FOREIGN SERVICE INSTITUTE SPANISH PROGRAMMATlC COURSE Yolume 1 o E PAR T M E N T O F S T A T E = Page 1 = For sale by th{' Superintend{'11t of DOClllllents, U.S, Goyernlll{'llt Printing; Omee Washington, D,C., 20402 - Price $225 = Page 2 = o E PAR T M E N T O F S T A T E 1967 WASHINGTON. o.c. FOREIGN SERVICE INSTITITTE C. CLELAND HARRIS and ASSOCIATES Volume 1 PROGRAMMA TIC COURSE SPANISH = Page 3 = = Page 4 = iii May 31, 1967 Department of State Foreign Service Institute School of Language Studies James R. Frith, Dean announcements, and Sra. de Spencer, Sr. Cobos and Sr. Mejia voiced the Spanish script. The bilingual contrasts on the tapes were voiced by Dr. Harris. Mr. Ulsh read the English assistance of Charles P. Monat and Jose M. Ramirez under the general supervision of Gary Alley. The recordings were made in the studios of the FSI Language Laboratory with the technical and Marie Litvinoff. M. Cobos (Ecuador). Manuscript and final copy were prepared by Sra. Pineda, Irma C. de Ponce Jorge Krichmar (Argentina), Jose A. Mejia (Colombia), Juan Jose Molina (Honduras) and Bolivar Gladys F. de Telford (Paraguay), Isabel B. de Lowery (Bolivia), Vicente N. Arbelaez (Colombia), Hortensia T. de Berry (Cuba), Marta L. de Gowland (Argentina); Susana K. deFraminan(Argentina), by the following members of the teaching staff who participated in the pre-publication trials: Spanish and Portuguese, Rosalinda L. Pineda (Mexico) and Blanca C. de Spencer (Colombia) and Languages. Help{ul criticisms and contributions were made by Jack L. Ulsh, linguist in charge of The linguist in charge has been C. Cleland Harris, Chairman of the Department of Romance the classroom with an instructor. materíals is that here the student's self-study is, if possible, regularly punctuated by sessions in student with the help of topes. The principal difference between this and completely programmed for example, is the emphasis placed here on advance, pre-class preparation of new material by the The principal difference in approach between this course and the FSI Spanish 8asic Course, materials hove been written with the teacher-classroom situation also in mind. characteristics which are required of materials to be used in self-instruction, although the lingual format. In all parts, the guiding principles have been simplicity and clarity ofpresentation, of the two. Part of each unit is in programmed form; other parts follow a more conventional audio- programmed instruction and is adaptable to classroom use, to self-instruction or to combinations The term progrommafic has been adopted to denote a course which uses some techniques of overly casual. use by speakers of English who want to acquire a style of Spanish which is neither very formal nor tape recordings together with an Instructor's Manual, provides introductory leaming materials for The FSI Sp""ish Pr09rammafic Course, Volume " comprising this textbook and accompanying PREFACE = Page 5 = iv SPANISH = Page 6 = v more students. In such large classes, teachers have to resort to choraI of course, begins to approach insignificance with a class of twenty or be reduced accordingly: to 100 to 150 per hour. This participation rate, class shared with only three other students, his participation rate would participations per hour. If the same material were being learned in a be participating with the language at the enormous rate of 400 to 600 pares an assignment by himself, with his own tape player, will normally more to technique than to anything else. For example, a student who pre- however the general improvement in achievement is probably attributable performance are inherent in sorne small way in the materials themselves; The authors like to believe that greater progress and higher quality listen to the recorded portions of the lessons. before reporting to class through the use of facilities that allow him to performance higher if the student has an opportunity to study new material PSI is convinced that the rate of progress is greater and the quality of ventional materials. After pre-publication trials with over 200 students, able, these materials should be used in the same manner as are more con- who has access to a tape player for study purposes. If one is not avail- PSI Spanish Programmatic Course is designed primarily for the student useful aid in checking the accuracy of their own performance. dents who are using this text for self-instruction will find the manual a Manual serves as a handy, quick reference and guide for the teacher. Stu- do not appear in printed form in this, the student's book, the Instructor's script of all the recorded portions. Since many of the recorded exercises This text is accompanied by an Instructor's Manual which contains the FOREWORD SPANISH = Page 7 = vi until areas are encountered where errors are made, indicating the need to unit does not have to be studied, and they should proceed to the next unit the Application seetion first; if they ean work it successfully, then that students with a limited but active knowledge of Spanish, they should work outside of class. This Application section can serve as a time-saver for 'homework' assignment where students do not have a tape player available determine how well the material has been learned, and (2) as a useful material is presented. Itserves, therefore, (1) as a testing deviee to plus a recycling of important features of the preceding two units. No new tains no recorded portions. It is always a summary of the present unit The last section of each typical unit (the Application section) con- Application Application Variations Variation Practice Practice Grarnmatical Observation and ~ Dialog Observation Introduction ~ Sections within a unit: Learning Mode: follows: The sectioning of a unit relates to these four learning modes as stages. 4. Application of what has been learned in the first three 3. Variation of that which has been practiced. 2. Practice with what has been observed. l. Observation of the language. place during a typical cycle has been sequenced as follows: heurs frem the average or above-average student. The learning that takes A typical unit covers a cycle of work requiring from three te five students. and thereby fosters unusually high participation rates for the individual that allows learning to take place profitably outside of the classroom the material itself but to the arrangement of material, an arrangement Much of the success of these materials is due, then, not necessarily to response techniques in order to counteract the low participation rates. SPANISH = Page 8 = vii employed with equal success, (In one-hour-per-day classes, the class tion and application is the normal pattern, although variations have been hours of preparation followed by 30 minutes or more of classroom recita- as well as in one-hour-per-day classes, In the former, approxirnately two FSl has used these materials in intensive, six-hours-per-day classes taught, as well as several frequent patterns of the Present Subjunctive, as capable in the Present as in the Past, The lmperative Mood is also are treated also in the Present with the result that the student becomes que --r, querer --r, ir a --r, acabar de --r, aprender a --r and so forth) present tense is not ignored; most of the common verb phrases (e,g, tener you bring last night?' than 'What do you bring (at night)?' However, the 'Past of Events'), as it is more natural to ask the student 'What did the study of verb morphology commences with a past tense CPreterit' or To encourage the feeling of realism while learning a foreign language, as follows: 115 Nouns; 130 Verbs, Verb Forms or Phrases; 172 Other, comparatively low, The distribution of vocabulary items ('words') is 1,2 'words' per hour higher than had been anticipated, but it is still a verb form, an infinitive, a number, an adjective, etc,) This rate is at the rate of 4,2'words' per hour, (A 'word' is defined as a preposition, Volume l, Since there are 417 'words' in this volurne, he assimilates The average student requires approximately 100 hours to go through vocabulary, Subsequent units will develop the remaining verb rnorphology and expand the connectors and relators than in his stockpiling of vocabulary items, to perform in multi-phrasal and multi-clausal sentences using the proper introductory phase, the authors are more interested in the student's ability rnorphology and shows considerably less concern with vocabulary, During this displays equal concern with phrase relators and connectors and with verb phrase structure, Therefore, this volurne ~- especially through Unit 20 -- first phase is to ernphasize structure: word structure and, particularly, rninirnurn professionally useful level of proficiency, The objective of this 100 units, The course as a whole is intended to lead the student to a Volurne l contains twenty-five units of a course planned to have about study that unit, SPANlSH = Page 9 = viii class for further self-study in the language laboratory. periods with instruction in new material, or, more usually, dismiss the exigencies of scheduling, the instructor may follow these recitation relating this material to the student's own experience. Depending on the material studied by the student, followed by an equal or longer.period periods has been to spend ten to fifteen minutes checking briefly the player.) The normal practice of our teaching staff during the recitation but the 'homework' is done where possible as pre-class work on a tape schedule is no different from that of classes using conventional materials SPANISH = Page 10 = ix Identification Tests 53 Gender (conc1uded) 112 Dialog 52 P1ura1ization 112 Introduction 47 Nationality 111 111 -,,- ---,,-- Test UNIT 5 Ser/Estar (l!) 110 Grarnmatica1 Observations 110 'In', 'at' 45 Dia10g 108 The Verb 45 Orthographic Accent 105 Grarnmatica1 Observations 45 Assimi1ation: ~)~ + d 104 Identification Tests 44 Writing Awareness (Cont'd) 103 Dia10g 43 Introduction 103 Assimi1ation: vowe1 + ~~ 41 UNIT 9 Introduction 39 UNIT 4 App1ication 100 Ser/Estar (I) 97 'Being' 37 Grammatica1 Observations 97 phrases' 36 Dia10g -- --- 95 'Counter-words' and 'Counter- Gender Concept (un/una) 94 Grarnmatical Observations 36 Writing Awareness (Cont'd) 91 Identification Tests 35 Introduction 91 Dia10g 34 UNIT 8 Introduction 29 UNIT 3 Application 86 The Verb: The Affix lo 85 Identification Tests 26 The Verb: Four Forros 82 Dia10g 25 Grarnmatica1 Observations 82 Vowe1 Reductions 24 Dia10g 79 Introduction 19 ing 9.!!.-) 73 Writing Awareness (Inc1ud- UNIT 2 Introduction 73 UNIT 7 Test C 16 Question Word 14 Intonation: Question with a Application 70 Intonation: Familiar Question 12 Negation 68 Intonation:·Po1ite Question 11 Grammatica1 Observations 68 Intonation: Statement la Identification Tests 67 Test B 9 Dia10g 66 Word Stress, Part 2 7 Introduction 61 Test A 6 UNIT 6 Word Stress, Part 1 1 UNIT 1 Application 58 Person Marker Vowe1s 56 Foreword v Stress as Tense Marker 54 Preface iii Grarnmatica1 Observations 54 CONTENTS SPANISH = Page 11 = x Noun compounds 185 Introduction 271 Grammatica1 Observations 184 UNIr 18 Dialog 182 Reading Multisy11abics 179 Writing Awareness (~-) 175 .-- 266 App~ication Introduction 173 Redundant 1e- 262 Personal a 261 UNIT 13 co;;wands (2) 260 sino 259 Applic;üOñ 169 Grammatical Observations 259 258 -er/-~in Pas¡-rense 167 Dia10g 10s-/1as- and nos- 166 Irregular Verbs 251 Plural Marker and Agreement 164 Introduct ion 251 Grammatical Observations 164 UNIr 17 Dialog 162 Syl1abicat ion 160 cludeded) 155 Applicátion 248 Orthographic Accent (con- Demonstratives (3) 246 Introduct ion 155 Commands 243 Grammatica1 Observations 243 UNIT 12 Dia10g 241 Interrogatives 237 Application 151 Word ol'der 233 233 ~ del 148 Introduction la-, ~- 147 UNIT 16 Position of Modifiers 146 Gender Concordance 145 Grammatica1 Observations 145 Application 228 Dialog 144 tener que --r 224 English Interference 143 Shortened Forms 223 Test 142 Possessive in Phrases 222 Orthographic Accent (Cont'd) 139 Grammatica1 Observations 222 Introduction 139 Dia10g 221 le-/lo-, le-/la- 213 UNIT 11 Introduction 213 \ UNIT 15 Appl icat ion 136 El/La 134 Verb Phrases: Quiero --r 132 Application 208 !he Verb: Neutral Forro 131 Demonstratives (2) 201 Grammatica1 Observations 131 ¡No fastidie! 201 Dialog 129 Grammatica1 Observations 201 Use of Subject Pronouns (1) 128 Dialog 200 Q;thographic Accent (Cont'd) 124 Reading Cognates 195 123 Introduction 195 7h7' b/v Similarity 121 UNIT 14 Introduction 119 UNIT la Application 191 Words 187 Application 115 Meaning1ess but Mandatory Denying and Accusing 113 Shortened Compounds 187 SPANISH = Page 12 = xi Grarnmatical Observations 374 Dialog 372 Clarification of su 364 Free Forms of Possessives 361 Introduction 361 UNIT 22 Application 356 después 352 terminar de 351 Telling Time 350 English-Spanish 459 Auditory Confusion 348 Spanish-English 453 ser/estar Exceptions 345 VOCAB UlAR lES !!ll!.- 344 Grarnmatical Observations 344 Dialog 342 App1 icat ion 446 Use of Subject Pronouns (2) 338 More on Commands 441 gustar 334 Use of -ndo 439 lo que 331 Word Order 437 Introduction 331 Grammatical Observations 437 Dialog- 436 UNIT 21 Para 429 Por 427 Application 326 Introduct ion 427 Use of Subject Pronouns (1) 322 UNIT 25 Quiero que 319 Negative Commands 319 Grammatical Observations 318 Application 422 Dialog 316 Caerse(me) 416 Plural Commands-- 313 Clitics 415 Commands (-er/-ir) 311 More Practice: Double Introduction 311 More Practice: lo que 415 Grarnmatical Observations 414 UNIT 20 Dialog 413 Double Negative 410 Application 305 ~ 408 Divisions of a Day 298 Introduction 407 Demonstratives (Concluded) 296 UNIT 24 Grammatica1 Observations 296 Dialog 295 Possessives 293 Application 402 Irregular Verbs 289 Grammatical Observations 395 Introduction 289 Dialog 393 DOOble CH tics 389 UNIT 19 Hacer + Time 387 Introduction 387 Application 284 UNIT 23 Grammatical Observations 278 Dialog 277 383 Shor~ Subjects 275 Applicat ion ser/estar (Concluded) 271 Reflexive Verbs 374 S PAN ISH = Page 13 = xii SPANISH = Page 14 = 1.1 exerc ise. ís for each one. and how to prepare each frorn these ínstructions what the goal each exercíse, be sure you understand lf you are to get the rnost out of these materials. These are ínstructíons on how to use an excessíve amount of Englísh ~ext. book, you wíll fínd what appears to be Duríng the early lessons ín thís Intonation and Word Stress UNIT 1 SPANISH 1 = Page 15 = 1.2 effort to imitate them. be more careful in both listening for these patterns and in making a serious forms of these 'work horses' in Spanish. In so doing. we hope that you will to this thing referred to as 'intonation' and to get you acquainted with the discourse. The purpose of the following exercises is to call your attention these, however, usually four or five patterns are the 'work horses' of most There must be dozens of patterns ofintonations in any language. Of are stripped of their stress and intonation. tion is not available from just words or phrases, or even sentences, if these and intonation would require several pages. The point is that this informa- An exhaustive listing of the kind of information that is revealed by stress -etc. -that the speaker is insecure -that the speaker is not sure of something -that the speaker is sure of something -that the speaker is making a fool of you -that the speaker is 'kidding' -that the speaker outranks you -that the speaker anticipates disagreement -that the speaker anticipates agreement with him -that emphasis is being injected -that a statement is being made -that a question is being asked tion such as: only revealing of our emotions, but al so revealing of other vital informa- fall, or loudness characteristic of speech conveys information that is not refers to the varying loudness of the voice. When we speak, this rise. or , lntonation' refers to the rise andfall of the voice. 'Stress' communicate successfully. who has acquired the ability to utilize the proper intonation shapes, does understood. Conversely, a student who may have a weaker pronunciation but by speakers of that particular language, will have difficulty making himself of a foreign language, but who does not utter these inside the envelope used who may acquire an excellent pronunciation of vowels, consonants, and words ance. It is an important feature in any language. For example, a student Intonation is the 'envelope' which transmits the meaning of an utter- STRESS AND INTONATION 2 SPANISH = Page 16 = 1.3 ( ) ( ) 6. The other word means 'Dad'. This is the word 'Dad'. ( ) ( ) 5. One of these words means 'potato', This is the word 'potat0'. ( ) ( ) ( ) ( ) is different. Here they are again. 'stress'. That is, these words are different because their ~ 4. Whatever you hear that makes these two words different is ealled (a) (b) (a) (b) (a) (b) is from day'. Here are the two words again. But to a Spanish person, these words are 'as different as night to sorne other people, they may even sound exaetly the same. 3. These two words may sound very similar to sorne people, and (b) (b) 2. Now listen to this word, which we will eall word 'b'. (a) (a) (a) l. Listen to this word, whieh we will eall word 'a'. you will be tested without a ehanee to review. Note: Listen earefully, and work eonscientiously, because every so often Part l. times.) peated. Thus '() ()' indieates that you will hear the utteranee said two see a pair of parentheses indicates how many times the utteranee will be re- be spoken by your instruetor's voiee on the tape. The number of times you (The parentheses '( )' indieate that you will hear something that will start-stop proeedure is to be followed throughout this manner of pr¿sentation. and, again, stop the tape before going on to number 3, and so forth. This read number 2. Then, start the tape and listen to the items under number 2 and listen. When the itemsunder number 1 are eompleted, stop the tape and tions below. First, readwhat is aaid under number 1, then start the tape that you will have to START and STOP the reeorder for eaeh one of the ques- (If you are utilizing a tape reeorder for this exereise, keep in mind EXERCISES SPANISH 3 = Page 17 = 1.4 (2) O) (2 ) 16. Which one is 'Dad' 1 No. 1 or No. 27 (yes) (7) (7) 15. ls this the word 'Dad'? (no) (7) (7) 14. ls this the word 'potato'? (2) O) (2) O) (2) 13. Which word is 'Dad', No. 1 or No. 2? (Dad) (?) (?) 12. Which one is being said here? (patato) (7) (7) 11. Question: Which word is being said here, 'potato' or 'Dad'? (Dad) (Dad) 10. The other means 'Dad'. Here it is. (potato) (patato) 9. One of these words means 'potato'. Rere it is. (a) (b) (a) (b) 8. To Spanish ears, these words are very different. we do, let's check what we have done thus faro We are getting ready to ask you a question for you to answer. Befare re-study what you didn't learn. designed for you to learn. lf your answer is wrong, you need to back up and answer. This correct answer lets you know if you are learning what we have your answer. Then, slide your hand (or paper) down, re~ng the correct (either with your hand or with a piece of paper) until after you produce appear to the left, in the left margino You are to keep the answer covered able to answer. Any time you are asked a question, the correct answer will Frequently, you will be asked a question which we expect you to be (potato) (Dad) (potato) (Dad) 7. Rere is 'potato' and 'Dad'. 4 SPAN1SR = Page 18 = 1.5 (b. Dad) (a: potato) (b: Dad) (e: ?) Is this new one stressed 1ike (a) ar (b)? 26. Again, the same words far (a) and (b), but a new one for (e). (b. Dad) (a: patato) (b: Dad) (e: ?) (e). Is this new ward stressed 1ike 'patato' ar like 'Dad'? 25. Here are (a) 'potato' and (b) 'Dad' again follawed by a new word (a) (b) (a) (b) 24. Here is another examp1e. (a) (b) (a) (o) are very different to Spanish-speaking peop1e. Here is another pair of words whieh a1so sound a1ike, but whieh in Spanish whieh are different on1y in the matter of stress. 1ike another 1etter in the a1phabet. There are hundreds of words 23. As you can now te11, this thing ea11ed 'stress' aets in Spanish ( ) syllab1e. 22. On the other hand, the word 'potato' is stressed on the first () () the 1ast sy11ab1e in the word 'Dad'. 21. That is, we say that the loudest part (or the stressed part) is ( ) in 'Dad' fa11s on the 1ast sy11ab1e. whose on1y differenee is the position of the stress. The stress 20. You have 1earned to differentiate between two words in Spanish (2) ( ) ( ) ( ) ( ) ( ) order. How many times does he say 'potato'? 19. Your instruecor wi11 again say these words five times in a mixed (3) Again: ( ( order. How many times does he say 'Dad'? 18. Your instructor wi11 now say these words five times in a mixed (2 ) O) (2) 17. Whieh one is 'potato'. No.1 or No.2? SPAN1SH 5 = Page 19 = 1.6 2. 1. Clike 'potato') Cl ike ' Dad' ) First syllable Seeond syllable in the appropriate eolumn. whieh ia its stressed syllable, the first one or the seeond one? Put an 'X' For eaeh item, you will hear a word said twiee. You are to identify TEST A (diff.) ( ) ( ) 35. ls the stress the same or different with these? (diff .) ( ) ( ) 34. ls the S1: ress the s ame or different with these? (same) ( ) ( ) 33. ls the stress the same or different with these two words? (yes) (f) (g) 32. Do these two different words have the same stress? (x) (y) again. That is, both are stressed on the first sylla~Listen to them 31. Though (x) and (y) are very different, their stress is the same. (x) (y) sounds in the first word appe~rs in the seeond word. Listen. 30. Here are two different words, different in that none of the (a. potato) (a) (b) (e)? 29. ls (e) Hke (a) or (b)? (b. Dad) (a) (b) (e)? 20. ls (e) like (a) or (b)? (a. potato) (a) (b) (e)? 27. Same thing again. ls (e) like (a) or (b)? 6 SPAN1SH = Page 20 = 1.7 (potato) ( ) (potato) ( ) the second-last syllable. 41. Here is 'potato' and the other new word. Both have the stress on (Dad) ( ) (Dad) ( ) it is the last syllable which has the stress. and the new word with stress on the last syllable. Notice that are similar to 'Dad' and 'potato'. For example, here is 'Dad' 40. As far as stress is concerned, we can say that these two words (a) (b) (a) (b) in contrast. 39. These two words mean different things, of course. Here they are () () second-last syllable 38. And here is another, very similar word having its stress on the ( ) ( ) ( ) 37. Here is a thr~e-syllable word with stress on the last syllable. () () Here is a long one. syllables. Spanish has, of course, words which are longer. 36. Thus far, you have listened to short words having only two Part 2. Manual', for the right answers.) (Check with your instructor in class, or with the 'Instructor's 15. ( ( ) 14. ( ( ) 13. ( ( ) 12. ( ( ) lL ( ( ) 10. ( ( ) 9. ( ( ) d. ( ( ) 7. ( ( ) 6. ( ) ( ) 5. ( ) ( ) 4. ( ) ( ) 3. ( ) ( ) 7 SPANISH = Page 21 = 1.8 (2) -3- -2- -1- ( ) 50. ls this one stressed on 3 or 2? (2) 3 2 -1- () () 49. And in this one? (2) 3 1 -2- ( ) ( ) 48. Which is the stressed syllab1e in t his word? O) 3 2 1 ( ) ( ) syllab1e? 47 . Here is another three-syl1abl e word. Which is the stressed (l) 3 2 ( ) ( ) No. 1 (last), No. 2 (second-last), or No. 3 (third-1ast)? by the numbers under each space. Which is the stressed syl1able, and we wi11 count the syllables from the end of the word, as shown 46. You wi1l now hear a word said two times. 1t has three syllables, () () 45. And here is one stressed on the fourth-last sy1lable. () () last syl1ab1e. on the fourth-1ast syl1able. Here is one stressed on the third- stressed on the third-last sy11able, and a very few with stress or second-1ast syl1able. There are sorne, however, which are 44. Most Spanish words are of the kind that are stressed on the 1ast ( ) ( ) ( ) ( ) that is, the second-1ast syllable. sarne stress 'family', since their stress is on the sarne syllable, 43. And listen to these two very different words which be10ng to the ( ) ( ) ( ) ( ) stress fa1ls on the 1ast syl1able. Here are two words which be10ng to the same 'family' since their are of the sarne kind, or 'farnily', as far as stress is concerned. 42. If two words are stressed on their 1ast sy11ab1e, we Can say they 8 SPANISH = Page 22 = 1.9 2 -3- 7. 3 -2- 6. 2 -3- 5. 2 1 -3 4. -3- -2- 3. 1 -3- -2- 2. 2 -3- 1. all three-syllable words.) the stressed syllable by puttíng an ·x· over the proper number. (These are For ea eh ítem, you wíll hear a word said twiee. Identífy which is TEST B (3) 2 -3- -1- ( ) ( ) 55. And, finally, this one? (2) 3 -2- ( ) 54. And this one? (l) -3- -2- ( ) ( ) 53. Where is this one stressed? (3) 2 1 -3- ( ) 52. And this one? (3) 3 -2- ( ) 51. ls this one stressed on 3 or 2? 9 SPANISH = Page 23 = 1.10 statement, that is, a statement having no element of surprise. 62. This kind of shape for the line represents a normal. 'uncolored' () () this: 61. We can represent rise and fall of the voice with a line like ( ) 60. Listen to this rise and fall, but using the real sentence. () () 59. Notice also that the voice falls at the end. () () 58. Notice that the voice rises near the beginning of the sentence. () () 57. This is an imitation of the rhythm of that sentence. () () 56. This is a Spanish sentence. Manual', for the right answers.) (Check with your instructor in class, or with the 'Instructor's -3- -2- -1- 15. -3- "2 14. 3 2 13. 2 1 -3- 12. -3- -2- U. -3- -2- 10. 1 -3- -2- 9. ) 1 -3- -2- 8. 10 SPANISH = Page 24 = 1.11 Question: Statement: by a line as follows: 71. The shape of the rising and fa11ing which has been represented O) 1 : ( ) 2 : ( ) 70. Which is the statement, No. 1 or No. 27 (2) 1 : ( ) 2 : 69. Which is the question, No. 1 or No. 27 (Q) (Q) ~ / 68. A question can be represented like this: Question: (Q) (Q) Statement: (S) (S) 67. He re is the s ame thing, but this time using real words: Question: (Q) Statement: (S) 66. Listen again to the difference between a statement and a question: Question: (Q) Statement: (S) 65. But notice that the ending is different: (Q) (Q) as there was in the previous, normal statement. 64. Notice that there is about the same kind of rise at the beginning (Q) (Q) sentence, expressed as a question. (Q) little different. This is an imitation of the rhythm of this 63. If this same sentence were said as a question, it would be a () () no element of emphasis, etc. 11 SPANISH = Page 25 = 1. 12 (FQ) (FQ) intonatior> is basically the same. 79. Notice again. that even though the utterance is longer, the (FQ) (FQ) 78. This is the FQ with real words: (l) (2) : .-1 r------/ (1): .J \ r----/" question intonation7 77. Which of the following lines represents the familiar (FQ) (2 ) FQ?: (1) (2) 76. \.Jhich is the familiar (FQ) question, No. 1 or No. 27 (2) PQ7: (1) (2 ) 75. Which is the polite (PQ) question, No. 1 or No. 27 /\ (FQ): J (FQ) (FQ) 74. The familiar question can be represented like this: Familiar Question (FQ): (FQ) (FQ) Polite Question (PQ): (PQ) (PQ) 73. Compare the polite with the familiar intonation: Familiar Question (FQ): (FQ) (FQ) this: intonation used in familiar or less formal situations sounds like to identify is a polite or formal intonation. A very common 72. The intonational pattern for a question that you have now learned Question: J (Q) (Q) / ~ Statement: -1 (S) (5 ) is basically the same: though an utterance may be longer than our models, the intonatio~ is called the intonation of an utterance. Notice that, even 12 SPANISH = Page 26 = 1.13 91. Would he be telling or asking in this one? (asking) () () 90. Would he be tel1ing or asking in this one? (tell ing) ( ) 89. lf you hear this one, would the speaker be telling or asking? (telling) ( ) asking or telling you something? 8d. If you heard the following uttet'ance, would the speaker be (informal) () () or informal? 87. lf a person should ask you this question, is he b~ing formal (formal) () () or informal? 86. If a person should ask you this question, is he being forma:;" (PQ) ( ) ( ) 85. Identify this one. ( FQ) ( ) ( ) 84. Ident ify this one. (S) ( ) 83. Identify this utterance. (FQ) () () (PQ), or familiar question (FQ). 82. Identify this utterance as a statement (S), a polite question (no) ( ) ( ) 81. 15 this one said in the FQ pattern also? (yes) ( ) ( ) 80. 15 this question said in the FQ pattern? 13 SPANISH = Page 27 = 1. 14 100. A question with a question-word, then, i5 no different in (Q) (Q) 99. This, too, is a question (Q) (Q) 98. This, then, is a question. ( ) i5 one of the several Spanish question-words: have a question-word at or near the beginning. For exarnple, this apart by the beginning of the sentence: such questions always a native speaker knows which are staternents. He can tell thern no way to tell whether it is a question or a staternent. However, 97. Since the intonation is the sarne, by intonation a10ne there is (Q) (S) (Q) (S) rnent (S). Observe the sirnilarity between the question (Q) and the state- 96. This kind of question has the same intonation as a staternent. () () ~5. But notice what happens here: this, too. is a question. FQ PQ Staternent ~ he is sirnply rnaking a staternent. the intonation he uses. Sirni1ar1y, his intonation revea1s if 94. As you have observed, a question is signa1ed by the speaker by (asking) ( ) ( ) 93. And here? (asking) ( ) ( ) 92. Wou1d he be telling or asking in this one? (asking) ( ) 14 SPANISH = Page 28 = 1.15 (2) O) (2) to tell whieh of the following two is a question: word but the one you have 1earned to identify, you should be able 105 .. And, if in these presentations we did not use any other question- (quest ion) ( ) 104. Therefore, is this a question or a statement? () () spot that this is one of the question words: questi.on-words are for Spanish. However, you have learned to thing with a question-word, sinee you do not yet know what the to tell if someone were telling you something or asking you some- 103. As a non-speaker of Spanish at this moment, you would be unable QW ( ) ( ) ~: --1/ FQ ( ) ( ) ( ) ( .) PQ ~ J 102. Observe these three patterns: QW: FQ: PQ: --~./ 101. There are, then, three basie types of questions: (QW): (QW) (QW) question-word Question w/ Statement (S): (S) (S) differenee is signa1ed by the question-word. Observe: intonation from a statement. The intonation is the same. The SPANISH 15 = Page 29 = 1. 16 the appropriate column: You are to identiEy what kind oE sentence is being said. Put an 'X' in You wil1 hear a number oE sentences. Each wil1 be said two times. TEST e (QW) () () 114. 15 this a statement (S) 01' a question with a question-word (QW)? (FQ) () () 113. ls this a po1ite question (PQ) 01' a familiar question (FQ)? (2.3) Again: O) (2) (3) (4) (5) O) (2) (3) (4) (5) 112. Which ones of these are statements? (2,3,5) Again: O) (2 ) (3) (4) (5) (1) (2 ) (3) (4) (5) quest ions. 111. ¡¡ere is a series of sentences. ldent ify wh ich ones are O) (1) (2) 110. Which one is a question? (no) (7) (7) 109. Are both of these questions? (yes) (7) (7) 108. Are both of these questions? (no) (7) (7) 107. Are both of these questions? (q ues t ions) (7) (7) (?) (7) question? 106. Are these both questions, 01' is one a statement and the other a 16 SPANISH = Page 30 = 1. 