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Así se dice Así se forma
Capítulo 1
Nuevos encuentros, p. 1 Nuevos encuentros, p. 2 1. Identifying and describing people:
Las presentaciones/Saludos y Subject pronouns and the verb
Blend Images/age fotostock
despedidas, p. 4 ser, p. 9
© Jeremy Woodhouse/
Expresiones de cortesía, p. 8 2. Describing with adjectives: Gender

Los números del 0 al 99, p. 13 and number agreement, p. 10
El alfabeto, p. 15
Los días de la semana y los meses
del año, p. 16
¿Qué día es hoy?, p.16
¿Cuál es la fecha de hoy?/¿Qué
fecha es hoy?, p. 18
Decir la hora, p. 21
Capítulo 2
La vida universitaria, p. 29 La vida universitaria, p. 30 1. Nouns and articles, p. 33
Las clases universitarias, p. 36 2. Ir + a + destination,
En el campus universitario, p. 38 ¿Cuándo vamos?, ¿Con qué
frecuencia?, ¿Cuándo?, p. 40
RyFlip/Shutterstock
3. Regular –ar verbs, p. 46

4. Regular –er and –ir verbs; hacer
and salir, p. 50
Capítulo 3
Así es mi familia, p. 59 Así es mi familia, p. 60 1. The verb tener and tener… años, p. 65
La familia, los parientes y los 2. Descriptive adjectives, p. 68
Fotostock America, Inc.
amigos, p. 62 3. Possessive adjectives and

Ariel Skelly/Age
Relaciones personales, p. 64 possession with de, p. 74

Adjetivos descriptivos con ser, p. 69 4. The verb estar + location and
condition, p. 77
Capítulo 4
¡A la mesa!, p. 87 ¡A la mesa!, p. 88 1. The verb gustar, p. 93
Las comidas y las bebidas, p. 99 2. Stem-changing verbs, p. 102
Images/GettyImages, Inc.
Hill Street Studios/Blend
¿Cuál es tu preferencia?, p. 100 3. Counting from 100 and indicating

En el restaurante, p. 105 the year, p. 107
4. Interrogative words (A summary),
p. 111
Capítulo 5
Nuestro tiempo libre, p. 121 Nuestro tiempo libre, p. 122 1. Yo-irregular verbs; including saber
Los colores, p. 126 and conocer p. 131
© Ingolf Pompe 31/Alamy
Más actividades y deportes, p. 128 2. Ir + a + infinitive, p. 139

© Ingolf Pompe 31/
Preferencias, obligaciones e 3. The present progressive, p. 146

intenciones, p. 137
4. Ser and estar (A summary), p. 148
Alamy
¿Qué tiempo hace?, p. 142
vi • Contenido
Dicho_FM_i-xxvi_hr2_pv2.0.1.indd 6 10/10/14 2:07 PM

Cultura Dicho y hecho Así se practica
Greetings, p. 7 Para leer: En las redes sociales, p. 26 Repaso de vocabulario activo, p. 28
El español en el mundo, p. 25 Para escribir: Retrato en poesía,
p. 27
Para ver y escuchar: ¡Bienvenido al
mundo hispano!, p. 27
La isla de Puerto Rico, p. 45 Para leer: Salamanca: Un clásico, p. 53 VideoEscenas: ¿Estudiamos o no?,
La vida universitaria en el mundo Para conversar: El fin de semana, p. 49
hispano, p. 48 p. 54 Repaso de vocabulario activo, p. 58
Para escribir: ¿Soy un/a estudiante
típico/a?, p. 55
Para ver y escuchar: Una visita a la
UNAM, p. 56
Los hispanos en Estados Para leer: El español en Estados VideoEscenas: Mi cuñado favorito,
Unidos, p. 67 Unidos, p. 81 p. 76
La familia hispana, p. 73 Para conversar: Las personas Repaso de vocabulario activo, p. 86
especiales, p. 82
Para escribir: Retrato de familia, p. 83
Para ver y escuchar: Todo en familia,
p. 85
México, p. 97 Para leer: Chocolate, comida de VideoEscenas: ¿La nueva cocina?,

Las comidas en el mundo dioses, p. 113 p. 110
hispano, p. 106 Para conversar: ¿Qué comemos?, Repaso de vocabulario activo, p. 119
p. 115
Para escribir: Comer en la universidad,
p. 116
Para ver y escuchar: La comida
hispana, p. 118
Cuba y la República Dominicana, Para leer: La realidad virtual, p. 150 VideoEscenas: Un fin de semana en
p. 130 Para conversar: Un día sin clases, Sevilla, p. 141
El fútbol: Rey de los p. 151 Repaso de vocabulario activo,
deportes, p. 145 Para escribir: Tu tiempo libre en la p. 155
universidad, p. 152 Proyecto, p. 156
Para ver y escuchar: ¡Feliz fin de
semana!, p. 154
Contenido • vii

Capítulo 6
La vida diaria, p. 157 La vida diaria, p. 158 1. Reflexive verbs, p. 162
Por la mañana, p. 158 2. Reciprocal constructions, p. 171
iStockphoto; Right: © Viorika/

Por la noche, p. 159
3. The preterit of regular verbs and
Left: © deansanderson/
El trabajo y las profesiones, p. 173
Left: © deansanderson/iStockphoto; Right: © Viorika/iStockphoto
ser/ir, p. 176
El trabajo, p. 173
4. Direct object pronouns, p. 181
iStockphoto
Capítulo 7
Por la ciudad, p. 189 Por la ciudad, p. 190 1. Prepositions, p. 194
En el centro de la ciudad, p. 192 2. Demonstrative adjectives and
© Raga/mauritius images/
En el correo y en el banco, p. 208 pronouns, p. 200

En la oficina de correos, p. 208 3. The preterit of hacer and stem-
El dinero y los bancos, p. 209 changing verbs, p. 203
agefotostock
4. Indirect object pronouns, p. 212
Capítulo 8
De compras, p. 223 De compras, p. 224 1. Emphasizing possession: Stressed
Blend Images/SUPERSTOCK
La transformación de possessives, p. 234

Manuela, p. 230 2. The preterit of irregular verbs, p. 238
3. Double object pronouns: Direct and
indirect object pronouns combined,
p. 242
4. Indefinite words and expressions,
p. 246
Capítulo 9
La salud, p. 257 La salud, p. 258 1. Usted/Ustedes commands, p. 262
Blend Images/SUPERSTOCK
El cuerpo humano, p. 260 2. The imperfect, p. 272

Una visita al consultorio, p. 269 3. The imperfect vs. the preterit, p. 278
Capítulo 10
Así es mi casa, p. 291 Así es mi casa, p. 292 1. Tú commands, p. 299
En nuestra casa, p. 294 2. Perfect tenses, p. 304
© age fotostock Spain,
Los quehaceres domésticos, p. 297 3. Comparisons and superlatives,

p. 312
S.L./Alamy
viii • Contenido

España contemporánea, p. 169 Para leer: Vivir a la española, p. 184 VideoEscenas: La rosa
Los días festivos, p. 172 Para conversar: ¿Somos compatibles?, sevillana, p. 180
p. 185 Repaso de vocabulario activo,
Para escribir: Un día inolvidable, p. 188
p. 185
Para ver y escuchar: La feria
de San Isidro, p. 187
Argentina y Chile, p. 198 Para leer: El Tortoni: Café con VideoEscenas: Y ¿luego
El transporte en las ciudades historia, p. 216 fueron al cine?, p. 207
hispanas, p. 202 Para conversar: ¿Qué compramos?, Repaso de vocabulario activo,
p. 217 p. 221
Para escribir: Tres días en Santiago
o en Buenos Aires, p. 218
Para ver y escuchar: La plaza:
Corazón de la ciudad, p. 220
Perú, Ecuador y Bolivia, p. 236 Para leer: Peseta: La democratización VideoEscenas: ¿Qué le
La ropa tradicional, p. 241 de lo exclusivo, p. 251 compro?, p. 245
Para conversar: El equipaje perdido, Repaso de vocabulario activo,
p. 252 pp. 255, 256
Para escribir: La ropa aquí y allá,
p. 253
Para ver y escuchar: El arte del
tejido: Una tradición viva, p. 254
Colombia y Venezuela, p. 267 Para leer: Ayurveda: La ciencia de VideoEscenas: Un deporte

Remedios caseros del mundo la vida, p. 283 peligroso, p. 277
hispano, p. 276 Para conversar: En la sala de Repaso de vocabulario activo,
urgencias, p. 285 pp. 289, 290
Para escribir: Lo que me pasó, p. 286
Para ver y escuchar: La medicina
moderna y tradicional, p. 287
Paraguay y Uruguay, p. 302 Para leer: Gaudí y Barcelona, p. 319 VideoEscenas: ¡Hazlo tú!, p. 311
El patio de las casas hispanas: Un Para conversar: Bienes raíces, p. 320 Repaso de vocabulario activo,
parque privado, p. 310 Para escribir: Dos casas, p. 322 pp. 324, 325
Para ver y escuchar: Los patios de Proyecto, p. 326
Andalucía, p. 323
Contenido • ix

Capítulo 11
Amigos y algo más, p. 327 Amigos y algo más, p. 328 1. Introduction to the subjunctive
Las etapas de la vida, p. 329 mood: Expressions of will, influence,
Images/Getty Images, Inc.
Buscando amor, p. 332 desire, and request, p. 336

Robert Johnson/OJO
Para estar en contacto: Las llamadas 2. The subjunctive with expressions of

telefónicas, p. 344 emotion, p. 348
3. The future and the conditional,
p. 353
Capítulo 12
Vive la naturaleza, p. 365 Vive la naturaleza, p. 366 1. Para and por (A summary), p. 373
Vacaciones al aire libre, p. 371 2. The subjunctive with expressions
En el campo, p. 371 of doubt or negation, p. 379
En la selva, p. 371 3. Se + verb constructions, p. 384
© Cultura Creative
La naturaleza y el medio
ambiente, p. 375
(RF)/Alamy
Capítulo 13
De viaje, p. 391 De viaje, p. 392 1. The subjunctive with impersonal
Se van de viaje, p. 394 expressions (A summary), p. 397
Photographer’s Choice RF/
En el hotel y en la estación, p. 401 2. The subjunctive with indefinite

En el hotel, p. 401 entities, p. 407
Robin MacDougall/
En la estación, p. 404 3. Hacer in time constructions,

