct-object pronouns (7); Double-object pronouns (8); Question words (1).
13. LOS DERECHOS UNIVERSALES.
Para ver I. La matanza de Tlatelolco. Vocabulario esencial I. La vida política. Gramática para la comunicación I. Review of Narrating and Describing in the Past: The Preterit and the Imperfect. Asking and Requesting: Preguntar vs. pedir. Talking about Unintentional Occurrences: Se me olvidó and Similar Constructions. Nuevos horizontes. Reading Strategy: Defining Style and Audience. Lectura: “Beatriz (Una palabra enorme),” Mario Benedetti.
Writing Strategy: Journal Writing. Vocabulario esencial II. La personalidad. Para ver.
Cómo conocer a alguien por Internet. Gramática para la comunicación II. Speaking about Past Experiences: The Present Perfect. Expressing Doubts, Feelings, and Desires about the Past: The present perfect subjunctive. Más allá. Canción: “En el país de Nomeacuerdo” María Elena Walsh . Video: Las madres de Plaza de Mayo. Cultura. Tlatelolco on Para Ver I video; Student activism; Popular expressions using se le + verb; Rights of indigenous people (including Rigoberta Menchú and María Aguinda) and human rights in general; Día de la Raza; The role of women in politics in Latin America; Famous Hispanics; Argentine Guerra Sucia
Material reciclado. Ir a + infinitive (2); Present indicative (3, 4, 5); Preterit and Imperfect (6, 7, 8, 9); Ya and todavía (8); Past participles (9); Present subjunctive (10); Comparisons of inequality (12); Superlative (12).
14. EL MEDIO AMBIENTE.
Para ver I. Eloísa Cartonera. Vocabulario esencial I. El medio ambiente. Gramática para la comunicación I. Expressing Pending Actions: The Subjunctive in Adverbial Clauses. Requesting Information: ¿Qué? and ¿cuál/es? Nuevos horizontes. Reading Strategy: Mind Mapping (when reading). Lectura: “Un cuento de niños,” Esteban Mayorga. Writing Strategy: Mind Mapping (when writing). Vocabulario esencial II. Los animales: Discussing animals. Para ver II. Activista de dientes para afuera. Gramática para la comunicación II. Describing: Lo + Masculine Singular Adjective. Expressing Restriction, Possibility, Purpose and Time: The Subjunctive in Adverbial Clauses. Más allá. Canción: “Gaia” Belinda Peregrín Schüll. Video: “A todo pulmón.” - Paraguay respira. Cultura. Cartoneros on Para Ver I; Ecologically conscious designers; Threatened animals (mariposa monarca, quetzal, cóndor, and the yaguareté) on Para Ver II video; The Museo de la Biodiversidad; Reforestation of Paraguay
Material reciclado. Places of interest (12); Modes of transportation (7); Present perfect (13); Giving advice using present subjunctive (10); Present indicative (3); Preterit and Imperfect (6, 7, 8, 9, 13); Direct-object pronouns (7); Ser + adjective (3); Present indicative (3, 4, 5); Past participles (9).
15. LA GLOBALIZACIÓN Y EL TRABAJO.
Para ver I. Un cafecito delicioso. Vocabulario esencial I. En busca de trabajo: Gramática para la comunicación I. Expressing the Future: The Future Tense. Expressing Hypothetical Actions and Reporting: The Conditional. Nuevos horizontes. Reading Strategy: Timed reading. Lectura: “Dime a quién conoces y te diré si tendrás trabajo” J.A. Aunión. Writing Strategy: Writing a Persuasive Proposal. Vocabulario esencial II. La tecnología de las telecomunicaciones. Para ver II. ¡Qué apatía! Gramática para la comunicación II. Expressing Probability: The Future and the Conditional. Relating Ideas: The Relative Pronouns que, lo que, and quien. Más allá. Canción: “Un día normal” Juanes. Video: Guatemala maya
Película: Machuca. Cultura. Globalization on Para Ver I video; Sayings and proverbs; Test psicotécnico; El enchufe/la palanca vs. Networking; Studying abroad; Bicimáquina; Guatemalan tourism; the military regine of Pinochet. Material reciclado. Preterit and Imperfect (6, 7, 8, 9, 13); Preterit (6, 7); Present perfect (13), Present subjunctive (10).
16. EL ARTE.
Para ver I. El arte Escondido. Vocabulario esencial I. El arte. Gramática para la comunicación I. Expressing Past Feelings, Doubts and Desires: The Imperfect Subjunctive. Using the Subjunctive in Different Time Frames. Nuevos horizontes. Reading Strategy: Reading a Play.
Lectura: “Estudio en blanco y negro”, Virgilio Piñera. Writing Strategy: Describing a Scene.
Vocabulario esencial II. La expresión del amor. Para ver II. Encuentro de blogueros. Gramática para la comunicación II. Expressing Reciprocal Actions. Expressing Hypothetical Situations: Clauses with si. Más allá. Canción: “La vida tómbola” Manu Chau. Video: Ciudad de México, Buenos Aires, San Juan, Quito y Madrid. Cultura. Artists and museums; Prado, Reina Sofía and the Thyssen-Bornemisza Museum, Madrid; Painting as a social commentary, Mexican muralists; Día del amigo; Religious and civil weddings; Machismo and feminism. Chapter Art: Orozco, Goya, Picasso, Tanguma, Bravo, Guayasamín, Forner, Botero, Velázquez, Kahlo, Salazar.
Material reciclado. Uses of the subjunctive (10, 11, 13, 16); Lo + adjective (14); Preterit and Imperfect (6, 7, 8, 9, 13); Conditional (15); Reflexive pronouns (4).
Reference Section.
Appendix A: Verb Charts.
Appendix B: Accentuation and Syllabication.
Appendix C: Actividades comunicativas.
Spanish-English Vocabulary.
English-Spanish Vocabulary.
Index.
Maps of Spanish-Speaking Countries.

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Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

FOR INSTRUCTORS

Student Activities Manual for Caycedo Garner's ¡Claro que sí!, 7th

ISBN: 9781111829681
The Workbook section provides a variety of practice to reinforce the vocabulary and grammar presented in each chapter and to help develop reading and writing skills. The Lab Manual section includes pronunciation explanations and practice as well as a variety of listening activities to develop listening comprehension.

¡Claro que sí!

ISBN: 9781111829674
¡CLARO QUE SÍ! takes a functional, integrated skills approach specifically designed to help students simultaneously develop receptive and productive skills that are critical in learning Spanish. Students who use this program keep motivated as they acquire communicative skills and explore the many cultures of the Spanish-speaking world. Practical and relevant themes, lively practice, and engaging technology components get learners communicating early and confidently.

FOR STUDENTS

Student Activities Manual for Caycedo Garner's ¡Claro que sí!, 7th

ISBN: 9781111829681
The Workbook section provides a variety of practice to reinforce the vocabulary and grammar presented in each chapter and to help develop reading and writing skills. The Lab Manual section includes pronunciation explanations and practice as well as a variety of listening activities to develop listening comprehension.

¡Claro que sí!

ISBN: 9781111829674
¡CLARO QUE SÍ! takes a functional, integrated skills approach specifically designed to help students simultaneously develop receptive and productive skills that are critical in learning Spanish. Students who use this program keep motivated as they acquire communicative skills and explore the many cultures of the Spanish-speaking world. Practical and relevant themes, lively practice, and engaging technology components get learners communicating early and confidently.