17 out of context, as we have tried to do. natural intonation in isolated sentences a. It is almost impossible to produce speaker for two reasons: tape may appear unnatural to a native the voicing of these intonations onto the 3. And last, but by no means least important, to country. 2. Sorne patterns vary a little from country English) are not aware of intonation. most native speakers (like yourself for l. Intonation is such a subtle matter that for this rejection: this far may be repudiated by a native speaker. There are several reasons You will find that one or more of the four patterns presented to you that you will try to imitate it. to let you know that intonation is important, and to expect (ilopefully) The purpose of the foregoingsection on intonation has been this: NüTE Manual', for the right answer.) (Check with your instructor in class, or with the 'Instructor's 15. ( ) ( ) 14. ( ) ( ) ---- 13. ( ( ) 12. ( ( ) llo ( ( ) la. ( ( ) 9. ( ( ) 8. ( ( ) 7. ( ( ) 6. ( ( ) s. ( ( ) 4. ( ( ) ----- -_. --- 3. ( ( 2. ( ( lo ( ( (S) (PQ) (FQ) (QW) Statement Question Question question-word Po1ite Familiar Question with a SPANlSH 17 = Page 31 = 1. 18 END OF UNIT 1 instructor, always imitate and fo11ow your instructor's intonation. lf any discrepancies exist between the rec9rded material and your more distinctly. an untrained student to hear these of the patterns in order to allow b. we are gui1ty of over-exaggeration 18 SPANISH = Page 32 = 2. 1 (no) ( ) ( ) 10. Are both of these right? (R) (R) 9. You will now hear this syllable and a previous one, both r ight: (1) (1) \.2) 3. Which is the r ight one No. 1 or :-'0. 2? (R) (W) (R) (W) l. Here is a new syllable, f irst pronounced right and then wrong. (1) (1) (2) 6, Here is a different syllable. Which is the right one? (l) (1) (2 ) (l) (2) 5. Which is the right one this time? (2) (1) (2) (l) (2) 4. Which 1S the right one, No. 1 or No. 2? (R) (W) (R) (W) 3. He re is the same syllable, right (R) followed by wrong (W). ( j ( ) 2. This is the same syllab1e, but it is pronounced wrong. ( ) ( ) 1. This is a Spanish syllable. Part l. (Recorded) INTRODUCTlON UNIT 2 SPANISH 19 = Page 33 = 2.2 (no) ( ) ( ) 23. Are both oE these r ight 7 O) O) (2) 22. Which one is right. No. 1 ur No. 27 (R) (W) 2l. Here is a new sy11ab1e pronounced r ight then wrung. (yes) ( ) ( ) ( ) 20. Are a11 of these r ight 7 ( no) ( ) ( ) ( ) 19. Are these three r ight 7 (no) ( ) ( ) ( ) 18 Are these three right7 (yes) ( ) 17. Here are three sy 11ab les. Are a11 three correct 7 (yes) ( ) 16. Are these right? (no) ( ) ( ) 15. Are both oE these r ight 7 O) O) (2 ) 14. Which is the r ight one7 (R) (W) 13. Here is a new sy11ab1e pronounced right then wrong: (yes) ( ) ( ) 12. Are both of these r ight ? (no) ( ) ( ) 1l. Are both of these r ight 7 20 SPANISH = Page 34 = 2.3 ( )X )X ( )X ( )X 34. With lips still drawn back. repeat this series of syllables. ( )X )X )X 33. Similarly, repeat this one: ( )X ( )X )X instructor's modelo 32. Keep making a forced grin, and repeat as often as you hear your ( )Á ( )X the 'X' indicates that you are to repeat after each parentheses.) imitat ion of what you hear in the parentheses. In this case, some parentheses. This' X' i.s a reminder to speak aloud in modelo (From now on, you will notice that an 'X' i.s used after to produce a forced grin, and repeat after your instructor's syllable short. Therefore, pull your mouth back tightly as if syllable if he can learn to make his lips tense and keep the 31. A speaker of English can duplicate exactly this next Spanish ( ) ( ) ( ) ( ) 'clipped off'. They are not drawn out. Observe: 30. As you have observed, Spanish syllables are rather short and 0,4) (1) (2 ) (3) (4) 29. Which ones are wrong this time? 0,4) (1) (2) (3) (4) 28. Which of the foIl ow ing are wrong? (no) ( ) ( ) ( ) ( ) 27. Are all of these right? ([10 ) ( ) ( ) ( ) ( ) 26. Are all of these r ight ? (R) (R) (R) (R) These are ri.ght. 25. Here are the four syllables which you have observed thus faro (yes) ( ) ( ) 24. Are these r i.ght ? 21 SPANISH = Page 35 = 2.4 ( ) )X ( )X 45. And this one. too. Be sure you keep it short. ( ) ( ) )X ( )X 44. Do this one the same way. ( ) ( ) )X ( )X after your ínstructor's model the third and fourth time. shown by the X. That is. listen to it two times, then repeat it and do not force a grin. Repeat this syllable only where 43. Now, with the next syllable, you will want to relax your lips (yes) ( ) ( ) 42. Are both of these r ight? (no) ( ) ( ) 4l. Are both of these r ight? ( 2 ) again: (l) (2 ) ( 3 ) (1) (2) (3) 40. Wllich üne of these is pronounced wrong? ( )X )X ( )X ( )X better. right. and keep your lips drawn back tightly. the tighter the 39. Now. repeat these. Be careful to pronounce the first syllable (R) (W) (R) (W) syllable. Observe that the wrong part has to do again with the first 38. Here ís another two-syllable 'word' pronounced ríght then wrong. (R) (W) (R) (W) wrong. by a speaker of English. You wíll fírst hear ít right, then 37. Here is a two-syllable word of a type that is often míspronounced ( )X ( )X ( )X 36. Try these syllables wíth your lips drawn back: ( )X ( )X ( )X it with your lips drawn back. But you have too 35. This next syllable might make you feel a little strange in saying 22 SPANISH = Page 36 = 2.5 () () 57. Now. we will change it just a 1 itt le more. ( ) ( ) 56. Now, we will change it a Httle. ( ) 55. Listen to this Englísh word. Part 2. (a)X (b)X (a +b)X (a+b)X 54. Now, try it. and be sure to draw your líps back for 'b l (a) (b) (a+b) (a+b) the others. Don't repeat. 53. And. f inally. 1 isten to this last combinat ion which is similar to (a)X (b)X (a +b)X (a+b)X for lb' . 52. Now. repeat where shown. Again, remember to draw your líps back (a) (b) (a+b) (a+b) 51. Now, 1 isten to this one. Don't repeat. (a)X (b)X (a+b)X (a+b)X 50. Now. imitate it. Remember to draw your lips back for 'b'. (a) (b) (a+b) (a+b) 49. Listen to this combination. (a)X (b)X (a+b)X (a+b)X before saying the 'b' parto 48. Now repeat where shown by the X. Remember to draw your lips back (a) (b) (a+b) (a+b) don't repeat. that you pull your lips back in a tight grin. First, just listen, syllable requires no effort on your part, but the second requires 47. We will now begin an exercise with two syllables. The first ( ) ( ) ( )X ( )X 46. And keep this one short also: SPANISH 23 = Page 37 = 2.6 example, if 'don't' ís saíd wíth 'you', the -t of don't and the certaín words are said in proximíty to'certaí~ther words. For 68. All languages make 'funny' changes at tímes (not always) when (2 ) 11 2 -3- ( ) ( ) : 67. And here is still another one. Where ís ít stressed? (2) 1 -2- ( ) ) : 66. Here ís another one, Where is t his one stressed? (1) -2- ( ) ) : 65. Here ís another word from the dialogo Where is it stressed? (2) 2 ( ) ( ) : 64. Here is another word from the díalog. Where is thís one stressed? (2) -2- ( ) ( ) : 63. Is this word stressed on the last or second-last syllab1e? ( ) ( ) asked t o memor ize . Here is another word from this dialogo 62. The prevíous word occurs ín a díalog whích you will soon be (1) 2 1 () (): syllable? norma1ly. ls thís word stressed on the 1ast or second-1ast 61. You wíll now hear this word pronounced more rapidly and more ( ) ( ) )X ( )X 60. Now, lísten for two times, then repeat where shown by the X: () () Lísten. 59. Here is a Spanish word involving the last sounds you heard. () () 58. And thís ís our last change. 24 SPAN1SH = Page 38 = 2.7 Person B: Fine. And you? (2) Person A: Ri! Row are you? (1) Step. Before working each Step, read the inatructions for that particular Step 4. Participation. Step 3. Fluency. ~, Pronunciation. ~. Comprehension. memorization: four different manners, each of which is a progression toward complete To help you achieve this memorization, the conversation has been recorded in Every Unit will have a conversation in Spanish which muat be memorized. (Recorded) DIALOG 74. (You are now ready to begin learning the dialog.) (a) (b) (a+b) (a+b) 73. Finally, here it i5 again, in its natural form. (a) (-) (a+-) (a+-) (b) by usin~ word (a) but followed only by the first sound of word 72. In order to 'pin-point' it more clearly, let's illustrate this (a) (b) (a+b) (a+b) 71. Listen to the combination. (a) (b) (a) (b) listen to the two words said separately. 70. Rere is another example from the dialog of a change. First, (a) (b) (a+b) (a+b) 69. In normal speech, there ia this reduction. (a) (a) (b) (b) 'shortening'. Rere are the two words. Unit, you will find a change of the kind called a reduction, or we normally say something like 'donchou'. In the dialog of tuis y- of ~ change to something resembling the sound '-ch-', and SPANISH 25 = Page 39 = 2 8 - ._---- i No. 5 : In his off ice. .---- o No. 4: Where - S I I N"-1. 3 : So-so. I -----f-- No. 2 : Fine' And you, - No. 1 : Hi! llow ar-e YÚll! -1 Test 1 Test 2 Test 3 T5'sL4 Test . - 5 " CHART (Answer s on las t page of Un it 2.) Same procedure, using liDes 1 thrüugh 5. ldentification test 5. Same procedllre, using lines 3. 4, and 5. Identification test 4. Same procedure, using lines 1, 2, 3. and 4. Identification test 3. 1, 2. and 3. Same procedure as in No. 1, but using lines Identification test 2. follows. in the appropriate 'box' in the chart that hear line 1 or line 2. by making a little mark to 'keep score' and identify how many times you Span ish several times. in a mixed order. You are You will hear lines 1 and 2 read to you in ldentification test l. (Lines & 2) as they are announced on the tape. listen, and then take these small Identificat~on 'tests' Step 1 is to learn the meanings of each 1 ine. So, just Listen to the tape, and don't repeat. The purpose üf 3tep 1: Comprehension. Record ings. Person B: In his office. (5 ) Where is S (4) Person A: So-so. (3) 26 SPANlSH = Page 40 = 2.9 END OF UNIT 2 Test S: 4 , 3 --- 3 -- S 4 ; --·1 -- r--- 2 _- 1---- Test y: S 6 I Test 3: 4 6 3 6 I Test 2: 3 4 5 ; 1 T es t 1 : <; ,; No. 1 No. 2 No. 3 No. 4 No. 5 Answers to Identifieation Tests: you need to work Steps 2 and 3 a little more. lf you are not able to perform Step 4 smoothly and without any effort, or four times. As in Part A, repeat this part three tape will announce when you are to begin. A' begins the eonversation, the voiee on the blank spaces with 'Person A'. Sinee 'Person role of 'Person B', and you are to fill the Part B: Your instruetor's voiee will now take the before going to Part B. Practiee Part A three cr four times role of 'Person B'. leave a blank spaee for you to insert the take the role of 'Person A', and he will Part A: Your instructor's voiee on the tape will cise with your instructor, Step 4 has been prepared. you have been memorizing. As a preparation for t~is exer- Your instructor will engage you in the eonversation which Step 4: Partic ipat ion. sentences. until you feel completely relaxe4 with the entire group of Replay this part several times, four or five times or more, time, paying close attention to the rhythm and the intonation. This time, each full line will be. said twice. Repeat each ~: Fluency. of a good pronunciation. Replay Step 2 two or three times, or more to assure yourself lmitate everything you hear to the best of your ability. ~: Pronunciation. S PAN ISH 27 = Page 41 = 28 SPANISH = Page 42 = 3.1 (1) ( ) ( ) ( ) 10. How many are wrong? (All of them) ( ) ( ) 9. How many of these are right? (R) (W) (R) (In 3. Here is the contrast between the right and wrong pronunciation. ( ) 7. Here is the same syllable pronounced wrong. () () 6. Here is another Spanish syllable. (2) ( ) ( ) ( ) 5. How many are wrong? (3) ( ) ( ) ( ) How many are right? 4. You will now hear the syllables several times. (R) (W) (R) (W) pronunciation. 3. Here is the contrast between the right (R) and wrong (W) ( ) 2. This is the Same word, but it is now pronounced wrong. () () l. This is a Spanish word. (Recorded) INTRODUCTION UNIT 3 SPANISH 29 = Page 43 = 3.2 (yes) ( ) 22. Is this one correct? ( no) 21. How about this one? (no) 20. Listen careful1y. 15 this pronunciation right in every respect? (1) (1) (2) (3) 19. One of these is wrong. Which one is it? (3) () () 18. These two words will now be said four times. How many are correct? ( ) 17. This is what they sound like if pronounced wrong. () () word. sound like in Spanish. 16. This is what the first word of this series. plus this last O) ( ) () () 15. How many are wrong? (3) ( ) () () 14. How many are correct? (R) (W) 13. Here is the contrasto () () 12. Here it is in its new form, with the first sound wrong. () () front of it. 11. nere is the same syll~ble with another sound added to the 30 SPANISH = Page 44 = 3.3 (In (W) 34. Sometimes. this same n::une is said wrong like this: O) (1) (2) 33. Which one is right? (different) () () 32. Are these about the same or different 7 (2) O) (2) tion. Which of the following pronunciations is the right one? 31. The previous word is the name of one of the men in the conversa- (R) (IV) (R) (W) 30. Listen to the right and wrong pronunciation of this word: (2) O) (2) (1) (2) 29. Whieh sounds closer to Spanish? (2 ) (1) (2) 28. Whieh of the fol1owing sounds shorter, more 'elipped'? ( ) ( ) ( )X ( )X 27. Now, let's combine the two. ( ) ( ) ( )X ( )X spread baek. 26. Again. 1 is ten two times, then imita te the last two times with 1 ips ( ) ( )X ( )X two times. 25. Listen two times, then --with lips spread back-- imitate the last (a) (a) (b) (b) Ce) (e ) simply that there is no puff of air: 24. This is the Spanish way of saying these words. The differenee is (a) (a) (b) (b) Spanish.) This is the English way of saying these words. eertain sounds. (This is right for English. but it is wrong for lish speaker's unknowing habit of produeing a puff of air with 23. The R/W differenee you have been working with is based on the Eng- 31 SPANISH = Page 45 = 3.4 ( ) ( ) ( )X )X shown. 46. We will now develop a new word. Listen carefully, and repeat where ( ) ( ) ( )X )X can where shown. you will be doing it right. Listen and then repeat as best as you a little strange when you try to say it. Chances are, however. that the average speaker of English. Therefore, you will probably feel 45. The combination you are hearing is an entirely new experience for (a) (b) (b) (a+b) (a+b) (a+b) 44. Listen again. (a) (b) (a +b) (a+b) (a+b) combination slowly. Listen carefully. 43. We will put a syllable in front of this new word, and say the ( ) 42. Listen to this word. (a +b) (a +b) this. (Both are 'right'.) 41. This 'buzzing' is normal for many speakers¡ many others say it like (a) (b) (a+b) (a+b) words are combi;ed. 40. Not ice how the s -sound tends to 'buzz' a 1 it t le when these two (a) (a) (b) (b) 39. Listen to words (a) and (b). (l ,3) (1) (2) (3) (4) 38. Which ones are right? (yes) O) (2) O) (2) 37. Are both of these right? (yes) (1) (2) (1) (2) 36. Are both of these wrong? (1) O) (2) O) (2 ) 35. Which is the right one? 32 SPANISH = Page 46 = 3.5 58. (You are now ready to begin your study on the new dialog.) ( ) ( )X )X 57. In conclusion, listen and repeat correctly. (2) (1) (2) 56. Which is the right one in this case? (W) (W) 55. He re is this same word, said wrong but in another syllable. (2) (l) (2) 54. Which is the right one? (no) ) ( l 53. Do these sound the same? (1) O) (2 ) 52. Which is the more Spanish one? (no) ( ) ( ) ) ( ) 5l. Do these sound the same? ( ) ( ) ( )X )X 50. And, f inally, this is the word. ( ) ( )X )X 49. Now try it this way. ( ) ( )X )X 48. Here is another part of the word. ( ) ( )X )X 47. We will now add another syllable. 33 SPANISH = Page 47 = 3.6 (Same procedure as before.) ~: Comprehension. Person B: Yeso At five. (ll ) Person A: Tomorrow?! (la) Person B: Tomorrow. (9 ) Person A: Fine! When is the party? (8) Person B: Pretty good. And you? (7) Person A: Ri, S Haw are you doing? (6) memoriz['~tion. As before, the same four steps will be used to assist you in your New Material. speed that you hear them. Repeat the phrases that you hear as often as you hear them and at the Review. (Recorded) DIAUX; 34 SPANISR = Page 48 = 3.7 Part B: You are to begin. Part A: Your instruetor's voiee will begin. Part B. And then, replay Part B a few times. Prepare as in Unit 2. Replay Part A several times before going to Step 4: Participation. tenees. times, until you feel eompletely relaxed with the ent ;r~ group of sen- Work as in Step 3 of the previous Unit. Replay this part several ~: Flueney. or three times to assure yourself of a good pronunciation. lmitate, as before, to the best of your ability. Replay Step 2 two ~: Pronuneiation. No. 11 : Yeso At five. - No. 10: Tomorrow?! No. 9 : Tomorrow. _. No. 8 : Fine! When is the party? I No. 7 : Pret ty good. And you? ~- -- r No. 6: Hi, S ! How' re you doing? 1 2 3 4 5 Test Test Test Test Test CHART test 5 : 6 through 11. test 4: 9, 10, and ll. test 3 : 6, 7, 8, 9, and 10. test 2 : 6, 7 & 8. Ident if ieat ion test 1 : Lines 6 & 7. SPANISH 35 = Page 49 = 3.8 simply disregarding words an~_~eing more conscious of phrases and sen- Therefore, you can avoid the feeling of insecurity Cif you have it) by theyare 'counterparts' of what Spanish people sayo English approximations are calleo 'counter-words' and 'counter-phrases'; late'; they merely equate with each other through approximation. These tion, not a direct translation. Tne two languages do not always 'trans- learn about the meaning of a word or phrase in Spanish is an approxima- And that is our point in these ~aragraphs: practically everything you 'How're you doing?' is, let's face it, an approximation. said 'roughly': we have no direct equivalent in English. The translation roughly what you mean when ~ say 'How're you d0ing?' Notice that we Spanish sentence. Yet, when a Spanish person uses his words, he means 'you', nor 'doing'. That is, none of the English words are used in the phrase does not use the word 'bow', it does not use the word 'are', nor part which you have learned as meaning 'How're you doing?' The Spanish stance, iet'sconsider line No. 6 in our dialogs, especially the second the student as being even more filled with this sort of thing. For ln- lf this is true about one's own language, a foreign language strikes one's own language, sorne words are used in rather stange rneanings. Regardless of what it rnay mean in such phrases, the point is this: in ty; perhaps here it is closer to the meaning of 'quite' or 'sornewhat'. this phrase, the word 'pretty' certainly does not mean sornething of beau- looked: the one it carries in a phrase like 'pretty good, thank you.' In agrees. However, chances are that one of its meanings will be over- meaning --perhaps around the idea of beauty-- on which rnost everybody will 'feel' for the word, but in general, there will be a 'hard core' of True, there rnay be sorne additional shades of rneaning which sorne peoplp ty', we would more likely find considerable uniformity in the definition. lf we were to ask native speakers of English for the rneaning of 'pret- 'pretty' . with the learning before you. Let's start by looking at the English word haps we can help you overcome this problern early so that 'you can get on' theless, it does exist in sorne people, and if you are one of these, per- it, this situation is silly, because it does not have to existo Never- thing difficult to rernernber and to use. Now, when you get right dOWll to curity' And this insecurity develops the consequence of making sorne- cially in adults-- sometirnes brings on the additional feeling of 'lllse- is something unreal about what he is say~g, and such a feeling --espe- wlth his own language. In such instances, the learner feels that there across words, utterances, and grammatical features which do not equate When a person is learning a foreign language, he will frequently run l. 'Counter-words' and 'counter-phrases'. Practice and Grammatical Observations 36 SPANISH = Page 50 = 3.9 6. The election for 'Miss Cotton' is Tuesday. 5. Joe is in his new office now. 4. My youngest son is sick. 3. Where is Joe? 2. When is. the meeting? l. HelIo, John! How is Mary feeling today? For example, which form would you use in the following sentences? as it shows up in line d. you are asking or telling when something takes place, you use the form somebody is, you use the form the way it appears in lines 1 and 4. If ber that if you are talking or asking about somebody's health or where If you did notice it and are bothered by the difference, simply remem· No. 8: When is the party? but which appears differently in line 8: No. 4: Where is S ? No. 1: Hi! How are you? following two lines that is the counterword for 'is' or 'are'. You may have noticed that there is a certain word that occurs in the 2. 'being' tion of the dialogs. How do you learn to do this well? By absolute, masterful memoriza- how you are, you will reply with ' , means 'fine' or 'good' you simply learn that when someone asks you--- risking an error-- if, instead of thinking that the Spanish word ' it is more important for you --and you will have less chance of simply what you say when somebo~asks you 'How are you?' Therefore, 'Pretty good.' This word does not mean 'Fine!' nor 'good'; it is that this Spanish word is also used in line 7 in the counterphrase that is, 'Fine' is a counterword for the Spanish expression. Notice The 'translation' as 'Fine!' is just a counterpart used in English; 'Fine!' in lines 2 ('Fine. And you?') and 8 ('Fine. When is the party?~. In conclusion, consider the Spanish word which you have learned as COñVersation in which it is used. tences. Don't worry about individual words; learn the phrase or the SPANISH 37 = Page 51 = 3.10 END OF UNIT 3 " 5 : 4 3 4 3 4 4 4 3 5 " 4: 3 2 6 5 5 " 3: 4 4 6 " 2 : 5 5 Test 1: No.6 No.? No.8 No.9 No.10 No.ll Answers to Identification Tests: tor know which ones these are. absolutely) clear to you, write its number down, and let your instruc- tence has been assigned a number. If any of these is not quickly (and Listen to the f0110wing sentences and phrases. Each phrase or sen- Comprehension. (Recorded) Variations 38 SPANISH = Page 52 = 4.1 (ves) ( ) ( ) ( ) carefully. 7. ls this Spanish word being said with an 'uh' sound in it? Listen O) O) (2) O) (2) 6. Which sounds closer to Spanish? (2) O) (2) O) (2) 5. Which one of these has an 'uh' sound? ( )X ( )X ( )X and without any "uh's": ing your facial muscles tense, as if grinning. Repeat clearly tionable to Spanish ears. You can help avoid this sound by'keep- Spanish, and when an English speaker uses it, it sounds objec- 4. You must guard against this 'uh' sound. It does not exist in (R) (W) (R) (W) put this 'uh' sound in both the first and last syllables. Listen. 3. An English speaker with considerable resistance to Spanish, will (R) (W) (R) (W) ing this 'uh' sound in the first syllable. Listen. 2. This same word may be said wrong by an English speaker by produc- (R) (W) (R) (W) Notice the 'uh' sound at the end of the word in the (W) manner. here is the word 'tomorrow' pronounced right (R) and then (W). something to get rid of when pronouncing Spanish. For example, unknowingly. This is a correct thing for English, but it is lables, a sound that is produced automatically and, therefore, l. Speakers of English normally have an 'uh' sound in certain syl- Review. (Recorded) lNTRODUCflON UNIT 4 SPANISH 39 = Page 53 = 4.2 (W) (W) 20. Here, too, you may unknowingly say it this way at times. () () 19. Here is another word frorn the new dialogo (2) O) (2) O) (2) 18. Which one is right? (W) (W) 17. lf not careful, once in a while you rnay unknowingly say it this way: () () 16. Here is a word frorn the new dialogo New material. (yes) () () 15. ls this the right version? (w) () () tion right or wrong? 14. The word 'party' is well known to Americans. ls this pronuncia- (1) O) (2) O) (2) the right one, No. 1 or No. 2? 13. Here it is in the phrase as it occurs in the Dialog. Which is (w) ( ) 12. 18 it now right, or is it still wrong? (w) () () 11. Here is a word frorn Unit 3. ls this being said (R) or (W)? ( )X ( )X )X 10. Repeat the word correctly. (yes) ( ) ( ) ( ) 9. ls there an 'uh' sound somewhere in this version of the sarne word? (no) ( ) 8. Do you hear an 'uh' sound in this version? 40 SPAN1SH = Page 54 = 4.3 () ()X ( )X ( )X back in a tlght grin. 32. Now, you try it. Repeat where shown. keeping your mouth drawn (2) O) (2) (1) (2) 3l. Which is the right combination? (a) (b) (a+b) (a+b) (a) (b) (a+b) (a+b) 30. Listen to this combination. (a) (b) (a+b) (a+b) change ~ (does not have to) occur. Observe this combination: 29. In the new dialog, you will find a combination where a slight (3) O) (2) (3) O) (2) (3) 2a. Which is the right one? (W) (W) 'uh' sound in the last syllable. 27. Another error made with this word is, again, the use of this (R) (W) (R) (W) on the wrong syllable. 26. One of the mispronunciations cornmonly made is putting the stress ( ) known to Americans. 25. In the new dialog, you will run across this name which is well (2) O) (2) (1) (2) 24. Which is the right one? (W) (W) 23. And here, too, you are apt at times to say it wrong: ( ) 22. And here is another new word. (1) (1) (2) (1) (2) 2l. Which is the right one? 41 SPANISH = Page 55 = 4.4 40. (You are now ready to begin work with the dialog.) (3) (1) (2) (3) (4) (l) (2) (3) (4) are wrong.) 'uh' sound error. Which of the following four is right? (Three 39. And finally here is the word used in frame 11 as a review of the ()X )X 3d. Imitate where shown, exactly as you hear it. Again: (a) (b) (a+b) (a+b) (a) (b) (a+b) (a+b) 37. And now listen to this combination. ( ) ( ) ( ) 36. Now listen to this phrase. ( ) ( ) ( ) 35. Listen to these two syllables. ( ) ( ) 34. Listen to this one. ( ) ( ) 33. Listen to this syllable: 42 S PAN ISH = Page 56 = 4.5 (Same procedure as before.) ~: Comprehension. She's G 's daughter. (18) Person B: Sure. 1 know her. (17) Person A: The one dancing with (16) Person B: Which one? (15 ) Do you know that girl? (14) Person A: Say, S __ (13 ) (At the party:) (12 ) memorization. As before, the same four steps will be used to assist you in your New Material. speed that you hear them. Repeat the phrases that you hear as often as you hear them and at the Review. (Recorded) DIALa;; SPANISH 43 = Page 57 = 4.6 Part B: You are to begin. Part A: Your instructor's voice will begin. Prepare as in the previous Unit. Step 4: Participation. you feel completely relaxed with all the sentences. Work as in the previos Unit. Replay this part several times. until ~: Fluency. or three times to assure yourself of a good pronunciation. Imitate, as before, to the best of your ability. Replay Step 2 two ~: pronunciation. daughter. -- No. 18: --- She 's G 's No. 17: --- Sure, 1 know her. -- No. 16: The one dancing with No. 15: --- Which one? girl? No. 14: Do you know that --- No. 13: Say, S ! No. 12: (At the party. ) 1 2 3 4 5 6 7 Test Test Test Test Test Test Test CHART test 7: 12 through 18. test 6: 16, 17, & 18. test 5: 14, 15,. 16, & 17. test 4: 14, 15, & 16. test 3: 13, 14, & 15. test 2: 12, 13, & 14. Identification test 1: Lines 12 & 13. 44 SPANISH = Page 58 = 4.7 the party' and 'in the party.') There isn't any difference in Spanish. difference in Spanish between 'In his office' and 'at his off ice' (or,'at les s word that you have to learn. That is, don't try to make a conscious is just the opposite: it is a simplification. For one thing, it is one by such things. They think that this is a problem when, in reality, it This kind of thing happens frequently; and sorne students are bothered assumption would be correcto Spanish does not differentiate between our meaning of 'at' and 'in'; your the-same word in both phrases, as a student your assumption would be that ('At the party') is rendered by the English language. Since Spanish uses Notice how the first word of lines No. 5 ('In his office') and No. 12 2. 'In', 'at' word 'you' in many. many situations.) begin to learn a little later, there is really no need to include the not used in 'How are you?' nor in 'How are you doing?'. As you will (You have learned the word for 'you' in 'And you?' but notice that it is flnd th¿ü they usually get alo ..g without túem. '1', '~-]e' and so on. but since the verb reflects these words, you wi.ll to speak without using 'l', 'We', and so forth. They do ¡,ave words for 'T'- or 'We' who are going. Therefore. it is possible for Spanish people from "We-go', and that this difference makes it clear as to whether it is That is, in Spanish, you will find that 'l-go' is different in form go' . does not have to be used since this special shape of 'go' would mean 'we- time the shape would indicate 'We-go'. And, as before, the word for 'we' you were to say 'We go', the shape would again be different, and this the special shape of 'go' indicates that it means 'l-go'. Similarly, if means 'l-go' and, therefore, the word for '1' does not ha ve to be used; doer of the action. That is, there is a certain 'form' for 'go' which Spanish, the word 'go' would be said in the form used when '1' is the who is doing the action. For example, if you were to say '1 go', in The verb changes its form (i.e., changes its 'spelling') to reflect verbs and their formations. ding nearly 50% of your study time throughout the entire course learning because of its many possible 'spellings'. Therefore, you will be spen- The Spanish verb presents a problem for the native speaker of English l. The verbo Practice and Grammatical Observations SPANISH 45 = Page 59 = 4.8 END OF UNIT 4 3 4 3 5 .. 7 : 5 4 4 4 4 8 .. 6: 4 3 4 8 .. 5: 3 5 5 .. 4: 2 4 5 .. 3: 3 3 6 .. 2 : 8 8 Test 1: No 12 No 13 No 14 No 15 No 16 No 17 No 18 Answers to ldentification Tests: your instructor know which ones these are. quick1y (and abso1ute1y) c1ear to you, write its number down, and 1et Listen to the following sentences and phrases. If any of these are not Comprehens ion. (Recorded) Variations 46 SPANISR = Page 60 = 5.1 ( ) 11. And now listen to these sounds. () () 10. Nów, listen to it again with another syllable in front. () () 9. Listen to this syllable. 'New material. ' () ()X ( )X 3. Practice saying this phrase where indicated. (a) (b) (a+b) (a+b) 7. Listen to this combination. ( ) ( )X ( )X 6. Pract ice saying this phrase where indicated. (a) (b) (a+b) (a+b) 5. Listen to this combination. ( )X ( )X 4. pract ice saying this word where indicated. (1) (1) (2 ) 3. Which is the right one? (2) (1) (2) (1) (2) 2. Which is the right one? (1) (1) (2 ) (1) (2) 1- Which of the following is right? Review. (Recorded) INTRODUCfION UNIT 5 SPANISH 47 = Page 61 = 5.2 ( ) ( ) ( )X )X 22. Listen again, and repeat where shown. ( ) ( ) )X )X 21. Listen, and repeat where shown: () () 20. And listen to this word. ( ) ( ) ( ) 19. Listen to these. ( ) 18. Listen to these. ( ) ( ) ( ) 17. Listen to these sounds. ( ) ( ) ( ) we wi1l use this regional variant in pronunciation. 