Getty Images
p. 411
Capítulo 14
El mundo moderno, p. 423 El mundo moderno, p. 424 1. Nosotros (Let’s) commands, p. 434
© BrazilPhotos.com/Alamy
Los automóviles y el tráfico, p. 427 2. The subjunctive with adverbial

Los números ordinales, p. 439 expressions of condition or
purpose, p. 436
3. The imperfect subjunctive, p. 443
Capítulo 15
El mundo en las noticias, El mundo en las noticias, p. 456 1. The subjunctive with time
p. 455 Tu opinión sobre los problemas expressions, p. 463
© Erik Lesser/ZUMA Press/
mundiales, p. 459 2. The present perfect subjunctive,

p. 467
3. Si clauses, p. 471
Corbis Images
Apéndice 1: Verbos, A-1 Vocabulario, V-1

Apéndice 2: Países, profesiones y Índice, I-1
materias, A-9
x• Contenido

Panamá, p. 335 Para leer: Los amantes de Teruel, VideoEscenas: ¿Con quién
Amistades aquí y allá, p. 346 p. 357 estabas hablando?, p. 347
Para conversar: Problemas en una Repaso de vocabulario activo,
relación amorosa, p. 359 pp. 363, 364
Para escribir: La reseña de una
película, p. 360
Para ver y escuchar: La
tecnología une a las familias, p. 362
Costa Rica, p. 378 Para leer: Cinco horas de pura VideoEscenas: ¡Vamos a
Los parques nacionales en el adrenalina, p. 386 Cuzco!, p. 383
mundo hispano, p. 382 Para conversar: Una excursión, p. 387 Repaso de vocabulario activo,
Para escribir: Una carta, p. 388 p. 390
Para ver y escuchar: Ollantaytambo:
parque nacional en peligro, p. 389
Guatemala y El Salvador, p. 400 Para leer: Maravillas iberoamericanas, VideoEscenas: Necesito

El alojamiento en el mundo p. 415 descansar, p. 410
hispano, p. 406 Para conversar: ¡Problemas en el viaje!, Repaso de vocabulario activo,
p. 417 pp. 421, 422
Para escribir: Un nuevo alojamiento,
p. 418
Para ver y escuchar: Alojamientos en
España, p. 419
Honduras y Nicaragua, p. 432 Para leer: La radio, p. 447 VideoEscenas: ¡Se va el

La globalización y las culturas Para conversar: Pero solo quería…, autobús!, p. 441
indígenas, p. 442 p. 449 Repaso de vocabulario activo,
Para escribir: Recomendaciones para pp. 453, 454
un viaje, p. 449
Para ver y escuchar: Unidos por la
globalización, p. 451
El español en los medios de Para leer: El nuevo periodismo, p. 474 VideoEscenas: Alcaldes
comunicación en Estados Unidos, Para conversar: Un noticiero, p. 475 unidos, p. 470
p. 462
Para escribir: Una propuesta para el Repaso de vocabulario activo, p. 479
El servicio voluntario y el presidente de Estados Unidos, p. 476 Proyecto, p. 480
activismo estudiantil, p. 466
Para ver y escuchar: CLUES:
Ayuda a los inmigrantes, p. 477
Contenido • xi

Preface
The Dicho y hecho that became one of the most widely used Spanish textbooks in the 20th century, has evolved
over the last two editions into an innovative language program fit for 21st century learners and teachers. This
edition retains its characteristic easy-to-implement and lively approach, preserves its emphasis on a sound, proven
pedagogy, and is committed to innovation both in content and delivery of the materials for a learning and teaching
experience that is highly flexible, enjoyable, and effective.
Over 40 years of research in second-language acquisition has shown that people learn languages best through
focusing on meaning and authentic communication, and it is optimized when students are presented with new
language in context and then use it in a carefully sequenced set of activities. This sequence starts with input-based
activities, in which students are required to understand and respond to the new language. Only after this stage are
they asked to produce output, moving from guided communicative practice to open-ended, task-based activities. This
empirically proven language-teaching methodology informs the entire program:
• Dicho y hecho’s revised vocabulary and grammar presentations allow the students to see the new language used
in context.
• Activity sequences continue to be refined in an input-before-output and then guided-before-open-ended
approach for a smooth learning process that not only puts the learners at the center of the learning experience
but also works with learners’ natural acquisition process.
• Throughout each chapter, a number of stepped activities take learners through all phases of the process—input,
guided output with a focus on form-meaning connection, and open-ended expression/task completion—in a
unified context.
Developing cultural competence is also an essential component of language learning.
• Dicho y hecho Edition 10 continues to integrate cultural information at strategic points throughout the
chapter, providing students with multiple opportunities to learn about other cultures.
• Students are encouraged to develop cultural awareness by discovering connections and making cross-cultural
comparisons. Real-life stories personalize the intertwining of language and culture and invite learners to reflect
on their own cultural perspectives.
• The cultures of all Spanish-speaking countries are explored, underscoring commonalities and at the same time
exposing the wealth of diversity among Spanish-speaking communities around the world.
The dynamic yet manageable approach so characteristic of Dicho y hecho motivates students, makes learning Spanish
an attainable goal, and offers students and instructors alike a truly enjoyable experience.
Hallmarks of the Dicho y hecho program

A complete program. With nearly 400,000 satisfied users and counting, Dicho y hecho offers a complete program
designed to support you and your students as you create and carry out your course. Each chapter, integrating
vocabulary, grammar, and cultural content into a cohesive unit, has been carefully developed to follow a consistent
sequence of linguistic and cultural presentations, practice activities, and skill-building tasks both in print and
online.
ACTFL Standards. From its first edition, Dicho y hecho has provided a framework for the development of language
skills in activities that focus on meaningful and achievable communication. In recent editions, ACTFL’s five Cs
(communication, culture, connections, comparisons, and communities) have informed explanations, activities,
culture notes, and cultural essays, strengthening the fabric of the entire program. This edition maximizes students’
opportunities to develop all modes of communication (interpersonal, interpretive and presentational) by ensuring
that all activities require interpreting and/or producing a message, and that there are more opportunities to listen
and write than ever before.
Grammar as a means for communication. New grammar is first presented in context, allowing students to
see it as a means for communication and observe how it works before a formal presentation is offered. Grammar
explanations continue to be precise and simple, with clear charts and abundant examples that reinforce the
xii • Preface

connections between forms and their communicative use. Carefully sequenced activities take students from input
comprehension to effective self-expression and task completion.
High-frequency vocabulary and active use. Thematic units in each chapter present a selection of varied,
practical, and high-frequency vocabulary in visual and written contexts. Activities range from identification in
the chapter-opening art scenes and other input-based exercises (e.g. categorizing, associations, etc.) to personal
expression and situational conversations that require use of the new vocabulary, resulting in effective acquisition of
new words.
Diverse and engaging activities. Dicho y hecho combines a broad array of class-tested and innovative
activities that involve all language skills and communicative modes and range from input processing, to guided
and structured output and opportunities for spontaneous and open-ended expression. Whole-class activities are
interwoven with individual, paired, and small group exercises, all of which are sequenced to provide a varied pace
and rhythm to every class meeting.
Integrated and interesting cultural information throughout. Through an appealing combination of

readings, maps, photos, and realia in the Cultura section, and Notas culturales that appear frequently throughout
each chapter, Dicho y hecho introduces students to the geography, politics, arts, history, and both traditional and
contemporary cultural aspects of the countries and peoples that make up the Spanish-speaking world. In the En
mi experiencia feature, students not unlike those using the book relate their experiences integrating into Spanish-
speaking communities.
Flexible and easy-to-adapt. Dicho y hecho Edition 10 offers great flexibility to fit the increasing variety of
course formats, contact hours, and determinations of scope for beginning level courses. The program is available
in its traditional 15-chapter format, or in a briefer 12-chapter format, each of which is thoroughly supported by
WileyPLUS, an innovative, research-based, online environment for effective teaching and learning that supplements
and complements the printed book.
Highlights of the Tenth Edition

This edition continues to focus on authentic, purposeful communication in activities driven by input-processing
principles that move students comfortably and naturally from comprehension of input to production of output in
meaningful, personal interactions.
• Improved presentation of new material, optimizing learners’ ability to integrate new language while engaging
and motivating them:
• New dialogues and paragraphs introduce and contextualize new grammar, giving learners an opportunity to
observe the forms and experience the meaning of the new language before formal explanations or English
equivalents are offered.
• New illustrations introduce vocabulary in the Así se dice spreads.
• Cultural content is updated throughout and includes more experiential, investigative, cross-cultural tasks
in Cultura pages and Notas culturales and the new En mi experiencia boxes stories told by American college
students about their experiences in Spanish-speaking countries. Culture is also more integrated within
activities.
• Activity sets that optimize students’ acquisition and lead to confidence in their communication skills.
• Revised and refined activity sets to ensure a well-developed sequence that takes learners from input-based
practice, through meaningful form-focused practice, and concluding with guided output and open-ended
activities.
• Dicho ensures a balance in the use of different skills as well as types of interaction throughout each chapter.
• A new Proyecto spread after every five chapters gives students an opportunity to use the language they are
learning creatively, in engaging collaborative tasks where they have to think critically, negotiate in groups
and present their work to the rest of the class. In this section, students assimilate language from all five
preceding chapters and put their knowledge into practice.
Preface • xiii

• Activity directions are in Spanish beginning in Capítulo 5.
• A new design visually enhances the straightforward, user-friendly nature of the program. Lexical and structural
information is more clearly identified, and the progression from presentation to practice is now more obvious
to students. A series of helpful icons also point out the skills being practiced, whether the activity involves pair
work or group work, and when the use of technology can be integrated.
• Updated content and photos, focusing on key aspects of current lifestyles such as technology, social media,
concerns about the environment, etc.
• Updated Teacher Annotations in the Instructors Annotated edition, including suggestions for students who are
Heritage Speakers of Spanish, as well as additional suggestions and alternatives for the use of WileyPLUS.
• With the new edition of Dicho y hecho, WileyPLUS has evolved to include ORION, a powerful adaptive learning
experience. Following a simple set of diagnostic questions based on each of the chapter’s learning objectives,
ORION presents learners with a Study path leading to resources linked to a specific learning objective or a
Practice path with additional questions that adapt to the individual learner’s perceptions and performance.
Reports for both learners and instructors allow all to monitor strengths and weaknesses and work efficiently and
effectively to build confidence and proficiency.
xiv • Preface

