Spanish

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PRÓXIMO DESTINO: PERÚ
Sophie, Charlie, and their American classmates are excited about beginning a special cultural studies program in Peru. This part of South America was the home of some important ancient civilizations, and the students are eager to travel to the three main regions of Peru: the Pacific coast, the Andes, and the Amazon rainforest. Along the way, they'll discover how learning Spanish can help people from other countries have a deeper understanding of Peru's rich cultural heritage.

Look at the map below to learn the locations of Peru's geographical regions.



OBJETIVOS

Identify the three main geographical regions of Peru.
Demonstrate knowledge about the Nazca Lines.
Demonstrate knowledge about the Inca civilization.
Decide whether to use the singular or plural form of the verb gustar.
VOCABULARY

indirect object person or thing action is done to or for
literal translation an exact, word for word translation, which sometimes does not convey the true meaning of a phrase or sentence.
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PRÓXIMO DESTINO: PERÚ
Sophie, Charlie, and their American classmates are excited about beginning a special cultural studies program in Peru. This part of South America was the home of some important ancient civilizations, and the students are eager to travel to the three main regions of Peru: the Pacific coast, the Andes, and the Amazon rainforest. Along the way, they'll discover how learning Spanish can help people from other countries have a deeper understanding of Peru's rich cultural heritage.

Look at the map below to learn the locations of Peru's geographical regions.



OBJETIVOS

Identify the three main geographical regions of Peru.
Demonstrate knowledge about the Nazca Lines.
Demonstrate knowledge about the Inca civilization.
Decide whether to use the singular or plural form of the verb gustar.
VOCABULARY

indirect object person or thing action is done to or for
literal translation an exact, word for word translation, which sometimes does not convey the true meaning of a phrase or sentence.
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LAS REGIONES DEL PERÚ

The cultural studies program not only features travel to the three main regions of Peru, but also provides on the job training for a Peruvian high school student named Asiri, who hopes to become a tour guide after graduating this year. Asiri will accompany the group as they visit each zone. Look at the map to see the route they'll follow.



Pacific Coastal Zone:

The coastal zone stretches up and down Peru's Pacific coast. Two cities located in this zone are the capital city of Lima, and the nearby tourist destination of Huacho.

Andes Mountain Zone:

The mountain zone includes the large expanse of the Andes, which runs from north to south in Peru, and also extends into parts of Bolivia, Ecuador, Chile, and Argentina.

In this region, Sophie and Charlie will visit the towns of Cusco, Machu Picchu, Puno, Lake Titicaca, and other surrounding areas.

Amazon Rainforest Zone:

This area covers Peru's eastern Amazon jungle region. Sophie, Charlie, and Asiri will visit Puerto Maldonado, also known as "Jungle Town," and the Murunahua nature reserve.
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Do you think Sophie and Charlie will like the regions they visit and the things they see in Peru? What about you? Would you like to study in Peru? How would you say that in Spanish? Let's take a look at some grammar that may help.

The Spanish verb gustar is a good example of how a literal translation from Spanish to English sometimes isn't the best. Me gusta el español, literally means, "Spanish is pleasing to me," which sounds odd in English. Instead, we'd say, "I like Spanish."

To become fluent in Spanish, it's important to learn the correct grammatical structures of the language, which in some cases is very different than English. Let's look at how these sentences, which talk about liking something, are constructed in English and Spanish:

English: Spanish:
Subject + verb + direct object Indirect object + verb + subject
Singular I + like + rain. Me + gusta + la lluvia.
Plural I + like + lakes. Me + gustan + los lagos.
Notice that in Spanish, these sentences begin with me, which is an indirect object pronoun.

This is followed by the third person singular or plural form of the verb, depending on whether the speaker is talking about liking one or more than one thing.

Singular:

Plural:

Me gusta la lluvia.

Me gustan los lagos.

To say you don't like something in Spanish, just put the word "no" at the beginning of the sentence.

Singular: Nome gusta. → I don't like it.

Plural: Nome gustan. → I don't like them.

Now, like Sophie and Charlie, you'll be able to express like and dislikes in Spanish, as you learn about Peru's geography, history, and culture.
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EL PERÚ: SU HISTORIA Y MISTERIO...

Peru's cultural heritage has a mixture of indigenous and Spanish influences. One of the most important indigenous groups is the Nazcas, whose legacy includes the mysterious Nazca Lines, pictured below.



What are the Nazca Lines, and when, how, and why were they formed? Located on top of a high plateau in southern Peru, the Nazca Lines include hundreds of gigantic geometric shapes, plus human, animal, and plant formations. Although there are several theories regarding their origin, including one that attributes them to the work of space aliens, most scholars believe they were created between 200 B.C. and 700 A.D. by thousands of people using basic tools and survey equipment.