16. This word occurs in the new dia10g in the fo110wing sentence, and e () B () A () where they grew up. B the other way, and Teacher e the third way, depending on none is objectionab1e. Teacher A may say it one way, Teacher irnp1ications. That is, a11 three variants are equa11y acceptab1e; that we are going to i11ustrate, however, does not have any social 15. Df course, Spanish exibits differences a1so. The one difference ( ) ( ) ( ) three different ways used in the United States. ferences. Here is the Eng1ish word 'park' said, for exarnp1e, in 14. Different areas speak the same 1anguage with sorne regional dif- ( ) ( ) )X ( )X 13. And here is the fu11 word. Repeat where shown. ( ) ( ) )X ( )X 12. Repeat where shown, exact1y as you hear it. 48 SPANISH = Page 62 = 5.3 ( ) ( ) ( )X ( )X 36. Listen and repeat. ( ) ( ) ( ) 35. Here i5 a new word. Listen only. () ()X ( )X 34. Now listen and repeat shown. w~ere ( ) ( ) ( ) ( ) 33. Now listen to the full word. Don't repeat; just listen. ( ) ( )X ( )X 32. Listen again, and repeat. ( ) ( ) ( )X ( )X 31. Listen to this same word (b) , and repeat where shown. (a) (b) (a) (b) 30. Now listen again as we shift the stress to the last syllable. ( ) ( ) ( ) ( ) 29. Listen to these sounds. ( ) ( ) ( )X ( )X 28. Listen to this new word, and repeat where shown. ( ) ( ) ( )X ( )X 27. Listen and repeat where shown: ( ) ( ) ( )X ( )X 26. Listen and repeat where shown: O) O) (2) O) (2) fore, is wrong? 25. Listen to another word. Which one has the 'uh' sound and, there- (2) 24. Which is the right one? 0)(2) (1)(2) O) O) (2) O) (2) with an 'uh' sound? 23. Which one of these pronunciations of the last word is said wrong SPANISH 49 = Page 63 = 5.4 O) (1) (2) (1) (2) 49. Which is the right one? (R) (W) (R) (W) 48. In the right one, there is no puff of airo Listen once again. (R) (W) (R) (W) first sound of the word. Listen again. 47. In the wrong one, you will hear a puff of a ir accompanying the (R) (W) (R) (W) (R) (W) 46. This is the same word pronounced right and wrong. ( ) ( )X ( )X ero Listen to it again, and repeat where shown. 45. Word 'b' above does not exist in Spanish. Word 'a does, howev- I (b) (b)X (a) (a)X (b)X (a)X (b)X (a)X 44. Now, listen and repeat where shown. (b) (b) (b)X (b)X 43. Now, 1 isten and repeat where shown. (a) (b) (a) (b) (a) (b) 42. Listen to these two words again. (a) (b) (a) (b) (a) (b) sound the same to speakers of English. Listen carefully. 41. Here is the same word followed by another one. The two often ( ) ( ) ( ) 40. Here is a new word. Listen; DON'T repeat. (a) (a)X (a)X (b) (b)X (b)X (b)X 39. Now, listen and repeat. (a) (a) (b) (b) (b) 3il. Listen again. DON'T repeat. (a) (a) (b) (b) (b) DON'T repeat. 37. Listen to the same word as we drop the final sound in (b) . Listen; 50 SPANISH = Page 64 = 5.5 52. (You are now ready to work with the new dia1og.) etc. (e) (e)X (c)X (b) (b)X (b)X (a) (a)X (a)X have been working. Repeat where shown. 51. Here is a review of the words from the new dia10g with whieh we ( ) ( )X ( )X )X 50. Fina11y, repeat where shown. 51 SPANISH = Page 65 = 5.6 Same as before. ~. Comprehension. older one. Person A: Of course. M is the (24) The mrnied one is M (23) Person B: No. N is single. (22) Person A: But isn' t she married? (21) Person B: Her name s N (20) 1 Person A: Really? What's her name? 09 ) tinues. ) port ion, 'Sure. 1 know her. She' s G s daughter.' The conversation con- (Person B had just finished saying at the end of the previous dialog orization. As before, the same four steps wi11 be used to assist you in your mem- New material. speed that you hear them. Repeat the phrases that you hear as often as you hear them and at the Review. (Recorded) DIALCX; 52 SPAN~SH = Page 66 = 5.7 Prepare as before. Step 4. Participation. p1ete1y re1axed with a11 the sentences. Work as before. Rep1ay this part severa1 times, unti1 you fee1 com- ~. F1uency. se1f of a good pronunciation. Imitate as before. Rep1ay Step 2 two or three times to assure your- ~. Pronunciation. the older one. : -- I No. 24: Of course. M is 1 i M I ! ¡ No. 23 : ---The married one is t 11 -- i No. 22: ---No. N is single. married? I ! No. 21: But -- isn' t she ¡ -- I No. 20: ---Her name's N I No. 19: Rea11y? What's her name. 1 2 3 4 5 6 Test Test Test Test Test Test CHART test 6 : 19 through 24. test 5 : 21, 22, 23, & 24. test 4: 21, 22, & 23. test 3: 19, 20, 21, & 22. test 2: 19, 20, & 21. Identif icat ion test 1 : Lines 19 & 20. 53 SPANISH = Page 67 = 5.8 3. 2. 1. We-(do something) I-(do something) appropriate column. identify which one is being said by placing an X in t!\e Instead, they are given in a randomized order. You are to but this time they are not arranged neatly into pairs. Part B: You will again hear a short list of We-forrns and I-forrns, 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. We-(do something) I-(do something) something) 1 'We-(do something)', and the second one means 'I-(do I-form. In each case, the first one you hear means Part A: Listen to the difference between the we-forrn and the Practice l. (Recorded) their forms. You will hear a short list of verbs illustrating how they differ in l. The verbo Practice and Grammatical Observations 54 SPANISH = Page 68 = 5.9 5. ( ( 4. ( ( 3. ( ( 2. ( ( 1. ( ) ( 1 -(do something) t-(did something) the appropriate-C;lumn. thing)' or 'I-(did something), . by putting a; X in Part B: And now. identify which is being said. 'l-(do some- 10. 9. 8. 7. 6. 5. 4. 3. 2. 1. I-(do something) I-(did something) thing)' and 'l-(did something)' . Part A: Now learn to hear the difference between 'l-(do some- Practice 2. (Recorded) 10. ( ) ( ) 9. ( ) ( ) 8. ( ) ( ) 7. ( ) ( ) 6. ( ( ) 5. ( ( ) 4. ( ( ) 55 SPANlSH = Page 69 = 5.10 b. d. a. c. being careful to imitate the right rhythm. the rhythm that goes with 'You-(did something), forms, For now, we want you to pay attention and learn only ally. only make a mistake, but you change the meaning drastic- Therefore, if you use the wrong stress rhythm, you not 4. 1 You did 3. 1 You did 2. 1 You did lo 1 You did I-(do something) You-(did something) Notice that the difference is the change of stress: and 'You-(did something), . First, listen to the difference between 'I-(do something), to make a few points clear. which you will answer in Spanish. But first, we need Part A: In a few moments we will start asking you questions Practice 3. (Recorded) 10. ( ) 9. ( ) 8. ( ) 7. ( ) 6. ( ) 56 SPANISH = Page 70 = 5.11 a. Did you ? ---(your reply)---l did _ reply. Here are three exarnples. Listen to thern. Part A: You will now be asked sorne questions, and you are to Practice 4. (Recorded) 10. ( ) ( ) 9. ( ) ( ) 8. ( ) ( ) 7. ( ) ( ) 6. ( ) ( ) 5. ( ) ( ) 4. ( ) ( ) 3. ( ) ( 2. ( ) ( lo ( ) ( Did you ? 1 did Part c: Which one is being said? 10. 9. 8. 7. 6. 5. 4. 3. 2. lo Did you ? 1 did , I-(did ).' question 'Did you 7' and the answer questions). listen to the difference between the Part B: Now (still rnoving along to get you ready to answer 57 SPANISH = Page 71 = 5.12 Yes, of course! In hi: office? In his office. Say, S Where is Jones? A: conversations in Spanish with your instructor. Here are four short conversations. Be prepared to carry out these Application of those that you do not understand quickly and easily. Listen to the following sentences and phrases. Write the number down Comprehension. (Recorded) Variations 3. And so forth. 2. Did you ? ---(Your answer)---Yes, 1 did 1. Did you ? ---(Your answer)---Yes, 1 did (b) Did you ? -------------------Yes, 1 did (a) Did you ? -------------------Yes, 1 did 1 did He re are two examples: Part B: Let's make your answer more natural by saying , Yeso 3. And so forth. 2. Did you ? ---(your answer)--- 1 did _ l. Did you ? ---(your answer)--- 1 did _ your reply before the voice on the tape gives it to you.) ing which ~ are to produce the reply. Be sure to say give you the right reply, following the brief pause dur- Now, you furnish the reply. (The voice on the tape will c. Did you ? ---(your reply)--- 1 did __ b. Did you ? ---(your reply)--- 1 did __ 58 S PAN ISH = Page 72 = 5.13 END OF UNIT 5 I Test 6: 4 4 4 4 5 5 Test 5 : 4 4 6 6 Test 4: 4 4 6 Test 3: 4 3 5 5 5 5 6 Test 2: 5 5 Test 1: No.19 No.20 No.21 NO.22 No.23 No.24 Answer to IdentiEication Tests: M is the older one. OE course. The married one is M No, N is single. -- N ?! But, isn't she married? Her name's N Yes, at the party! At the party? -- The one dancing with Sure. Which one? D: -- No. N is s ingle. -- OE course. At 5:00. Really? But isn't she married? Tomorrow? -- Her name is N -- Tomorrow. What's her name? So-so. When is the party? -- Sure. -- Fine. And you? Say, do you know that young girl? Hi! How are you? B: c: 59 S PAN ISH = Page 73 = 60 SPANISH = Page 74 = 6.1 ( ) ( ) ( )X )X 7 . Listen, and repeat where shown. ( ) ( ) ( )X )X 6 Listen, and repeat where shown, ( ) ( ) ( )X )X 5, LLsten, and repeat where shown. New Material (g) (g)X (g )X (E) (f)X (f)X (e) (e)X (e)X (d) (d)X (d)X (c) (c)X (c)X (b) (b)X (b)X (a) (a)X (a)X 4. Repeat these where shown. (2) (1) (2) 3, Which is the right one? (1) (1) (2) 2, Which is the right one? (3) (1) (2 ) (3) 1. Which oE the Eollowing three is the right one? Review, (Recorded) 1NTRODUCTiON UN1T 6 61 SPAN1SH = Page 75 = 6.2 6. ( ( )X )X ( )X 5. ( ( )X )X ( )X 4. ( ( )X )X ( )X 3. ( ( )X )X ( )X 2. ( ( )X )X ( )X 1 . ( ( )X )X ( )X 16. Now, repeat what you hear, where shown. ( ) 15. Listen to this word. 7. ( )X ( )X ( )X 6. ( )X ( )X ( )X 5. ( )X ( )X ( )X 4. ( )X ( )X ( )X 3. ( )X ( )X ( )X 2. ( )X ( )X ( )X lo ( )X ( )X ( )X 14. Now repeat what you hear, where shown. ( ) 13. Listen to this word. ( )X ( )X 12. Listen and repeat this one. ( ) ( ) ( )X ( )X llo Listen and repeat this one. ( ) ( ) ( )X ( )X la. Listen and repeat this word. (b) (b)X (b)X 9. Repeat this second word exactly as you hear it. (a) (b) (;1 ) (b) d. Listen to these two words. 62 SPANISH = Page 76 = 6.3 ( ) ( ) ( )X ( )X 28. Now. repeat where shown. ( ) ( ) ( ) 27. Now. 1 isten to this ehange. ( ) ( )X ( )X )X 26. Now. pronounee the syllable that you hear just as you hear it. (e) (d) (e) (d) observable in these two words. 25. These last two words are different. This same differenee is (a) (b) (a) (b) 24. Listen again. (a) (b) (a) (b) 23. Listen to this differenee. Just listen. ( ) ( )X ( )X ( )X 22. And now. listen and repeat this word. ( ) ( )X )X )X 21. Now. listen and repeat where shown. O) (2 ) O) (2 ) O) (2) one. 20. Listen to the differenee between the same syllable and another ( ) ( ) ( ) ( ) 19. Listen to this syllable. 6. ( ) ( )X ( )X ( )X 5. ( ) ( )X ( )X ( )X 4. ( ) ( )X ( )X ( )X 3. ( ) ( )X ( )X ( )X 2. ( ) ( )X ( )X ( )X lo ( ) ( )X ( )X ( )X Id. Now. repeat what you hear. where shown. ( ) 17. Listen to th is word. 63 SPANISH = Page 77 = 6.4 (e) (e)X (e)X (d) (d)X (d)X (e) (e)X (e)X (b) (b)X (a)X (a) (a)X (a)X 40. Repeat the word you hear, where shown. (2) (l) (2) (l) (2) 39. Whieh one of this pair eontains this snund of the target word? O) (l) (2) (l) (2) target word? 38. Which of the following contains the same middle sound of the () () 37. Listen to the target word again. (2) O) (2) O) (2) in the middle of the target word? 36. Which of the following two words contains the sound that is found ( ) a question in the next frame. 35. Listen to this TARGET WüRD, and remember it in order to answer e e )X )X ) ) ( 34. Try the other word, smoothed out. e )X )X ) 33. Again, smooth it out. ( ) )X ( )X 32. Now, smooth it out. ( ) ( )X ( )X 31. Now try it in this formo ( ) ( )X ( )X 30. Now try this similar one where shown. ( ) ( ) ( )X ( )X 29. Try it again where shown. 64 SPANISH = Page 78 = 6.5 41. (You are now ready to start work on the new dialog.) O) O )X O)X (k) (k)X (k)X (j) (j)X (j)X (i) (i)X (i )X (h) (h)X (h)X (g) (g)X (g)X (f) (f)X (E)X SPANISH 65 = Page 79 = 6.6 Same as before. ~. Comprehension. Person B: Thanks. 1 accept your invitation.(31) me. Person A: If you want to, you can go with (30) And 1 want to leave early. (29) Person B: Because 1 didn't bring my caro (28) Why? (27) Person A: Well, only until 8:00. (26) Person B: Are you planning to stay here? (25) (Still at the party.) As before, the same four steps will b~ used. New Material. speed that you hear them. Repeat the phrases that you hear as often as you hear them and at the Review. (Recorded) DIALOO 66 SPANISH = Page 80 = ti 7 Work as in the previous Unit. Replay this part several times. ~. Fluency. yourself of a good pronunciation. Imitate as before. Replay Step 2 two or three times to assure ~. Pronunciation. your invitation. No.31 Thanks. 1 accept can go with me. No.30 --If you want to, you early. No.29 And 1 want to leave bring my car. No.28 Because 1 didn't No.27 --Why? 8:00. No.26 --Well, only until stay here? No.25 Are you planning to 1 2 3 4 5 6 7 8 Test Test Test Test Test Test Test Test CHART test 8: 25 through 31. test 7: 29, 3D, & 31. test 6: 28, 29, & 30. test 5: 28 & 29. test 4: 25, 26, 27, & 28. test 3: 27 & 28. test 2: 25, 26, & 27. Identification test 1: Lines 25 & 26. 67 SPANISH = Page 81 = 6.8 4. 'Did you )7' --'No, 1 didn't ) . ' --- 3. 'Did you )7' --'No, 1 didn't ) . ' 2. 'Did you )7 ' --'No, 1 didn't ). , --- 1. 'Did you )? ' --'No, didn't ) . Part A: Listen to a few of these questions and denials. Practice l. (Recorded) Your denial: 'No, 1 didn't (eat, go, write, etc.)' Question: 'Did you (eat, go, write, etc. )7' asked. This is what you would say in English: Suppose that you wanted to deny that you did whatever is being 2. New Material. (There are 10 quest ions, numbered 1-10.) does on the tape. Now, you reply. Be sure to give your answer before your instructor --- c. Did you 7 (Pause) Yes, 1 did --- b. Did you 7 (Pause) Yes, 1 did a. Did you ___ 7 (Pause) Yes, 1 did answer during the pause. pIes. Be sure to imitate the right stress rhythm and to insert your 'Yes, 1 did (whatever is being asked).' Here are three models aS exam- You will be asked 'Did you (do something)---?' You are to reply, l. Review Practice. (Recorded) Practice and Grammatical Observations Prepare as before. Step 4. Participation. 68 SPANISH = Page 82 = 6.9 (There are 5 of these.) right answer. you did these things befare your instructor's voice gives you the Here is the same, short list of questions. This time, deny that Practice 3. (Recorded) (There are 5 of these.) the correct reply is given by your instructor's voice. admitting that you did these things. Be sure to reply before Here is a short list of questions addressed to you. Reply by Pr~ctice 2. (Recorded) 10. 9. 8. 7. 6. 5. 4. 3. 2. lo He denied it: He admitted it: whether he admitted or denied having done something. You are to listen for this second instructor's reply, and mark that he did, and other times he will admit that he did. if he did something. The second instructor will sometimes deny This time, you will hear one instructor ask another instructor Part B: (Recorded) SPANISH 69 = Page 83 = 6.10 la. Where is Jones? 9. Where is S ? 8. llow is S ? 7. How is Jones? 6. No, at his office. 5. No, at the party. 4. Yes, in his office. 3. Yes, tomorrow. 2. Tomorrow?! lo HU How're you doing? How would you say the fol1owing short phrases and sentences in Spanish? Part l. App 1 icat ion of those that you do not understand quickly and easily. Listen to the following sentences and phrases. Write down the number Comprehens ion. (Recorded) Variations 5. Deny it. la. Admit it. 15. Admit it. 4. Admit it. 9. Deny it. 14. Deny it. 3. Deny it. 8. Deny it. 13. Deny it. 2. Deny it. 7. Admit it. 12. Deny it. lo Admit it. 6. Admit it. llo Admit it. according to the i nd ica t ions below: Here is a 1 ist of questions that is longer. You are to reply Practice 4. 70 SPANISH = Page 84 = 6.11 -- P.er llame' s N ves, but, what's her name? -- Yes, know her. She's G 's daughter. Yes, of course. -- Sure. The one dancing wlth J ? Say, S Do you know that young girl? B: In his off ice. Fine, thanks. Where's Jones? -- Pretty good. And'you? Hi, M How're you doing? Fine? A: Be prepared to be engaged in these conversations by your instructor. Part 2. 30. The single one is at the party. 29. Where is the single one? 28. Where is S ? 27. N is single; she's the single one. 26. M is married; she is the married one. 25. Yeso M is the older one. 24. Of course. The single one is N 23. Of course. The married one is M 22. Of course. M is the older one. 21. Which one? The one dancing with J ? 20. Do you know that young gir1? 19. Sure. 1 know her. 18. She's S 's daughter. 17. Say, G How are you? 16. That young gir1 is G 's daughter. 15. Hi! How are you? 14. The party is at 5:00. 13. Where is S ? In his off ice? 12. When is the party? 11. How're you doing? Fine? 71 SPANISH = Page 85 = 6.12 END OF UNIT 6 Test 8 : 2 3 4 4 5 6 4 Test 7: 4 4 6 Test 6 : 5 4 7 Test 5: 5 6 Test 4: 4 5 5 5 Test 3: 5 7 Test 2 : 4 4 7 Test 1 : 6 6 ~ No 25 No 26 No 27 NO.2R No 2Cl No 30 No 3 Answer to Identification Tests: No! At 8:00! -- When, at 5:00? Thanks. 1 accept your invitation. -- Fine. lf you want to, you can go with me. Because 1 want to leave early. Sure. But only until 8:00. Why? Do you plan to stay here? D: the single one. M is the married one. Of course. N is s ingle. N is Really? -- No, the married one is M But isn't she married? c: 72 SPANISH = Page 86 = 7.1 (R) (\o}) (R) (W) other time wrong. Listen. 9. The same syllab1e wi11 be said twice. once right and the (lo) (lO) d. Now, listen and 100k. () () 7. Listen to this syllable. (sa) () ()---- 6. How would you write this one? (fa) ( ) ( ) 5. How wou1d you write this one? (ma) ( ) ( ) 1 ine. 4. How would you write this syllable? Write it the on blank (yes) () () syllable la? 3. Does this syllable end with the same sound of the (la) (la) 2. Now. listen and look. ( ) ( ) ( ) l. Listen to this syllable. Writing awareness. (Part l.) (Recorded) INTRODUCTION UNIT 7 73 SPANISH = Page 87 = 7.2 (me) ( ) ( ) 22. How would you write th is syllable. (fe) (fe) 21 . Listen and look. (se) (se) 20. Listen and look. (l) (2 ) (3) 19. Listen to these syllables. (sola) 18. Write this one. (solo) 17. Write this one. (malo) 16. Write this one. (mo~a) ( ) 15. Write this one. (masa) 14. Write this one. (mala) ( ) 13. Write this word. (fama) 12. Write the word you wi11 hear next. (so) ( ) ( ) 11. How would you write this one? (lOO) ( ) 10. How would you write this syllable? 74 SPANISH = Page 88 = 7.3 mesa: ... ( ) ( ) 35. Now, read this word, then listen. sa: ( ) ( ) 34. Read this one: se: (Read it) ... () () 33. Read this syllable, then listen to see if you were right. (se) se? sal ( ) 32. Which of these syl1ables is being said? (mole) ( ) ( ) 31. How would you write this one? (mase) ( ) ( ) 30. How would you write this one? (mesa) ( ) ( ) 29. How would you write this word? (2) Mele: O) (2) 28. Which is the right one? ~right) (mese) (mese) 27. Look and listen: is this word being said right or wrong? (wrong) (mele) (me le) 26. Look and listen: is this word being said right or wrong? (me le) ( ) 25. Write this one. (mese) 24. Write this word. (se) ( ) 23. How would you write this one? 75 SPANISH = Page 89 = 7.4 (R) (W) (R) (W) occurs in the new dialog: 47. Listen to the right and wrong pronunciation of this word that (quemo) 46. Write this word. (queme) ( ) ( ) 45. Write this word. (saque) ( ) ( ) 44. Write this word. (quema) () () 43. Write this word. ten as follows: under what circumstances this syllable occurs, it is always writ- 42. There is only one way to write this syllable. That is, no matter ( ) ( ) 4l. He re is another word in which this syllable occurs _ ( ) ( ) 40. This is a word in which this syllable occurs. ( ) ( ) ( ) used syllable ins ide many words. Listen: 39. This syllable occurs as a word by itself , and it is al so a widely O) mesa: O) (2) O) (2) the right one? 38. This one may be a little tricky. Listen carefully. Which is (2) mese: (-1 ) (2) 37. Which is the right pronunciation for this word? mese: ( ) ( ) 36. Now, read this one, then listen. 76 SPANISH = Page 90 = 7.5 (yes) () () 57. Does the sound '¡i!' occur in this word? (no) 56. Listen to this one. Does the sound '¡i!' occur in this word? (yes) ( ) 55. Listen to this word. Does the sound '¡i!' occur in this word? '¡i!' to show you where it is to be pronounced ths special way. But we wil1, for a while, write these words with this kind of a casada usted 54. The authentic Spanish writing system writes these words like this. c¿¡sa~a: uste¡il: 53. Here are two words in print. Look and listen. () () 52. You have al so learned to say it right in this other word. () () ha ve already learned to pronounce it right in the following word. occurs, a1most invariab1y, when 'd' comes after a vowe1. You 51. The aboye change is a very cornmon thing in Spanish. This change Again: (sala) (de clase) (sala ¡ile clase) (sala) (de clase) (sala ¡ile clase) 50. Listen to the change that occurs in the d in this combination: Again: (dónde) (está) (dónd(e)está) (dónde) (está) (dónd(e)está) that occurs in the combination. said separately, and then in combination. Notice the reduction 49. Here are two words which occurred in an earlier Unit. They are (2 ) O) (2) O) (2) Which is the right pronunciatLon? 48. This is very similar to a word that occurred in an earlier Unit. .3PANISH 77 = Page 91 = -7.6 quis~: (say it) ( ) ( ) 69. Pronounce this word, then listen to it. quinta: (say it) () ( ) 68. Pronounce this word, then listen to it. (aqui) ( ) 67. Therefore, how do you write this word? Listen and write. (qui) (qui) listen. 66. There is only one way to write this other syllable. Look and ( ) 65. This other syllable is very similar. Listen. (que) ( ): write it. syllable that you are now going to hear. Listen to it, and then 64. Earlier, you learned that there is only one way to write the '" ( , ) pero deme 63. 15 the 'd' in this phrase said as a 'd' or a '~'? ( '~' ) no me de 62. 15 the 'd' in this phrase said as a 'd' or a '~'? ( 'd' ) de me 61. Would the 'd' in this word be said as a 'd' or a '~'? vowel '-a' of sala. sala~eclase, and in which case, the 'd' of de now follows the the three words-are said together as if they were one word, as vowel. Thus, sala + de clase = sala ~e clase since when spoken, 60. This change from 'd' to '~' occurs any time a 'd' falls after a (yes) () ( ) () sentence? 59. Here is a sentence from an earlier Unit. Does '~' occur in the (yes) () () 58. Does it occur in this one? 78 SPANISH = Page 92 = 7.7 eould be Ltl your pronunciation iE yüu are looking at the pLint- It LS a wel1-known Eaet that you eannot be as aeeurate as you (b) ~eading. (Book open.) ~: (a) PronuneiJtion. (Book elosed. very brieE pause. can say the English meaning without any hesitation during this lowed by the English meaning. Do not go to Step 2 until you Spanish. Eollowed by a very brieE pause whieh in turn is Eo1- The test is simple: You wil1 hear one oE the dialog lines in mine iE you have or have not learned the meaning well enough. (b) The aboye will be Eol1owed by a short test Eor you to deter- English meaning. (a) The sentenees will be said Eor you several times with their ~: Meaning. (Book e1osed) as English. The Steps are as Eollows: From this Unit on, the DLalog will appear printed Ln Spanish as well the goal. dure will be slightly modiEied. Complete memorization, oE course, is still Since in this Unit you start 1earning how to read Spanish, the proce- New procedu!e on Dialogs. Same as befare. Repeat aloud everything you hear. Review. DIALCX; 72 . (You are now ready to start your work Otl the new dialog.) on. see in the new di3log wilJ be dealt with in sorne detai1 later The little mark th ... t appears over sorne letters that you will 71. Note: (yes) () () 70. Does the syllable 'qui' occur in this long word? SPANISH 79 = Page 93 = 7.8 Go back and work these steps again. is an indication that you have not worked Step 2 and 3 enough. Check: lf you feel that you need to look at the Spanish, this at the Spanish¡ look only at the English. either with book open or closed. lf open, though, don't ¡ook This is the same as before. You may practice with this step ~. Part ic ipa ion. t all the lines. Then go to Step 4. stay working with Step 3 until you feel perfectly relaxed with said at a normal-to-rapid speed. Repeat each time. You should You will hear each sentence said twice, but this time they are ~: Fluency. (Book closed.) at the same time observing how tnese sounds are written. run through it a few more times with book open, repeating and fully and try to imitate to the best of your ability. Then, Run through Step 2 several times with book closed. Listen care- racy, work Step 2 as follows: ty to develop and maintain a high level of pronunciation accu- ed page. Therefore, in order to give yourself every opportuni- 80 SPANISH = Page 94 = 7.9 clase. Ta~bién est.oy aquí; en la sala ie- l'm also he~e; in t.he class~oom. aquí here t.ambién also 3rd Stuclent. y ustei, ¿dónde está? And you, where a~e you? y ustei1l and you ustei you y and 1nst~ucto~ Estoy en la sala ie-clase. 1'm in the class~oom. estoy (ide8 of 'being somewhe~e'; 1-fo~m) 2nd Student ¿Dónde está? you? Whe~e a~e está (idea of 'being somewhe~e'; you-fo~m) 1nstructo~ Estamos en la sala ¡de-clase. We'~e in the class~oom. 1st Student ¿Dónde estamos? Whe~e a~e we? ¿Dónde. ... ? Whe~e Estamos en la sala ie-clase. in the We'~e class~oom. la sala ¡de-clase the class~oom sala ¡de-clase class~oom Estamos en la sala ... We'~e in the ~oom ... la sala the ~oom sala ~oom estamos en (idea of 'being somewhe~e'; we-fo~m) in estamos (idea of 'being somewhe~e'; we-fo=) Inst ~ucto~ and counte~ph~ases Spanish English counte~wo~ds 81 SPAN1SH = Page 95 = 7.10 the form is estoy. Therefore, estoy would be used in all of the idea of 'being somewhere', and the idea of 'how someone feels', That's why we have called it the 'l-form'. In the case of the (a) One of the forms is used whenever '1' is the doer of the action. one of the former, this may help clarify the situation: of these four forms is to be used in what sentence. Others don't. lf you are Sorne students have a little difficulty at first in determing which leaves us with only four forms to start learning for the time being. a while, so we will postpone learning it until a little later on. This one, though used practically all the time, can be conveniently delayed for any more, so it will be ignored until much later in this course. Another Every Spanish verb has six forms. One of these is hardly ever used l. The verbo Practice and Grammatical Observations Estarnos aquí, en la clase. We're here, in the class. 5th Student ¿D6nde están uste~ y Jones? Where are you and Jones? Instructor Están en la oficina. They're in the office. oficina off ice 4th Student ¿Dónde están Sánchez y Gómez? Where are Sánchez and G6mez? for two or more people) están (idea of 'being somewhere'; form used Instructor 82 SPANISH = Page 96 = 7.11 'The doctor is in the office.'. o.' 'The doctors are in the office.' 'He is at the party.' 'They are at the party.' 'You (one person) are here.' o'You ("you-all") are here.' 'It is in my office o ' o 'They are in my office.' 'The book is on the tableo'. o 'The books are on the tableo' 'She is in class.' o o' o o' o. 00 '0' 'They are in classo' 'Where is Bi11?' 'Where are Bi11 and Joe?' 'BUI is here.' 'Bi11 and Joe are here.' (Dne person or thing) (More than one person or thing) column, but the right column would use the other formo form would be used in any of the following sentences in the left more than on.e-person (or.thing) is doing the action. Thus, one of whether one person (or thing) is doing the action, or whether We-form does not apply, you would rnake your choice on the basis (c) Under any and all other circumstances where the l-form or the Etc. 'We're not feeling well.' 'We're fine.' '''Me and Joe" ('We') are in the classroom.' '~ou and 1 ('We') are at the party.' 'BiIl and 1 ('We') are in his office.' 'We are not here.' would be used in all of the following sentences: 'how someone feels', the We-form is estamos. Therefore, estarnos In the case of the idea of 'being somewhere', and the idea of Englis~ith the word 'we'. That's why we caIl it the 'We-form'. 'me') and somebody else, the sort of thing that we associate in (b) Another form is used whenever the doer of the action is '1' (or, Etc. '1 ' m s ick. , '1 ' m fine. ' '1 am not in my office. ' am in my office. ' , 1 '1 am here. , following sentences: 83 SPAN1SH = Page 97 = 7.12 20. The army is on the move. 19. The collision occured yesterday. 18. The report was sent yesterday. 17. Are the officers already here? 16. Are they coming toctay? 15. Where is Bill? 14. Jim said no. 13. He refuses to do it. 12. Let's you and me tend to it. 11 . I thought so. 10. Mr. and Mrs. Jones will arrive at 5:00. 9. You finished already? 8. Did 'you all' fix it? 7. 'Me and Bill' will arrange it. 6. They ate it all up. 5. He did it. 4. I didn't do it. 3. Joe and I did it. 2. We finished yesterday. l. I brought it upstairs this morning. be used if you were saying these sentences in Spanish? Which of the four forms (I-form, We-form, He-form, They-form) would Pract ice l. and Joe', 'the books '._ etc.) están is the 'They-form' (but it is also used with '''you-a11''', 'Bi11 (but it is al so used with 'she', 'you', 'it', 'book'-:-'Bill', etc.), and call them the 'He-form' and the 'They-form'. Thus, está is the 'He-form' or, they could be called the 'X-form' and the 'Y-form'; we prefer te you-form', and the other form could be called the 'they-"you-a11"-form'; The form used for one person or thing could be called the 'he-she-it- the right column. está in all the sentences, but están would be used in the sentences of thing) th~orm is están. Thus, in the left column aboye we would use used for one person (or thing) is está, and for more than one person (or In the case of 'being s omewhe re , and 'how a person feels', the form 'Bi11 is fine.' 'The boy~ are fine.' 84 SPANISH = Page 98 = 7 .13 ident iEy what is the meaning oE the quest ions. Say the meaning of each The same questions oE Practi.l'e ') will be repeated. You are to simply Practice 3. (Recorded) or: ~ no 10-terminé.'No, 1 didn't finish it.' either: ~ lo-terminé. 'Yes, Ifinishedit.' Thus. ¿Lo-terminó? equals English 'Did you finish it?' The reply is that it ~nnot stand alone. It is attached to the front of the verbo This lo is an affix; this means that it is attached to something, and sary', 'Itis here', etc. (We will explain this later.) finished it', etc. But it is not used~n sentences like 'It is neces- English would say 'it'. For example, lo is used in sentences like '1 The syllable ~ in Spanish is frequently, but not always, used where 8. Deny it. 16. Admit it. 7. Admit it. 15. Admit it. 6. Deny it. 14. Deny it. 5. Deny it. 13. Deny it. 4. Admit it. 12. Admit lt. 3. Deny it. 11. Deny it. 2. Admit it. 10. Admit it. 1 . Admit it. 9. Deny it. asked, just as you have heen doing, according to the instructions below. Without worrying about meaning, answer the questions you will be Practice 2. Review. (Recorded) confirm- Idea of 'confirming' recomend- Idea of 'recommending' ~- Idea of 'preparing' termin- Idea of 'finishing' Here are four verbs which you will begin to learn in this Unit: 2. The verb: The affix 'it'. SPANISH 85 = Page 99 = 7. )4 4. The married one is M 3. Rea11y? Why? 2. Which one? The one dancing with J ? 