Visual Walkthrough
Overview
Chapter openers establish the theme and Learning Objectives
and set the cultural focus, listing all of the chapter’s vocabulary,
grammar, and culture sections, as well as the topics around which
skills will be developed in the Dicho y hecho section.
5
© Ingolf Pompe 31/Alamy
Capítulo
Nuestro
tiempo
libre
Así se dice Cultura
• Nuestro tiempo libre 122 • Cuba y la República Dominicana 130
Los colores
Más actividades y deportes • El fútbol: Rey de los deportes 145
• Preferencias, obligaciones 137 • VideoEscenas: Un fin de semana en Sevilla 141

e intenciones
• ¿Qué tiempo hace? 142
Dicho y hecho
Así se forma • Para leer: La realidad virtual 150
• Yo-irregular verbs; including saber and conocer 131 • Para conversar: Un día sin clases 151
• Ir + a + infinitive 139 • Para escribir: Tu tiempo libre en la universidad 152
• The present progressive 146 • Para ver y escuchar: ¡Feliz fin de semana! 154
• Ser and estar (A summary) 148
LEARNING OBJECTIVES Entrando al tema

In this chapter, you will learn to:
1 ¿Cuál es tu deporte favorito? ¿Qué deporte crees que tiene el
• talk about hobbies, pastimes, and activities.
mayor número de fans en los Estados Unidos? Y ¿en el mundo
• talk about the weather and the seasons. hispanohablante?
• express future actions.
2 ¿Has escuchado/bailado alguno de estos tipos de música: la salsa,
• describe an action in progress.
el merengue, la bachata o el reguetón?
• be familiar with recreational activities in Spanish-speaking
countries.
• explore the importance of soccer.
• recognize African influences in the Caribbean islands.
121
Entrando al tema
Dicho_c05_121-156SEhr3_v7.0.1.indd 121 10/7/14 12:51 PM
Thought-provoking questions spark

thinking about the chapter theme
and cultural topics.
Visual Walkthrough • xv

Así se dice
Active vocabulary is Así se dice caminar
cantar
to walk
to sing
dar un paseo to take a walk, stroll
Nuestro tiempo libre
presented not only in
descansar to rest
ganar to win
jugar (ue)1 to play
esquiar
newly redrawn, updated

al básquetbol/baloncesto basketball
al fútbol soccer
al fútbol americano football
illustrations with labels

al béisbol baseball
la pelota al tenis tennis
el árbol nadar videojuegos videogames
¿Quién está ganando
el mar hacer ejercicio to exercise
and speech bubbles, or

el partido?
¡Yo nunca pierdo!
deporte to play sports
el mar sea
el partido game, match
in highly contextualized jugar (ue) videojuegos

perder (ie)1
practicar
tomar el sol
to lose
to practice
to sunbathe
comprehensible texts, tocar la guitarra

Te vi junto al mar ... jugar (ue) al vóleibol hacer ejercicio
but also it is presented

cantar
tomar el sol
in texts or smaller las flores
illustrations throughout. ¿Y tú?
English translations descansar

pasear/dar un paseo
1. ¿Qué haces tú cuando
tienes tiempo libre?
2. Compara este parque
are provided for items levantar pesas con los parques de tu

ciudad (city).
that may be particularly pintar (un cuadro) caminar
correr
difficult to understand
Pronunciación: Practice the
pronunciation of the chapter
vocabulary and particular sounds of
Spanish in WileyPLUS.
solely through visual or

¿Qué ves? (What do you see?) Responde (answer) estas preguntas sobre la ilustración: montar en bicicleta
textual context. WileyPLUS las hojas

1. ¿Cuántas personas hay en el mar? ¿Quién esquía en el mar, la mujer o el hombre? Y, ¿qué hace el
hombre?
2. Hay un grupo de amigos en la playa, ¿qué hace el chico?, ¿toma el sol?, ¿toca la guitarra?, ¿juega
provides audio for each of videojuegos? Y sus amigas, ¿tocan la guitarra también?, ¿cantan? En tu opinión, ¿se divierten?
Puedes encontrar más preguntas de comprensión en WileyPLUS y en el Book Companion Site (BCS).
1Remember that the letters in parenthesis following a verb—for example,
jugar (ue), perder (ie)—indicate a stem change in the present tense.
the vocabulary words in 122 • Capítulo 5 Nuestro tiempo libre • 123
Así se dice sections.

Dicho_c05_121-156SEhr3_v7.0.1.indd 122-123 10/7/14 12:52 PM
After each chapter opening

vocabulary spread, new
¿Qué ves? comprehension Así se fotrm a Go to WileyPLUS
to review this
the help of the
grammar point with Tutorial and
the present: Animated Gramm
ar
activities in
questions provide a first ou
1. talking ab lar verbs
Some yo-irre
gu
Verb Conjugator.
input-based activity based Saber and con

ocer
de Puerto
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on the illustration. More Rico y la Repú
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Brooklyn? ¿Sab
Magali: ¿Conoces Dominicana?
es que allí viven
dónd e viven muchos

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sé. ¿Y tú sabe
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meet her)
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forms.
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Also, new ¿Y tú? questions Both saber and

conocer mean
to know, but have
diffe rent uses. First, observe their
conocer
invite students to think sé

saber
sabemos
conozco
conoces
conocemos
conocéis
about the chapter

sabéis conocen
sabes conoce
saben
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ledge that one learns, such s to know NotA de leN Así se FormA
know when saber mean
topic from a personal • Saber descr
of information
ibes the kind of
or a skill one devel
how to, it is follo
wed by an infin
ops. Notice that
itive.
Ella sabe baila r muy bien.
Note the differ
between saber
the know-how,
ence in use
(to have
ability to do
iar with persons, poder (to be
perspective early on.

Mirta. something), and
Sé dónde vive
sense of being
acquainted or famil that when
rve able to do some
thing) when [5.10] ¿Qué sabemos
s to know in the first time. Obse hacer estas cosas hacer? Caminando por el
ties. out) quién sabe
• Conocer mean It also means to meet for the personal.” talking about activi
aula, averigua
places, or thing
s. followed by “a down) su nomb .
re y pregunta más Cuando un/a compañero/a dice
s to know a person, it is i. No sé bailar salsa. how to) esta informaci sobre esta activ
(find
“sí”, anota (jot
conocer mean bien la ciudad
de Miam I can’t (I don’t
know ón con la clase idad. Después
li. Ella conoce Modelo: Estud
. vas a compartir
Conozco a Maga .
dance salsa. iante A: ¿Sab (share)
a su prima Mirta bo. salsa aquí. es esquiar?
danzón y el mam No puedo bailar
Así se forma
Quiero conocer ? Yo conozco el to dance salsa
Estudiante B:
Sí, sé esquiar.
de bailes de Cuba I am not able Estudiante A:
¿Conoces los tipos nces: here (because
there is not ¿Esquías con
frecuencia? ¿Dón
these two sente
rence between ssor Velasco is. h space , etc.). de esquías?
Notice the diffe co. I know who Profe
enoug
profe sor Velas PAlAbrAs útil
Sé quién es el I know Professor
Velasco. es Nombre
New grammar is first sor Velasco. 1 esquiar

Detalles (Details)
Conozco al profe Instrumentos musi
cales: el 2 jugar a (un
cta. piano, el violín deporte o jueg
e) la opción corre , la guitarra, [game]) o
Subraya (Underlin la trompeta, el
ocer? saxofón, el
¿Saber o con
introduced in context, [5.9] clarinete. 3 montar en bicic
leta
qué estudia. Idiomas: italia
no conozco/sé no, francés, 4 cocinar
a Carmen, pero ruso, japonés,
1. Conozco/Sé jugar al dominó? alemán. 5 tocar un instr
conocen/saben Juegos: ajedrez umento musical
todos los cubanos
through a brief dialogue or
(chess), póker.
2. ¿Es cierto que 6 hablar otro
ce/sa be much o de historia. idioma
lo cono
3. Nuestro abue a?
pelot
s de quién es esta les de béisbol.
text that allows learners to 4. ¿Conoces/Sabe

5. Iván conoce/sa
be los nombres
de todos los jugad
s cuál es la capit
al de Puerto Rico?
ores profesiona
Es San Juan, mi
padre la conoce/sa
be
Nuestro tiempo
libre • 131
[5.11] Deport
ista
si conoce a estos
Modelo: Sergi
s famosos.
atletas. Usa las
categorías del
En parejas, pregu
nta a tu compañero
6. ¿Conoces/Sabe (he used to live) allí. cuadro (box). /a
start making form-meaning

o García
bien porque vivía Estudiante A:
¿Sabes quién
Estudiante B: es Sergio Garc
PM Sí, sé quién es. ía?
10/7/14 12:52 Es jugador de
¿Sabes quién golf.
connections. Formal
es…? Or, No, no sé
Nota de lengua
quién es.
1. Serena Willia
ms
2. Albert Pujols
Ehr3_v7.0.1.indd 131 4. Tony Romo
c05_121-156S 3. Rafael Nadal
presentations are precise,

Dicho_
5. Pau Gasol
6. Michael Phelp
Short notes throughout each

s
clear and visually enhanced. PAlAbrAs útil

es
chapter provide additional nadador
Explanations feature
futbolista
jugador de básq
grammatical and usage

uetbol/
béisbol/golf
tenista
example sentences using

information relevant to
LLC
the chapter context and

v LLC
Photos/Landov
the vocabulary and major

an/Reuters/Lando
vocabulary. WileyPLUS offers

Jon Buckle/PA
structures presented as well

Nikki Boertm
Animated Grammar Tutorial Rafael Nada

l
as practiced in the activities. Pau Gasol
for each of the grammar

132 • Capítulo 5
points, and Verb Conjugator Dicho_c05_12

1-156SEhr3_v
7.0.1.indd 132
where needed. 10/7/14 12:52

PM
xvi • Visual Walkthrough

Actividades
Vocabulary and grammar presentations are followed by a carefully sequenced set of
communicative activities that lead the student from input comprehension (student
is required to understand the new language and respond to it) to production of
output, guided at first and then in open-ended activities that invite original
and spontaneous use of the new language for personal expression and authentic
communication. Many of the text activities are also available online in WileyPLUS.
Así se FormA
Así se dice
o acti vos? Paso 2. Ahora, en pareja