Although it's not certain, most people believe that the Nazca Lines were built for religious purposes. They cover almost 200 square miles, and include giant depictions of animals, such as lizards, monkeys, spiders, llamas and birds, which are more easily deciphered from the air.

After reading about this cultural phenomenon and the mystery surrounding it, Sophie, Charlie, and Asiri discuss the Nazca Lines.
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PERÚ Y LOS INCAS

After learning about the Nazca Lines, Sophie's eager to study the history of the most well-known and influential ancient peoples of Peru, the Incas.



The Incas are the most influential civilization of Peru. It's believed that their roots in Peru trace back to around 2500 B.C., which is hundreds of years before the Nazcas.

The Incas made important strides in agriculture by developing innovative drainage and irrigation systems. This enabled them to prosper by growing crops such as potatoes, tomatoes, cotton, peanuts, and coco plants.

The Incas are also renowned for creating several architectural wonders, including "The Lost City of the Incas," Machu Picchu. How they were able to move enormous stones not native to the region, and then to fit them together perfectly to build the temples located there remains a mystery.

The Incas thrived until Francisco Pizarro and the Spanish conquerors arrived in 1532. Pizarro, tricked the Incan emperor, Atahualpa, into thinking he was honorable. He met with the monarch and assassinated him. Then, Pizarro and his men attacked and seized the city of Cusco.

The Incas continued fighting for many years, but their empire was eventually conquered and Spanish rule began. Machu Picchu remained hidden from the rest of the world for hundreds of years until Hiram Bingham, an American historian, discovered and began an archaeological excavation of the site in 1911. Today, it's one of the world's most popular tourist destinations with more than 300,000 visitors every year.
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Escoge las zonas de Perú.
Coastal Zone
Mountain Zone
Rainforest Zone
Une correctamente las zonas y lugares de Perú.

1. Coastal Zone

2. Mountain Zone

3. Rainforest Zone
1, Lima and Huacho
2. Cusco, Machu Picchu, Puno, Lake Titicaca
3. Puerto Maldonado or "Jungle Town" and the Murunahua reserve
Une las oraciones en español e inglés.