1. Ri, S _ How're you doing? How wou1d you say the fo110wing short phrases and sentences in Spanish 7 Part l. App 1 icat ion of those that you do not understand quick1y and easi1y. Listen to the fo1lowing sentences and phrases. Write down the numbers Comprehension. (Recorded) Variations 8. Deny it. 16. Admit it. 7 . Admit it. 15. Admit it. 6. Deny it. 14. Deny it. 5. Deny it. 13. Deny it. 4. Admit it. 12. Admit it. 3. Deny i t . 1I. Deny it. 2. Admit it. 10. Admit it. 1. Admit it. 9. Deny it. supposed to use in your reply.) section a few times in order to fee1 relaxed with the rhythm that you are ing to the instructions be10w. (lf you :,re using the tape. replay this The same questions wi1l be ~sked again. This time answer them accord- Practice 4. (Recorded) duce the right meaning every time.) are using the tape, replay this Dril] a few times, or unti1 you can pro- one before your instructor's voice gives it to you on the tape. (lf you 86 SPANISH = Page 100 = 7.15 35. No, 1 didn't confirm it. 34. Yeso 1 confirmed it. 33. Yes, recommended ít. 32. No, didn't recornmend it. 31. No, 1 d idn' t prepare it. 30. 1 prepared it. 29. 1 finished it. 28. Do you plan to leave early? 27. Do you plan to stay here? 26. Thanks. 1 accept, because 1 want to leave early. 25. Thanks. 1 accept your invitation. 24. Can you leave early? 23. Can you go in my car? 22. Can you go with me? (Same as, 'You can go with me?') 2l. If you want to, you can go in my caro 20. If you want to, you can leave with me. 19. If you want to, you can go wíth me. 18. And 1 want to go at 5:00. 17. And 1 want to go in my caro 16. And 1 want to go early. 15. Because 1 didn't bring my car. 14. Yes, and 1 want to leave early. 13. Do you plan to stay at the off ice? 12. Do you plan to stay at the party? 11. Do you plan to stay here? 10. No. She is single. 9. She isn' t mar-ried? 8. No, N is the single one. She isn't married. 7. The older one is M 6. Of course. M is the older one. 5. M is the married one. SPANISR 87 = Page 101 = 7.16 Fine! lE you want to, you can go with me. Bill, I want to leave. OE course! Rea11y? We're at the party. Say, Bill. Where are we? A: conversations. Be prepared to be engaged by your instructor in the Eo11owing short Part 3. 10. Y uste)!, y ¿c6mo están? 9. ¿Y Nora? ¿c6mo está? 8. ¿C6mo estoy? 7. ¿D6nde estoy? 6. ¿c6mo estamos, y yo)? (Jos~ S. ¿C6mo está la clase? 4. ¿c6mo están uste' y Nora? 3. ¿D6nde están Maria y Nora)? (Jos~, 2. ¿D6nde está usteft'? lo ¿D6nde estamos? ¿En la clase o en la oficina? Prepare an oral answer to the following questions: Part 2. R8 SPANISH = Page 102 = END üF UNIT 7 -- lf you want to, you can go with me. Fine! Yes, 1 want to go. In my offíce. Do you plan to g07 Where7 Tomorrow. At fíve. -- So-so. When ís the party7 Pretty good. And you7 Hí! How are you7 c: Because I want to leave early. At 5:007 Why? At 5:00. lf you want too When7 Can you leave early7 l'm here, ín my offíce. Say, Jím. Where are you7 B: SPANISH 89 = Page 103 = 90 SPANISH = Page 104 = 8.1 7, Now, write only once what you hear. (ma) 6. Write this one. (sa) hear it. 5. Now. as befare, write the syllable you hear right after you sa: ( ) 4. How would you pronounce this syllable? (le) 3. Do the same with this syllable. (se) you hear each one. hear it -- not before, and not during, but immediately after It is important that you write your syllable right after you it ev¿ry time you hear it. right after you hear it. Caution: 2. You will now hear a similar syllable said ten times. Write me: ( ) l. Look and listen Writing awareness. (Part 2.) (Recorded) INTR ODUCT 1üN UNIT 8 91 SPANISH = Page 105 = 8.2 15. Here is another new word. Listen. silla: (l) (2) (3) pronunciations. 14. This is what it looks like, followed by the three varying 3. 'Argentine' Spanish: ( ( ) 2. Common in sorne places: ( ( ) L Probably the most common pronunc iat ion: ( ( ) It is pronounced in three different ways: 13. Here is a word that will occur in the dialog of this Unit. (clase) ( ) ( ) 12. Write this word. (of ic ina) ( ) ( ) ll. Write this word. (aq ut> ( ) ( ) la. Write this word. (laque) ( ) ( ) 9. Write this word. (~. or 9...!!!) ( ) ( ) 8. Write this word. (5. le) (lO.mele) (4. se) (9. mase) (3. sa) ( 8. mese) (2. me) (7. mesa) (l. ma) ( 6. la) Check your answers below: S. ( ) ( ) : la. ( ) ( ) : 4. ( ) ( ): 9. ( ) ( ) : 3. ( ) ( ) : 8. ( ) ( ) : 2. ( ) ( ) : 7. ( ) ( ) : L ( ) ( ): 6. ( ) ( ) : 92 SPANISH = Page 106 = 8.3 And, finally, dot it: ~-- Then make something that looks like the letter 'c': 0, (writing line) ..1' 24. The up-side-down question mark is written by starting at the top: (At the beginning of the question part.) y uste~! ¿donde está? ¿Dónde estamos.? sentence? Observe, then answer. the sentence, or at the beginning of the question part of the 23. Where is the first question-mark placed. at the beginning of ¿Dónde estamos? at the end. Observe: one at the beginning of the question and a right-side-up one 22. Spanish writing employs two question-marks: an up-side-down (silla) ( ) ): 21. And, write this one. (silla) () (): 20. Again, write this variation. (s illa) () (): remember how to write it. look back to frame 14. 19. Write the word that you are going to hear. lf you can't li)lro: () ( )X ( )X ( )X 18. Listen and repeat again where shown. li)lro: () 17. This is what it looks like. ( ) ( ) ( )X ( )X 16. Listen and repeat where shown. ( ) ( ) ( ) 23 SPANlSH = Page 107 = 8.4 Maeculinity and femininity have little te de with whether eome- as 'masculine neuns', and te the ether as 'feminine neune'. traditienally, they have referred to ene ef the kinds ef neune 32. Grammarians call this difEerence a matter oE 'gender'. And, 'a chair' is una silla. 'a table' is una mesa, and 31. 'a beok' is un 1i)6re, but li)6ro 'boek' silla 'chair' mesa 'table' 30. In the dialog for this Unit, you will learn three new nouns: as in 'a table', 'an ashtray', etc. One of these words is the counterword for English 'a' er 'an', shape according to the kind of noun they might be used with. or 'Y kind' since other words in a sentence will change their 29. lt is essential to know whether a certain noun is an 'X kind' also have to learn to what category it belongs. only have to learn what the meaning of a noun is, but you will 'kind X' and 'kind Y'. As a student of Spanish, you will not 28. In Spanish, there are two kinds of nouns which we may call period', 'a/the justification', 'a feeling', 'an opinion', etc. any word that can be used with 'a' or 'the' is a noun; 'a/the or 'A trend is being establí.shed', etc. As a matter of fact, 'boy'; it may be a concept, as in 'The analysis is interesting', 27. A noun does not have to be something physical as 'house' or (boy) In the sentence 'The boy is big' the noun is ===== For example, this sentence has a noun; 'The house is big. ' 26. A 'noun' is the name of something, what you call something. Masculine/Feminine concepto Dónde están Sanchez y Gómez? y ustei, dónde está? Dónde estamos? following; 25. Insert the up-side-down question-mark where needed in the 94 SPANISH = Page 108 = 8.5 Step 4: Participations. Step 3: Fluency. (Book closed.) repeating aloud and looking at the way the words are written. For Reading: work with book open, two or three or more túnes, For pronunciation: work with book closed, two or three túnes. (a) Pronunciation and (b) Reading. Meaning. (Book closed.) in mind as you prepare each step: The same four steps will be employed as in Unit 7. Keep these New Dialog. Review. Repeat aloud everything you hear. (Recorded) DlALOG 38. You are now ready to begin the new dialog (una) (un) Feminine: Masculine: Write them in the blanks. 37. The counterword in Spanish for 'a' (or 'an') has two shapes. (un) masculine noun: 36. Write the word for 'a' in the form that it is used before a (un) it is used before li~ro: 35. li~ro is a masculine noun. Write the form of the word 'a' as (una) 34. Write the word for 'a' that is used before feminine nouns: (una) it is used before these two nouns: 33. Mesa and silla are feminine nouns. Write the word for 'a' as chairs, books, etc. and there is certainly nothing feminine or masculine about tables, masculinej a shirt, though usually worn by men, is femininej for example, though usually worn by women, is grarnmatically thing is grarnmatically 'masculine' or 'feminine'. A bracelet, 95 SPANISH = Page 109 = 8.6 Yeso, ¿qué es? And that, what is it? Instructor Eso es una mesa. That's atable. Student ¿Es esto una mesa o una silla? Is this atable or a chair? una mesa o una silla? . a table or a chair? o or Inlltructor Eso es una mesa. That's atable. una mesa atable mesa table Student y esto, ¿qué es? And this, what is it? ¿qué es? what is (it)? Instructor Eso es una silla. That 's a chair. eso that thing; that 'doo-hickey' una silla a chair una a silla chair Student ¿Qu(é) es esto? What's this? esto this thing; this 'doo-hickey' ¿Qu(é) es .. ? What' s .. ? ¿Qué es ? What is .... ? es is ¿Qué What. ? Instructor and counterphrases Spanish English counterwords 96 SPANISH = Page 110 = 8.7 ______________ We are not at the airport yet. each of the following: in Spanish the proper form that would be used for the underlined word in Without bothering to translate these sentences into Spanish, write Practice l. questions including the They-form and the We-form. using only I-forms and He-forms. In this Unit, you will be asked similar Thus far, you have been asked to admit something, or to deny it, 2. Practicing with They- and We-forms. In Unit 9, we will complete the picture for when/what. They-form:est!n He-form: est! es We-form: estamos I-form: estoy Where/How: When/What 'am, ís, are' thus far you have learned only one form to be used with when and-;hat: In Unit 7 you learned the four forms used with where and how, and used in telling what something or somebody is. ---- Unit, you have observed that the form used for 'when something is' is also differe~from talking about when something (i.e. the party) is. In this is, or how somebody feels, the form of the verb for 'is' or 'are' is a little In Unit 3 we pointed out that if you are talking about where somebody 1. 'Being' and Practice Grammatical Observations Eso es un li)$ro. That' s a book. un li)$ro a book un a (used with 'book') 1i)$ro book Student 97 SPANISH = Page 111 = 8.8 (There are fifteen questions of this type.) something)?' something). ' 'Did "you-al1"' (do 'Yes, we did (do Examp1e: And rep1y to these, admitting that both of you did these things. Imagine that these questions are addressed to you and your friendo Practice 3. (Recorded) 4. confirm- ( )X )X ( ( )X ( )X 3. recomend- ( )X ( )X ( )X ( )X 2. prepar- ( )X ( )X ( )X ( )X l. termin- ( )X )X ( )X ( )X They-form We-form right. repeat the They- and the We-forrns that follow. Be sure you pronounce these Using the same four bases that you worked with in Unit 7, listen and Practice 2. (Recorded) 20. _________ Is she your gir1friend? 19. ______________ We're fine, thanks. 18. ______________ This is a picture of the church. 17. _________ This is my oldest son. 16. _________ Where are Bill and Joe? 15. ______________ The married one is Betty. 14. ______________ He is a bache10r. 13. ______________ What 's that? 12. _________ Bi11 and 1 are in Washington now. ll. ______________ They ~ wel1, thank you. 10. _________ Are they here a1ready? 9. ______________ She s t fine. 8. _________ Hi! How'! your wife? 7. _________ The wedding is tomorrow. 6. ______________ Are you a teacher? 5. _________ Are you in town now? 4. _________ She is an American. 3. _________ This is a chair. 2. ______________ Where is the doctor? SPANISH 98 = Page 112 = 8.9 of those that you do not understand quick1y and easi1y. Listen to the fo11owing sentences and phrases. Write down the number Comprehension. (Recorded) Variations ponses correct every time. different order. Again, rework this exercise unti1 you get your res- This is the same as Exercise 6, but the items wi11 be sequenced in a Practice 7. 'Listen-speak.' (Recorded) next exercise. order to get your responses correct every time, before going on to the you shou1d have said. Rework this exercise as often as you need to, in in Spanish. This pause is then fo11owed by the correct version of what Spanish. Fo11owing each instruction. there is a pause for you to speak You will be given instructions in Eng1ish to get something said in Practice 6. 'Listen-speak.' (Recorded) 10. Deny .... 20. Deny ... 9. Admit ...... 19. Admit ... 8. Deny ......... 18. Admit ... 7. Deny .. 17. Deny .. 6. Admit ..... 16. Deny ......... 5. Deny .... 15. Admit .... 4. Deny ........ 14. Admit .... 3. Admit .... 13. Admit ... 2. Admit that you two did it. 12. Admit .. 1. Deny that you two did it. 11. Deny ..... This time, inc 1ude the word 'it' (~). Using more or 1ess the same questions, rep1y as indicated be1ow. Practice 5. (Recorded) (There are fifteen questions of this type.) something)?' something). ' 'Did "you-a11" (do 'No, we didn't (do Examp1e: deny that both of you did it. These are essentia11y the same questions of Practice 3. This time, Practice 4. (Recorded) 99 SPANISH = Page 113 = 8.10 S. ¿Es esto una oficina? 4. ¿Es esto una sala de clase? 3. ¿Es esto un libro? 2. ¿Qué es eso? l. ¿Qué es esto? Prepare an oral answer to the following questions: Part 2. 23: No, that is a book. 22. Is that a chair? 21. Of course! Why? 20. Sure! The married one is Maria. 19. We're also in the class. 18. 1 don't want to leave early. 17. But 1 didn't bring my caro 16. Well, only until tomorrow. 15. Is this a chair? 14. This is a chair. 13. No, that is not a bookj that's atable. 12. We're here, in the classroom. 11. I'm here, at the party. 10. Do you plan to go with me? 9. Do you plan to stay here? 8. Sure. If you want too 7. Say, S~nchez! If you want to, you can go with me. 6. Thanks. 1 accept your caro S. Thanks. 1 accept your invitation. 4. No, we're not in the classroom; we're at the party. 3. Maria and Nora are at the party. They're with me. 2. S~nchez is not at the party; he's in the office. l. Maria and Nora are at the party. How would you say the following in Spanish? Part 1. App licat ion 100 SPANISH = Page 114 = 8.11 END OF UNIT 8 Fine! You can go with me. No, l'm not O.K. 1 want to leave early. Re is here also! Are ~ O.K.? (i.e. 'fine?') --Where's Jones? I'm in the classroom, too! --Really?! Where are ~? We are in the classroom! --Say, Sánchez! Where are we? B: --Thanks. with me, too. Re's here. If you want to, Sánchez can go --Where is Sánchez? yes, but only until 8:00. --Do you plan to stay here? Fine, if you want too --Say, Jones! 1 want to leave. A: conversations. Be prepared to be engaged by your instructor in the following short Part 3. 10. y esto, ¿qué es? 9. Yeso, ¿qué es? 8. ¿Es eso un libro, o una mesa? 7. ¿Es eso una fiesta? 6. Yeso, ¿es un libro? SPAN1SR 101 = Page 115 = 102 SPANISH = Page 116 = 9.1 b. of ie ina ( only Orle f' ) g. un 1ij>lro a. esto f. una silla Check your answers: j. ( ) : i. ( ) : h. ( ( ) : g. ( ( ) : f. ( ( ) : e. ( ( ) : d. ( ( ) : c. ( ( ) : b. ( ) : a. ) : answers below. 2. Dictation. Write the words that you hear. Then. check your j. acepto ........................ ( ( ) i. Si quiere .................. ( ) ( h. pue¡l'e .. ........................ ( ( ) g. se¡l'a .. .......................... ( ) ( ) f. saque .......................... ) ( ) ( e. quema .. ....................... ( ) ( d. ~ ............................. ( ) ( c. ofic ina .. ................... ( ) ( b. mesa ............................ ( ) ( a. me . ............................. ( ) ( lo Read these words aloud, then listen to see if you were correcto Writing awareness. (Part 3. ) (Recorded) INTRODUCTION UNIT 9 103 SPANISH = Page 117 = 9.2 13. ls this eombination eorreet? 'buenos' + 'días' 'buenosiias' eombination is eorreet: and after an 'r'. Therefore, we can say that the fo1lowing 12. The sound 'd' usual1y ehanges to 'i' after any vowe1, after an 's', ( ) ( ) ( ) that you 1earned in pueie. Listen again. 11. And the 'd' sound in the seeond word ehanges to the sound of 'd' () () Listen. the end of the first word develops a little bit of 'buzzing'. la. In the eombination, two things happen. For one thing, the 's' at ( ) other word: 9. The word aboye will be eombined in the new dialog with this (2 ) (1) (2) (1) (2) 8. Whieh is the right pronuneiation? (no) () () 7. ls this the right pronuneiation? (R) (W) (R) (W) in a different way. 6. Here is the same word; this time, it will be pronouneed wrong (2) (1) (2) (1) (2) 5. Whieh is the right pronuneiation? (R) (W) (R) (W) 4. The same word will be pronouneed right (R) then wrong (W): ( ) 3. Listen to this new word. New material: e. estoy j. acepto (only one 'e') d. easa¡¡!a (or, kasa~a) i. buscamos (or, buskamos) e. pue¡¡!e h. saque 104 SPAN1SH = Page 118 = 9.3 Write this word correctly: vowel. would indicate where this loudness is by accenti,~ the appropriate loudness on the last syllable. And in writing this word, you fore, in speaking Spanish you would pronounce this word with aqui indicates that the loudness is on the last syllable. There- 29. This accent serves to indicate where the lOUdness is. Thus, accent' -:- this: ~. This line is called 'an accent mark', or simply 'an 19. The loudness marker is a little line placed over a vowel, like in the dictionary. pret this loudness marker, you will be able to pronounce correctly ~ word how to pronounce the various combinations of letters and then how to inter- writing system includes a marker for this loudness. Thus, once you learn Since part of the pronunciation involves the feature of loudness, the it necessary to include the pronunciation of words. and it works well: so well, in fact, that Spanish dictionaries do not find these are few, and they are easy to handle. The system as a whole works, modern, up-to-date systems in the world. It is not without sorne flaws, but Compared to English, the Spanish writing system is one of the most Written accent. (ver¡iIónde) 'ver' + 'dónde' 18. Finish this combination correctly. (losJl!os) 'los' + 'dos' correctly. 17. If 'buenos' + 'dias' = 'buenosJl!ias', finish this combination ( no) 'los' + 'dos' 'losdos' 16. ls this combination correct? (porJl!ónde) '~' + 'donde' 15. Write in the blank the correct combination for the following: (no) '~' .+ 'donde' 'pordónde' 14. Would this one be correct? (yes) 'de' + 'donde' 'deJl!ónde' 195 SPAN1SH = Page 119 = 9.4 (mesa) ( ) ( ) : 31. Listen and write correct1y. (papa) ( ) ( ) : 30. Listen and write correctly. (no) () () 'no' . Would this word require a written accent mark? Answer 'yes' 01' to be on the second-last syllable. absence of an accent mark irldicates that the 10udness is supposed do not ha ve an accent mark. With words that end in a vowel, the 29. Sometimes --in fact, most often-- you will notice that many words (Jos~) ( ) ) : 'J'. Listen and write it correctly. 28. The next word is the name of a persono It starts with a capital (as O ( ) ) : 27. Listen and write correctly. (está) ) : 26. Listen to this word, and write it correctly. (recomend~) ( ) ( ): 25. Listen to this word, and write it correctly. (recomendó) ( ) ) : 24. Listen to this word, and write it correctly. (preparó) ) : 23. Listen to this word, and write it correctly. (terminó) ( ) ) : 22. Listen to this word. and write it correctly. (prepar~ ) (termin~) 'prepare' : I te rrnine t : 2l. Simi1arly, write these words correct1y. (aquO 'aqui' : 106 SPANISH = Page 120 = 9.5 termino ( ) ( ) 43. Read this one, then check. terminó ( ) ( ) 42. Read this one, then check. papa ( ) ( ) 41. Read this one, then check. papá ( ) ( ) 40. Read this word, then check with t,he tape. (2 ) Word 2: ( ) ( ) Word 1: () ( ) 39. Which one of these two words needs an accent? (1) \o.'ord 2: Word 1: an accent? 38. You have heard on1y one of these words before. Which one needs ( no) ( ) 37. Does this word need an accent? (yes) 36. You have not heard this word before. Does it need an accent? (yes) ( ) ( ) 35. You have not heard this word before. Does it need an accent? (no) ( ) ( ) Does it need an accent? 34. This is a word that you already know. (silla) ( ) ) : 33. Listen and write correctly. (esto) ( ) ( ) : 32. Listen and write correctly. 107 SPANISH = Page 121 = 9.6 ¿Cómo se-llama uste¡i[? What's your name? ¿Cómo se-llama ... ? How are you called . ? se-llama are called (He-form) ¿Cómo ... How ... ? Profesor Buenos ¡i[las, señor profesor. Good morning, teacher! señor profesor 'mister professor' profesor teacher señor sir; mister Estu¡i[iante Buenos ¡i[ias. Good morning! Profesor (En la clase.) (In class.) and counterphrases Spanish English counterwords Review. Repeat everything you hear as often as you hear it. DIALOG You are now ready to start work with the new dialogo marks. We will conclude the presentation in Unit 10. 45. You have now learned about 40% of the principIes involving accent e. colé . ... ...... ( d. na¡i[o .. . ... ( c. dame .. .... ( b. casó . . . . ( a. casa . .. ( after each word. 44. Here are some words you have never seen. Read them, and check 108 SPANISH = Page 122 = 9.7 Los tos somos americanos. Both Df us are American. americanos American (two or more people) los tos somos the two are (We-form) somos idea of 'be ing something' (We-form) los Jl!os the two Mi-esposa es americana también. My wife is American, too. también also americana American (talking about a woman) mi-esposa rny wife mi- my Est utiante ¿Y su-esposa? And your wife? su-espoSa your wife esposa spouse (female) su- his, your Profesor Sí, señor. Soy americano. Yes, sir. l'm American. soy Idea of 'being something' (l-form) Estutiante ¿Es ustet americano? Are you American? americano American (talking to aman) Mucho gusto, señor Jones. Glad to know you, Mr. Jones. mucho gusto much pleasure mucho much gusto pleasure Profesor Me-llamo Jones. My name' S Jones. me-llamo are called (l-forro) Estutiante 109 SPANISH = Page 123 = 9.S Without bothering to translate these sentences, write in Spanish the Pract ice l. 'Being' . son They-form están es He-form está somos We-form estamos ~ I-form estoy WHAT or WHEN WHERE or HOW ('l'~ fine', 'How are you?' etc.) th ing, is (' in the off ice', 'on the table', etc.) and HOW somebody fee l s The other set of forms is used in indicating WHERE somebody, or some- party is tomorrow, etc.) 'teacher', 'son', 'a car ' , 'a book', etc.) and WHEN something is (l~e is used in indicating WHAT somebody, or something, is ('American', You have now learned the eight forms oE 'being'. One set of form~ 1. 'Being.' Practice and Observations Uste~ es colombiano, creo. You're Colombian, 1 believe. creo idea of 'believing' (l-form) colombiano Colombian (male) Estudiante ¿Y yo? ¿Qué soy? And l? What am l? ¿Qué soy? What am l? qué what soy idea oE 'being something' (l-form) ¿Y yo? And l? (And me?) yo 1 Muy )lien. Ustedes son americanos. Very well. 'You-all' are American. son idea of 'being something' (They-form) muy )lien very well Profesor 110 SPANISH = Page 124 = 9.9 Notice that words which denote nationa1ity. like americano and 2. Nationa1ity. 30. These are books on economics. 29. We're happy. 28. We're new employees. 27. the new secretary. I'~ 26. a new shipment. It'~ 25. Those are tab1es. 24. Bi1l and 1 are downtown. 23. The books are in your office. 22. We're Texans. 21. We' re s ick. 20. They're in his off ice. 19. Where is Joe? 18. They're students, too. 17. I'mastudent. 16. Are they il1? 15. We're teachers. 14. l'm tired. 13. l'm sick. 12. l'm fine, thank you. 11. This is my new caro 10. Yes, sir. l'm American. 9. This is my son. 8. l' m at the drugstore. 7. Bill and Bob are here now. 6. We are Venezue lans. 5. How are you! 4. ~ the party tomorrow? 3. Are they Colombians? 2. My wife is American. l. We ~ not at the airport yet. propeé form that wou1d be used for the under1ined word in each of the fo110wing: 111 SPAN1SH = Page 125 = 9.10 the right response. ------ Be sure to make your response before your-teacher gives you response now is not 'something ... ', but 'a something ... ' feminine' or 'a something masculine'. Notice that your You are to respond to each word by saying 'a-s0mething Part 2: You will hear a mixed 1 ist of words used with una or un. ~. Observe also the rhythrn. Part 1: Listen to these words and observe the occurrence of una and Practice 4. Identification of una and ~. (Recorded) 'a' (or 'an') in Spanish is either una or un. 5. Indefinite article. you the right answer. sure to rnake your response before your teacher's voice gives feminine' or 'something masculine' as the case may be. Be in a mixed order. You are to respond by saying 'sornething b. The next list of words contains feminine and masculine words word is feminine and the second is masculine. a. Listen to these pairs of words. In every pair, the first Part 2: words. b. Listen to this group of ten words. These are all masculine words. a. Listen to this group of ten words. These are all feminine Part 1 : Practice 3. Masculine and feminine identification. (Recorded) 4. Gender. ponse before-the correct answer is given by your teacher. refers to one something or more than one something. Make your res- by saying 'One' or 'More than one' depending on whether what you hear Listen to the list of words that your teacher will say, and respond Practice 2. Singular and Plural. (Recorded) to one person, but usteies ('you-all') refers to more than one persono americanos refers to more than one persono Similarly, ustei (you) refers If a word refers to more than one thing, it is 'pluralized'. Thus, 3. Plural forms. colombiano, are not written with capitals. 112 SPANISH = Page 126 = 9.11 intonation. Therefore, play this part a few times just It is important that you imitate the proper rhythm and José. response will be in Spanish: deny it, and irnmediately accuse Part 2: The same questions of Part 1 will be asked. This time your confirm- Idea of confirming recomend- Idea of recornmending prepar- Idea of preparing termin- Idea of finishing As a refresher, the meaning of the four model verbs are: before starting Part 2. is important that you learn to respond correctly every time Replay Part 1 several times before going on to Part 2. It g ives it to you. correct response. Make your response before your teacher having done it. Your teacher's voice will then give you the by denying that you did it and immediately accuse Bill of asking ~ if you did so-and-so. You are to reply in English Part 1: Using the four model verbs, you will hear your teacher Practice 5. Denying and accusing. d) Did Sánchez and GÓffiez finish it? c) Did he and she finish it? b) Did Marta and Nora finish it? a) Did they finish it? S1, lo-terminaron can be the answer to any of the following questions: d) Did she finish it? c) Did he finish it? b) Did Nora finish it? a) Did José finish it? sí, lo-terminó can be the answer to any of the following questions: 6. He- and They- forms. (Concluded) Be sure to follow the rhythm correctly. your response, your teacher will give you the right response. the ;Qrd 'cosa', you should respond with 'una cosa'. Following or 'un' with the word you hear. For example, if you hear- in this pause your response:--Your response is to say 'una' Part 3: You will hear a word said once, followed by a pause. Insert 113 SPANISH = Page 127 = 9.12 ~. colombiana. l. soltera 2. casada 3. la que ~aila con José 4. americana in 1 through S. Notice that the verb in 6 through 10 would be different from the verb 'Mi l'íija es soltera'. (My daughter is single). Example: 'Mi l'íija ' (soltera) Part 1. Begin each of the following by saying, 'Mi l'íija _ Variations on 'es/est~' which ones these might be. sentence that is not immediately clear to you, and let your instructor know Listen to the following sentences. Write down the number of any Comprehension. (Recorded) Var iat ions Part 2: Asking or telling, mixed order. Part 1: Asking. get your responses right every time. give the correct response. Work each part several times in order to Spanish. After you make your response, your teacher's voice will You will be given instructions in Eng1ish to get something said in Practice 6. Listen-Speak. (Recorded) Caution: Be sure you learn to imitate the proper intonation. having done it. friend did it. and immediately accuse Nora and María of Part 4: Now, make your response in Spanish: deny that you and your Part 4. learn to respond correctly every time before going on to Replay this part several times. It is important that you of having done it. your friend did it, and immediately accuse Jane and Jill friendo Your reply will be in English: deny that you and Part 3: This time, the question will be addressed to you and your response in the short pauses that follow each question. listening; then, play it a few more times inse~ting your 114 SPANISH = Page 128 = 9.13 this? 43. That's atable. 44. ls this a chair or atable? 45. That's a 39. That's a chair. 40. And this, what is it? 41. That's a book. 42. And 37. José is here at the party, too; he's Colombiano 38. What's this? 35. 1 'm he re in his office. 36. Bi11 is here at the party; he's American. 33. She' s here with me, in my off ice. 34. He' s here with me, in my office. 30. They're here, in my off ice. 32. They're here with me, in my caro name is Nora. 28. His na me is Bi11." 29. We're here, in his office. 24. What's her name? 25. What's his name?* 26. My name is Joe. 27. Her Col omb ian, too. 22. We're both Colombians. 23. What's your name?* l'm not American; l'm Colombiano ~. Really? And your wife? 21. She' s at the party. 17. We're here in my office. ~. Are you American? 19. No, in the classroom. 16. Bill and Joe are Americans. They're here with me you. ~. We' re fine, thank you. 15. Bill and Joe are fine, too. They're 12. Her name is Nora. She's the one dancing with .!l. 1 'm fine, thank Jos~. is Betty. She' s here at the party. D... Her name is Al ice. She is married. 8. That girl is my daughter. 9. Rea11y? What's her name? 10. Her name the classroom. 6. l'm in the classroom. 7. We're at the party. 4. Nora is single; the married one is María. 5. The married one is in l. 1 'm here. 2. l'm American. 3. He's here. He's American, too. ~Iow would you say these thoughts in Spanish? Part l. Appl ication 8. aquí? 9. casaia? 10. en su oficina? 5. en mi 6. en la sala clase? 7. colombiana? carr~? -~e l. soltera? 2. en la fiesta? 3. la que Waila? 4. americana '¿Esa chica es soltera?' . (' 1s that girl single?') '¿Esa chica ________ ?' (soltera) Example: ask questions starting with '¿Esa chica ?' Part 2. Using the same ten completions, but now in a mixed order, fiesta 10. en mi carro. 6. en su oficina L. aquí 8. en la sala ~e clase 9. en la 115 SPAN1SH = Page 129 = 9.14 --She's American; we're both American. No, She's American. And your wife? --ls your wife Colombian, too? l'm Colombiano --Yes, sir. And you, what are you? Are you American? A: conversat :lonS. Be.prepared to be engaged by your instructor in the following Part 3. 10. ¿Su-esposa es colombiana? 9. ¿C6mo se-llama su-esposa? 8. ¿Es ustei americano? 7. ¿c6mo se-llama uste~? 6. ¿Uste~es ~os son colombianos? 5. ¿D6nde están uste~es? 4. ¿La esposa ~e Jones es colombiana? 3. ¿Qué es Jones? ¿Profesor? 2. ¿Qué es uste~? ¿Americano? l. ¿D6nde está uste~? Prepare an oral answer to the following questions: Part 2. *Note: se-llama='his or your name is' as well as 'her name is'. 