[5.1] ¿Somos sedentarios
s, entrevista a tu compañero/a
Modelo: Estudiante A: sobre su día típico.
apropiada. ¿a qué hora oyes el despe
actividades en la columna Estudiante B: por las rtador por las mañanas?
Paso 1. Categoriza estas levantar pesas
mañanas, oigo el despe
rtador a las siete y media
tomar el sol jugar al voleibol ¿a qué hora oyes tú el
despertador? .
nadar tocar un instrumento
cantar pintar un cuadro
esquiar jugar videojuegos
descansar montar en bicicleta [5.17] ¿Lo hago o no?
hablar hacer ejercicio
camina r jugar al baloncesto Paso 1. Crea seis oraciones
correr sobre ti mismo (yourself)
deben ser ciertas y tres deben usando estos verbos. Tres
ser falsas. oraciones
actividades físicas
actividades sedentarias
poner ver oír hacer decir dar
Paso 2. En grupos de tres,
lee cada oración a tus compa
(guess) si son ciertas o falsas. ñeros, quienes tienen que
adivinar
con cuánta frecuencia (how
nes (sentences) indicando
Paso 2. Ahora escribe oracio de frecuencia.
ades. Usa estas expresiones
frequently) haces estas activid nunca [5.18] ¿Qué hacemos los
a veces casi nunca sábados?
con frecuencia Paso 1. En tres minutos,
escribe una lista de todas
las cosas que haces los sábado
ncia. Modelo: los sábados tomo s.
Modelo: Nado con frecue nunca.
el desayuno tarde, llamo
a mis padres, me baño,
No monto en bicicleta salgo…
que
y hablen de otras actividades
) sus respuestas en grupos Paso 2. Trabajen en grupos
Paso 3. Compartan (share arios o activos? pequeños. Comparen su lista
general, ¿son ustedes sedent Escribe una nueva lista de con las listas de sus compa
ustedes también hacen. En las cosas que muchos o todos ñeros.
de nosotros. Después, compa tienen en común, usando
rtan su lista con toda la clase la forma
común. para ver qué grupo tiene
ndas?
[5.2] ¿Qué me recomie su situación al Estudiante B. Este escucha y
más en
Modelo: los sábados nosot
ante A explica ros tomamos el desayuno
Paso 1. En parejas, el Estudi down). Túrnense (take turns). tarde, nos bañamos…
el Estudiante A anota (jots
ofrece una sugerencia, que rápidas (fast).
Me gustan las actividades
o: Estudi ante A lee: al baloncesto y
Model sts): te recomiendo jugar Situaciones
Estudiante B sugiere (sugge correr.
Ustedes son compañeros
de cuarto (roommates),
de vida completamente pero tienen un estilo
diferente y ¡ya no puede
encontrar (find) una soluci s tolerarlo más! Deben
Estudiante a ón.
camente.
1. Quiero expresarme artísti Estudiante a: Eres tranqu
te con otra persona. ilo (calm), te gusta ir a
2. Quiero practicar un depor correr. siempre limpias. Eres muy la cama temprano y
al aire libre (outdoors), pero no puedo responsable con tus estudi
3. Quiero estar os también.
Estudiante B: No te gusta
4. Me gusta mucho el agua. limpiar, pones la música
4. Soy muy competitivo/
tarde y te encantan las alta, vas a la cama muy
fiestas.
a.
3. Quiero hacer actividades
con mi perro.
2. Quiero reducir el estrés
.
1. Quiero estar más fuerte
.
Estudiante B
de tu
rte (share) las sugerencias
de 4 o 5 personas, compa
Paso 2. Ahora, en grupos agree) con sus sugerencias?
: ¿estás de acuerdo (do you
compañero/a. Después explica
ncias?
¿Tiene el grupo otras sugere
136 • Capítulo 5
124 • Capítulo 5
10/7/14 12:51 PM Dicho_c05_121-156SEhr3_
Situaciones
v7.0.1.indd 136
v7.0.1.indd 124
Dicho_c05_121-156SEhr3_ 10/7/14 12:52 PM
These role-play activities present

interactive, often humorous
problem-solving situations that
must be worked out using the
language presented and practiced
in the chapter.
Visual Walkthrough • xvii

Cultura
The Cultura sections focus on a particular country or group of countries and offer an eclectic mix
of brief readings, captioned photographs, and realia that bring to life the cultures of Spanish
speakers around the world. Students are also asked related questions about their own cultures in
order to make comparisons and build their cultural awareness.
Cultura
SUPERSTOCK
SUPERSTOCK
Corbis/
El fútbol: Re
Cultura
IT Stock/
y de los depo
República Domi
nicana rtes
Cuba
Dominican a AN TES dE
LEE R
Cuba y la República 1. Si te gustan
los deportes, ¿vas
LEE R ana? deportes por tele a ver partidos
AN TES dE influencia afric visión? Cuando en vivo (live)?, Use PowerPoint
hay una fuerte (any) tradición vas a un partido ¿ves muc Slide
presentar esta secci s para
Estados Unidos o ritual? en vivo, ¿particip hos
de la cultura de s. as de alguna ón de cultura.
¿En qué aspectos y otros elemento 2. ¿Faltarías (wou
ica, la comida ld you miss) al
Piensa en la mús lar por su agra
dable trabajo para ver
un juego?
ino turístico popu encia
na son un dest una fuerte pres Para los dominica
Cuba y la Repú
blica Dominica caracterizada por baile, comida,
e béisbol es el depo nos, los puertorriqueños,
ral, y por su rica cultura la mús ica y rte más importan los cubanos y
clima y belleza
natu
es. Esta influ encia se nota en hispano, y la may
or parte de la
te. Sin embargo los venezolanos,
, para gran part el
sus habitant
africana entre iciones religiosa
s. En muchos país
es hispanos, el
gente del plan
eta, e del mundo
incluso (even)
en algunas trad Los aficionados fútbol es más que el fútbol es el rey de los depo
un deporte. ¡Es rtes.
om
importante, en (fans) hacen de una

este deporte casi una forma de vida!
s_bukley/Newsc
el estadio o por
baile simultáneamente televisión, es una religión. Ver un
La música y el icionales pero
caribeña son trad uso de tambores (drums) com
o La pasión por
de la Copa Mun
el fútbol aumenta obligación. partido
tipos de música el dial. Durante la al máximo cada
Los siguientes icular, se nota unos videos competencia, los cuat ro años con la celebrac
hoy en día. En part ano. Busc a por Internet miss) ni un solo
partido. El fútb afici ión
muy popu lares
que tienen origen
afric
ce más difícil bailar? ejemplo, en muc ol no respeta hora onados no se pierden (don’t
bon gós, l pare hos países los rios (schedules)
la conga y los gusta más? ¿Cuá para ver jugar empleados pon ni lugares, por
anos) iente. ¿Cuál te ony Santos, etc. a sus equipos en televisores
los orishas (cub de la música sigu o Infinito, Anth favoritos. Los en sus lugares
NewsCom
héroes nacional futb de trab
Luis Guerra, Grup es y mundiales. olistas talentos ajo
Images
La bachata: Juan Los Van Van, etc.

os son auténtic
, os
a: Celia Cruz Varg as, etc.
La sals ra, Wilfrido Carlos Bocane
Juan Luis Guer rnet los gra,
/Redferns/Getty
El merengue: es. Busca por Inte dES PUé S dE capitán del equ
ntes de estos país asistir? LEE R nacional de Esta
ipo
música más recie
[5.3] ¿Qué te gusta hacer? Hay estilos de
orishas y Wilo D’Ne w. ¿A qué concierto
preferirías
.
1. Investiga la
última (last) Copa
semifinalistas?
¿Quién ganó?
Mundial de la
FIFA. ¿Quiénes
Unidos en la Copdos
Mundial de 201 a
0.
bebida África e indígena
La comida y la
fueron los cuat
Ebet Roberts
encias de España,
Paso 1. Tu compañero/a y tú van a entrevistarse (interview each other) sobre las actividades La comida cuba
na y la dominica
na tienen influ
(okra), los gand
ules (pigeon peas
), el plátano mac
ientes y
ho 2. ¿Qué equipos
y cam
comunidad? Com peonatos (championships) son
ro
el quimbombó los platillos sigu para con la Copa más importantes

que hacen frecuentemente. Tienes que (You have to) hacer preguntas sobre los detalles. De África llega
ns) y
ron
la mala nga (taro root).
Busc a por
es
Inte
simi
rnet
lar a algo que se com
e en Estados Mundial. en tu
(plantai ar? ¿Alguno
Juan luis Gue
rra te gustaría prob
decide: ¿cuáles
Modelo:(doEstudiante o 4.40A: ¿Qué te gusta hacer en tu tiempo libre (leisure time)? gú
Photos
minicano) – ianoche’ Man
. Unidos? Sándwich ‘med
cantante del grup Ropa vieja
cy /Alamy
con mojo
Me gusta nadar.
/©AP/Wide World
Estudiante B: Cong rí Yuca
tock
ba
de la religión yoru
La religión con creencias
Estudiante A: ¿Nadas con frecuencia? ¿prefieres nadar en una piscina
Aflo Foto Agen

Szalay/age fotos
) del catolicismo s) que

una mezcla (mix orishas (espíritu
La santería es los diferentes
a por Internet
africanos. Busc
(pool) o en el mar?
de los esclavos
esta religión.
Jonne Roriz/AE
Corbis
forman parte de Lionel Messi

Owen Franken/©
Adalberto Ríos
(Argentina) es
LEE R considerado uno
dES PUé S dE ida te gustaría mejores futbolis de los
char? o ¿qué com En 2010, Espa
te gustaría escu ña ganó la Cop tas del
tipos de música Argentina ha a mundo.
1. ¿Cuál de los ganado la Cop Mundial.
PAlAbrAs útiles
ida caribeña
probar?
rnet los lugares
y actividades turís
ticas más com unes de Cuba y
aría visitar?
Muchos jóvenes
a ser futbolistas aspiran
(1978, 1986)
1950).
y Uruguay otra
a dos veces
s dos (1930,
res que te gust
Com 2. Busca por Inte inicana. ¿Cuáles son los luga famosos.
blica Dom
la película la Repú
movie
Una mujer sant
era
PRESS.com/
Times/Tampa
la revista no
En el café cuba en el azúcar magazine INVEStIG@
tradicional, pon EN INtERNEt
hacer trabajo voluntario to do volunteer work ¿Cuándo empieza
tockphoto
aración. Así
BayTimes/ZUMA
durante la prep (begin) y term

más dulce Argentina? ¿Sab ina (end ) la Liga
St Petersburg
resulta un café azúcar es por qué? de Fútbol en Espa