1. Me gusta Machu Picchu.

2. No me gustan los exámenes.

3. No me gustan los insectos grandes.

4. Me gusta visitar Perú.
2. I don't like tests.
3. I don't like big bugs.
4. I like visiting Perú.
1. I like Machu Picchu.
¿Qué dibujan las líneas Nazca?
animals and humans
geometric shapes
¿Cuántos turistas visitan Machu Picchu cada año?
more than 300,000
Algunos de los cultivos más importantes de los incas fueron_____.potatoes, tomatoes, cotton, peanuts, and cocoaME ENCANTA EL PERÚ Sophie, Charlie, and the other American students will have the opportunity to see several places in Peru during a special cultural studies program. During this incredible journey, they'll discover how speaking Spanish can help them learn about Peru's rich cultural heritage. Look at the map below to see the places they'll visit. OBJETIVOS Identify and use Spanish indirect-object pronouns. Identify facts regarding the history and famous tourist sites in Lima, Peru. VOCABULARY indirect object the person, place, or thing to whom the action of a verb occurs pronoun a word such as he, it, and you that replaces a nounLA CIUDAD DE LOS REYES The cultural-studies program in Peru will last two weeks. Charlie finds his itinerary crumpled up in his backpack, and tries to smooth it out, so he can read about what they'll do each day. Charlie can't believe how many places they'll visit in Peru. Just reading about it, makes him tired, but he can't wait to get started! La ciudad de los Reyes It's the first day of the cultural studies program. The twins and their group are in downtown Lima gettting ready to do some sightseeing around the Plaza Mayor. Listen to Sophie and Charlie's conversation with Asiri, a Peruvian high school student who's training to be a tour guide. Right away they find that speaking Spanish will help them understand Peru's cultural heritage! Click here and listen to the audio. Presiona aquí para imprimir la conversación en español. Presiona aquí para imprimir la conversación en inglés. What luck! The bellboy's brother happens to be an official Peruvian tour guide. He asks Asiri to help him gather the group, and then they're ready to go! Look at the places they'll visit: Lima, the "City of Kings" was founded by Francisco Pizarro in 1535. Located on the Pacific coast, today it's a modern city and the capital of Peru. The Larco Museum is in downtown Lima. It exhibits 3,000 years of the historical development of pre-Colombian Peru, and has a collection of more than 45,000 archeological artifacts. Wow! The San Francisco Convent of Lima: Known as the Little Basilica, it's a religious, cultural, and artistic center of Peru since 1535. It's famous for its library that has more than 25,000 books. The catacombs of the San Francisco Convent of Lima are located beneath the convent and have more than 70,000 human remains! Charlie, Sophie, and Asiri notice the contrast between these ancient, historical sites and the new modern city of Lima. After visiting the museums in the morning, they spend the afternoon visiting a restaurant and shopping center. They also discover that Lima has as much traffic as any big city in their home country!LOS COMPLEMENTOS INDIRECTOS The verb gustar, which is always preceded by an indirect-object pronoun is used to talk about likes and dislikes in Spanish. Me gusta or no me gusta are used to say that "you like" or "don't like" something. I like the rainforest. → Me gusta la selva tropical. I don't like that alligator. → No me gusta ese caimán. With a verb following it, me gusta can also be used to talk about something you like to do. I like to camp. → Me gusta acampar. Me gustan or no me gustan are used to say that you like or don't like more than one thing. I like rivers and lakes. → Me gustan los ríos y los lagos. I don't like spiders. → No me gustan las arañas. In English, when we talk about actions done "to" or "for" someone or something, we may not be aware of it, but we're using an indirect object. However, often the prepositions "to" and "for" are omitted, as shown with these examples: History is fascinating to me. → History fascinates me. La historia es fascinante para mí. → La historia me fascina. My mother makes dinner for us. → My mother makes us dinner. Mi madre cocina la cena para mí. → Mi madre me cocina la cena. © 2009 Glynlyon, Inc. Llama Instead of repeating the names of people and objects, the indirect object pronouns 'me,' 'te,' 'le,' 'nos,' 'os' and 'les' take the place of nouns. Now, let's see the rest of the pronouns. ¿Quién ama a Perú? Singular Form Plural Form Perú me encanta → I love Peru. Perú nos encanta → We love Peru. Perú te encanta → You love Peru. Perú os encanta → You love Peru. (Spain) Perú le encanta → He, she loves Peru. Perú les encanta. → They, you love Peru Lo que me gusta y no me gusta To become fluent in Spanish, you should also know that certain Spanish verbs are used with indirect-object pronouns. See the following chart: encantar to enchant; love faltar to lack fascinar to fascinate gustar to like; to be pleasing to importar to be important to interesar to interest molestar to bother Escuchemos los complementos indirectos singulares y plurales. (A mí) Me encanta viajar. → Travel delights me. (I love to travel.) (A ti) Te faltan los itinerarios. → You lack (need) the itineraries. (A él) Le fascina la selva. → The jungle fascinates him. (A ella) Le gustan las montañas. → She likes the mountains. (A Ud.) Le importa el clima. → Climate is important to you. (A nosotros) Nos interesan las ruinas. → We are interested in the ruins. (A ellos) Les molesta el frío. → The cold bothers them. (A Uds.) No les molestan las serpientes. → Snakes don't bother you (all). For emphasis, or to clarify who is the recipient of the action, a prepositional phrase may be used. However, these phrases, shown in parentheses above, are optional. Again, the third-person singular form of the verb is used if the speaker is talking about being fascinated by one thing, Me fascina la historia. The plural form is used if the speaker is talking about more than one thing, Me fascinan los museos. Now that you've learned about indirect objects, let's practice!Escoge la respuesta correcta. A mí _____ encanta la geografía.meEscoge la respuesta correcta. A ti _____ fascinan los pájaros.not leEscoge la respuesta correcta. A ella _____ interesa el clima.leEscoge la respuesta correcta. A nosotros _____ gustan las serpientes.not meEscoge la respuesta correcta. A ellos no _____ importa el itinerario.lesUne las frases en español e inglés. 