59. Bill and Joe are here; they're in my office. 60. Where is José? José. 57. Because Nora is at the party. 58. The party is tomorrow. ~. Because 1 want to leave early. 56. Because Nora is the one dancing with 52. Why are we here? ~. Why are we in his office? 54. Why are you here? 49. We're both in my office. 50. We're both fine, thank you. ~. Why? the party. (Or, 'We are both at the party.') 48. We're both Colombians. both Americans. (Or, 'both of us are Americans.') 47.Both of us are at tableo 44. ls this a chair or atable? 45. That's atable. 46. We're 116 S PAN lSH = Page 130 = 9.15 END OF UNIT 9 --Yes, he's my teacher. Sánchez. --Which one? Sánchez or GÓIDez? ls he your teacher? --Re's in his office. Re ia with GÓmez. Where's Sánchez? Re's not in the classroom. --Pretty good. Fine, thank you. Row are you? --Goad morning! Row are you? Good morning! D; --No, Nora is single. The married one is Maria. ls she the married one? --Nora is my daughter. She's the one dancing with Jos~. Nora? 1 don' t know her. --Because Nora is here, too. Ri, Joe! Why are you here at the party? c: --Of course! We're both here in the c1assroom! Really? --1 am here. and you. too. Where are you? --They're in his office, too. Where're S~nchez and Gómez? --Jos~? Re's in his office. Where's Jos~? B: 117 SPANISH = Page 131 = 118 SPANISH = Page 132 = 10.1 a. ( )X ( )X ( )X 5. Repeat these words accurately. (coriero) c. ( ) ( ) : (bor~e ) b. ( ) ( ) : (tar~e ) a. ( ) ( ) : spelling after each one. 4. Now, listen and write these words in the blanks. Check your c. ( )X )X )X b. ( )X )X )X a. ( )X )X )X 3. Repeat these words accurately. (corte) c. ( ) ( ) : (parte) b. ( ) ( ): (carta) a. ( ) ( ) : spelling after each one. 2. Now, listen and write these words in the blanks. Check your c. )X )X )X b. )X )X )X a. )X )X )X l. Repeat these words accurately. Part l. Practice (Recorded) INTRODUCTION UNIT 10 SPANISH 119 = Page 133 = 10.2 a. () (): as a single~~-. Listen and write, and check each one. 10. When this -rr- sound is at the beginning of a word, it is written b. (a)X (a)X (b)X (b)X a. (a)X (a)X (b)X (b)X begins with the sound similar to --rr-. Listen and repeat. 9. Notice that the second word in each of the fo11owing pairs (parra) (para) ) ) : c. ) ) : (carro) (caro) ( ): b. ( ): (perro) (pero) ) ): a. ) ): ot each pair contain. -rr-. B. Now, lilten and write thele wordl in the b1ankl. The lecond one c. (a)X (a)X (b)X (b)X b. (a)X (a)X (b)X (b)X a. (a)X (a)X (b)X (b)X 7. Try to make these contrasts accurately. (cualiro) c. ( ) ( ) : (ma_re) b. ( ) ( ): (pa_re) a. ( ) ( ) : spe11ing after each one. 6. Now, listen and write these words in the b1anks. Check your c. )X )X ()X b. )X )X ()X 120 SPANISH = Page 134 = 10.3 sa}jor: sal'íe: 16. Listen to '!1' in these words: g. vino: .. ...... ....... .. .. .............. .. ( ) ( f. vende: ........ .. ............................. ( ) ( e. busque: .............. .. . . .. .................. ( ) ( ) d. yer¡Je: .. .. .. .. .. .. .. .. .. .. .. .. .. .. . ............ ( ) ( ) c. vaca: ...... .. .. ................... ... . . ( ( ) ) b. vasto: ....... .. . . .. . ....... ...... .. ( ) ( ) a. basto: .. . .. ............................ ( ) ( ) this text, and check your pronunciation. 15. Read these words in accordance with the pronunciation adopted for of Spanish pronunciation. distinction between 'b' and 'v' is not in any fashion a requirement pronunciaci6n espa~ola, 6a. edici6n; Madrid 1953) to make a leading Spanish phonetician, T. Navarro Tom&s (p. 92 Manual de but these are very much in the minority. In the opinion of the the same sound. A few speakers may at times make a difference, practically all speakers of Spanilh pronounce them as one and 8videnced in the early hispano-romanic inscriptions. Today, dilappear early in the history of the lberian Peninsula, as 14. A difference in the pronunciation between 'b' and 'v' began to (no) (basto) (yasto) (basto) (yasto) 13. Here are the last two words again. Do they sound different? vasto: 12. Listen to this one. basto: 11. Listen to the way this word is pronounced. Part 2. New material. (rico) c. ( ) ( ) : (rata) b. ( ) ( ) : (ropa) SPANISH 121 = Page 135 = 10.4 dar + voces dar ¡¡laces las + veces las ;,/eces 's' or 'r'. Thus: 25. As in the case of '~', 'b' and 'v' become ')1' and '¡¡I' after an (de ¡¡lino) de vino: 24. Write this phrase using our system. (no) 'de vino' 23. Does this represent our writing system? (yes) 'la ¡¡laca' 22. Does this represent out text's writing system? (la¡¡la, ca~o, Di¡¡la, lla¡¡le, vino) vino: llave: Diva: cabo: lava: 21. Write these words using the writing principIes used in this text: cabo 'ca~o' lava 'la¡¡la' text occurs after any vowel: 20. The sound for 'b' or 'v' that we represent as ')1' or '¡¡I' in our 'Ravana' even though it is spe1led in Spanish 'Habana'. This explains why the capital of Cuba is spelled in English as ears' as approximately the sound of English 'v'. 19. The sound represented by '~' or '¡¡I' is heard by 'Eng1ish-speaking b. (sa)lor) (pa¡¡lor) a. (sa)le) (la¡¡le) between the '~' and the '¡¡I'. 18. Here they are in pairs. Notice that there is no difference la¡¡le: () pa¡¡lor: () 17. Now, listen to the '¡¡I' in these words: 122 SPANISH = Page 136 = 10.5 ( ) ( ) ( ) from the dialog of this Unit. 35. Now let us shift our attention to another matter. Here is a word (al yer) al ver: 34. Write this one correctly, (wrong) al ver ='al ver' 33. 15 this one right or wrong? (right) selva ='selya' 32. 15 this one right or wrong? Melba ='Mel)5a' 31. The 'b' or 'v' become ')5' or 'y' after one more letter: '1'. Thus, asbesto ='as)5esto' desvelo ='desyelo' desde ='des'e' cabo 'ca)5o' árbol ,ar)501 ' lava , laya' larva = 'larya' cada 'ca'a' tarde = 'tar'e' of things that make 'b' or 'v' become ')5' or 'p' and after 'r·. That is, the 'd' becomes after the same kind 30. The 'd' is pronounced . as you know, after a vowel. after 's'. las yeces: ( las )5ocas: ( as it did before "'. 29. Listen how the 's' before y or )5 tends to 'buzz' a little. just (los yeranos) los veranos: 28. Write this according to our system. (no) 'los veranos' 27. ls this one right according to our system? (yes) 'las )5ocas' 26. According to our system, is this right? 123 SPANISH = Page 137 = 10.6 (wrong) ( ) ( ) 48. Listen and then decide if this word has been written correctly. (yes) agut 47. You know this word. Is it written correctly? Part 3. The written accent mark. (Cont'd) 'Xoy': ............. ( ) ( ) Read it aloud, then check with the tape. 46. Now, once again, here is the new word from the present dialogo 'Xilo' : ) ( ) the tape. 45. Read this word a1oud, then check your rendition with the voice on (Xasta) going to write it like this: 44. In print this word looks like this: 'hasta' . However, we are )X )X 43. Here's another familiar word. Listen and repeat where shown. (~ola) 'hola' : 42. Write this word, using our system. 41. This is how the word is written using our system: 'Xola.' )X )X where shown. 40. Here is a familiar word from a previous dialogo Listen and repeat line through it, like this: 'W. remind you that the 'h' is not pronounced by drawing a slant commonly referred to as 'silent'. For the time being, we will 29. The Spanish letter 'h' does not represent ~ sound. It is (no) 38. Do you hear an 'h' sound? (hoy) (hoy) (hoy)X (hoy)X where shown. 37. Now look at the word whi1e you are 1istening to it, then repeat 36. This is what the word looks 1 ike: '~' 124 SPANISH = Page 138 = 10.7 (right) second-last-SYllable the loudest.' in a vowel and there is no accent mark, you should pronounce the are reading a word that has been correctly written, and it ends 60. ls this statement apparently right or apparently wrong? 'If you (right) have a written accent mark on that last vowel.' ending in a vowel, and which are loudest on the last part, should 59. ls this statement apparently right or apparently wrong? 'Words (cas~) () () 58. Listen, and write this word correctly. (masa) ( ) 57. Listen, and write this word correctly. (right) ( ) mayesa 56. ls this one right? (peso) 'p~so' : 55. Re-write this word correctly. (wrong) ( ) ( ) p~so 54. ls this one right? (tapa) 'tápa' : 53. Re-write this word correctly. (wrong) ( ) ( ) tápa 52. ls this one right? (right) ( ) ( ) lata 51. ls this one written correctly? (right) ( ) ( ) mesa 50. Listen, and then decide if this word is written correctly. (papá) () () 49. Listen, and then write this word. 125 ~PANISH = Page 139 = 10.8 their English counterparts. This resemblance will more than 71. In this Unit, you will be asked to use sorne verbs which resemble (tapa) ( ) ( ) 70. Listen to th is one, and write it correctly. (estA) ( ) ( ) 69. Listen to this one, and write it correctly. (altar) ( ) ( ) 68. Listen to this one, and write it correctly. (canal) ( ) ( ) 67. Listen to this word, and write it correctly. (yes) ( ) ( ) nece¡i!a¡i! 66. 15 this word written correctly? (sacar) 'sacár ' 65. Re-write it correctly. (no) ( ) ( ) sacAr 64. 15 this word written correctly? (no) ( ) 63. Does this one? (no) ( ) 62. Does this word need an accent mark? profesor: ( ) ( ) señor: ( ) ( ) uste¡i!: ( ) ( ) costar: ( ) ( ) papel: ( ) ( ) that is, these do not need an accent mark. in a consonant. Listen to these; they are all written correctly. 61. Df course, all words don't end in a vowel. A great number end 126 SPANISH = Page 140 = 10.9 de-ci-'ir: ()X ( )X ( )X other t~e 'idea of receiving'. 82. Here are the last two; one is the 'idea of deciding' and the 'permit ir' : )X ( )X ( )X SI. Now, normal speed. Be careful with the middle syllable. per-mi-t ir: )X )X ( )X hear it. so. idea of permitting' is permitir. Imitate it exactly as you T~e' 'ofrecer': ()X ( )X )X middle syllable right. 79. Now imitate it at normal speed. Make an effort to keep the o-fre-cer: ()X ()X it. syllables. Imitate t~is slow pronunciation exactly as you hear 78. The 'idea of offering' is ofrecer. Here it is pronounced by (2) O) (2) O) (2) 77. Which is the right one? (W) (R) (W) (R) 76. Listen to the wrong and right pronunciation: vender: ()X )X )X resemblance to English 'vending' as in 'vending machines'.) 75. Mere is another verbo It is the 'idea of selling'. (Notice its (2 ) (1) (2) O) (2) 74. Which is the rig~t pronunciation, or 2? defender: ()X ( )X ( )X 73. This is what it looks like; repeat it. (R) (W) (R) (W) 72. Listen to the right and wrong pronunciation. ( ) ( ) ( ) 'idea of defending'. likely make you mispronounce them. One of these verbs is the 127 SPANISH = Page 141 = 10.10 (we finished it.) b. WE finished it. a. We finished it. -- 90. What is the meaning of Lo-terminamos? CWE finished it.) b. WE finished it (but they didn't.) a. We finished it. --- 89. What is the meaning of Nosotros lo-terminamos? (I'M here.) b. !.:..!'! here (but Bill isn't.) a. l'm here. 88. What is the meaning of Yo estoy aqu1? (l'm here.) b. !..:& here Cbut Bill isn' t. ) a. l'm here 87. What is the meaning of Estoy aqu1? (2 ) 3 2 1 nosotros and nosotros 'we'. Which is the loudest sy11able of nosotros? 86. In the last Unit you were exposed briefly to the use of ~ '1' words. The subject will be concluded in the next Unit.) 85. (You have now learned about 60% of the principIes of accenting 'reci)lir' : ()X ( )X ( )X 'deci,Jir': ()X ( )X ( )X 'permitir': ()X ( )X ( )X 'ofrecer': ()X ( )X ( )X 'vender': ()X ( )X ( )X 'defender': ()X ( )X ( )X 84. Finally, here are all of them. 'recHlir' : )X )X ( )X 'deci,Jir' : )X )X ( )X 83. Now, at normal speed. Watch that middle syllable. re-ci-)lir: ( )X ( )X ()X 128 SPANISH = Page 142 = 10.11 ~oy today Jones Señor Jones, ¿uste~ estudi6 la lecci6n? Mr. Jones, did you study the lesson? estudi6 la lecci6n studied the les son estu~i6 idea of studying (He-form, past) la 1ecci6n the lesson lecci6n les son Profesor and counterphrases Spanish English counterwords Review D~Lffi (You are now ready to begin your new dialog.) (subject; emphasis.) likely he is conveying Spanish person uses a pronoun in a sentence, more than pronouns'. These words exist in Spanish, of course, but when a 97. (Summary:) Words like '1', 'we', 'he', etc. are called 'subjecc (ernphasis.) nosotros. Spanish 'he' or 'she' does convey some 1ater) and of 'they' (al so to be learned 1ater) are 1ike ~ and 96. The presence or absence of words 1ike 'he' or 'she' (to be 1earned (not) emphasis. 95. The presence of ustel or usteies, however, may or may convey (no) of course, is the normal type of statement having emphasis. same as with ~ or-ñOsotros. The absence of ustei or usteies, 94. The presence of uste~ or usteies in a sentence is not entirely the (emphasis.) Spanish speaker that you speak too often with undue do when speaking English, you would give the impression to the 93. Therefore, if you were to use ~ and nosotros as often as you (emphasis.) having no 92. The absence of ~ or nosotros is the normal type of statement (emphasis.) notion of 91. Apparently, the use of ~ or nosotros in a sentence conveys the SPAN1SH 129 = Page 143 = 10.12 Porque no tw're tiempo. Because 1 didn't have time. no tw're tiempo 1 didn' t have time tiempo time tw're idea of having (l-form; past) Jones ¿Por qu~ no? Why not? Profesor No, no la-prepar~. No, 1 didn't. la-prepar~ prepared it (l-forro) Jones ¡¿No la-prepar6?! You didn't prepare it?! la-prepar6 prepared it (He-forro) la- it (feminine) Profesor Lo siento mucho, pero no la-estuflli~. l'm very sorry, but 1 didn't study it. na la-estuflli~ 1 didn't study it la- it (a feminine thing) estuflli~ idea of studying (l-forro; past) lo-siento mucho 1 regret it much lo-s iento 1 regret it siento idea of regretting (l-form; present) Jones ¡Claro! ¡La fIle-)(oy, no la file-ayer! Of course! Today's, not yesterday's. no la file ayer not yesterday's one la file-ayer yesterday's one file-ayer yesterday's ayer yesterday Profesor ¿La 1ecci6n de-)(oy? Today's lesson? de-)(oy today's 130 SPAN1SH = Page 144 = 10.13 'neutral form', and possibly several other terms. We prefer to call it the ians as the 'infinitive form', the 'dictionary form', the 'general form' , the (This '-r' form of the verb has been identified by different grammar- 1 -2-- Tuye que-lleyar a mi-)(ijo al )(ospital. 1 "2 Puele ir conmigo. 1 2 ¿Ustel piensa queiarse (queiar+se) aqui? 1 -2- Quiero salir temprano. You have used this in the following examples: of these s ituations , the second verb appears in a special form ending in '-r'. Sometimes, two verbs will occur as part of the same phrase. In many l. The neutral forro of the verbo Practice and Observations (To be continued) Tute que-llepar a-mi )(ijo al )(ospital.l had to take my son to the hospital. t~e que-llepar a-mi )(ijo l had to take my son al )(ospital to the hospital )(ospital hospital el the a to mi-)(ijo my son tu~e que-llepar 1 had to take past) tlJke + que- idea of having an obligation (l-form; ll.war idea of taking (neutral form) 131 SPANlSH = Page 145 = 10.14 A, 'wanting to do something.· 3. Verb phrases: '1 want to ... ' your teacher's voice gives you the right answer. Respond by giving the We-form. Be sure to make your response before You will hear the neutral form of a verb, followed by a pause. Practice 4. (Recorded) You will hear the neutral form first, followed by the We-form. their We-forms. '-i-' verbs. Notice that the '-e-' and '-i-' verbs are the same in Listen to the difference between the '-a-' verbs and the '-e-' and Pract ice 3. (Recorded) an '-i-' before the '-r', that have an '-e-' before the '-r'. And there are still others that have ing '-r' such as those you have just worked with. There are other verbs There are sorne verbs that showan '-a-' before the neutral form end- 2. Verb classes. tape, supplying the neutral form before your teacher's voice does on the You will now hear the We-form of some verbs. You are to respond by Practice 2. (Recorded) formo Observe the rhythm of the neutral form. Listen to the comparison between the We-form Past and the neutral Pract ice l. (Recorded) the second verb is in this neutral formo been learning, and with but a very few exceptions (to be learned much later), such cases, the first one changes its form to one of the four forms you have what happens when two or more verbs are controlled by the same subject. In One of the hundreds of syntactical 'laws' of Spanish has to do with determine the order in which things can occur in a language. permitted to say 'am having'. These are 'laws' of syntax, 'laws' which '1 have walking'~etc. Similarly, we can't say 'having am' although we are say '1 have wanted' and not '1 have wanting', or '1 have walked' and not form of a verb that can follow 'have' is an '-ed' form; therefore, we must 'laws'. For example, English syntax has a 'law' that says that the only All languages have their own set of syntactical (i.e., sequencing) anything other than the 'infinitive'.) there is less confusion among English-speaking students if it is called neutral form, but the other terms are equally val id. We have found that 132 S PAN ISH = Page 146 = 10.15 until you feel 'comfortable' with a11 items. correct response is given on the tape. Work this exercise often enough You will be asked a series of questions. Give your reply before the Pract ice 6. (Recorded) several times until you feel 'comfortable' with all the items. the correct response will be given on the tape. Work this exercise said in Spanish using the aboye verbs. After making your response, Your instructor's voice on the tape will ask you to get something would be ¿Quiere salir? 'Do you want ... ? is ¿Quiere ... ? Therefore, 'Do you want to leave?' Pract ice 5. (Recorded) reci)!l'ir: Idea of receiving deci¡¡Jir: Idea of deciding permitir: Idea of permitting ofrecer: Idea of offer ing vender: Idea of selling defender: Idea of defending C. List of -e- and -i- verbs to be used in this Unit. , , , , '1 want to permit it.' Quiero permitirlo. '1 want to finish it.' Quiero terminarlo. Therefore, the lo can be attached to this neutral formo Sí, lo-termin~. In ~rb phrases that contain a neutral form You have been using lo in sentences like ¿Lo-terminó? - - B. Positionoflo='it' And '1 don't want to defend.' = No quiero defender. '1 want to defend.' = Quiero defender. Therefore, The idea of defending, neutrai form, is defender. '1 want to leave.' = Quiero salir. Therefore, is salir. b) The idea of leaving (in the sense of departing), neutral form, a) '1 want ... ' is Quiero. S PAN ISH 133 = Page 147 = 10.16 Practice 9. 'Look-say-listen' (Recorded) Make your response before your teacher's voice does. do not fit into the sarnple question being used.) Unit lO, with the exception of three that we have ornitted since these (Incidentally, these are all of the nouns that you have had through these words. to until you have genuinely associated the proper gender with each of these words. Therefore, repeat this exercise as often as you need exercise is to teach you to relate accurately the proper gender of this question: '¿Dónde est~ 7' The purpose of this You will hear a word. and you are to fit this word into the blank of Pract ice 8. (Recorded) 5. el 10. el 15. el 4. la 9. la 14. el 3. el 8. el 13. la 2. la 7. la 12. el 1. la 6. la 11. la Answers: 5. 10. 15. 4. 9. 14. 3. 8. 13. 2. 7. 12. 1. 6. 11. answers below. that sentence. Then. after listening to all of thern, check your write down either la or el~whichever one you thought you heard in a noun preceded by either la or el. As you listen to each one, quickly You will hear sorne staternents and sorne questions. All of thern have Pract ice 7. (Recorded I la fiesta: 'the party' el carro: 'the car' word 'the' that is used with ferninine nouns: Spanish has a word 'the' that is used with rnasculine nouns and another 4. Spanish 'the'. 134 SPANISH = Page 148 = 10.17 4. Nora es soltero. 3. José es Colombiano. 2. st, señor. Quiero ir con Maria. l. Aqui (Don't forget to use accents if needed.) Re-write the entire item correctly in the blank spaces provided below. Each of the following items contains an error but not more than one. 2. Corrections. that were not irnrnediately clear to you. Listen to the following sentences. Let your instructor know of any l. Comprehension. Variations 8. a single one 16. an invitation 24. atable 7. a married one 15. a wife 23. a chair 6. a daughter 14. a t irne 22. a professor 5. a car 13. a Mister 21. a hospital 4. a book 12. a Colombian (man) 20. a cIass 3. a 'chica' 11. a Colombian (wanan) 19. a room 2. a party 10. an American (man) 18. a son l. an off ice 9. an American (woman) 17. a lesson listen for the correct forro spoken by your teacher. said out of sequence. Find that number, say the phrase, and then You wi1l hear each one identified by a number; these numbers will be through Unit 10. Each is to be said with una or ~ in front. Below is a list of a11 the nouns except one which you ha ve learned SPANISH 135 = Page 149 = 10.18 Nora did. 24. Maria didn't recommend it; Nora did. ~. ls Marta day. 1 didn't confirm it; José did. 23. 1 didn't prepare it; ~. prepared it yesterday. ~. José and Nora recommended it also yester- Americans. 19. Both of us finished it yesterday. ~. José and 1 want to receive the invitation today, early. ~. Both of us are 15. lt's today's lesson. ~. ls this an invitation? lL. Yes, 1 had to take my son to the hospital. ~. And this? What ie it? day's or yesterday's? g. Tomorrow's. ~. l'm very sorry, but 1 eorry , but S!nchez can't finish it tomorrow. l!.. !he leseon? To- didn't prepare it. ~. 1 'm very sorry. 2,. 1'm eorry. lQ.. 1'm Zo· early. ~. What?! You didn't prepare today's lesson? No, 1 American; Nora is the Colombiano ~. 1 want to confirm it tomorrow, José is the Colombiano ~. Maria is Colombian also. ~. Jones is l. l'm Maria; l'm married. Nora is the single one. 2. l'm American; How would you say the following thoughts in Spanish? Part l. Appl icat ions 10. Esa chica es el ~ija le GÓmez. 9. ¡Oiga, Sánchez! ¿Quiere lo-terminar mañana? 8. No, señor, no terminé-lo ayer. 7. No, no quiero reci~ir un invitación. 6. Uste~ es americano? 5. Si, señor. Estoy en el clase. 136 SPAN1SH = Page 150 = 9.19 7. ¿Ustei prepar6 la lecci6n de-~oy? 6. ¿Ustei estuii6 la lecci6n cinco? 5. ¿Cómo está su-esposa ~oy? 4. ¿Por qué no estuii6 la lecci6n de-~oy? 3. ¿CuAl lecci6n estuii6 ustei? 2. ¿El seffor Jones estuii6 la 1ecci6n de-~oy? l. ¿D6nde están el profesor y el estuiiante? Prepare an oral answer to the fo11owing questions: Part 2. *Note: 'who' ia quiln. today? you didn't recommend it yesterday, why do you want to recommend it you don't want to today, you can decide that tomorrow, early. 60. lE 58. lf you don't want to go today, you can leave tomorrow. 59. lE it with me. 57. 1f you don't want to go today, you can go tomorrow. you want to, you can go with me. 56. lf you want to, you can defend very sorry, but 1 don't want to decide that until tomorrow. 55. lE ~. l'm sorry, but 1 don't want to defend it until 8:00. 54. l'm tomorrow, at 5:00. 52. l'm sorry, but 1 don't want to sell my caro (girl)? The one wanting to sell a car? 51. 1 want to receive that Colombian (girl)? The one dancing with you? 50. Which Colombian the car? 48. Which girl? The one wanting to decide that? 49. Which The one dancing with José? 47. Which girl? The one wanting to sell prepare it? 45. Nora?! When did she Einish it? 46. Which girl? finish it. 43. Which lesson? Today's? 44. José?! When did he Who did?* 41. Who wants to Einish it? You?* 42. Yes, 1 want to Very well. Who did?* 40. Maria didn't recommend it? Very well. ~. No, José didn't conEirm it; 1 did. 39. You didn't conEirm it? teacher. 36. No, he is not my teacher. 37. Did José conEirm it? in his oEEice. 34. ls G6mez your teacher? ~. Yes, he is my sir. The teacher is G6mez. 32. Where's the teacher? ~. Re's 29. No the Colombian is José. 30. ls José the teacher? ~. No, Nora; Maria ia the married one. 28. ls SAnchez the Colombian? single? ~. ls Maria the single one? ~. No, the single one is 137 SPAN1SR = Page 151 = 9.20 END üF UNIT 10 --Tomorrow. Sure! 1 know it. When do you plan to seU it? --Fine! Do you know the car? Because 1 want to recommend it. --Yeso Why? SO-50. Say, do you plan to sell your car? --Fine! And you? Hi, Jones! How're you doing? C: --Well, l'm very sorry, too. No. l'm very sorry, but 1 don't "know her. --Her name's Betty. You don't know her? Really? What's her name? --No. l'm Colombian, but my wife is American. Say, José. Are you and your wife Colombians? B: --Very well! Thanks! Well, if you want to, you can finish yesterday's with me. --Today's?! 1 didn't finish yesterday's! Today's lesson. --Which one? The lesson. --Finish what? Pretty good, thanks. Do you want to finish today? --Fine, José, and you? Good morning, Bill. How are you? A: conversations: Be prepared to be engaged by your instructor in the following Part 3. 10. ¿Qui~n está en el ~ospital? 9. ¿Quién estu~i6 la lecci6n de-~oy? 8. ¿Cuál lecci6n prepar6 ayer? 138 SPANISH = Page 152 = 11. 1 (No. 1, or last one) 3 2 () (): 8. Which was the loudest syllable of that last word? Here it is aga in. (No) ( ) 7. Does this word need an accent mark? (No) ( ) 6. Does this word need an accent mark? (No. 1, or last) 3 2 () ): again No. 2 (second-last), or No. 3 (third-last)? Here is the word 5. Which was the 10udest sy11ab1e of the previous word, No. 1 (last), (yes) ( ) ( ) 4. Does this one need an accent mark? (yes) ( ) 3. Does this word need an accent mark? (No. 1, or last) -2- ( ) ): (second-last)? 2. Which is the 10udest one in this word, No. 1 (last) or "o. 2 (No.1. or 1ast) -2- () (): (last) or No. 2 (second-1ast)? 1. Which is the 10udest sy11ab1e in this two-sy11ab1e word, No. 1 (Recorded) INTRODUCTION UNIT 11 SPANISH 139 = Page 153 = 11.2 marfil: () () concerned? 19. Is this word written correct1y, as far as an accent mark is (no) ~: ( ) ( ) 18. Wou1d an accent mark be necessary in this word? (yes) alla: ( ) ( ) 17. Wou1d an accent mark be necessary for this word? (no) 432 1 IsabUa: () () word is necessary? 16. Therefore, wou1d you say that the accent mark on the following (2 ) 3 2 1 casando loudest sy11able? 15. If the fo11owing word were written as shown, which wou1d be the (no) 2 1 -3- () () 14. Does this word need an accent mark? (2) 2 1 () () 13. Here is a two-sy11ab1e word. Which is the loudest syl1ab1e? (No. 2) -3- --2- 1 () (): is a three-syl1ab1e word. Which is the loudest one? 12. Now, 1et's concern ourse1ves with other 'kinds' of words. Here (yes) vi"i: ( ) ( ) 11. Wou1d this word need an accent mark? (no) papel: ( ) 10. Would this word need an accent mark? (vowe1) syl1able are accented on1y if they end in a 9. Complete this statement: 'Words that are loudest on the last 140 SPANISH = Page 154 = 11.3 321 póngalos: ( 321 sáqueles: ( 321 dtgame: () correctly. 28. Now, look at and listen to these words. They are all written (Sánchez; G6mez) Gomez: Sanchez: 27. Re-write these names correctly: (yes) Sanchez, Gomez, etc. 26. Do names like the following need accent marks? O. está; 3. ár)!o1) 4. canal: ) ( 3. ar)!ol: ) ( 2. esta: ) ( 1. esta: ) ( an accent mark on those that need it. 25. Which ones of the following words need an accent mark? Write (consonant) a _ last syllable (No. 2 syllable) are accented only if they end in 24. Complete this statement: 'Words that are loudest on the second- (yes) fác il: ( ) ( ) 23. ls this one? (no) nacar: ( ) ( ) 22. ls this one? (no) carcel: ( ) ( ) 21. 15 this one? (yes) esmeril : ( ) 20. 15 this one written correct ly? (yes) SPANISH 141 = Page 155 = 11.4 (The subject on accents wi11 be concluded in the next Unit) 10. dificil 11. máscara 13. mármol) 2. cárcel 5. búsquemelos 6. exámenes 7. cárceles 8. pagu~ (with accent: 13. marmo1 : ( ) ( ) 12. mascara: ( ) ( ) 11. mascara: ( ) ( ) 10. d if ic i 1: ( ) ( ) 9. marfil : ) ( ) '( 8. pague: ( ) ( ) 3 2 1 7. carceles:( 4 3 2 1 6. examenes: ( 4 3 2 1 5. busquemelos: () () 2 1 4. pague: 2 1 3. saque: 2 1 2. carcel: 2 1 1. papel: below, and let your instructor know which ones you missed. it. Take the entire test before checking with right answers Listen to these words. Write an accent mark on those that need 30. Test. (accented) are always 'Words that are loudest on sy11ables other than No. 1 and No. 2 29. On the basis of the above list of words, complete this statement: 432 1 sG.~asela: ( 432 1 mándemelos: 432 1 v~ndaselo: 142 SPANISH = Page 156 = 11.5 1. cada: ( ) at it, say it, and then listen for the correct pronunciation. but which we are writing as they normally appear in print. Look 42. Practice reading the following words, most of which contain 'i' .!1 as !: 41. That is why we have chosen to remind you of this by marking this () () the English speaker must pronounce it like this. 40. In order for a Spanish person to hear 'each' instead of 'face', cada he was saying means 'each'. This is the way 'each' is written. 39. The word cara means 'face'. But the word such a student thought cara: () such a student might be speaking will hear this word as being: 38. When pronounced wrong in that manner, the Spanish person to whom (W) (W) pronounce it as you wi11 hear it here. represented by the following word. A careless student wil1 37. Another area of very strong interference fram English is ( ) ( )X )X ( )X 36. Now, repeat where shown. (2 ) (l) (2) (1) (2) 35. Which is the right one? (R) (W) (R) (W) 34. Listen to the same difference with this other word. (R) (W) (R) (W) 33. Listen to the difference between right and wrong. (W) (W) 32. If you are not careful, you may pronounce it wrong, like this: ( ) ( ) ( ) 31. Listen to this word. Combatting Eng1ish interference. SPANISH 143 = Page 157 = 11.6 Se-cay6 lel sofá. He fell off the couch. del soU from the couch del (de+el) fran the de from el sofá the couch soU. couch se-cay6 idea of falling (He-form; past) Jones ¿Ah, si? ¿Qu~ pas6? Really? What happened? pas6 idea of happening (He-form; past) pasar idea of happening (Neutral form) Profesor ~ospital. ) Unit, Jones had just said, Tuye que-lleyar a mi ~ijo al (The previous conversation continues her~. In the last and counterphrales Spanilh Englilh counterwordl Raview. 43. (You are now ready to begin your study of the new dialog. ) la. unido: ( ) ( ) 9. estado: ................ ( ( ) ) 8. loro: · · ·............... .................. ( ) ( ) 7. lodo: .,. lO. lO lO lO ( ) ( ) 6. puedo: · ............... ( ) ( ) 5. pudo: ................ ( ) ( ) 4. caro: · ............... ( ) ( ) ................ ~. dado: ( ) ( ) 2. nada: ................ ( ) ( ) 144 S PAN ISH = Page 158 = 11.7 fo11owing: (a) Observe the word alt- 'tall' occurring in the l. Gender concordance. Practice and Observations Me-alegro. l'm glad. Profelor Se-siente mejor, gracias. He fee11 better. thankl. mejor better se-s iente idea of fee1ing (He-form; present) ¿Cómo estA el niño ~oy? How is the boy today? el niño the boy-child lQU~ u.stima! What a shame! ¡No me-/Iliga! You don't say! no me-/Iliga don' t tell me me- me diga idea of tel1ing (a specia1 form) Profesor y se-lastimó la caldeza. And he hurt his head. la caldeza the head se-lastimó idea of injuring (He-form; past) 145 SPAN1SH = Page 159 = 11.8 However, sorne of the modifiers in (b) will be the kind ending in -ej kind of modifier that adds -a or -o, this too is a good indicator. are very reliable indicators of gender.