NewsCom
jugar que poniendo

el to play ña? ¿Y en
© Alexcrab/iS
después.
a las cartas/al ajedrez/a los juegos de mesa cards/chess/board games
patinar (sobre ruedas)
130 • Capítulo
5 to skate (rollerblade) Nuestro tiempo
libre • 145
PM
practicar yoga/pilates to practice yoga/pilates 10/7/14 12:52 Dicho_c05_121-1

56SEhr3_v7.0.1.in
dd 145
Dicho_c05_121-1
56SEhr3_v7.
0.1.indd 130
Investig@ en Internet 10/7/14 12:52
PM
These boxes prompt exploration of authentic

Paso 2. Ahora escribe un párrafo (paragraph) comparando tus actividades y las de tu
compañero/a. Spanish-language Internet sources with specific goals
Modelo: a ana le gusta nadar, y lo hace dos o tres veces (times) por semana en la sharing information.
for finding, bringing back, and
piscina.
Nota cultural
These notes on the
NotA culturAl products, practices, and
El dominó
important people of the
Dominoes is a favorite pastime in the
Caribbean. Both in the Dominican Republic country or countries
and in Cuba, one hears a constant “click”
of the fichas (individual tiles) on a table.
featured in the chapter’s
Although it may seem like a simple game, Cultura section, as well
Caribbean dominó is full of suspense, energy,
and strategy, as well as often being played for as notes about cultural
money. Partners know each other’s style and phenomena common to
hand signals and which fichas have not yet
been played. Spanish speakers across
© Charles O. Cecil/Alamy
Look up the World Domino Tournaments on national boundaries,

ESPN Deportes, which became very popular for
trash-talking and table-smacking. appear throughout each
What board games are common in U.S. chapter, and appeal to a
neighborhoods and parks?
wide array of interests.
xviii • Visual Walkthrough
Dicho_FM_i-xxvi_hr2_pv2.0.1.indd 18 Nuestro tiempo libre • 125 10/10/14 2:08 PM

NotA de leNguA
All of the colors shown are adjectives. Those that end in –o change to reflect both
gender and number: blanco, blanca, blancos, blancas. Those that end in –e (verde) or a
consonant (gris, marrón, azul) have two forms: singular and plural (verde, verdes).
las flores son azules y amarillas.
[5.4] Alimentos (food items) coloridos.

En parejas, y en cinco minutos, escriban el mayor (largest) número posible de alimentos o
bebidas de cada color. ¿Qué pareja tiene más?
En mi experiencia
en mi experiencia This feature, new to the
John, boise, id tenth edition, involves real
Osa/EPA/Newscom
la Osa/EPA/Newscom
“I thought I’d get to practice playing experiences recounted by
soccer when I spent two months in students raised in the U.S.
the Dominican Republic, but baseball who studied or lived abroad in
is definitely the preferred sport. They
Spanish-speaking countries.
de la
have a league called the Liga de Béisbol
Their descriptions of sometimes
Enrique de
Profesional de la República Dominicana
Enrique
with six teams spread across the island; humorous misunderstandings
many of the players eventually join U.S. and situations they encountered
Major League teams. The champion of LIDOM plays in the yearly Caribbean Series constitute first-hand examples
against Mexico, Venezuela, Cuba, and Puerto Rico. I lived in Santo Domingo in
2013 and since that team won the LIDOM, it was a lot of fun!”
of cross-cultural comparisons.
Each anecdote is followed with
The Dominican Republic holds the greatest number of Caribbean Series personalized questions for
championships. Do you know of any Dominican players on U.S. baseball teams? students to make connections
If not, do a quick search on Internet. What other professional sports in the U.S.
attract athletes from other nations?
to their own lives and to
understand that all cultures have
underlying values and ways of
Capítulo 5
making sense of the world.
6SEhr3_v7.0.1.indd 126
VideoEscenas
10/7/14 12:51 PM
Activities based on a short, situational

video segment develop listening
s
VideoEscaeennSeavilla
practice. Each video segment uses
man
the chapter’s vocabulary and grammar
Un fin de se
in a concise, practical, and natural
EO
VE R EL VId
AN TE S dE
ana ideal. Despué
s, comparte tu
lista
context. Activities that follow move
& Sons, Inc.
act ivid ade s de un fin de sem

a de
Escribe una list
con un/a compañ
ero/a. from pre-viewing questions establishing
© John Wiley
A VE R EL VId
EO
describe mejor (best) la
idea the general context and triggering
afirmación que
Paso 1. Mira el
video una vez y selecciona la
recall of vocabulary, to comprehension
principal.
Rocío y Carmen
hacen planes par
a el fin de sem
planes para el
ana.
fin de semana. questions that check for understanding,
hablan sobre sus Rocío y Carme
n se
Rocío y Carmen
(again), prestan
do ate nció n a los detalle
s, y marca
maciones ahora
para encuentran (ru
er) en el
n into each
Par que del
and expansion questions that invite
a el video otra vez ión. Lee las afir oth
rid (España).
2.
personal or critical response. Video for
pas o Mir a afir mac
ad para cad Retiro, en Mad
es que son verd
todas las opcion uch ar más ate ntamente.
s debes esc
saber qué detalle
1. Rocío va a… jugar un partido
de fútbol. VideoEscenas can be found in WileyPLUS.
ver la tele. ir de compras.
io.
salir con su nov
de fútbol.
ver un partido
2. Carmen va a… pasear por Sev
illa.
a. cleta.
visitar a su prim montar en bici
par que s.
ir a todos los
es:
a las sigu ientes oracion
paso 3. Complet a Sevilla?
sale Carmen par
1. ¿Cuándo men?
Rocío para Car
daciones tiene
2. ¿Qué recomen
EO
VE R EL VId a el fin de sem
ana.
dE SP Ué S dE e a su ciudad par
os, ima gin en que Carmen vien
En grupos pequeñ a ella ?
s tienen par
¿Qué sugerencia
puede ir a …
que visitar…
Modelo: tiene
libre • 141
Nuestro tiempo
PM
10/7/14 12:52
Dicho_c05_121
-156SEhr3_v7.0
.1.indd 141
Visual Walkthrough • xix

dIcho Y hEcho
turistas extranjeros, ellos observaban cada vez más confundidos a los parroquianos del bar,
estos miraban la pantalla, y en la pantalla miles de caras desconocidas miraban el partido
que nosotros no podíamos ver. Ustedes que leen esta escena continúan la historia.
Esta manera absurda de seguir partidos invisibles por la tele me hace pensar
PARA lEER: La realidad virtual seriamente en la vida moderna. Somos cada vez más14 espectadores de la realidad por
la televisión. Y, en tiempos de elecciones, los políticos nos tratan como consumidores
Antes de leer de promesas, compradores de programas. Pero toda realidad es virtual mientras no se
1. ¿Cuáles son las formas más comunes de ver las transmisiones de los eventos demuestre lo contrario15. Y muy pocas veces el control remoto está en nuestras manos.
deportivos hoy en día?
Texto: Andrés Neuman / De la revista Punto y Coma (Habla con Eñe)
2. ¿Dónde y con quién prefieres ver la transmisión de un evento deportivo?
14
more and more, 15until proven otherwise
ESTRATEGIA dE lEcTuRA desPUés de leer

Reading to identify the main idea
Particularly as readings become more difficult, it’s important not to get hung 1. Compara tus notas sobre las ideas principales del texto con un/a compañero/a
up on deciphering every single idea a text develops. Instead, try to identify de clase. ¿Son similares? Si no, trabajen juntos para determinar el o los puntos
and follow the main idea of each paragraph. Often, the main idea is expressed principales del artículo.
in the first sentence, but sometimes it can be embedded deeper in the 2. Responde las siguientes preguntas sobre el texto.
paragraph. As you read the selection that follows, pause after each paragraph
Associated Press
and jot down what you understood as its main idea before continuing to the a. Cuando el canal Fox, en Argentina, televisa un partido de fútbol, ¿cómo saben
next paragraph. For example, read the first paragraph and determine which of los espectadores qué ocurre?
these is the main idea: b. ¿Por qué están perplejos los turistas que están en el bar?
In Argentina, there are two channels that televise soccer games in very 3. Si fueras (If you were) un fanático del fútbol en Argentina, verías los juegos en Fox
Partido de la Liga de different ways. o pagarías (would you pay) para verlos en TyC Sports? En grupos pequeños, discutan
Campeones entre el
Barcelona y el Paris St. In Argentina, many soccer fans become hypnotized while watching games sus ideas en español.
Germain. on television.
Jot down the main idea of the other paragraphs in your notebook. Read
through your notes in sequence to get a sense of the article’s overall message.
PARA convERSAR: Un día sin clases
Imagina que es temprano en la mañana de un día sin clases. Vas a pasar tu día libre
con unos compañeros de clase. Organiza un paseo al aire libre o un viaje de un día.
A leer Habla sobre lo siguiente:
Durante un reciente viaje a Argentina, me llamó la atención algo curioso. Los grandes • el tiempo (para determinar el destino/las actividades/etc.)
partidos de fútbol se televisan de dos maneras: en una se ve el partido, y en la otra
• lo que tienen ganas de hacer y adónde tienen ganas de ir.
no. En un canal (TyC Sports), las cámaras enfocan la cancha1, y en el otro canal (Fox),
• lo que piensan comer, a qué hora y dónde.
solo enfocan las gradas2. En el primero, pagas3 por ver a los jugadores, y en el segundo,
te conformas4 mirando a los aficionados5. Lo sorprendente es que muchas personas se ASí SE hABlA
quedan hipnotizadas en los bares, imaginando el partido en las caras de los aficionados
En su conversación,
de su equipo. Se puede decir entonces que los aficionados argentinos han logrado algo ESTRATEGIA dE comunIcAcIón intenten usar estas
impensable6: sustituir el espectáculo al que asisten, proyectando un partido virtual.
Un domingo de abril, noté en un bar la perplejidad7 de unos turistas extranjeros, que Begin prepared to compromise You and your classmates may have frases muy comunes:
miraban fijamente el televisor esperando que en algún momento las cámaras mostraran very different ideas about what makes for an enjoyable outing, where you’d Cuba:
ese partido que rugía8, cantaba y corría fuera de la pantalla. Durante una hora y media like to stop and get something to eat, etc. Before engaging in conversation “¿Qué bola?” = “¿Qué
vi pasar por las mesas a franceses, mexicanos y japoneses. Todos entraban atraídos por to make your plans, think of a couple of possibilities for something to do in está pasando?”
el ruido9 del estadio, se sentaban interesadísimos, pedían una bebida y después de unos the morning, a couple of possible places to stop for lunch, and a couple of la República
minutos comenzaban a mirar a su alrededor, incómodos10. Miraban las caras de los otros potential afternoon activities. This way you will have alternatives to suggest Dominicana:
parroquianos11, tratando de leer en sus caras qué demonios12 era lo que miraban con tanta to each other and more readily plan an outing you’ll all enjoy. “¡tá tó!” = Todo está
atención. A mí me pareció un momento de tremendo gozo13, yo contemplaba divertido a los bien.
1playing field, 2stands, bleachers,3you pay, 4you settle for, 5fans, 6unthinkable, 7perplexity, bewilderment,
8
was roaring, 9noise, 10uncomfortable, 11regular customer, local patron, 12what the devil, 13enjoyment
150 • Capítulo 5 Nuestro tiempo libre • 151
Dicho_c05_121-156SEhr3_v7.0.1.indd 150-151 10/7/14 12:53 PM
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Capítulo 5
Dicho y hecho
154 • Dicho_
PM c05_121-156
10/7/14 12:52 SEhr3_v7.0.1.indd
152
The Dicho y hecho section now offers strategies for developing all four
154
SEhr3 _v7.0.1.indd 10/7/14 12:52
Dicho_ c05_121-156 PM
skills. New readings adapted from Punto y coma, a magazine published