1. os gustan los lagartos 5 I don't like spiders. 2. le gustan las montañas 1 You like alligators. 3. les gusta el lago 2 She likes mountains. 4. nos gustan las playas 3 They like the lake. 5. no me gustan las arañas 4 We like beaches.CUSCO: LA CAPITAL ANTIGUA DE LOS INCAS As Asiri, Sophie, Charlie, and the other students get off the airplane, they find themselves surrounded by a dozen women wearing the colorful, traditional dress of their Incan ancestors. As the women dangle jewelry and bags of cocoa tea leaves, they speak in a language that the twins don't recognize. Later, Sophie and Charlie learn that the language they heard is quechua, the ancient language of the Incas. As they walk toward the terminal, the new arrivals try to catch their breath because Cusco is located high in the Andes at an elevation of more than 10,000 feet! Their Peruvian professor greets them at the door and says, "Welcome to Cusco, the oldest city in existence in the Americas!" In this lesson, you'll travel to Cusco in the Andes region of Peru with the students. While they visit several world-renowned tourist sites, they'll discover that knowing Spanish, including verbs of communication, enables them to learn more about Peru's rich cultural heritage than non-Spanish-speaking tourists can learn.LOS VERBOS DE LA COMUNICACIÓN Outside the airport, the students wait for the minivan that Professor Coracides has arranged to take them to the university cafeteria for a ¡Bien Venidos a Cusco! celebration. After waiting impatiently, the professor goes inside the terminal to call the driver from a pay phone, but nobody answers. When he returns to the group 20 minutes later, he discusses the situation with Asiri. Click on the image to hear the audio. Several verbs of communication were used in the dialogue. The following are some verbs that are used when people communicate with each other, and are used with indirect-object pronouns in both Spanish and English: contestar → to answer decir → to say; tell hablar → to speak; talk leer → to read llamar → to call preguntar → to askCUSCO: LA CAPITAL DE LOS ANTIGUOS INCAS The next day, all of the students get ready to tour Cusco in the Andes. They arrived here yesterday by plane from Lima. Everyone's looking forward to learning about the cultural heritage of the Incas, since centuries ago the Incan empire ruled the mountain region of Peru, and Cusco was its capital. Professor Coracides tells them that almost a million visitors come to this destination, every year. It's the oldest and most important city of the Andes and of pre-Colombian South America. First, the group visits the Plaza of Arms, the busy main plaza of downtown Cusco, which is surrounded by impressive colonial buildings. It's situated in the exact location where the Inca town center once stood. Asiri shows the class around the plaza, and they see several hotels, shops, restaurants, and ancient churches. Next, they visit the cathedral, located on the Plaza of Arms. Asiri tells them that it was founded in 1550, but that it took almost a century to complete. It has several chapels, and was built on the palace's foundation of the Incan emperor, Viracocha. At the end of the day, the students are happy, but tired. Sophie and Charlie check their itinerary and see that tomorrow they'll take a tour of some popular tourist sites around Cusco. Charlie and Sophie are still in the mountain region and are going to Peru's Valle Sagrado or "Sacred Valley" region. That region's main town is Ollantaytambo. It's surrounded by fortress walls that were built by the Incas at the time of the Spanish conquest. Professor Coracides explains to the class that this place was once the site of an intense battle by Spaniards on horses against the Incas. He explained how the natives poured water down the terraced hills to stop the conquerors' advancements, which makes Ollayntaytambo the only location in the Incan Empire that resisted a Spanish attack! The tour group then heads to the famous Pisac Market, which is only an hour away from Cusco. There, Charlie and Sophie meet tourists from around the world. They watch artisans craft wares from elaborately engraved gourds to woven wall hangings to a variety of jewelry. This is a lot of fun for Sophie, who's having a great time listening to lots of people bargaining for the best prices, and she tries to do the same. Asiri tells them that the market is only open on Sundays, Tuesdays, and Thursdays. As the group heads back to Cusco, they stop to see the ruins of Sacsayhuaman, an ancient Incan fortress built around 1438. There, they see people from many countries participating in ceremonial rites similar to those that were practiced by the Incans in pre-Colombian times. Professor Coracides explains that although the fort was destroyed by the Spanish conquistadors, much of Sacsayhuaman remained intact. This is a testimony to the architectural ingenuity of the Incas, who built its walls with massive stones that were cut and placed perfectly together without any mortar. Asiri tells the students that the quechua word Sacsayhuaman means "satisfied falcon." The next day, the group boards a train that will take them from Cusco to Aguas Calientes or "hot springs," a small town near Machu Picchu. As friendly Peruvian passengers chat and share fruit with them, Sophie and Charlie are mesmerized by the scenery. They see the jungle and the Urubamba River, with its magnificent array of exotic birds and tropical vegetation, but very few people. When they arrive in Aguas Calientes, the first thing they notice is how quiet the town is. Asiri points out that since the only way to get there is by train, there are no vehicles of any kind; therefore, no traffic! Unfortunately, this means every one must carry their luggage up a steep hill to the lodge where they'll stay. The high altitude makes this especially difficult, and when the students see a sign for the hot springs, they ask permission to soak their feet in the natural thermal baths. As they relax around the water, Sophie expresses something that all of the American students have been thinking:What is the ancient language of the Incas?QuechuaLlena el espacio con la palabra correcta. Word Bank: me, te, le, nos, les. Carlos ____ lee la lista. (a mí)meLlena el espacio con la palabra correcta. Word Bank: me, te, le, nos, les. Él _____ pregunta la dirección. (a Ud.)les