--Of course, if (b) is the do this by listening closely to una or unj these two little words to identify whether (a) is a masculine or a feminine noun. You can The nouns (a) and the modifiers (b) are all unknown to you. You are in (b) is its modifier. The word occupying position (a) is always a noun, and the word 'un (or, una) (a) (b) You will hear 20 short phrases, all structured like this: Practice 1: Gender identification (Recorded) un carro grande 'a big car' ~na sala grande 'a big room' noun. An example of this is grand- 'big'. Sorne modifiers add an -e whether they refer to masculine or to a 3. Unchanging modifiet!. un americano alto have to say: Therefore, if you were to say 'a tall American (man)', you would tea: iced tea 'tea iced' eggs: fried ~ '~ fried' house: a big house 'a house big' Object: English Spanish talking about.) Observe: it. (English describes it first then identifies what you are prefers to identify what you are talking about, and then describe (b) Modifiers are placed usually after the noun. That is, Spanish are called noun modifiers. Alt- is a noun modifier. (a) Words which add sorne sort of descriptive information about a noun 2. Position of modifiers. depending on whether they refer to something masculine or feminine. (b) Spanish has a large number of words which will end in -2 or -~, La americana no es alt~. 'The American (woman) is not tall.' El profesor es alto. 'The teacher is tall.' José es alto. 'Jos~ is tall.' Maria es alt~. 'Mary is tall.' 146 SPANISH = Page 160 = ll.9 was La-conozco. Súnilarly, '1 know him' would be: (b) 10 and la are also used for people. You reca1l that '1 know her' stands for something feminine, the form is ~. (a) The word that you have been using for 'it' is 10. Whenever 'it' 4. 'It', 'Her', 'Rim', and 'Me'. 5. alt- 10. i>onit- 15 alt- 4. alt- 9. bonit- 14. interesante 3. alt- 8. grande 13. diferente 2. grande 7. bonit- 12. diferente l. grande 6. ll. bonit- no~le responses. natural to you. Be sure you learn to únitate the rhythm of the ponse. You should re-work this exercise until your own response feels by the noun. The right response will be given, following-your res- shown with a hyphen (-) on the end must add an -o or an -a as required by saying the noun plus the modifier shown below. Those modifiers which you will hear from your instructor's voice on the tape. Respond Listed below are the modifiers to be used with each of the nouns Practice 3. (Recorded) esposa acti¡la. li~ro experimental. ~. una colombiana diferente. 20. una 16. una invitación urgente. 17. un señor artificial. 18. un no~le. 14. una fiesta formiia~le. ~. un tiempo inconveniente. 11. un ~ijo generoso. un profesor paciente. 13. una chica ~. ~ospital exclusiYo. 9. un señor actiYo. 10. una clase ~rutal. L. un ~. una invitación diferente. un profesor repulsiYo. 8. inteligente. 4. un li~ro flexi~le. ~. una fiesta ineYita~le. l. un interesante. una grande. l. una esposa ~ospital ~. ~ija What do the following phrases mean in English? Practice 2. ones you identified erroneously. voice gives you the right answer. Let your instructor know which Respond by saying 'masculine' or 'feminine' before your teacher's in these cases, your only identification exists in una or ~. SPANISR 147 = Page 161 = 11.10 Any time de is followed by ~I it is always used in its del formo In In other words, a el does not existo Any time a is followed by el, it is always used in its !l formo de+ el = del 'of-the', 'from-the' a + el = al 'to-the' There are only two contractions: 5. Contractions. mañana! 20. ¿La lecci6n ocho? ¡Pero el profesor no pueie terminarla ~asta 19. ¿La silla? Lo siento pero no quiero Yenderla. 18. ¿Ustei quiere ieciiirlo ~oy o mañana? 17. ¿El carro? No quiero ofrecerlo ~sta mañana. 16. No, no quiero iefenderla. 15. ¿Cuál? ¿El ~ijo ie G6mez? El profesor no quiere iefenderlo. 14. ¿Cuál? ¿La ~ija ie G6mez? El profesor no quiere reci~irla hoy. 13. El profesor no quiere reci~irme ~oy. 12. ¿Mi carro? Tuye que-lleyarlo a Washington. 11. ¿La ~ija? Tuye que-lleyarla al ~ospital. 10. ¿El ~ijo? Tuye que-lleyarlo al ~ospital. 9. ¿El li~ro? Pues, lo-terminé ayer. 8. ¿La lección? Pues, la-terminé ayer. 7. ¿Maria? El profesor quiere reci~irla mañana. 6. ¿Sánchez? El profesor quiere iefenderlo, creo. 5. ¿Jos~? sí, lo-conozco ~ien. 4. ¿Maria? sí, la-conozco muy ~ien. 3. G6mez me-recomend6 ayer. 2. Sánchez quiere recomendarme. l. Jos~ quiere reci~irme mañana. What do the following mean in English? Practice 4. different: me. (c) 'Me' is the same word in Spanish but, of course, it sounds Lo-conozco 148 SPANISH = Page 162 = 11.11 10. He fe11 off the table of the teacher. 9. He fe11 off the chair. 8. He fe11 off the couch. 7. You can offer it to the hospital. 6. Do you want to leave fran here, or from the hospital? 5. Do you want to reconunend it to the hospital? 4. You can leave from the hospital at eight. 3. You can go to the hospital tanorrow. 2. 1 want to go from the class to the hosp ital. lo 1 want to 1eave from the clas s. Write these sentences in Spanish. Part 2. 15. to the boy ................... ( ) 14. from the boy .. ............. ( ) 13. from the head ( ) 28. to the couch ........................ ( ) 12. to the. head ( ) 27. froo! the book ........... ( ) 11. from the couch .......... ( ) 26. to the car .. ................ o, " ( ) 10. to the son .................... ( ) 25. to the teacher .. ................ ( ) 9. to the hospital ..... ( ) 24. of the wife ......................... ( ) 8. to the class .............. .. ( ) 23. of the book ......................... ( ) 7 . to the invi tat ion ... ( ) 22. of the Colombian (woman). ( ) 6. of the party ................ ( ) 21. of the Colombian (man) .. ( ) S. from the party ............ ( ) 20. from the class .. ................ ( ) 4. to the party .............. ( ) 19. from the hosp ital .. ............ ( ) 3. of the off ice ............. ( ) 18. from the lesson .. ................ ( ) 2. from the off ice .. ........ ( ) 17. of the lesson .. .................... ( ) 1. to the off ice .............. ( ) 16. to the lesson .. .................... ( ) press ions always means I to t can mean of or 'frorn' ; a in these ex- t I Translate the fo11owing expressions. De Part 1. 'Look-say-listen' . (Recorded) Practice S. other words. de el does not exist. 149 SPANISH = Page 163 = 11. 12 learned material. This type of dril! is des igned to review, in a rapid manner, previously Practice 6. Response drill. (Recorded) 10. La alta americana es soltera. 9. La oficina es una grande oficina. 8. José no quiere salir ~e el ~ospital. 7. ¡No me-diga! ¿Se-cayó de la sofá? 6. El profesor no quiere reci~irmi. 5. La silla alto está en mi-oficina. 4. Tu)lle que ir con mi ¡(ijo a el ¡(ospital. 3. ¿Porqué no pue¡¡!e sal ir conmi 6 o? 2. Gracias, mi-alegro. l. ¿Me-esposa? Tu)lie que lle)liarla al ¡(ospital. Each of the following has one mistake. Rewrite the items correctly. Correct ions. which ones were not irnrnediately clear to you. Listen to the following sentences. Be sure to let your teacher know Comprehens ion. (ll.ecorded) Variations 150 SPANISH = Page 164 = 11.13 9. ~ly wLfe? 1 h d to take her to the hospLtal. 10. But José ..... ta 11 . but María Ls not ta 11 8. The chLld fe 1 ] c1f E the tableo to defend him yesterd,.y. 6, ~ly wife feels b~tter, thanks. 7.José- is 3. had to leave at '1:00. 4. 1 had to defend lt at 5:00. 5. 1 h"d l· want to leave tomorrow. 2. The child fel1 off the couch. How would you say the following thoughts Ln Spanish. Part l. App 1 ica t ion Student: Es americano. Teacher: ¿Y José? Mode 1 : Soy americano. Example: (amerLcanas used only for two or more female people) amer icanos two or more people americana feminine amerLcano masculine Remember: Practice 7. Response drill. (Recorded) response. ) (The correct response is supplied on the tape following your own Student: Está en la sala ~e clase. Teacher: ¿Y José? Model: Estamos en la sala ie clase. Example: In this drLll. do not repeat any of the words used Ln the questLon. who answers these questions (this would be ~). questions (for example. this could be your teacher) and the person Two people are involved in this drill: the person who asks the be answered according to this modelo The model sentence is the point of departure. Each question should 151 SPANISH = Page 165 = 11.14 60. You don't say! Didn't they recommend him? yesterday, 1 believe. 59. You don't say! Didn't they finish it? ~. Yes, we finished it yesterday, 1 believe. 58. They confirmed it Didn't they recommend it? 56. Why not? Didn't we finish it? didn't finish it today; they finished it yesterday. 55. Why not? 53. 1 didn't confirm it yesterday; 1 confirmed it today. 54. They the teacher yesterday. ~. Did you recommend her to the hospital? 50. Jones? 1 recommended him yesterday. 51. 1 recommended him to couch? He can sell it. 49. The couch? He finished it yesterday. he can't permit that. 47. The couch? He can't sell it. 48. The 45. José can't sell that until tomorrow. 46. l'm very sorry, but decide it today. 44. 1 don't want to receive that until tomorrow. yesterday. 42. Yeso We finished it yesterday. 43. 1 want to the teacher--did they recommendhim? ::!.. Yeso We recommended !-tim recornmend her? 39. And the book--did 'you-all' confirm it? 40. And son. ~. And the lesson--did you finish it? ~. And Nora--did you She's the single one. 35. She's G6mez' daughter. ~. He's G6mez' until 8:00. 33. Which one? The one dancing with Sánchez? 34. Yeso want to, you can leave early. ~. Thanks, but 1 don't want to go Colombian also? 30. Yes, both of us are Colombians. 31. lf you or Colombian? 28. l'm Colombiano ~. And your wife--is ahe ia Sánchez? Doesn't he plan to leave with me? 27. Are you American plan to leave? 25. He plans to leave tomorrow, early. 26. Where 23. And you--when do you plan to leave? 24. And José--when does he to stay here in the class until 8:00? ~. No, only until 5:00. l!. Yes, thanks, she feels better. 20. l'm glad. Do you plan ~. to go tomorrow? 18. Your wife--how is she? She feeling better today? lesson). 16. But, 1 didn't have time. 17. Why not? Do you want to receive me today. ~. l'm very sorry, but 1 didn't prepare it (the from the hospital to the office at 8:00. 14. Sánchez does not want teacher? 12. 1 want to leave from the hospital. 13. 1 want to go didn't he study today's lesson? ll. What happened? Where's the 152 SPAN1SH = Page 166 = 11.15 Of course. 1 finished yesterday's and also today's. --Today' s!! Which one? --No, the lesson!! The book? 1 finished yesterday's. Did you finish? --No. 1 didn't finish today's, but Today's lesson! --Which one? No, the lesson! --The book? Hello, Bill! Did you finish? A: conversations. Be prepared to be engaged by your instructor in the following 10. ¿Quién se-lastimó la ca~eza? 9. ¿Cómo está el niño ~oy? ¿Bien o mejor? 8. ¿Cómo se-siente ~oy? 7. ¿Quién se-cayó del sofá ayer? 6. ¿Cómo está el niño ~oy? 5. ¿Quién se-cayó? ¿El sertor Jones? 4. ¿Qué pasó? 3. ¿De iónde se-cayó el niño? 2. ¿Por qué no? l. ¿El señor Jones est~ió o no estuiió? Prepare an oral answer to the following questions: Part 2. 153 S PAN ISH = Page 167 = 11.16 END OF UNIT 11 --l'm glad. He is much better, thanks. --How does he feel today? Yesterday. --Don't tell me! When did he fall? He fell off the table, and he hurt his head. --Really? What happened? Because my son is in the hospital. --At the hospital? Why at the hospital? Thanks; 1 want to pr.epare tomorrow' S at the hospital. --Well, you can prepare it here with me. Thanks, but 1 want to prepare tomorrow's lesson. --Here, in the classroom. Do you want to prepare it with me? What a shame! Where do you plan to prepare it? --Yes, 1 studied it, but not well. 1 want to prepare it better. What happened? Didn't you study it yesterday? --Yes, because 1 didn't finish today's lesson. Do you plan to stay here until 5:00? --l'm glad. Better, thanks. --She's fine, thanks. And how do you feel? Hi, Jones! How's your wife today? B: 154 SPANISH = Page 168 = 12.1 1 i)fro/1 i)fros , etc.) As a grarnmatica1 function signal, i~n-OCCÜr signal. (For example, it is used to indicate plurals: mesa/mesas, 6. The 1etter 's' is a consonant. lt is also a grarnmatica1 Eunetion (2) 2. Words 1 ike ~. 1. Words like ár)fol. 5. Which oE tne Eol1owing two is the more cornmon type in Spanish7 (2) 2. Words 1ike ~. l. Words like papá. Spanish? which of the Eollowing two is the more cornmon type of word in that need an accent than there are those which do noto Therefore, selection of the 'when' to accent a word, there are Eewer words cover a minority oE the words. That is, because oE the careEul being economical in the use of accents, we can say that the rules used. Sinee these rules were originally made with a view towards 4. The above three statements apply as to when an accent mark is (tn ird-) farther back from the end, are always accented.' 'Words that are stressed on the -last syllable, or 3. Complete this statement: (second-last) syllable is the -last.' 'Words that end in a consonant are aceented if the loudest 2. Complete this statement: (yes) is the last one.' 'Words that end in a vowel are aceented if their loudest syllable l. ls this statement correet? Written aecents. (Concluded) (Recorded) lntroduetion UNIT 12 155 SPAN1SH = Page 169 = 12.2 (no) examen: () () 14. Listen to this word and decide whether or not it needs an accent. (lección) leccion: 13. Re-write this word correctly. (yes) leccion 12. Does this word need an accent? (están) estan: 11. Re-write this word correct1y. (yes) estan (As in Estan en la oficina.) Therefore, would this word need an accent mark? As in the case of the '-s', it was decided to ignore the '-n'. there are thousands of words to which an '-n' could be added. differentiate the He-form from the They-form.) This means that example, as you will learn later, it is used in sorne tenses to 10. The letter 'n' is also a granunatical function signa!. (For (afl!emás.) afl!emas: 9. Re-write this word correctly. (It does.) afl!emas: () not it needs an accent mark. 8. Listen to the way this word is pronounced, and decide whether or (no) americanas 7. Does this one need an accent mark? (no) solteras ~, without the '-s'. Does this word need an accent mark? Therefore, the word mesas is to be treated as if it were decide on the basis of what is left after ignoring the '-s'. accent a word that ends in an '-s', simply ignore this '-s' and needed. Therefore, in deciding whether you ought or ought not completely as far as its effect on whether or not an accent is for the sake of economy, it was decided to ignore the '-s' are tens of thousands of words which can end in an '-s'. Again, on the end of all nouns and noun modifiers. This means that there 156 SPANISH = Page 170 = 12.3 (2) 2. dia: lo dia: 24. In which one does the 1etter -i- seem to be louder? , , (2) :z dio: ( lo dio: ( louder? 23. In which one of the fo11owing does the 1etter seem to be 1 -i t 2. mia: ( l. mia: ( 22. Listen to this pairo 2. mio: ) 1. mio: ) 21. Listen to the following pairs. (no) 3 2 1 1 i)l'retos accent? 20. The loudest syl1able in this word is No. 2. Does it need an (yes) 2 1 quizas accent? 19. The loudest syl1able in this word is No. 1. Does it need an (yes) 2 1 afan accent? 18. The loudest syllab1e in this word is No. 1. Does it need an (n, s) ______ , are accented if the loudest sy11ab1e is the 1ast one.' 17. Complete this statement: 'Words ending in a vowe1, , and (consonant) is the second-1ast.' excepting "-n" and "-s", are accented if the loudest sy11ab1e 16. Complete this statement: 'Words ending in a __ (no) margen: () () 15. Listen to this word and decide if it needs an accent. 157 SPANISH = Page 171 = 12.4 (2 ) ( ) ): 1. baul 2. baúl conditions. Which is being said here? 35. The letter 'u' is like 'i'; it is accented under the same (yes) Mario: written correctly. 34. Now listen to, and look at, another name and decide if it is (María) Maria: 33. Rewrite this name correctly. (no) Maria: 32. Now here's a familiar name. ls it written correctly? (yes) diez: ( ) 31. Here's another word from the dialogo 15 it written correctly? (yes) se is : () () correct ly? 30. Here is a word from the dialog of this Unit. 15 it written (ca{ste) (le{ste) caiste: leiste: 29. Re-write these two words correctly. (yes) leiste: ( ) ( ) 28. Would this one be accented? (yes) caiste: ( ) 27. Therefore, would this word be accented? word. which side) it is accented only if it is the loudest part of the 26. When the letter 'i' is next to another vowel (it doesn't matter (2) 2. leí: ( 1. lei: ( 25. Which word has the louder 'i'? 158 SPAN1SH = Page 172 = 12.5 (a:3; b:3) b. paul ista a. diamante are there in these words? is considered as having only two syllables. How many sy11ables of this vowel) does not count. Therefore, a word 1ike diario 44. An unaccented 'i' or 'u' next to another vowe1 (on either side (a:3; b:4) b. pesa¡¡Iumbre a. pesa¡¡Io How many sy11ables in these words? count the vowels, you wi11 know how many syllab1es a word has. 43. A word has as many syllab1es as it has vowels. Therefore, if you you will now start to learn. and (2) the principIes of dividing a word into sy11ables, which (1) the principIes of accent marks which you ha ve been learning, 42. In reading a new, strange word, you need to knaw two things: (yes) ¿DÓnde? ¿Quién? -- always accented. Therefore, are these written correctly? ¿Cuál? relators as 'we11 as interrogatives. As interrogatives, they are rute que-Iletarlo al... Question words may function as phrase noto For examp1e, ~ is accented in ¿Qué es eso? but not in such cases, one of these functions is accented, the others are 41. Finally, some words have more than one grammatica1 function. In (yes) cuatro: () () 40. ~ook at this word from the dialogo ls it written correct1y? (auto) aúto: 39. Rewrite this word correctly. (no) aúto: () () 38. ls this word written correctly? (no) causa: () () 37. Should the 'u' in this word be accented? (2 ) ( ) (): 1. Raul 2. Raúl 36. Which is being saLd here? 159 SPANlSH = Page 173 = 12.6 div ide after the first consonant following that vowel. (This is cases, do not divide after the vowel as you have been doing. but group belongs to the previous syllable. Therefore. in these 51. If two or more consonants occur together, the first one of the (au-to-m6-vil; qui-sie-ra) qu is iera: autom6vil : 50. Re-write these in syllables. (te-me-rí-a; Ma-rí-a) ~: temed.a: 49. Re-write these in syllables. (pau-la-ti-no; a-ta-c6) atac6: paulatino: __ 48. Re-write these in syllables. (me-sa; bo-ni-to) Bonito: mesa: 47. Re-write these words in syllables. Raúl Ra-úl días dí-as buenos bue-nos temeroso te-me-ro-so that counts as a syllable. For example: vowel. Your first rule, then, is: divide after each vowel it is 'normal' for Spanish to want to end its syllables with a characteristic. Most Spanish words end in a vowel; therefore. syllable will retain what that language considers a 'normal' likes to divide its words into syllables in such a way that each tions for dividing words into syllables. Naturally, a language 46. The last step you need to know now is simply to learn the conven- (a:4; b:2 ) b. Raúl a. convendría How many syllables in these words? Darío counts as a three-syllable word. Therefore, though diario is counted as a two-syllable word, 45. The accented 'í' and 'ú' always count as separate syllables. 160 SPANISH = Page 174 = 12.7 (a-pren-do; a-trás; de-cre-to) decreto: atrás: aprendo: Re-write these words in syllables. 'gr' are not divisible either. 56. And finally, the combination 'pr', 'tr' t ter', and 'br, 'dr' I 'fr', (le-che; ca-lle; to-rre) ~: calle: leche: 55. Re-write these in syllables. (mu-cho; si-lla; ca-rro) carro: sUla: mucho: Re-write these words in syllables. Spanish, they cannot be 'separated'. 54. Since 'ch', '11', and 'rr' are considered single consonants in (ls -ra-el; en-tran-te) entrante: Israel: 53. Re-write these in syllables. (cal-do; es-me-ral-da) esmeralda: caldo: 52. Re-write these in syllables. (san-to; con-stan-te) constante: santo: Re-write these words in syllables. purpose of pronouncing a word, and it is considerably simpler.) rate, what we are about to teach you works equally as well for the We are 'cheating' a little for the sake of simplification. At any not entirely in keeping with the rules set up by the Royal Academy. 161 S PAN ISH = Page 175 = 12.8 e je re ie i os? Señor Clark, ¿eseri~ió los Mr. Clark, did you write the exereises? los e jere ie ios the exereises el ejereie io the exere ise eseri~ió writing (He-form, past) Profesor eounter-phrases Spanish English eounter-words and Review. DIALOG (You are ready to begin your new dialog.) eorreetly. 60. In Unit 13, we will let you praetiee reading strange words a-~r il ) (a-tra-zarj pie-¡!rasj a~ril: pie¡!ras: atrazar: 59. Re-write these in syllables. re-ere-o) (ei-présj a-gran-darj recreo: agrandar: e iprés : _ 58. Re-write these in syllables. (a-~roj eua-¡!roj a-grio) agrio: eua¡!ro: a~ro: 57. Re-write these in syl1ables. 162 SPANISH = Page 176 = 12.9 ¿De cuál ejercicio? From which exercise? Profesor nJmero cuatro. number four. No, señor. No entiendo la frase No, sir. 1 don't understand sentence la frase número cuatro sentence number four número cuatro number four número number la frase the sentence no entiendo 1 don't understand ent iendo understanding (l-form, present) Clark ¿Los-entendió to~os? Did you understand all of them? ¿Los-entendió .... ? Did you understand them ... ? entendió understanding (He-form, past) Profesor No muy fáciles, pero bastante fáciles.Not very easy, but pretty easy. bastante fáciles pretty easy bastante somewhat muy fáciles very easy muy very Clark ¡Caramba! ¿Eran tan fáciles? Gee! Were they so easy? tan fáciles so easy fác iles easy eran being (They-form, past) Profesor en diez minutos. ten minutes. ¡Ya lo-creo! Los-escri)zlí to~os 1 should say so! 1 wrote all of them in en diez minutos in ten minutes los-escri)zl{ to~os 1 wrote them a 11 los-escri)zlí 1 wrote them escri)zlí writing (l-form, past) ¡Ya lo-creo! 1 should say so! Clark 163 SPANISH = Page 177 = 12.10 minuto: 1 a: niíto: ca~eza: )t'ospital: ustellf¡ señor: lección: p.-ofesor: frase: fiesta: ;lfneri(':~tlo~ carro: mesa: oficina: cjere ic io: in the spaces provided to the r ight o( each CHle. lIere is a list of nouns which you have hado Wrilc lhcjr plur:J!. fOrlns Pract ice 1. etc. )lija + ~ becomes 'daughters' 1 i)lro + ~ becomes 'books' oficina+es becomes of ie inas of rices' Thus, The 'e' of the '-es' drops out when added to a word endjng in a vowcl. * Not ice that the accent is not needed in the plural. profesor becomes profesores 'teaehcrs' )(ospital becomes )/ospitales 'hosp i.ta ls' seítor becomes señores t s irs' lección becomes *leecioncs ' lcssoJls' Thus, The plural marker in Spanish is '-~'. l. The plural marker Pract ice and Observations Del ejercicio nGroero seis. Frum excreisc numlJer six. seis six Clark lft,4 SPANIsn = Page 178 = 12.11 sorne lessons unas lecciones a lesson una lección sorne hospitals unos )(ospitales a hospital un )(ospital Thus, un (an exception) becomes unos t sorne 1 una becomes unas 'sorne', but Una and ~, of course, also have their plural forms. Part 2. Re-work this exercise until you feel confident and positive. Make your response before the correct answer is given on the tape. at the sarne time, accompanying the noun with its proper form for 'the'. their singular forms. You are to respond by pluralizing the noun and, You will hear a series of nouns which you have had, given to you in Practice 2. (Recorded) la lección fácil las lecciones fáciles el )(ospital grande los )(ospitales grandes la clase las clases el )(ospital los l'íospitales el (an exception) becomes los. Observe: la becomes las, but house', but also 'the~ big~ house~' also change to plural. Thus, not only does Spanish say 'the big The words for 'the', as you might expect since they refer to a noun, frase fácil frases fác iles e jercic io fác il ejercicios fáciles mesa grande mesas grandes Observe: noun is plural. Thus, 'b ig houses" would be in Spanish 'big~ house~' . Any word that refers to a noun will exhibit the plural marker if the Part l. 2. Plural agreement. 165 SPANISH = Page 179 = 12.12 'They recommended us.' :=: Nos-recomendaron. us at 5:00.' 'He wants to receive := : Quiere reci~irnos a las cinco. And, (girls only)?' 'Do you know them := : ¿Las -conoce? 'Do you know her: ' .= . ¿La-conoce? 'Do you know them?' := : ¿Los-conoce? 'Do you know him?' -= . ¿Lo-conoce? '1 finished them. :=: Los-( las-) terminé. , -==- Lo-(!E.- ) , 1 f inished it. ' terminé. Thus, either los (masculine) orlas(femini;:;;). You ha.ve already learned lo, la, and me. 'us' is nos, and 'them' is 3. 'them' and 'us' gentleman) 28. some rooms 29. some single ones (girls) 30. a book. 24. a class 25. a classroom 26. sorne classrooms 27. a sir (a 20. a Colombian (man) 21. a room 22. sorne sentences 23. a minute 16. an invitation 17. sorne classes 18. sorne teachers 19. a chair 13. sorne sons 14. sorne daughters 15. sorne americans (women) children 10. a lesson 11. s ome books 12. sorne americans (men) wife 6. some wives 7. some invitations 8. a child 9. some l. a hosp ital ~. some hospitals 3. a car 4. some cars 5. a wrong. ) ten times the effort to unlearn something which has been learned if in doubt; otherwise you may learn it wrong, and it takes about wrong in Exercise 3. You should never practice anything in a language re-work Exercise 2. so that you will not be practicing something that you have not worked with Exercise 2 often enough. (Go back and masculine or feminine; if you can't remember one of these, this means hesitation. Be sure you have each one correctly identified as to Be prepared to say all of these correctly in Spanish without any practice 3. 166 SPANISH = Page 180 = 12.13 question is asking-abou~ --- and substituting lo or la (or los or las) for the thing that the of questions addressed to you. You are to respond by admitting it (Practice with lo, la, etc., as substitutes.) You will hear a series Practice 6. (Recorded) you hear the correct answer on the tape. Spanish. Respond accordingly. Be sure to make your response before The voice on the tape will instruct you to get something said in Pract ice 5. (Recorded) verbs of this Practice. Note: There are a few -ar verbs distributed among the -er and -ir your response before the tape gives you the right answer. you did so and accusing José of having done it. Be sure to make you write it?', and so forth. You are to respond by denying that You will be asked 'Did you defend it?', 'Did you offer it?', 'Did Practice 4. (Recorded) reci~ir rec i)St recibió dec i¡ilir dec id t deci¡ilió permitir permitt permitió escri~ir escri)St escri~ió ofrecer ofrect ofreció vender vendt vendió defender defendt defendió I-form He-form forms as escri~Tr: The other six -er and -ir verbs which you have learned have the same The neutral form of 'writing' is escri~ir. escr ib ió 'He wrote' escribt '1 wrote' 'writing' : In the dialog of this Unit you learned the 1- and the lk-forms of 4. '-er'and '-ir' verbs, past tense. SPANISH 167 = Page 181 = 12.14 7. Reci)ií un invit'llIprehens iun, (Recorded) Variation Note: Question 29 uses a new useful word: a~ora 'now'. Your answer: St. la-¡¡lefendt. , Yes, 1 de fe nded i t , lesson?' Questiou: ¿lIste¡¡! ¡¡!efendió la lección? 'Did you defend the EXcllllpJe 2: Your ailswer: Sí. lo-¡lendt. 'Yeso 1 sold it.' Question: ¿ Uste¡¡! ¡lend ió el carro? 'Did you sell the car?' Exalllple 1: 168 SPAN ISH = Page 182 = 12.15 the older one; she's the married one. 11. ~ora is not the older one; 8. He feels better, thanks. 9. He is better, th~nks. 10. Marta is his head. 6. How is he today? 7. How does he feel today? Jones? 4. Gee! What happened? 5. He fell off the table and he hurt (use el señor Gómez for 'Mr. Gómez') 3. Hey, José! Where's Mr. !. Hey, Sánchez! Where's Gómez? 2. Hey, Sánchez! Where's Mr. Gómez? How would you say the following thoughts in Spanish? Part l. Applications 3. (reci~ir) 6 . ( pe rm i t iJ:" ) 9. (recomendar) 12. (escri~ir) 2. (deci~ir) 5. (vender) 8. (preparar) 11. (est uiiar) l. (defender) 4. (ofrecer) 7. (terminar) 10. (confirmar) 'He wrote all of them last night.' (José) Los-escri~ió to~os anoche. Work the same as above. Use the same verbs with this model: Practice 8. Substitution Drill. (Recorded) '1 wrote all of them yesterday.' Model: Los-escri~t to~os ayer. below. Re-state the model sentence with the proper form of the verb shown Practice 7. Substitution Drill. (Recorded) 10. Sánchez los-recibó todos. 9. José preparó un ejercicios conmigo. 8. Nora escri~ió cinco invitacions ayer. 169 SPAN1SH = Page 183 = 12.16 ten. of which lesson? 59. Of exercise number six o 60. DE les son nllmber 57 o Sentence number four of which exercise? 58. Exercise number ten book wasn' t very easy. 56. José? He sol d a 11 oE them in ten minutes. They were pretty easy. 54. The books weren't very easy. 55. The 52. 1 should say so! They weren't So easy. 53. T shollld say so! not very easy. 51. 1 should say so' They weren't very easy. 49. Tomorrow's lesson is lesson fouro 50. 1 should say so! They're understand sentence nllmber su. 48. Which lesson is tomorrow's? study them. 46. Which sentence didn't YOll understand? 47. 1 didn't 44. Why didn't you understand all of them? 45. Because 1 didn't today? 42. The sentences? 1 don't understand al1 of them. 40. Did you offer the rooms yesterday? 41. Did you defend that No, he's not Colombianj he was Colombian but he is Amer ican nowo 37. Gee! Was it so easy? 38. José? Was he Colombian? 39. José? Nora? They're not so tall. 36. Gee! Were they so easy? She's not so tallo 34. José? Re's not so tallo 35. María and were not so easy. go Today's exercises are pretty easy. 33. ~1aría? 30. The books? We didn't receive themo 31. Yesterday's exercises didn't understand her. 29. The teachers? didn't understand them. stand it. ~. The teacher? 1 didn't understand him. 28. Nora? understand sentence number 4. 26 o Sentence number 8? d idn' t lInder- don't understand sentence (say 'the sentence') nurnber 6. 25. 1 didn't son. 22. 1 didn't understand. 23. 1 don't understand. 24. 1 daughter. 20. She is Mr. Sánchez' daughter. 21. Re is Mr. Jones' are not here. 18. She is Górnez' daughter. 19 o She is Mr. Górnez' 16. Today's lesson~ are in his office. 17. Today's (Le. 'lessons') 14. Where is today's lesson? 15. Where are today's lessons? !l. Today's 1esson is not very easy, but it's pretty easy. she is the single one. ~. Yesterday's lesson is not so easy. 170 SPANISR = Page 184 = 12.17 --Of course! The exercise was very easy! Really? Not so easy! --You don't say! Exercise ten was (era) easy. Of exerc ise ten. --Of which exercise? No. Sentence number four. --Exercise number four? No. 1 didn't understand number four. --They were pretty easy. And you? Did you write all of them? Gee! Were (~) they so easy? --1 should say so! You wrote all of them?! --Yeso 1 wrote all of them in ten minutes. Pretty good. Did you write the exercises? --Fine! And you? Hi, José! How're you doing? A: conversations. Be prepared to be engaged by your instructor in the following 10. ¿Cómo eran las frases? 