for Spanish language learners, are included in the Para leer section.
Process writing is the focus of the Para escribir section, Para conversar
develops interpersonal communication skills. The Así se habla feature in
this section introduces students to informal vocabulary from different
countries and encourages them to use it during their conversational
activity. The Para ver y escuchar develops listening skills around
documentary-style videos that explore cultural topics.
xx • Visual Walkthrough

Repaso de v
ocabulario a
adjetivos
ctivo
amarillo/a yell la nieve snow
ow
anaranjado/a la nube cloud hacer (irreg.) ejer
orange cicio to exercis
azul blue la tormenta stor deporte to play e
Repaso de vocabulario activo

m sports
beige beige ¿Qué tiempo hac ir de compras
e? What’s the to go shopping
blanco/a whi weather like? jugar (ue) to
te play
claro/a light jugar al… to
Vocabulary presented within the chapter’s
Sustantivos play a sport
gris gray los deportes levantar pesas
Sports to lift weights
marrón brown el baloncesto/ limpiar to clea
Así se dice sections and practiced throughout el n
morado/a purp básquetbol bas llover (ue) to
le ketball rain
negro/a blac el béisbol bas manejar to driv
k eball
in activities is collected here, organized into
e
oscuro/a dark el ejercicio exe me encanta(n)
rcise I really like it (the
rojo/a red el equipo team montar en bici m)
cleta to ride
thematic groupings and parts of speech, rosado/a pink
verde green
el fútbol socc
el fútbol america
er
nadar to swim
nevar (ie) to
a bicycle
no football snow
and provided with English translations. All adverbios y exp
el mes/año/veran
resiones adverb
iales
el golf golf
el partido gam
e, match
oír (irreg.) to
pasear/dar un
hear
paseo to take
Spanish words are hyperlinked in WileyPLUS o que viene nex
month/year/sum
el próximo mes mer
t la pelota ball
el tenis tenn
is
stroll
pensar (ie) + infi
nitivo to thin
a walk,
/año/verano k
to listen to their pronunciation. solo only
month/year/sum
next
mer
el videojuego
el voleibol voll
videogame
eyball
perder (ie) to
about doing som
lose
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pintar to pain
t
las estaciones En la playa At poner to put
The seasons the beach
el invierno win el árbol tree practicar to prac
ter tice
el otoño fall la flor flower saber to know
la primavera la hoja leaf salir (irreg.) (de
spring ) to leave
el verano sum el mar sea tener (irreg.) calo
mer r to be hot
Verbos y expresi tener calor/frío
El tiempo The ones verbales to be hot/cold
weather bailar to dan tener ganas de
Está (muy) nub ce + infinitivo to
lado/soleado. like + infinitive feel
caminar to wal
(very) cloudy/sun It’s k tener que + infi
Hace buen/mal ny. cantar to sing nitivo to hav
tiempo. The e to +
conocer (irreg.) infinitive
weather is nice to meet, know tocar to touch
Hace (mucho) /ba d. correr to run
calor. It’s (ver tocar (un instrum
Hace fresco. y) hot. dar (irreg.) to ento musical)
It’s cool. give to play an inst
Hace (mucho) dar un paseo rument
frío. It’s (ver to take a walk, tomar el sol
Hace sol. It’s y) cold. deber + infiniti stroll to sunbathe
sunny. vo should + verb traer (irreg.)
Hace viento. decir (irreg.) to bring
It’s windy. to say venir (irreg.)
Llueve./Está llov descansar to to come
iendo. It’s rain rest ver to see
la lluvia rain ing. encantar to deli
ght ver la tele(visión
Nieva./Está nev esquiar to ski ) to watch TV
viajar to trav
Proyecto
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mejor
Los premios to, van a conced
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act
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(best) de su com ducto final será un artículo campus o ciudad.
pro su
eventos, etc. El taining) para la revista de
ter un aspecto Nuestro tiempo
entretenido (en escoge (select) libre • 155
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Paso 3. En su incluir una imagen relevante edition, found after every fifth
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nominación deb .
lugar, evento,
etc para comer.
universitaria: Un
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la comida es
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5
156 • Capítulo 2 PM
10/7/14 12:5
v7.0.1.indd 156
1-156SEhr3_
Dicho_c05_12
Visual Walkthrough • xxi

The Complete Program
For a desk copy or electronic access to any of these program components, please contact your local Wiley sales
representative, call our Sales Office at 1-800-CALL-WILEY (1-800-225-5945), or contact us online at www.wiley.com/
college/potowski.
Student Textbook
978-1-118-61561-4
The textbook includes 15 thematically based chapters and access to video and audio resources on our Companion
Sites at www.wiley.com/college/potowski.
Annotated Instructor’s Edition

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The Annotated Instructor’s Edition contains side notes with suggestions for teaching, meaningful structural
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Activities Manual
978-1-118-99580-8
The Activities Manual is available in print and contains two sections:
• A Workbook that links reading and writing, builds vocabulary, practices grammar, and helps students develop
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the end of the Activities Manual.
• A Lab Manual to be used with the Lab Manual Audio files available digitally on WileyPLUS and on the Instructor
and Student Companion Sites. The Lab Manual includes a variety of contextualized listening comprehension
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Answer Key to the written responses in the Lab Manual and the audio scripts are available as an electronic file
on the Dicho y hecho Instructor Companion Site at www.wiley.com/college/potowski and in WileyPLUS as an
Instructor Resource.
Online version of these activities are available in WileyPLUS.
WileyPLUS with ORION—Adaptive Learning Tool

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and instructors allow all to monitor strengths and weaknesses and work efficiently and effectively to build confidence
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WileyPLUS is an innovative, online teaching and learning environment, built on a foundation of cognitive research
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instructors and students receive 24/7 access to resources that promote positive learning outcomes. Throughout each
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xxii • The Complete Program

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What do students receive with WileyPLUS?

Tools for engagement. With WileyPLUS for Dicho y hecho Edition 10, students receive 24/7 access to resources
that promote positive learning outcomes. Students engage with related activities in various media, including:
• Blackboard IM functionality: Student collaboration tool with IM, whiteboard, and desktop-sharing capabilities.
• Audio Program: The Audio Program includes recordings for the listening activities in the textbook, for the
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explanations, and in the list at the end of the chapters, and the listening activities in the Activities Manual. The
Audio Program is available in WileyPLUS and on the Book Companion Site at www.wiley.com/college/potowski.
• Videos: Two fully integrated strands of video, one situational, the other cultural with the core tenth-edition
textbook. Lively situational dialogs that use chapter vocabulary and structures in the new VideoEscenas
section, and topical documentary segments in the Dicho y hecho (Para ver y escuchar) section are presented
with straight-forward strategies and carefully crafted activities to develop solid listening skills through
a process-based approach. Video segments are available digitally in WileyPLUS and on the Instructor and
Student Companion Sites.
• Voice Response Questions and VoiceBoards: Recording functionality that allows instructors to test students’
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• Autopruebas: Self-tests for additional practice.
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• Animated grammar tutorials: Animation series that reinforces key grammatical lessons.
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• PowerPoint Presentations: The PowerPoint presentations complement some sections of the textbook, and
selected activities to do in class.
The Complete Program • xxiii

Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Heedless Hetty
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.
Title: Heedless Hetty
Author: Annette Lyster
Release date: August 25, 2023 [eBook #71484]
Language: English
Original publication: London: The Religious Tract Society, 1890
*** START OF THE PROJECT GUTENBERG EBOOK HEEDLESS

HETTY ***
Transcriber's note: Unusual and inconsistent spelling is as printed.
HEEDLESS HETTY
BY
ANNETTE LYSTER
AUTHOR OF
"KARL KRAPP'S LITTLE MAIDENS," "WHAT SHE COULD,"
"RALPH TRULOCK'S CHRISTMAS ROSES," "THE

RUTHERFORD FROWN," ETC.
London
THE RELIGIOUS TRACT SOCIETY
56, PATERNOSTER ROW; 65, ST. PAUL'S CHURCHYARD

AND 164, PICCADILLY
BUTLER & TANNER,
THE SELWOOD PRINTING WORKS,
FROME, AND LONDON.
CONTENTS.
CHAPTER
I. MRS. EYRE WANTS A GIRL
II. LITTLE FLO
III. FLO'S KITTEN
IV. "WHAT'S IN A NAME?"
V. UPS AND DOWNS