9. ¿Ustei entendió el ejercicio número seis? 8. ¿En qué ejercicio está la frase que no entendió? 7. ¿El señor Clark no entendió una frase, o un ejercicio? 6. ¿Ustei entendió toios los ejercicios? 5. ¿Cómo eran los ejercicios? 4. ¿Los escri~ió en cinco minutos? 3. ¿El señor Clark escri~ió los ejercicios? 2. ¿Qué es el profesor? ¿colombiano? l. ¿Dónde están el profesor y el señor Clark? Prepare an oral answer to the following questions: Pa rt 2. 171 SPAN1SH = Page 185 = 12.18 END OF UNIT 12 l'm glad, because tomorrow's is not easy. --1 plan to (pienso)study it and finish it, also. And tomorrow's lesson? --1 shou1d say so! Do you plan to finish today? --Yes, 1 studied it, but 1 didn't prepare all the exercises. And you didn't study the lesson. --Last night. (Anoche.) Really? When was the party? a party. --l'm sorry, but 1 had to take my daughter ('llevar ~ mi hija') to What happened? --No, sir. 1 didn't have time. Did you prepare a11 the exe~cises? --Yes, sir. Did you study 1esson ten? --Good morning, sir! Good morning, Mr. Jones! B: 172 SPAN1SH = Page 186 = 13.1 e. lon- .. ................. ( )X ( )X d. pon- .................... ( )X ( )X c. son- .. .................. ( )X ( )X b. don- ................... ( )X ( )x a. con- . ................ ( )x ( )x letter, then again after each model where shown by the X' s. Respond three t i¡¡res : once irruned ia te 1y following the announcement by syllables. where this 'o' is closed in by consonants. Practice reading the following 5. The most common error occurs with the letter 'o', specially in syllables will work with the rhythm. practice with the accurate reproduction of sounds; a little later, we render some words unintelligible to a Spanish persono We will first is the rhythm of the· syllables. Eithe r one of these en·ors is enough to interference. One is the faulty reproduction of the sounds, and the other 4. There are two kinds of errors which a student might make due to English Correct : (R) (R) Another, better but still wrong: general (W) (W) One pronunc iation: general (W) (W) by the strong resemblance of this Spanish word to its English counterpart. For example, here are two erroneous pronunciations which are brought on at times causes a student to respond automatically with English sounds. 3. This resemblance of words and syllables, whether in speech or in writing, Spanish: 'oficina' English: 'office' word and its English counterpart. 2. In its written form, there is a striking .resemblance between the above (R) (W) (R) (W) l. Listen to the right and wrong pronunciation of this word. (Recorded) INTRODUCTION UNIT 13 SPANISH 173 = Page 187 = 13.2 e. guan- o ( )X )X d. sue- ......... ( )X )X e. cuen- o ( )X )X b. lue- . ....... ( )X )X a. pues ........ ( )X )X 16. Praetíce wíth these syllables Saúl: (R) (R) ~: (R) (R) '00' sound. Observe: 9. Of course, as you already know, iE this 'u' ís aceented, ít retaíns the cuesta: (R) (W) (R) (W) bueno: (R) (W) (R) (W) pues: (R) (W) (R) (W) followíng words: líke our Englísh 'w'. Lísten to the ríght and wrong pronuneíation of the 8. When ín the proxímíty of another vowel, the Spanish 'u' sounds very much f. dul- o )X )X e. cul- o ........ )X )X d. cun- o )X )X e. pun- o )X )X b. luz ........ )X )X a. sur ........ )X )X syllables. In Spanísh, of course, ít stíll resembles '00'. Praetíee wíth these ín 'oeeur' whíeh rhyrnes wíth 'her', or ín 'pun' whíeh rhyrnes wíth 'none'. 7. Sometímes, thís 'u' ín Englísh stands for another sound, sueh as we fínd d. lu- . ....... )X )X e. pu- ........ )X )X b. su- ........ )X )X a. nu- . ....... )X )X same manner as you díd before. somethíng more líke '00' ín 'loose'. Praetíee these syllables ín the fí'rst syllable of 'beauty'. In Spanísh, the 'u' always stands for 'numerous', for example, ín the speeeh oE many people rhyrnes wíth the 6. Another eommon error oeeurs wíth the 'u'. The fírst syllable of f. ton- ( )X )X 174 SPANISH = Page 188 = 13.3 2. (?) 1. (7) Write which une you hear. mixed order. 17. Afld rlOW. you Ivlll hear Lhese two sy1Libles si:lid several times in R (c u i ) (7) : 16. Again. write whaL you ~ear, and check. (qu i) (7) check your spe1ling. 15. Now. you will hear either ~ or cui. Write which one it is, and then In the blanks. write cui every time you hear it. 14. The sound of 'kwi' exists in Spanish. but it is written like this: cut. Respond by writing '~' in the blank spaces every time you hear it. 'kwi'. You will now hear the sounds 'ki' several times. 13. The Spanish syllable '~-' is pronounced 'ki' and not, as in English g. o-fi-ci-na .. )X )X f. e in- ........ )x )X e. pin- o )x )X d. s in . ....... )x )X c. tin- . . .. . . . )X )X b. is- . .. . )X )x a. in- o )x )x pull your lips back, tight, as in an exaggeratedly strong grin. the muscles that is required for the proper reproduction of this sound, 12. Practice with these syllables. In order to maintain tt>e tenseness of in- (R) (W) (R) (W) Listen to this example: simply because the English speaker's facial muscles are not tense. 11. Sometimes, the vowel 'i' gives a little trouble in certain syllables g. grúa )x )X f. púa )x )X SPANISH 175 = Page 189 = 13.4 5. misterioso : ............ ( ( ) 4. tiE,ico .. ................. ( ( ) 3. !'!pico lO .............. .. ( ( ) 2. cap it a.!.!.!ta : lO ...... ( ( ) 1. sintaxis : ........... ( ( ) Remember, read only the underlined syllable. only. Then listen to see if you were correcto parts. As you hear each number called, read the underlined syllable 22. Here is a list of words, many of which resemble their English counter- ~: 2,3, 4, 7.) (~: 1,5, 6, 8; 4. (7) 8. (?) 3. (7) 7. (7) 2. (7) 6. (7) 1. (7) 5. (?) check. 21. You will hear a mixed sequence of ~ and~. Write each one, then (gue) (7) : 20. Which one ia thia one7 Write it, and check. (¡ui) (7) : 19. Which one is being said here? Write it, and then check your answer. 2. gui ( 1. gue ( 18. Listen to these two syllables: ~: 3, S. 6, 7, 9.) (cui: 1, 2, 4, 8, 10; 10. (?) 9. (7) 8. (7) 7. (7) 6. (?) 5. (?) 4. (7) 3. (7) 176 SPANISH = Page 190 = 13.5 3. je: 2. jo: I. ja: 23. The letter ' j' has this sound. 35. cursí : .............................. ) ( ) ( 34. pe~liar : ........................ ( ) ( ) 33. exclusivo : ...................... ( ) ( ) 32. secundario : ................... ( ) ) ( 3I. cuidado: ............................ ( ) ( ) 30. e~alente : .................. ( ) ( ) 29. reunión : .......................... ( ) ( ) 28. deuda : .............................. ( ) ( ) 27. : ........................ ( ) el~stico ( ) 26. dificultara' .. .................. ( ) ( ) 25. dificultad .. .................. ( ) ( ) 24. dificultara' .. .................. ( ) ( ) 23. instructivo : .................. ( ) ( ) 22. diversHm : ..................... ( ) ( ) 2I. :::.!,goroso : ........................ ( ) ( ) 20. )lelocidad : ...................... ( ) ( ) 19. elección : ....................... ( ) ) ( 18. defectivo : ...................... ( ) ( ) 17. ~litico : ........................ ( ) ( ) 16. organista .. .................. ( ) ) ( 15. .. .................... ( ) aut~ntico ( ) 14. auto : ................................ ( ) ( ) 13. econ6mico· .. .................... ( ) ( ) 12. económico .. .................. ( ) ( ) lI. misión : ............................ ( ) ) ( 10. definición .. .................. ( ) ( ) 9. definición .. .................. ( ( ) ) 8. unión : .............................. ( ) ( ) 7. ¡(istoria : ........................ ( ) ) ( 6. ¡(ospitalidad : ............... ( ) ( ) SPANISH 177 = Page 191 = 13.6 n. )Í i rgen ( )X ( )X m. gente . . ( )X ( )X 1. gan .. ( )X ( )X k. ja . .. ( )X ( )X j. guil ( )X ( )X i. guin ( )X ( )X h. gi . .. ( )X ( )X g. gun ( )X ( )X f. jun ( )X ( )X e. jo ( )X ( )X d. go ( )X ( )X c. gue . .. ( )X ( )X b. ge ( )X ( )X a. je ( )X ( )X repeat them where shown by the X's. 25. Practice reading these sy11ables as each is called out. Then, 12. purgue: ) 11. surge : ) 10. carguen: ( ) 9. margen: ( ) 8. garage: ( ) 7. pague ( ) 6. gue: ( ) 5. pago ( ) 4. go : ( ) 3. gira ( ) 2. gi ( ) 1. ge ( ) 'e' or an ~ . ,. , 24. The 1etter 'g' also has the same sound, but on1y before an 5. l(ija 4. )(ijo 178 SPANISH = Page 192 = 13.7 (2) 2. 1. two pronounciations is the Spanish one? 34. Ilere is ''hy? 1 was going to study it, but 1 can't. Are you going to study it now? 1 believe (:) he said (:) we were going to have lesson 8. Did the teacher say which lesson we were going to study? Sure. Why? The Spanish book. Which one? Rey, Joe! Did you bring your book? B: 269 Sl'ANISR = Page 283 = 270 SPANISH = Page 284 = 18.1 (es) use the verb NO~MAL, that is, the way you~ally think of it as being, you tiating by the use of es or está. lE these characteristics are in expressing characteristics which S2anish insists on differen- 7. That is, when you are talking about something, you are involved (está) verb 6. HOW something is ('broken', 'dirty', etc.) will use the (es) ruler', 'a yellow ruler') will use the verb 5. WHAT something is ('a ruler') or WHAT KIND it is ('a centimeter It is sta ined. It is clean. It is dirty. The ruler is faded. The ruler is broken. 4. Spanish will use está in the following: v 't. . .. "lo'. '~/ ' 3. This ruler is broken: It is a wooden rulero It is a useful rulero It is a centimeter rulero It is a yellow rulero It is a rulero 2. Spanish will use es in all of the following sentences: l. This is a ruler: Part l. INTRODUCT ION UNIT 18 271 SPANISH = Page 285 = 18.2 (está) about Eloise being married? What verb would be used by both Bill and by Bob in talking answers, 'Yes, she is married now.' Bill asks, 'Remember Eloise? l wonder if she's married.' Bob since then, and they are talking about the 'good old college days.' ago. Now they have come across each other for the first time seen each other since they were roommates in college several years 11. (Here is a situation for you to figure out:) Bill and Bob ha ve not acceptance is achieved, they will all say that Jane es a redhead. her friends will accept her as being a redhead. When such lf Jane continues to wear this reddish shade, eventually all that Jane es redheaded. associates the reddish tint as her normal shade, so he would say But, Mr. Jackson, who just met Jane today for the first time, redhead. -- not normal fro; his point of view, he will say that she está a say that she es a blondo However, since her new shade of hair is that's normal., that's the way God made her. Therefore, he would The speaker in the aboye situation thinks of Jane as a blond: really a blond, but she now looks like a redhead.' she showed up in class with a reddish tint in her hair. She is have a friend narned Jane. Jane is a blondo This morning, however, to point out further the difference between es and está.) '1 10. (The following situation is a little exaggerated, but it serves (es) Marta is a blondo (es) Bill is cross-eyed. (es) Jack is a cripple. (está) José is limping. (está) José is i11. (es) Pedro is a smart student. (es) Marta is a pretty girl. 9. What verb would Spanish speakers use in the following? (está) you are talking about, you use the verb 8. lf these characteristics are not normally associated with what 272 SPAN1SH = Page 286 = 18.3 (Si, es una estu~iante ~uen~.) si, Answer this question: ¿Marí.a es una estuliante ~uena? 17. A girl-student would speak of herself as una estudiante ~uena. (st, soy un estu¿iante ~ueno.) Sí., ¿Es uste{ un estu~iante ~ueno? 16. 'A good student' is un estudiante ~ueno. Answer this question: Part 2. The box is ('stands') empty. The door is ('stands') open. for the use of está in thoughts like these: This is the origin for the where of something, and it is responsible -- the verb está existed in the approximate meaning of 'standing'. 15. Finally, a long time ago -- long before Spanish was called 'Spanish' , look! into English as 'How nice you translator wou1d translate this dress, hair-do, etc. A good you looK, tnanks to the lovely ¡Qué ~onita ;;tá usted'=Is a reference to how pretty ¡Que Bon~ta es ustee' = 'How pretty you are!' ¡Qué ~onita está usted!, it's all right: he is being complimentary. is flirting. lf he should say, as he should in good behavior, ¡Qué ~onita es usted! he probably should be slapped, because he lf at a dance, a male friend walks up to your wife and says First, a clarification: 'How pretty ' is said: ¡Qué bonita . ' 14. Here is another situation of much interest to both men and women. lady as what she is: a married persono In No. 12, one of the bache10rs is idenfitying the young not the way they normally associated her as being: single. to a change in Eloise's status. They are wondering if Eloise is 13. In the situation portrayed in No. 11 Bill and Bob are referring (es) What verb would he have used if he had been speaking Spanish? she is married, and he advises, 'Uh-uh, she's married!' asking her for a date. The other bachelor happens to know that if he dares to introduce himself to her with the object of girl who is also shopping for groceries, and he wonders out loud the local, neighborhood store. One of them notices this attractive bachelors who share an apartment are buying some groceries at 12. (Here is another situation for you to figure out:) Two young SPANISH 273 = Page 287 = 18.4 (Soy profesor~.) 30. Give us her answer: 'l'm a teacher.' (¿Qué es uste¡i[?) what she is. 29. Notice that only two words are used in Spanish. Ask Mrs. Jones (Soy profesor.) 28. Give us his answer: 'l'm a teacher.' (¿Qué es uste¡!7) 27. Ask your teacher what he is. (Soy colombiana.) 26. Give us her re,lly: 'l'm a Colombian.' (¿.;Jué es uste¡i?) woman 'What are you?' 25. Notice that the aboye answer contains only two words. Ask a (Soy americano.) 24. Give uS his reply: 'l'm an American.' (¿:;>ué es uste¡!?) 23. Ask somebody 'What are you?' Soy americano. This is a possible reply: 22. The way you ask somebody 'What are you?' is ¿Qué es uste¡!? (No, no soy malo.) 21. Gíve us his reply: 'No, l'm not "bad".' (¿Uste¡! es un estu¡!iante malo?) 'Are you a "bad" student?' 20. Ask-this question of a male-student: (No, no soy mala; soy ~uena.) Give us her reply. 19. Let's assume her reply is , No , l' ro not "bad 11 ; l'm good.' (¿Uste¡! es una estu¡!iante mala?) of a girl: 'Are you a "badT.'"Student?' 18. A 'bad' student would be malo instead of bueno. Ask this question 274 SPANISH = Page 288 = 18.5 (La que tiene que-escri~ir la carta.) to write the letter'? 45. How would you say, with reference to a woman, 'The one who has (El que aca)Sa Jde-escri~ir la carta.) just written the letter'? 44. How would you say, with reference to aman, 'The one who has ('The one who doesn't want to dance.') 43. \'ihat is the meaning of La que no quiere )Sailar? ( 'The one who can't dance. ' ) 42. What is the meaning of La que no pueJde ~ailar? ( 'The one who dances with José. ' ) José? 41. \-.1hat other English wordíng could l,e used for La que llaLla con (La que ~aila con José.) Repeat again, now, in Spanish: 40. In Vnit 4, you learned to say 'The one dancing with Jos~.' (Los que yendieron el carro .. ) the car. .. '? 39. If two men sold the car, how would you say 'The ones who sold (Las que escri~ieron la carta .. ) wrote the letter'? 38. If two women wrote the letter, how would you say 'The ones who (La que escriri6 la carta . ) the letter . '? 37. In reference to a woman, how would you say 'The one who wrote ('The one who sold the car .. ') El que pendió el carro . car . , what is the meaning of this? 36. If El señor que yendi6 el carro means 'The man who sold the ('The lady who wrote the letter .. ') La señora que escri~i6 la carta 35. I.hat does this mean? ('The man who sold the car .. ') El señor que yendi6 el carro . 34. What does this mean? (Soy una estu~iante iuena.) 33. She also says that she is a good student. Tell us what she said. (Soyestuliante.) 32. Give us her reply: 'l'm a student.' (¿ \lué es us te¡p. ) 31. Ask Mrs. Smith what she is. SPAN1SH 275 = Page 289 = 18.6 62. (You are now ready to begin your study of the dialogo is going.') - say in English '1 am the one who am going' but '1 ~ the one who might find comfort in the fact that English is similar. We don't 61. (If the last one bothers you because it does not use '~', you (Yo soy el (la) que la.) 'l'm the one going'? 60. What is the correct way of saying (no) 59. ls this correct? Yo soy el (la) que poyo (María y yo somos las que ~amos.) going' ? 58. Nora is speaking. How would she say 'María and 1 are the ones (José y yo somos los que ~arnos.) 57. Say this one: 'José and 1 are the ones going.· (José y yo somos los que tenemos que-¡il'ecirlo.) it. t 56. Make a guess with this one: 'José and 1 are the ones having to say (Uste¡¡!es son los (las) que tienen que-estu¡il'iarlo.) 55. Make a guess with this one: 'You-all are the ones having to study it.' (Uste¡il' es el (la) que tiene que-estu¡il'iarlo.) 54. How would you say 'youtre the one ( : ) having to study it' ? (Yo soy el (la) que tiene que-estu¡il'iarlo.) 53. How would you say '1 ' m the one ( : ) having to study it' ? (Yo soy el (la) qUe .,fa.) 52. How would you say 'l'm the one (:) going'? ( Usted es la (el) que .fa. ) 51. How would you say 'You're the one (:) going'? ( Uste¡¡! es la que Ya.) going'? 50. How would you say, speaking to a woman. 'You are the one who is (Yo soy el (or, la) que ya.) 49. Take a guess as to how you would say 'l'm the one who is going.' (María y Nora son las que ~an.) 48. How would you say 'María and Nora are the ones who are going'? (María es la que ~a a-prepararlo.) 47. How would you say 'María is the one who is going to prepare it'? (José's the one who is going to write the letter.) José es el que ~a a-escri~ir la carta. 46. What would this mean? 276 SPANISH = Page 290 = 18.7 ¿Aquí en Washington? Here in Washin&ton? Jones Bien. Sr. Jones, ¿dónde ¡filIe liste'? Fine. Mr. Jones, where do YOli live? Jones que ~ónde ~i~e. he 1 ives. Señora Williams, pregúntele al Sr. Mrs.Williams, ask Mr. Jones where vi,;e living (he-form, present) Profesor Precisamente. Precisely. Nancy entonces then ¡Ah, per~ón! Oh, pardo n me! Jones replied, soy casa~a.) (Jones has just asked Nancy, ¿Usted es casa~a o soltera?, to which she has 2. New dialogo l. Review. DIALOG 277 SPANISH = Page 291 = 18.8 The verb 'finish' is in the command formo '1 want e:) you to finish tonight.' is structured like this: The same social courtesy exists in Spanish. The Spanish sentence o'clock!' we might say '1 want you to finish this by 4:00 o'clock.' his employee. In such cases, instead of saying 'Finish this by 4:00 soften the command, such aS in the relationship between a boss and Though the occasions to give a cornmand are frequent, we usually l. Softened commands. Pract ice and Observations ¿Cuál es el número del apartamento? What's the apartment number? sto Es un e¡dificio grande. Yeso lt's a big building. e¡dif ic io building Jones ¿Es un apartamento? ls it an apartment? Número 2247. At 2247. número number Vi¡lo en la calle catorce. 1 live on 14th Street. en la calle catorce on the 14th Street catorce fourteen la calle the street vi¡lo living (l-form, present) Jones i Claro! Naturally! 278 SPANISH = Page 292 = 18.9 12. I want you to recommend your apartment today. 11. I don't want you to bother José. tomorrow. 10. I don't want you to f inish this letter tonight, but instead, 9. 1 want you to finish this letter today. 8. I don't want you to prepare that. 7. 1 want you to examine the book in my office. 6. 1 want you to use that tomorrow. 5. 1 want you to confirm that tonight. 4. I don't want you to prepare that now. 3. I want you to prepare two exercises. 2. I want you to recommend José. 1. I want you to finish tonight. these in Spanish, check with Ptractice 1 to make sure you are correcto These are the same utterances of Practice 1. As you say each one of Practice 2. 15. No quiero que ustel le-recomiende su-carro a-José. 14. Quiero que ustel me-recomiende su-carro. 13. Quiero que le-recomiende su-apartamento a-Jos~. 12. Quiero que ustel recomiende su-apartamento ~oy. 11. No quiero que ustei moleste a-Jos~. 10. No quiero que ustel ~rmine esta-carta esta-noche, sino mañana. 9. Quiero que ustel ~rmine esta-carta ~oy. 8. No quiero que ustei prepare eso. 7. Quiero que ustei ex~mine el li~ro en mi-oficina. 6. Quiero que ustel use eso mañana. 5. Quiero que ustel ~~firme eso esta-noche. 4. No quiero que usted ~epare eso a~ora. 3. Quiero que usted ~repare dos ejercicios. 2. Quiero que usted recomiende a-Jos~. 1. Quiero que ustel termine esta-noche. What do the following mean? If in doubt, check with Practice 2. Practice 1. S PAN ISH 279 = Page 293 = 18.10 (~-recomendé eso.) 2. 1 recommended that to him. (Recomendé eso.) l. 1 recornmended that. translations covered until after producing your response. Say each of the following sentences in Spanish. Keep the correct Practice with redundant ~~- and le~-. Practice 4. Part 1. Variations You are to add: 'Por favor, no lo-termine.' You will hear him say: No quiero que uste~ lo-termine. Example: In this case, your completion would be 'Pleas~ don't (do it).' At times you may hear him asking this person not to do someth1ng. You are to addl 'Por favor, term1nelo.' You will hear him say: Quiero que uste~ lo-termine. second parto For example: f irst part: '1 want you (to do something)' You are to supply the (to do something). Please (do it).' You will hear him say only the fellow co-workers. He is going to say to this person '1 want you Imagine that you are overhearing your boss speaking to one of your commands and in softened commands. This is a practice with the placement of these little words in regular Pract ice 3. (Recorded. ) little words always in front of the verbo no lo-use), in the softened cornmands you ~upposed to place these usage, we have tried to teach you to say Uselo (or, in the negative, in this soft;ned~ommand pattern. Whereas in the regular command words like le-, me-, etc. are placed in front of the command forms As you probably noticed in Practices 1 and 2, Nos. 13, 14, and 15, 15. 1 don't want you to recornmend your car to José. 14. 1 want you to recornmend me your caro 13. 1 want you to recornmend your apartment to José. 280 S PAN ISH = Page 294 = 18.11 (Le~-traje cinco.) 20. 1 brought 'you-all' five. (Le-traje cinco.) 19. 1 brought you five. (Les-iije eso a-Gómez l a-su-~ija.) 18. 1 told that to Gómez and his daughter. (Les-confirm~ eso a-Jos~y a-Góme~.) 17. 1 confirmed that for Jos~ and Gómez. (Les-pregunt~ eso a-María ya-Nora.) 16. 1 asked María and Nora that. (Le-pregunt~ eso a-Maria.) 15. 1 asked María that. (Les-termin~ la carta.) 14. 1 finished the letter for them. (Le-termin~ la carta a-mi-profesor.) 13. 1 finished the letter for my teacher. ( Le-termin~ la carta. ) 12. 1 finished the letter for him. (Le_pregunt~ eso a-Carlos ayer. ) 11. 1 asked Carlos that yesterday. (Le-escri~í una carta a-~ría.) 10. 1 wrote María a letter. (Le-escri~í una carta.) 9. 1 wrote her a 1etter. (Escri~í una carta.) 8. 1 wrote a 1etter. (Le-recomend~ ese-apartamento a-Nor~.) 7. 1 recommended that apartment to Nora. (Le-recomend~ eso a-María.) ---6-.-1 recommended that to María. (Le-recomend~ eso a-Jos~.) 5. 1 recommended that to Jos~. (Le-recomend~ eso. ) 4. 1 recommended that to you. ( Le-recomend~ eso.) 3. 1 recommended that to her. SPANlSH 281 = Page 295 = 18.12 25. Yo no i)6a a la fiesta. Carlos es el que i)6a. 24. La que trajo a-Carlos es Nora. 23. José es el que no pueJile ir. 22. José es el que i)6a a-Jilecir eso. 21. Yo soy el que no quiere que usteJil prepare eso Jilespués. 20. Yo soy el que quiere que usteJil termine ~oy. 19. Yo y José somos los que tu}limos que ir. 18. Nora es la que tu}lo que-ir. 17. Yo soy el que tiene que-ir. 16. UsteJiles son los que dijeron eso. 15. Yo no soy el que i)6a. El que i)6a es Carlos. 14. Nora y yo no somos los que trajimos eso. 13. José y Sánchez no son los que dijeron eso. 12. Yo soy el que i)6a. 11. José y yo somos los que Jilijimos eso. 10. Yo soy el que Jilijo eso. 9. La que es soltera es Nora. 8. La que es casala es Marí.a. 7. José es el que quiere que usteJil lo-recomiende. 6. Yo soy el que quiere que usteJil termine. 5. Yo soy el que no quiere eso. 4. El que }la soy yo. 3. El que }la es José. 2. Yo soy el que }la. 1- ¿Cuál ?-La que )6a ila con José. meaning, check with Practice 7. Read these sentences over carefully. If any are not clear in their Practice 5. 282 SPANISH = Page 296 = 18.13 know of any that you are not sure of. Listen to the f0110wing utterances. Be sure to let your instructor Part 2. Comprehension. (Recorded) was going. 25. 1 wasn't going to the party. Carlos is the one who 24. !he one who brought Carlos is Nora. 23. José is the one who can't go. 22. José is the one who was going to say that. latero 21. l'm the one who does not want ( : ) you to prepare that 20. l'm the one who wants (1) you to finish today. 19. Me and José are the ones who had to go. 18. Nora is the one who had to go. 17. l'm the one who has to go. 16. 'You-all' are the ones who said that. going is Carlos. 15. l'm not the one who was going. The one who was 14. Nora and 1 are not the ones who brought that. 13. José and Sanchez are not the ones who said that. 12. l'm the one who was going. 11. Jose and 1 are the ones who said that. 10. l'm the one who said that. 9. The one who is single is Nora. 8. The one who is married is Marta. 7. Jose is the one who wants you to recommend it (or him). 6. l'm the one who wants ycu to finish. 5. l'm the one who doesn't want that. 4. The one (who's) going is me. 3. !he one (who' s) going is Jose. 2. l'm the one (who' s) going. 1. Which one? -!he one dancing with Jose. you are correcto each one of these in Spanish, check with Practice 5 to make sure !hese are the same sentences as those in Practice 5. As you read Pract ice 6. 283 SPANISH = Page 297 = 18.14 rnany exercises did 'you all' write7 26. We wrote five. 27. How said it last night. 23. Who wrote that? 24. Jones' son wrote it. '5. How said it? 20. Sánchez said it. 21. When did Sánchez say it? 22. He Nora brought it. 17. Did you say that? 18. No, 1 didn't say it. 19. Who 14. José brought her. 15. 'Who-all' brought Sánchez' car? 16. José and that? 12. José brought it. 13. Who brought Nora? sentence in Spanish? 10. Yes, one uses it a loto 11. Who brought Washington? 8. Yes, one can. It's very easy. 9. Does one use that one say that in Spanish? 6. Yes, one can. 7. Can one go from here to 3. Does one say that in Spanish? 4. No, one doesn't say that. 5. Can lo How do you say that in English? 2. One says 'Then you are "Mrs. ti.' How would you say the following utterances? Part l. App 1 ica t ions 5. paí.s 'country' ~. Estallfos Ur¡i¡ilos 'United States' 3. estaf/To 'state' 2. casa 'house' lo pequeña 'small' Answers 5. 4. 3. 2. lo New word Meaning space shown below, and write their English meaning to the right. Among these there will be a new word. Write these new words in the For each of the following numbers you will hear several sentences. Part 3. New vocabulary (Recorded) 284 SPANISH = Page 298 = 18.15 8. ¿Está lejos .de-Washington? 7. ¿Es una ciu.da.d grande o pequeña? 6. ¿Cuál es la capital de su-esta.do? 5. ¿De q~ parte .de los Esta.dos Uni.dos es usted? 4. ¿Cuál es la capital del pats? 3. ¿Ese pats tiene 'esta.dos'? 2. ¿Es un pats grande? l. ¿A cuál pats piensa uste.d ir? own experience. produce sorne sort of answer for your instructor, an answer related to your The following questions concern your own life. Be prepared to Part 2. to study because 1 can't. 1 plan to go to a party. noon, are you going to study too? 60. No, tomorrow afternoon l'm not going 1 have to study a lot because 1 have a-lot to study. 59. And tomorrow after- going to study tomorrow. 57. Then, you study a lot? 58. Naturally! 56. Naturally! 1 always have to study. 1 plan to study today, and l'm tarde. 55. Very well. Then, are you going to study tomorrow afternoon? va a-estu,diar. 54. Precisely. Va a-estudiar one uses with mañana por la and not with 'mañana por la tarde. ' 53. You're right. 1 have to say one can't say that. 51. Why? 52. Because one uses 'estu,dió' with'ayer' 49. I asked you (:) if you studied mañana por la tar,de. 50. Pardon me, but 47. Did you study'mañana por la tarde?' 48. Pardon me, I don't understand. does one say Itomorrow afternoon'? 46. One says 'mañana por la tar,de' 44. No, I didn't study because I had to take my wife to the city. 45. How 42. One says 'ayer por la tar,de' 43. Did you study yesterday afternoon? 40. It' s name is Springfield. 4l. How does one say 'yesterday af te rnoon ' ? he 1 ives in a city near Washington. 39. What' s the name of that c ity? mmber is 4 4 - 2 - 7. 37. Where does the teacher live? 38. 1 think (:) I live in a big building. 35. What is the building's number? 36. The you live? 32. I live on 14th Street. 33. Do you live in an apartment? 34. Yes, decide it yesterday? 30. Yes, we decided it in his office at five. 31. Where do many sentences did 'you-all' prepare? 28. We prepared ten. 29. Did 'you-all' SPANISH 285 = Page 299 = 18.16 The one we were going to write to Mr. Smith. Which letter? Do you know if he intends (plans) to prepare the letter? --- He has just 1eft. When did he leave? --- 1 think (:) he is with Mr.Jones ~e1 seftor Jones'). Do you know where he went? --- l'm sorry, but he has just left. Miss, can you tell me if Mr. Sánchez is in his office? A: tions: Be prepared to be engaged by your instructor in the following conversa- Part 3. 20. ¿Qué trajo usted a la clase? 19. ¿Ustei preparó to~os los ejercicios? 18. ¿Cuánto estu~ió? 17. ¿Cuándo estu~i6 ustei ayer? 16. ¿Uste~ piensa yiyir en esa-casa mucho tiempo? 15. ¿Cuál es el número de la casa? 14. ¿En qué calle? 13. ¿En que ciu~ai está su casa? 12. ¿La casa es grande? 11. ¿Usted vive en una casa? la. De esas ios ciudaies, ¿cuál está más cerca ~e-Washington? Los Angeles? 9. ¿Cuál ciu~a~ está más lejos ie-Washington: Fila~elfia o 286 S PAN ISH = Page 300 = 18.17 END OF UNIT 18. office at 2:00, We haye to finish it at 2:00. 1 think Robinson wants it in his When do we haye to finish? you can finish it in your office. 1 didn't say, but we can prepare it here in my office. Later, to prepare it? Oh, then it's small. Where did you say that we were going ()I{oras) . No, it's not yery big. 1 think we're going to finish it in two ls it a big report? prepare it with me. 1 haye to finish this report ('informe') today, and 1 want you to --- Very well. this afternoon. 'Miss', don't prepare that letter now. 1 want you to prepare it c: these letters this afternoon. Because 1 don't hay e time. 1 haye to finish Why don't you study it now? No. 1 plan to study it tonight. Did you study it? to haye lesson 10. 1 don't know, but 1 belieye (:) he said (:) we were going The teacher. Said 'who' .. ? What lesson did he say (:) we were going to haye? B: B Fine! And thanks. --- lf you want to, 1 can tell him that you are going to write it. Very well. Thanks. l'm going to do it now. --- Oh, yeso He wants you to write it, 1 belieye. 287 SPANlSH = Page 301 = 288 SPANISH = Page 302 = 19.1 OUcimos eso.) 14. Say 'We made that.' that' 1s ~1c. eso. 13. Th11 lame verb a1so m.ans 'mak1ng'. For examp1e, '1 mad. (No 11j irnol que Xicimol eso Xoy; dijimol que )(icimol .10 ayer.) that we did that Y.lterday.' 