VI. MRS. GOODENOUGH'S ADVICE
VII. CHERRIES
VIII. AT THE SEA-SIDE
IX. THE BIG BLACK DOG
X. FORGIVEN
HEEDLESS HETTY.
CHAPTER I.
MRS. EYRE WANTS A GIRL.
"GOOD-EVENING, Mrs. Hardy," said a pleasant voice, as the

speaker tapped with her hand upon the half-open door of Mrs.
Hardy's cottage.
Mrs. Hardy was a washerwoman, and her visitor knew that

sometimes there was but scant room in her kitchen for strangers;
indeed, she often wondered how the children managed on a wet day,
and how the little ones escaped scalds and burns. However, this
being Friday evening, the actual work was over, and the big deal
table was piled with heaps of snowy linen, which Mrs. Hardy and her
daughter Martha were sorting out and packing in nice large baskets,
ready to be carried home the next day.
"Oh, come in, Mrs. Eyre; you needn't be afraid of the wash-tubs or
the hot irons to-day. We've finished everything, ma'am."
"And such lots of things," said Mrs. Eyre, as she took the seat
offered her by Martha. "I am sure I don't know how you get through it
all, Mrs. Hardy."
"Well, ma'am, it takes a power of method. When I first took up this

business, often I had all the ironing to do on Saturday, or the most of
it; and then 'twas hurry-scurry in the evening to get the things home.
I used to get so worried that I fairly thought I'd die. And one Saturday
morning, who should come in but your good mother, ma'am, that's in
heaven now; and the pleasant way she had. There was I on that
chair in the corner, crying, and all the children crying round me. So
says she, 'My poor Hannah, are you fretting so badly yet?' I dried my
eyes and felt ashamed—for she thought I was crying for my poor
man that had died about a year before; and I had to confess that I
was crying because I didn't see how to get the ironing done. But
indeed I have too much talk—all this don't matter to you."
"Ah, but it does—anything about my dear mother matters to me. Go

on with your work, Mrs. Hardy, and tell me the rest of your story. I'm
very sure she helped you."
"That she did, ma'am. The place was in a mess, with half-done
collars and cuffs on the chairs, and the rector's shirts piled on the
table; some of the linen in the baskets, and more on the stool over
there. Well, not a word did she say about that, though I knew she
saw the untidy way the place was in well enough. Says she, 'The
first thing, Hannah, is to get the ironing finished, and then you and I
will have a talk. Suppose you send the children out, all but Annie and
Matty, who can bring us the hot irons. I am a good ironer, and I'll help
you all I can,' says she; and tucked up her sleeves and went to work
as if she'd done nothing else all her life. So pleasant with the two
girls too, with a word when they brought the irons, that they worked
as willing as possible. And of course I wasn't idle; so, before I
thought it could be done, the clothes were in the basket. Annie and
Matty carried them off; and your dear mother sat down and talked to
me."
"'It's all method, Hannah,' she says. 'People sometimes ask me how
I get through so much work, and am never in a hurry; now it is just
method,' says she. And before she left me she wrote out that paper
that you see on the wall there. See, ma'am. 'Monday, collect the
wash, put the things in soak, and boil such articles as must be
boiled. Tuesday—' You see, ma'am? it's all laid out. 'And make your
girls help you when they come home from school; it will be much
better for them than running about idle; be pleasant with them, and
they will like it well.' Ah, she was a great help to me that day, the
dear lady."
"I think she had a willing hearer, Mrs. Hardy."
"Yes, ma'am, because she had a pleasant, kindly, friendly way. It

wasn't, 'My good woman, your house is little better than a pigsty,' or,
'Hannah Hardy, why don't you manage a little better about your
work?'—not she. Ah, a real lady she was, and a real friend to me."
"But people may often mean very kindly who have not my dear
mother's pleasant ways. That kind of manner is a great gift, but
some people have not got it, and that they cannot help. They must
do the best they can."
"The best they could do, Mrs. Eyre, meaning no offence, would be to
stay at home. Folks are only human after all, if they are
washerwomen; and they have their feelings."
"Miss Posnett was very kind that time I had a bad whitlow," put in
Martha.
"Who's named Miss Posnett?" inquired her mother. "Mind your

manners, Matty, and name no names."
"All this time, Mrs. Hardy, I have not told you my errand here to-day.
You know the doctors say that my little Flora must not be allowed to
walk, or even to stand. She has never been strong since her bad fall.
Neither will they allow her to be drawn about in a little carriage,
because she gets so dreadfully cold. They say she must be carried.
The consequence of this is that I must have a girl to help me, for I
never could carry her—she is light enough, but I am not very strong.
Now I remember what a comfort your Annie was to me during the
short time I had her, and I want to know if you can spare me one of
your other girls. It may be only for a time, for Flora may get well and
strong again, but I would teach her as I taught Annie, and then when
she leaves me she could get a good place, as Annie has done."
"Lady Drysdale says that Annie is a right good servant, and that
even the grand nurse is pleased with her. Well, it would be the
making of Matty, but I can't spare her, and that's the plain truth.
Though I hate refusing you, ma'am."
"But is not Hetty fifteen? Older, I think, than Matty was when Annie
came to me."
"No doubt, ma'am. But Matty was Matty, and Hetty is Hetty. There's a
sight of difference in girls!"
"Mother," said Matty, "I know you could not spare me, and I shouldn't
like to leave you. But if Mrs. Eyre would try Hetty. She is very strong,
and very willing. Fond of children too, and used to them—very good-
tempered Hetty is. Don't give Mrs. Eyre a bad opinion of poor Hetty,
mother, for it's my belief she would do well."
Mrs. Hardy left off working and sat down, in a curiously divided frame
of mind. Hetty had been peculiarly heedless and troublesome that
whole week, and was just now crying in the bedroom behind the
kitchen, after what her mother called "a raking good scolding." It was
hard to keep silence, for she had been very angry, and yet she had a
notion that Hetty might do better away from home, and from all the
temptations to idleness that beset her there. Not that the girl was
exactly idle, for she could work well, and liked to work, but let any
one interrupt her, if it were only a kitten running into the kitchen, or a
noise in the street, and the work was forgotten. Only last night she
had been bringing a hot iron from the fire, when a fiddle struck up a
doleful air outside, and Hetty clapped down the iron on the ironing
blanket and ran out of the house. Mrs. Hardy had been apprised of
her carelessness by the horrible smell of the burning blanket, in
which there was, of course, a big hole. It was the last of many sins,
and no one could deny that the "raking good scolding" was well
deserved.
"Matty, are you in your right mind?" asked Mrs. Hardy.

"Yes, mother. If Hetty was in Mrs. Eyre's service, or carrying Miss Flo
while Mrs. Eyre drew the little carriage, she would be safe enough.
And she would do her best, and indeed, ma'am, Hetty is a good girl.
Mother will tell you, she never was known to tell a lie yet."
"It is true enough," Mrs. Hardy admitted.
"There's not a bit of harm in Hetty. I'll even allow that she means
well. But I couldn't find it in my conscience to recommend you to try
her, ma'am. There's Mrs. Simmons' Emma, she's sixteen, and a
steady girl."
"No, no; I will not have her. I heard Emma Simmons using such
coarse, violent language to her brother the other day. I would not like
my children to hear it."
"You will never hear a bad word from Hetty, ma'am," said Matty. "She
is heedless, she does forget things, I know. But she's a good girl,
that knows the Commandments, and wants to keep them; and
mother knows that too. Will you see her, ma'am? I know she'd do
well with you. Hetty, come here."
The door of the inner room opened—Hetty must have been pretty
close to it. Out she came—a tall, well-made girl, much taller than
neat little Matty. Mrs. Eyre knew her face very well, which was lucky,
for just now any one might have objected to her, as likely to frighten
the children. Her eyes were quite lost in her swollen eyelids and
cheeks, her poor lips were swelled, her whole face was crimson, and
her apron was soaking wet, having been freely cried into. Her stuff
skirt was torn in several places, her calico bodice displayed two
corking pins where buttons were wanting. Her thick, short, brown
hair hung over her forehead; altogether, as she sneaked into the
room and stood, ashamed to look up, she presented a most forlorn
appearance.
"Hetty, did you hear what we were saying?" asked Matty.
"Yes; I couldn't help hearing."

The girl had a very sweet voice, and spoke nicely, Mrs. Eyre
observed.
"You're a nice-looking article to be looking for a situation," remarked

Mrs. Hardy. "Now, how often would you clap the child on the ground
and run off, if you heard the squeak of Blind Davie's fiddle?"
"Mother, sure you know, when the children were little, 'twas always
me that kept them best. I love little children, and I would never hurt
one—and you know that, mother."
"Well, I don't think you would, to say true," answered the mother. "Try
her for a month, Mrs. Eyre, without wages. Washing is a scattery
trade, no doubt—takes a power of method. And Hetty has no
method."
"Oh, do, Mrs. Eyre—please do! If—if—I didn't see—or hear—Oh,

ma'am, do try me! I'll do my best to please you."
"Well, Hetty, I will try you. Come to me on Monday."
"To-morrow, ma'am, if you like. I could have her ready."
"Monday will do. Come early, Hetty. I will try you for a month, and
after that, if you stay with me, I will pay you at the rate of five pounds
a year, paid quarterly, and we will count this first month in your first
quarter. You will have plenty to do, but you look strong and healthy,
so you will not find it too much. But you must try to remember what I
tell you to do."
"I will try, indeed, ma'am. I am real tired of always being wrong."
"Then good-bye until Monday. And don't cry any more, Hetty; crying
never did any good yet. If you will remember that you are one of
Christ's servants as well as mine, and that to please Him should be
your first thought, I am sure you will get over your heedless ways.
Good-bye, Mrs. Hardy. I must go now."
But Mrs. Hardy followed her visitor out of the house and shut the
door.
"I wouldn't let her go to you, ma'am, only I do think she may do well
with you. She is fond of children, and children take to her at once.
My little Bob, that was a sickly baby, was never so good as when
Hetty had him. And I know things go on here that take her mind off
her work. People coming and going, and the door obliged to be kept
open, and all. She may be more correct-like when there's none of
that going on. But don't you be soft with her. She's a girl that takes a
deal of scolding, and I'm just afraid you are not one to give her
enough of it. And if you praise her, ma'am, her head's turned directly.
She's not a bit like Annie; so don't expect it."
"Ah, well, I will try her for a month, Mrs. Hardy. I can promise no
more than that."
"Nor would I ask more, ma'am. Good-bye, ma'am, and thank you. If
you tame our Hetty,—Heedless Hetty, as our boys call her,—I'll say
you could do anything."
"I shall try to make her tame herself, Mrs. Hardy."
"She'll never do that, ma'am."
"Ah, Mrs. Hardy, you don't remember that she will not have to do it in
her own strength. That would be too much for any of us. But think of
the words, 'If any lack wisdom, let him ask of God, who giveth
liberally, and upbraideth not.' My mother said to me once, 'The
difficulty does not lie so much in your faults as in the fact that you do
not see that they are sins; and even when you do see this, you do
not go the right way to be cured of them; for nothing but the love of
God shed abroad in our hearts by His Holy Spirit can cure the least
fault.' But I must really get home now; so good-bye, Mrs. Hardy."
Mrs. Hardy went indoors again. She found that the two girls had
finished putting the things into the baskets, and she did not observe
that Hetty, in the hurry of her mind, had put three heavy sheets on
the top of Miss Posnett's stiff collars and frilled nightcaps. But when
Miss Posnett sent those articles back on Monday, it was well for
Hetty that she was out of the way.
"Hetty," began Mrs. Hardy, "you are in luck for once, and I hope
you're aware of it. Mrs. Eyre ain't rich, but a lady down to her very
shoes, and she'll be kind to you. If you lose this chance, I think you'd
better emigrate to some savage place where folk won't mind your
wild ways; only mind they're no cannibals, for you're plump and
young, and if they found you of no use, they might think it better to
eat you."
"Mother! how can you?" cried Hetty.
"Take off that dress now, and give it a good patching. Matty, look up
all her things; we must mend and wash them. And then I'll go and
buy her some neat aprons. Oh, dear, look at her Sunday frock! Did
you sleep in it, Hetty? Here, Matty—your fingers are cleverer than
mine; mend this, like a good girl. Even if we get her back in a week,
let us send her out decent."
CHAPTER II.
LITTLE FLO.
IF Hetty had been allowed to follow her own way, she would have
gone to Adelaide Terrace at six o'clock in the morning, to show her
zeal, but her mother would not hear of it.
"You'd find her in bed, most likely, and some one would have to get
up to let you in. No; at nine Mr. Eyre goes off to his business, and
you be there soon after nine. Try and keep out of mischief till then—if
you can."
As the clock struck nine, Matty and Hetty set out together, carrying
between them the small wooden, paper-covered box which
contained Hetty's very modest outfit. She could easily have carried it
alone, but Matty thought it looked better between them, and perhaps
was not sorry to make sure that Heedless Hetty went at once to her
new home, and reached it in a presentable state. Hetty had cried, of
course, when saying good-bye to her mother and brothers, but for all
that she was in fine spirits, and full to the lips of the most excellent
resolutions.
"Matty," said she, "you tell Dan that he may leave off calling me
Heedless Hetty. I mean to learn to be a good servant, as Annie did;
and when I come home, it's Handy Hetty that Dan will be calling me."
"Look where you're going! There now! You've stepped into that
puddle—the only one in the road—and dirted your shoe, that Dan
blacked so lovely for you!"
"Oh, so I have! Wait! I must rub it off," cried Hetty, and setting down
her end of the box into the puddle which had already soiled her
shoe, she ran to the side of the road, where she had espied some
grass.
"Well, of all the girls!" said Matty to herself, as she tried to see if the
box was very wet. "Heedless Hetty will suit well enough yet a bit.
Come along; there'll be a scraper and a mat at Mrs. Eyre's, and if I
could see you safe there, I'd be glad."
Hetty came back, looking a little ashamed of herself. She did not
refer to her message to Dan, and in a few moments they reached
No. 1, Adelaide Terrace.
"Set the box down on the step. Give me a kiss, Hetty. Dear heart! Do
try to do well here. Mind, if you don't, even I must allow that it is your
own fault, and you'll never be worth anything if you don't take hold
now and mind what you're about. You've got all your senses like
other girls, and it is high time you began to use them."
"I do try, Matty. I never mean to do wrong. But somehow I do forget

things so easily."
"Because you don't try to keep your mind fixed on what you're doing,
and so you're at the mercy of every little thing that happens. Just
heedless—that's about it, Hetty dear. Do you ever pray to be made
heedful?"
"Oh, Matty! I'd never think of asking such a thing. I pray to be made
good, and holy, and kept from saying bad words, like Emma
Simmons, or stealing, like—"
"Now listen, Hetty. You've no temptations to do those things, thanks

to your good, careful mother. It's just as if a railway man in the
station down yonder should pray that he might not be drowned,
when there is not so much as a pond in the place big enough to hold
him, and never give a thought to the real dangers he lives among.
You pray for what you really want, Hetty. That kind of prayer is only
words. Promise me you will, dear—quick! For I must ring now."
"I'll try. Oh, Matty, whatever shall I do without you? I wish—"
But the door opened, and the figure of an ancient dame, who spent
her mornings in doing Mrs. Eyre's rough work, appeared before
them.
"So here's our new nursemaid," said she, laughing at Hetty's

dolorous face. "Which of you is coming here?"
"This is Hetty," said the elder sister.
"Ah, I wish it was you," was the reply.

Hetty would have felt less abashed had she known that the speaker
would have made the same remark if Matty had been the new maid.
"Good-bye, Hetty. I'll try to see you some evening; but you know we'll
be very busy, wanting your help."
Matty lifted the box into the hall, pushed her sister in very gently, and
went quickly away. Hetty felt and looked very forlorn; and, but for the
amused smile on Mrs. Goodenough's wrinkled face, she would have
begun to cry again. But now a door opened, and Mrs. Eyre, with her
baby in her arms, came into the narrow hall.
"Hetty, how nice and early you have come! Leave your box there for
the present, and come here to Miss Flo; she is very anxious to see
you."
She led Hetty into the parlour, where all her children were
assembled. There were four—two little girls, a boy of about three,
and the baby, who was a boy also.
The eldest girl, whom they called Lina, was a pretty, active, healthy-
looking little maiden, about six years old, very good-tempered, and
very fond of her own way—which, after all, is not a very uncommon
liking. Then came Flora, who was five, but such a tiny creature that it
was hard to believe that she was so old. Little Edgar, the eldest boy,
was quite as big and far heavier than this poor wee fairy. She lay on
a sofa near the window, and her small face, which was usually very
grave and pathetic in its sad patience, was all alive now with anxiety
and curiosity. She had lovely dark eyes and pretty brown curls, but
her face was too white and pinched to be called pretty, though she
had been a lovely baby. She fixed her eyes on Hetty's face, and a
little shy, timid smile crept over her own; then she said, in a soft,
clear little voice,—
"Is this Hetty? Oh, mamma, she looks kind. I shall not be afraid of
Hetty."
She spoke quite plainly and distinctly, much more so than did Lina,
who often gabbled so fast that it was hard to understand her.
"This is Hetty, who will carry my little Flo so safely that there will be
nothing to be afraid of. My little Flo—she likes Hetty, I think."
"I like Hetty. Her eyes look kind. Please, Hetty, stoop and kiss me.
Will you be kind, Hetty, and patient with me? I'm sometimes peevish,
I'm afraid."
"Kind? Oh, Miss Flora, that I will!" said Hetty earnestly.
"But don't cry, Hetty. Why should you cry?"
"Well, miss, you see I've just said good-bye to my sister. But I won't
cry," Hetty answered, with a choke in her voice. The sight of the child
had touched her soft heart.
"Now, Hetty, before you take off your hat, please take Miss Lina to
school. It is close by, and she knows the way. Make haste back, for
Miss Flo is longing to be out in the sunshine."
"So you see, Flo," cried Lina, "after all your saying that Hetty is to be
yours, I am to have her first." And Lina nodded her curly head at the
little one.
"She belongs to me," Flo calmly replied. "But I will not be selfish. You
can have her now."
Lina laughed, and ran off for her hat. All the way to school she
chattered unceasingly, but Hetty had no idea what it was all about.
She had left the child at her school, and was on her way back, when
she met her brother Ned, who was on his way to the shop where he
was errand boy.
"Hilloa, Hetty! Is this you?"
"I've been leaving Miss Lina at school. Oh, Ned, if you only saw Miss
Flo! she's such a little darling."

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(eBook PDF) Dicho y hecho: Beginning

Spanish, 10th Edition

Expresiones de cortesía, p. 8 2. Describing with adjectives: Gender

3. Regular –ar verbs, p. 46

amigos, p. 62 3. Possessive adjectives and

Relaciones personales, p. 64 possession with de, p. 74

¿Cuál es tu preferencia?, p. 100 3. Counting from 100 and indicating

Más actividades y deportes, p. 128 2. Ir + a + infinitive, p. 139

Preferencias, obligaciones e 3. The present progressive, p. 146

¿Qué tiempo hace?, p. 142

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México, p. 97 Para leer: Chocolate, comida de VideoEscenas: ¿La nueva cocina?,

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iStockphoto; Right: © Viorika/

En el correo y en el banco, p. 208 pronouns, p. 200

4. Indirect object pronouns, p. 212

La transformación de possessives, p. 234

El cuerpo humano, p. 260 2. The imperfect, p. 272

Los quehaceres domésticos, p. 297 3. Comparisons and superlatives,

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Colombia y Venezuela, p. 267 Para leer: Ayurveda: La ciencia de VideoEscenas: Un deporte

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Buscando amor, p. 332 desire, and request, p. 336

Para estar en contacto: Las llamadas 2. The subjunctive with expressions of

En el hotel y en la estación, p. 401 2. The subjunctive with indefinite

En la estación, p. 404 3. Hacer in time constructions,

Los automóviles y el tráfico, p. 427 2. The subjunctive with adverbial

mundiales, p. 459 2. The present perfect subjunctive,

Apéndice 1: Verbos, A-1 Vocabulario, V-1

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Guatemala y El Salvador, p. 400 Para leer: Maravillas iberoamericanas, VideoEscenas: Necesito

Honduras y Nicaragua, p. 432 Para leer: La radio, p. 447 VideoEscenas: ¡Se va el

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Hallmarks of the Dicho y hecho program

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Integrated and interesting cultural information throughout. Through an appealing combination of

Highlights of the Tenth Edition

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• Preferencias, obligaciones 137 • VideoEscenas: Un fin de semana en Sevilla 141

• Ir + a + infinitive 139 • Para escribir: Tu tiempo libre en la universidad 152

• Ser and estar (A summary) 148

LEARNING OBJECTIVES Entrando al tema

Thought-provoking questions spark

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newly redrawn, updated

illustrations with labels

and speech bubbles, or

in highly contextualized jugar (ue) videojuegos

comprehensible texts, tocar la guitarra

but also it is presented

in texts or smaller las flores

illustrations throughout. ¿Y tú?

English translations descansar

are provided for items levantar pesas con los parques de tu

that may be particularly pintar (un cuadro) caminar

solely through visual or

textual context. WileyPLUS las hojas

jugar (ue), perder (ie)—indicate a stem change in the present tense.

the vocabulary words in 122 • Capítulo 5 Nuestro tiempo libre • 123

Así se dice sections.

After each chapter opening

input-based activity based Saber and con