12. Say, 'We didn't say that we did that today¡ we said (No, leYlor. No )(icimos eso.) 11. Say, 'No, sir. We didn't do that.' (Dijo que lo-)íic imos.) 10. Say 'He said that we did it.' (Dijimos que 10-)íicimos.) 9. Now say 'We said that we did it.' resemb1ance to dijimos. 8. 'We did' is )íicimos. Notice that there is sorne (¿Uste~ lijo que yo lo-)íice?) 7. Say 'Did you say that 1 did it?' (José iijo que yo 10-)íice.) 6. Say 'José said that 1 did it.' (¿Me-pregunt6 si lo-)íice?) 5. Now ask 'Did you ask me iE 1 did it?' (¿Me-pregunt6 si . ?) 'Did you ask me iE ?' 4. Say this much oE this question: (Lo-)íice ayer.) 3. Say '1 did it yesterday.' (Lo-)íice. ) 2. Say'Ididit.' same as dice without the 'd': '()í)ice'. 1. '1 did' is ')íice'. The pronunciation oE )íice is the INTRODUCTION UNIT 19 SPANISH 289 = Page 303 = 19.2 (José lo-~izo, creo.) 29. Say, 'José did it, 1 believe.' (No s€ qui€n lo-~izo.) 28. Answer, '1 don't know who did it.' (Entonces, ¿qui€n lo-){izo?) 27. Ask, 'Then, who did it?' (NO, no lo-~ice.) 26. Say, 'No, 1 didn't do it.' (¿Ustei ){izo eso?) 25. Ask, 'Did you do that?' developing the Madrid standard accent, use 'th': '~itho'. sound as the Latin Americans do, '){iso', or if you are Do not pronounce the z as an Englísh 'z': either use an 's' ~izo though, is· not what you would expect: more than likely you would ~ it correctly. The spelling, That is, if we were to ask you to guess and ~ the he-form, of view of its pronunciation but not from its spelling. 24. The he-form is al so what you would expect from the point (st, la-){icieron.) 23. Answer: 'Yes, they made it.· (¿~icieron esa-mesa?) 22. Ask, 'Did they make that table?' (Lo-~icieron ~oy.) 21. Answer: 'They did it today,' (¿Cuando )licieron eso?) 29. Ask, 'When did they do that?' ()lic ieron) 19. The they-form is what you might expect. Make a guessl _ of two meaningsj of course, the context clarifies the meaning. 18. As you can tell, lo-){ice can be used in one or the other (51, lo-)lice.) SI, 17. What is the answer to 'Did you make that exerCLse?' (SI, lo-)lice.) s1, __ - _ 16. What is the answer if someone asked you 'Did you do that?' (~ice esa-silla,) 15. Say '1 made that chair.' 299 S PAN ISH = Page 304 = 19.3 (Gracias, pero no quiero ir ~oy.) 45. Say, 'Thanks, but 1 don't want to go today.' The neutral form of this verb is ir. 44. You have seen forms like~, vamos, ~, van, and i~a. ('Quiero que uste~ ~aga ocho.') 43. Say, '1 want you to make eight.' ('Quiero que uste~ ~aga cinco sillas.') 42. How do you say '1 want you to make five chairs'? ('1 want you to do it today.') Quiero que uste~ lo-~aga ~oy. 41. What is the meaning of this? (No lo-~aga mañana; ~ágalo ~oy.) 40. Say, 'Don't do it tomorrow; do it today.' (~ágalo ~oy, no mañana.) Say, 'Do it today, not tomorrow.' 39. The command form is ~aga. (~icieron) ______ ~acer ~izo 38. Write the form that is missing this timel ~icimos ~ice (~acer) ~ice ~ic imos ~icieron ~izo 37. Examine the following forms and write which one is missingl (Dijo que i~a a-~acerlo mañana.) 36. Say, 'He said that he was going to do it tomorrow.' (Aca~o ~e-~acer eso.) 35. Say, 'lhavejustdonethat.' (Tiene que-~acer eso a~ora.) 34. Say, 'He has to do that now.' (No quiere ~acer eso ~asta mañana.) 33. Sayo doesn't want to do that until tomorrow. 'H~ , (No "'amos a-~acer eso ~asta mañana.) 32. Say, 'We're not going to do that until tomorrow. , (Voy a-~acer eso maffana.) Say, 'l'm going to do that tomorrow.' 31. The neutral form of the idea of 'doing' or 'making' is ~acer. He " They " It : _ 1 did/madel We did/madel _ 30. Fill the following blanksl SPANlSH 291 = Page 305 = 19.4 (¿Cuáles niños ~icieran eso?) c. Which children did that7 (1)lan a-preguntarle ~oy.) b. They were going to ask him today. (¿Nos preguntó si í)lamos7) a. Did you ask us if we were going7 your instructor know of any that were not easy for you. 61. Regard this series of translations as a test. Let (Nos-preguntó si í)lamos.) 60. Say,-'He asked us if we were going.' (I)lamas a-pregunta~les eso ... ) 59. S;y 'We were going tu ask them that ... ' (1)lan a-prepararle cinco ... ) 58. Say,-'They were going to prepare him five .. ' (1)lamos a-preguntarle eso ) 57. Say, 'WP. were going to ask him that ... ' (I)lan a-~acer eso ... ) 56. Say, 'They were going to do that ... ' (I)lamas a-~ecir eso, pero .. ) 55. Sayo 'We were gaing to say that, but ... ' (1)lamas a- ir. ) 54. Say,-.we were going to ga.' i)lan (í-)lan) 'They were going' í)lamos (í-)la-mas) 'We were going' 53. The we-farm and they-farm arel (1)la a-ir, pero .. ) 52. Say, 'He was gaing to go, but . ' (I)la a-ir.) '1 was going ;O-go'? 51. You know that i)la means '1 was going'. How do you say (A veces quiero ir, y a veces no quiero ir.) want to go.' 50. Say, 'Somet imes 1 want to go, and sometimes 1 don't ( Pue~o ir, pero no quiero.) 49. Say, '1 can go, but 1 don 't want fo.' (Sí, pero tengo que-ir mañana.) 48. Say, 'Yes, but 1 have to go tomorrow.' (Aca)la ~e- ir. ) 47. Say, 'He has just gone.' (¿María quiere ir con uste~?) 46. Ask, 'Does María want to go with you? 292 SPAN1SH = Page 306 = 19.5 (four) 69. But nuestr- has _.;..? f orms (sus-) ---_? 68. 'Your' or 'his' or 'her' has only two forms: su- and (mis- ) 67. 'My' has only two forms: mi- and ? (nuestras-) nuestra -oficinas 66. And this one: (nuestra-) nuestr -oficina 65. Try this one: (nuestros-) nuestro-nombre nuestro -nombres 64. And this one: (sus) su-oficina su -oficinas 63. Complete this one: (mis) mi-profesor -- mi __ -profesores 62. Complete the following paradigm: Part 2. (Il'l'amos a-ir, pero .. ) j. We were going to go, but ... (No ~aga eso ~oy.) i. Don't do that today. (Acal'l'o ~e-ir.) h. 1 have just gone. (Van a-~acer eso ~oy.) g. They're going to do that ~oday. (¿Uste~ ~izo eso?) f. Did you do that? (¿Uste~ trajo eso?) e. Did you bring that? (¿Cuáles niños trajeron eso?) d. Which children brought that? SPANISH 293 = Page 307 = 19.6 80. (You are now ready to begin the new dialog.) These are ful1 forms. They wi11 be learned latero 'Yours has just arrived', 'Mine are in the office', etc. with them, Spanish does not use these words in sentences like stand by themse1ves (and that's the reason we use a hyphen 79. Since these words are bound forms, that is, since they cannot (their) 'her', t your ', ', and even 'you-allts t for everybody else, That is, su- stands for English 'his', one which equates with 'our', Their third word su- is used 78. In s ummary, Spanish has a word which equa1s 'my' and another (their) ~ grande, In this case, ~- equals our English word: _ about Mr. and Mrs, Williams, you could say: su-apartamento 77. Notice still another meaning for su: if you were talking (her) later as ei~her 'your' or ' office,' 76. Su-oficina you first learned as meaning 'his office', and (nuestras-calles.) 75. And this one: 'Our streets', (nuestras-invitaciones.) 74. And this one: 'Our invitations'. (nuestras-ciu~a~es.) 73. Try this one even though you may miss it: 'Our cities', (nuestros-nombres.) 72. 'Our names. ' (nuestro-nombre.) 71. Say, 'Our nanh". (nuestras-) nuestra- or .....:..7 _ nuestro- or nuestros- 70. These are: 294 SPANISH = Page 308 = 19.7 después after Muy bien. Ya es la ¡(ora ~e ~escanso. Very well. It's already break time. la ¡(ora ~e ~escanso the rest break descanso rest la ¡(ora the hour, the time Profesor . en el tercer piso, en el 349. .. .on the third floor, in 349. en una casa de apartamentos .. in an apartment house . Me-~iJ9. 3.u~_ JliJle, en la !2a.ll~_ .1~_-'--'-:'" He told me that he lives on 14th street Me-~ijo he toJd me Ahora, d1game d6nde vive el Sr. Jones. Now, tell me where Mr. Jones lives. d1game tell me Muy bien, señora Williams. Very well, Mrs. Williams. Profesor En el 349. In 349. nueve nine tres three Vivo en el tercer-piso. 1 live on the third floor. tercer-piso third-floor tercer- third Jones (Nancy has just asked Jones, ¿Cuál es el número del apartamento'?) New material. Review. DlALOG 295 SPANISH = Page 309 = 19.8 There is no word 'estes-' in Spanish; the plural of este- is ~_. este-carro estos-carros is not what you would expect: that 'these classes' is estas-clases. However, the masculine form we have purpolefully avoided the plurals you mUlt have suspeeted You already know that 'thil cla ' i. e.ta-ela.e, and although l. Plural of 'thil'. Practice and Observations (To be continued.) ¿De ~ónde es él? Where's he from? ~l he de ~onde from where Jones Me-gusta el profesor mucho. 1 like the teacher a loto me-gusta 'liking',l-form Sí, bastante. Yes, quite a bit. bastante quite a bit ¿Le-gusta la clase? like the class? ~ou le-gusta 'liking', he-forro Jones (Durante el descanso, tomando caf~) (During the break, drinking coffee.) Despu~s del descanso, continuaremos. After the break, we'll continue. cont lnuaremos we shall continue continuar Neutral forro of 'continue' despu~s ~el descanso after the break 296 SPANISH = Page 310 = 19.9 E.o.-nWliero., 'Tho ntene ' 1. E -tr , and 'tho numb.r.' 1. 'Tho ' 1. v.ry .im1l.ra !!!!- .nd ~-, You now hay. l.arn.d 'th 'a !!l!!- and ~-, 3. Pluralof 'that', Reply affirmatively that you went. You will hear fifteen questions involving 'Did you go ?' Practice 2. (Recorded) is Fuimos a-reci)Sirla, etc. Thus, '1 went yesterday' is Fui ayer, 'We went to receive her' 'fwi' 'fwimos' t fwe' 'fweron' should be pronouncing them right: imagine the spelling as follows, and if you say them fast, you Students have difficulty pronouncing these forms. lf you He: fue They: fueron 1: fui We: fuimos The idea of 'going' in the meaning of t,.¡ent is: t He: i)$a They: i)$an l: i)Sa We: 1)$amoa You have already learned the 'waa going' forma of ir: 2. 'Was going' and 'went'. right gender. for 'this' and 'theae'. And be sure you are reaponding with the Be sure you pronounce clearly the final syllable of the words as in 'these-fiestas'. into Spanish esta-fiesta. You will also hear plurals, of course, You will hear 'this-fiesta' , and you are to change it completely Practice l. (Recorded) SPANlSH 297 = Page 311 = 19.10 'yesterday afternoon', etc. Spanish keeps this 'during' in expressions like 'tomorrow morning', ~ la noche ~ la tar)l!e ~ la mañana night'. Spanish prefers 'during' for all three: we don't often say 'in the night'; we prefer saying 'during the In English we say 'in the morning' and 'in the afternoon', but this afternoon: esta-tarde this morning: esta-mañana tonight: esta-noche the following: You have been using ~, anoche, and ayer. You now need to learn night: la noche afternoon: la tar)l!e midday: el me)l!io)l!ía morning: la mañana midnight: la me)l!ianoche 4. Divisions of a day. voice supplies the confirmation. phrase. You are to-Say this in Spanish before your instructor's Practice with mi-, su-, and nuestr-. You will hear an English Practice 4. (Recorded) syllable of the words for 'that' and 'ihose'. Also as before, be sure you pronounce clearly the final will al so hear some in the plural. change it completely into Spanish: esa:IIeSta. Of course, you As in Practice 1, you will hear 'that fiesta', and you are to Practice 3. (Recorded) 298 SPANISH = Page 312 = 19.11 b. ¿Anoche o esta-mañana? 7. a. ¿Quién terrnín6 a las ocho? más temprano. Termíné a las siete. b. Estu,Jíé anoche, pero no a la meiianoche. Termíné 6. a. ¿Uste? estuii6 anoche a la meiianoche? b. Lo-preparé este-meiíoiía. 5. a. ¿Cuándo prepar6 ustei el ejercicio número ocho? b. Por la mañana. 4. a. ¿Por la mañana o por la tarie? b. Voy a-estuiíarla mañana. 3. a. ¿Cuándo ya a-estuiiar la lecci6n cínco? b. La estuiié ayer por la mañana. 2. a. ¿Cuándo estuií5 la leccí6n cuatro? b. Estudié mi-leccí6n ayer por la tarie. l. a. ¿Usted estuii5 la leccí5n anoche o esta-mañana? What do the followíng mean? If in doubt, consult Practíce 6. Practice 5. you adopt ~ as your standard form.) ~ ís used and accepted ín all areas, we are recornmending that and in these areas ít would be better for you to use~. Since 'corruptíon' brought on by the influence of the Englísh language), thís use of en for ~ ís regarded as an anglicism (í.e. a in all of the day's divísíons. However, in G few other areas la mañana. They frequently, though not always, use ~ for ~ hear people frequently say mañana en la mañana, for mañana ~r (Note: In most areas of the Spanish-speaking world you will ayer ~ la tarde 'yesterday afternoon' mañana ~ la tarde 'tomorrow afternoon' ayer ~ la mañana 'yesterday morning' mañana ~ la mañana 'tomorrow morning' 299 SPANISH = Page 313 = 19.12 check with Practice 5 to make sure you are correcto time they are in English. As you say each one of these in Spanish, The following utterances are exactly those of Practice 1, except this Practice 6. b. Ah. perdón. Preparé cuat ro por la noche. 20. a. Ah, pero yo le-pregunté a-usted que cuántos preparó anoche. b. sL Dos ejercic ios por la ta r 0e, y cuatro por la noche. 19. a. anoche? ¿To~os ilmposi~le! b. Pues, los-preparé t000S. 18. a. Ayer por la noche; anoche. b. ¿Cuándo? ¿Ayer o anoche? 17. a. ¿Cuántos ejerc ic ios preparó usted? b. Creo que estu0ió ,d'os ;{oras también. 16. a. Por la tarde. b. ¿Por la mañana, por la tarde, o por la noche? 15. a. Ayer. b. ¿Cuándo? ¿Ayer o ~oy? 14. a. ¿Cuántas ~oras estudió José? b. No sé. Dos, creo. 13. a. ¿Cuántas ~oras estudió usted anoche? b. No sé. Estuiiar, creo. 12. a. ¿Qué piensa esta-noche? ~acer uste~ b. Lo-traje ayer por la tar0e. 11. a. ¿Cuándo trajo, uste0 el del profesor? b. No, al medi00ta. ~oy la. a. ¿Al meiioita o mañana? ~oy b. Pienso traerlo al mediodta. 9. a. ¿Cuándo ya uste~ a-traer mi-li~ro? siete. b. José terminó anoche a las ocho. Pero yo terminé anoche a las 8. a. Anoche. 300 SPANISH = Page 314 = 19.13 b. In the morning, afternoon, or night? 15. a. Yesterday. b. When? Today or yesterday? 14. a. How many hours did José study? b. 1 don't know. Two, 1 believe. 13. a. How many hours did you study last night? b. 1 don't know. Study, 1 think. 12. a. What do you plan to do tonight? b. 1 brought it yesterday afternoon. 11. a. When did you bring the teacher' s? b. No, today at noon. 10. a. At noon today or tomorrow? b. 1 plan to bring it at noon. 9. a. When are you going to bring my book? seven. b. José finished last night at eight. But 1 finished last night at 8. a. Last night. b. Last night or this morning? 7. a. Who finished at e ight? 1 finished earlier. 1 finished at seven. b. 1 studied last night, but not at midnight. midnight? 6. a. Did you study last night at b. 1 prepared it this noon. number eight? 5. a. When did you prepare exercise b. In the morning. afternoon? the morning' ) or in the 4. a. In the morning Cí. e. , 'during b. l'm going to study it tomorrow. five? 3. a. When are you gQing to study les son b. 1 studied it yesterday morning. 2. a. When did you study les son four? b. 1 studied my lesson yesterday afternoon. this morning? l. a. Did you study the les son last night or SPANISH 301 = Page 315 = 19.14 14. ¿Cómo se-~ice 'quite a bit' en español? 13. ¡Claro! Pero tengo que preguntarle eso a-José. lo-entiendo ~ien. 12. ¡Ya lo-creo! Tengo que-preguntarle eso al profesor porque no 11. ¿Uste~ tiene que-preguntarle eso? 10. Mi apartamento está en el tercer piso. Es el número tres-siete-cinco. 9. ¿Cuál es el número de su-apartamento? ~e Houston. 8. En los Esta~os Uni~os, vipo en una casa pequeña cerca ~e la ciu~a~ 7. ¿En qué piso yipe uste~? ¿En el tercer-piso? 6. ¿Uste~ piye en una casa de apartamentos? 5. ¿Cómo? No entendí. No entendí lo que ~ijo. 4. ¿De ~ónde es uste~? ¿De los Esta~os Uni~os? 3. ¿Usted entiende al profesor? 2. Lo siento mucho, pero no entiendo a-Nora. l. Lo siento mucho, pero no entiendo eso. with Practice 10. Read these sentences over careful1y. lf any are not clear to you, check Pract ice 9. Part l. Variations b. Oh, pardon me. 1 prepared four during the night. 20. a. Oh, but 1 asked you (:) how many you prepared 1ast night. b. Yeso Two exercises in the afternoon, and four during the night. 19. a. Al1 1ast night? Impossib1e! b. Well , l prepared all of them. 18. a. Yesterday, during the night; last night. b. When? Yesterday or last night? 17. a. How many exercises did you prepare ? b. 1 think ( : ) he studied two hours also. 16. a. In the afternoon. 302 SPANISH = Page 316 = 19.15 15. One says bastante. One can say '1 don't have to study a lot, but 14. How do you say ('quite a bit') in Spanish? 13. Naturally! But 1 have to ask José that. Spanish version for word order) because 1 don't understand it well. 12. 1 should say so! 1 have to ask the teacher that (check the 11. Do you ha ve to ask him that? 3-7-5. 10. My apartment ís on the third floor. lt' s number (el número) 9. What (use cuál) is the number of your apartment? 8. In the U. S., 1 live in a small house near the city of Houston. 7. On what floor do you live? On the third floor? 6. Do you live in an apartment house? 5. How's that? 1 didn't understand. dídn't understand what you said. 4. Where are you from? From the U. S.? 3. Do you understand the teacher? (al profesor) 2. l'm very sorry, but don't understand Nora. (a-Nora) l. l'm very sorry, but don't understand that. Spanish. These are the same sentences of Practice 9. Practice saying these in Practice 10. lección tres. 26. sí. Después ~el descanso, continuaremos con los ejercicios ~e la 25. ¿Ya es la ~ora ~e ~escanso? 24. Si usted quiere, esta-noche tambi€n. 23. ¿Y cuándo vamos a-preparar los ejercicios? 22. Voy a-estu~iarla esta noche, creo. 21. ¿Cuándo piensa estu~iar la lección nueie? 20. No, no es ~ifícil. Pero no es tan fácil tampoco. 19. Sí, me-gusta bastante, pero creo que es un poco ~ifícil. 18. ¿Le-gusta esta-clase? 17. Precisamente. 16. ¿Yeso quiere ~ecir quite a bit? pero tengo que-estu~iar bastante,' 15. Se-~ice 'bastante'. Se pue~e ~ecir 'No tengo que-estu~iar mucho, SPAN1SH 303 = Page 317 = 19.16 (Answers are on 1ast page o: this Unit.) (b) _ 4. (a ) _ 3. 2. 1. New word. Meaning: shown below, and write their Eng1ish meaning to the right. Among these there wi11 be a new word. Write these new words in the space For each of the fol10wing numbers you will hear several sentences. Part 3. New vocabu1ary. (Recorded.) of any that you are not sure of. Listen to the fol10wing utterances. Be sure to let your instructor know Part 2. Comprehension. (Recorded) lesson three. 26. Yeso After the break, we shall eon~inue with the exercises of 25. ls it already break time? 24. 1f you want to, tonight also. 23. And when are we going to prepare the exereises? 22. l'm going to study it tonight, 1 believe. 21. When do you plan to study lesson nine? 20. No, it isn't diffieult, but it isn't 50 easy either. little diffieult. 19. Yes, 1 like it (= me gusta) quite a bit, but 1 believe it is a 18. Do you like this class? 17. Pree ise ly . 16. And that means ('quite a bit')? 1 have to study quite a bit. ' 304 SPAN1SH = Page 318 = 19.17 to go to m; house before 9:00 (antes de las 9:00). 45. Te11 Jones ~ ~o go to my classroom after 4:00. 44. Tell Gómez that 1 want office after 5:00 (después de las 5:00). 43. Tell Sánchez that 1 go to my off ice at s:eo. 42. Tell José that 1 want to go to my want to leave early. 41. Tell Maria'(Dígale a-María) that 1 want to Maria (Pregúntele a-Maria) if she wants to say it. 40. Tell her that 1 to say it. 38. Tell her (D1gale) that 1 want to say it. 39. Ask Nora is the one who said that? 37. No, Nora dídn't say it, but she wants ~. The one who was going this afternoon is the teacher. ~. Do you know if who went. 34. María is not the one who was going this afternoon. 32. José is the one who brought that. 33. José is the one don't want to leave early. 31. María is the one who said that. 29. We are not the ones who want to leave early. 30. We are the ones who ones going to Venezuela. 28. We are the ones who want to leave early. 26. Who is the one who is going to Venezuela? ~. My wife and 1 are the going to have to study more. 25. 1 told hiro that 1 was going to study more. 23. The teacher is not happy with me either. 24. He told me that l was lesson well. 22. Today's lesson has rnany (muchas) words that are difficult. modern country. 21. l'm a little sad today because l didn't study my told me that we were going to Chile. 20. Fine. l'm glad. Chile is a very know to what (cuál) country you are going? ~.Yes. Mr. Jones (El seffor Jones) rnonths. lL. Are the children going with you? 18. Of course. Do you 15. When are you going to leave? 16. l don't know. 1 think (:) in two to what (cuál) country you are going? ~. 1 think we're going to Colombia. have? 12. We have three: two sons and one daughter. 13. Do you know you ma rr ied? ~. Yes, l am married. 11. How many children do you you live? 8. On the tenth floor. In apartment number 10-30. 9. Are is the number of the building? 6. Number 3379. 7. On what floor do in an apartment house? ~. Yes, it's a big building. 5. What (cuál) l. Where do you live? 2. l live on 14th Street. l. Do you live How would you say the following utterances? Pa rt l. Applications 305 SPANlSH = Page 319 = 19.18 6. Quiero que uste¡il' digan esto ¡(oy. ---"- - ----------------------- 5. Diga1e a-Nora que prepar dos ejercicios. 4. Diga1e Maria que prepare eso más temprano. 3. Pregúnte a-Peiro si tiene tiempo. 2. Yo quiero que ustei ftiga eso, las 4:00. l. Creo continuaremos esta tar~e. Rewrite the sentences correct1y. Each of the following sentences contains one and on1y one error. Pa rt 2. 59. Do it now. P1ease, finish them ear1y. ~. 58. To be honest, 1 rlon't know. But 1 think he has just made them. finished. ~. Do you know if Sánchez made the three exercises? you know if Nora finished? 56. 1 don't know, but 1 think she has just José bring it already? 54. 1 think (:) he has just brought it. ~. Do 51. When were you born? In what year? 52. 1 was born in 1930. ~. Did after 6:00? 50. He to1d me that he was going to bring it before 4:00. 48. Do you want to go after 6:007 49. Do you want to go before or befare 2:00. 47. The teacher wants to go to his office after 9:00. that 1 want to bring it befare 3:00. 46. The teacher wants to go 306 SPANISH = Page 320 = 19.19 bastantes? 20. ¿Cuántas pala~ras sa~e ustei? ¿Sa~e muchas? ¿Sa~e poc~? ¿Sa~e 19. ¿D6nde estuii6? 18. ¿A qué hora terminó la lección? 17. ¿cuántas ~oras estuii6? 16. ¿Cuánto estuii6? ¿Mucho? ¿Poco? ¿Bastante? 15. ¿Ustei estuii6 anoche? 14. ¿Ustei está triste Moy? ¿Por qué? 13. ¿Por qué está (o no está) contento? 12. ¿Está ustei contento Moy? 11. ¿Cuándo piensa salir? 10. ¿Sa~e ustei a cuál pats piensa ustei ir? 9. ¿D6nde están los Mijos? 8. ¿Cuántas Mijas tiene? 7. ¿Ustei tiene Mijos? Cuántos? 6. ¿C6mo se-llama el papá ie su-mamá? 5. ¿Cómo se-llama la mamá de su-papá? 4. ¿Cómo se-llama su-papá? ¿Su-mamá? 3. y su-esposa (esposo), ¿c6mo se llama? 2. ¿Ustei es casa~o (casaia) o soltero (soltera)? l. ¿Cómo se-llama ustei? your own lite. Be prepared to produce sorne sort ot answer to these questions concerning Part 3. 10. Marta es el que no pueie queiarse Masta las 3:00. 9. Queremos que ustei le-liga eco a-Sánchez y a-Gómez. 8. Quiero preguntarle al profesor eso. 7. Pregúntele a-Jones i6nde está su-esposa. 307 SPANISH = Page 321 = 19.20 ___ Because 1 have to go to class and 1 don't want too Say! Why are you so sad?! c: class? 1 don't know either, but why don't you plan to stay in the 1 don't like that aither. But, what am 1 going to do? --- 1 don't like that. 1 don't know. 1 think l'm going to leave a little early! --- Well, what are you going to do? Because 1 don't ha ve them. prepared 7 but not 9. --- Why do you say that? Both of them?! What a shame! ~ (el nueve). 1 should say so! He wants that exercise and also exercise 7 today? So-so. Say, do you know if the teacher wants Pretty good, thanks. And you7 Hi, Bill! How're you doing? B: * (The use of es or era in these sentences is discussed in a later Unit.) --- You're welcome (De na0a.) Thanks. 3379. Oh, then, it's that building. 1 believe it is number Yes, of course. lt's a large apartment building. --_ You know that this is 14th Street. Yeso They told me that it was (era) near here, on this street.* --- On this street7 Sir, can you tell me where is (es) 33797 A: conversations. Be prepared to be engaged by your instructor in the following Part 4. 308 SPAN1SH = Page 322 = 19.21 END OF UN1T 19 (b) triste 'sad' 4. (a) contento 'happy' 3. pala)l'ra 'word' 2. antes 'before' l. na¡¡Ia 'nothing' or'anything' Answers to New Vocabulary section: anything. Oh, no? 1 studied four hours, and 1 don't know Really? The lesson wasn't 50 difficult. 1 didn't understand anything. Wel1, to be honest, it's that 1 studied last night and Why aren't you happy? Why are you 50 sad? not happy. Nothing. 1t's that 1 don't like to go to class when l'm What happened? 309 SPAN1SH = Page 323 = 310 SPANISH = Page 324 = 20.1 (Quiero que usted entienda eso.) stand that.' changes, 1 ike recomendar, to ent iend-. Say, '1 want you tJ under- 9. The command form o[ entender ends in -a as you expect, but the stem (Quiero que usted permita eso.) 8. Say, '1 want youto permit that.' (No lo-escri~a a~ora; ~ágalo ~espués.) 7. Now say, 'Don't write it now; do it later.' (~ágalo ~espués.) 6. Say, 'Do it later.' (No lo-escri~a.) 5. Say, 'Don't write it.' (permita) permí t ír : __ (decida) decidír: __ (recí~a) recí~ir: _ (venda) vende r : __ (escrí~a) escrí~ir: __ 4. Give the command form of the following verbs: -a as the fínar-vowe1 in commands. 3. Verbs of the -er class, as well as those of the -ir class, use (-a) 2. What is the final vowel of ~acer in its command form? (-e) like preparar, terminar, preguntar, etc.? l. In spelling the cornmand forms, what is the final vowel of verbs Part l. Commands: er/-ir verbs. INTRODUCT ION UNIT 20 311 SPANISH = Page 325 = 20.2 (Quiero que uste¡z{ lo-~aga mañana por la tar~e. ) h, '1 want you to do it tomorrow afternoon. , (Quiero que uste~ le-~iga eso mañana por la mañana.) g. '1 want you to tell her that tomorrow morning. , (Quiero que uste~ le-~iga eso mañana.) f. '1 want you to tell her that tomorrow. , (Quiero que uste~ le-~iga eso.) e. '1 want you to tell her that. . (Quiero que uste~ la-~efienda antes ~e las 5 :00. ) d. ' 1 want you to defend her before 5:00. , (Quiero que uste~ la ~efienda antes mañana.) ~e e. '1 want you to defend her before tomorrow. , (Quiero que uste~ lo-entienda ~espués ~e ~oy.) b. '1 want you to understand it after today. , (Quiero que uste~ lo-entienda ~espués.) a. 1 want you to understand it afterwards. , 20. Say the following: (~ágalo antes ~e las 5:00.) 19. Sayo 'Do it before 5:00.' (Tráiga10 ~espués de las 5:00.) 18. Say, 'Bring it after 5:00.' (Tráigalo ~espués.) 17. Say, 'Bring it afterwards.) (No lo-traiga antes ~e las ocho.) 16. Say, 'Don't bring it before 8:00,' (No lo-traiga antes ~e mañana.) 15. Say, 'Don't bring it before tomo.row.' (Si quiere, tráigalo a~ora y ~ágalo ~espués.) 14. Say, 'lf you want to, bring it now and do it later.' (Tráigalo a~ora.) Say, 'Bring it now.' 13. However, like ~aeer, the stem is irregular: traig- (-a) in ? 12. Traer is an -er verb; therefore its eommand form should end (entender) -ie- shows up in eornmands. ----'--- 11, Reeomendar~efender, and ? are similar in that (Quiero que uste~ la-defienda.) 10. Defender is like entender. Say, '1 want you to defend her.' 312 SPANISH = Page 326 = 20.3 (Prepárenles diez frases.) 34. Say to two p~ople, 'Prepare ten sentences for them.' (Prepáreles diez frases.) 33. How would you say, 'Prepare ten sentences for them'? (Por favor, tráiga~ una lección fácil mañana.) tomorrow'? 32. How would you have said, 'Please, bring us an easy lesson (Por fayor, tráigame una lecci6n fácil mañana.) lesson tomorrow'? 31. How wouldyou tell your teacher, 'Please, bring me an easy (Quiere que uste~es le-escri~an el ejercicio ocho.) exercise eight for him'? 30. How would this perso;-have said 'He wants "you-all" to write (El profesor quiere que uste~es le-preparen el ejercicio ocho.) to prepare exercise eight for him? 29~ How would this same person say that the teacher wants 'you-all' (Prepárenle la lecci6n ocho.) prepare lesson eight for him (i.e., your teacher)? else made the assignment; how would this person tell you to 28~ Suppose the teacher didn't come to class one day, and someone (Prepárenme la lección ocho.) 27. How would he tell the class to prepare lesson eight for him? (Preparen esta-lección.) 2~ How would he tell the class to prepare this les son? (Tráiganme la lecci6n cinco mañana.) 25. How would he tell the class to bring him lesson five tomorrow? (Traigan la lecci6n cinco mañana.) tomorrow? 24. How would your teacher tell the class to bring les son five (Term i.nenlo antes las 4:00.) ~e it before 4:00, he would say: 23. If your teacher wanted you and the rest of the class to finish (Prepárenlo esta-tar~e.) 22. Tell Nora and Mar1a to prepare it this afternoon. (Traiga~-) _______ -10 mañana.' 'to bring it tomorrow', you would say: But if you commanded Nora and Mar1a (both of them together) -n to the verbo Thus to one person you say, Tráigalo mañana. 21. If your command is directed to more than one person, you add Part 2. Command forms with other subjects. 313 SPANISR = Page 327 = 20.4 (Quieren que les-escri)lamos una carta.) 49. Say, 'They want us to write them a letter.' (Nuestro-profesor quiere que le-escri)lamos una carta en español.) 48. Say, 'Our teacher wants us to write him a letter in Spanish.' (José quiere que ~igamos eso.) -47. Say, 'José wants us to say that.' (Quieren que ~agamos eso a~ora.) 46. Say, 'They want us to do that now.' ,José quiere que lo-traigamos esta-noche.) 45. How would you say, 'José wants us to bring it tonight'? (traigamos) traiga-Z. we-form? he-form is traiga, and the they-form is traigan, what is the 44. Now, make another guess. lf the l-form is traiga, and the (José quiere que yo le-~iga quién lo-~izo.) 43. Say, 'José wants me to tell him who did it.' (José quiere que yo le-~iga eso.) 42. Say, 'José wants me to tell him that.' (Mi-profesor quiere que yo les-escri)la una carta.) 41. Say, 'My teacher wants me to write them a letter.' (José quiere que yo le-escri)la una carta.) 40. Say, 'José wants me to write him a letter. , (José quiere que yo le-traiga cinco.) 39. Sayo 'José wants me to bring him five. ' (José quiere que yo traiga cinco. ) 'José wants me to bring five.' produce the following sentence without error: commands are identical in spelling, you should now be able to 38. lf we now let you know that the I-form and the he-form in the (yo) to ... ', me- or ~? instead of le-, which would you expect to find in 'He wants me 37. lf in '1 want ~ to .... ' we find 'you' translated as uste~ (Yes) Make a guess. 'He wants me to bring ..... ' use the command spelling too? uses the command spelling for 'bring', would this sentence 36. lf a sentence like this one '1 want you to bring me . ' (Escrt)lan~ una carta en español.) Spanish for me'? 35. How would your teacher tell his students, 'Write a letter in 314 SPAN1SH = Page 328 = 20.5 (No quiero que usted le-~iga eso ~-Maria.) 60. Tell Nora that you don't want her to tell that to Maria. (No quiero que ustei traiga a-José a la fiesta.) party. 59. Tell Nora that you don't want her to bring José to the (No traigan a-José esta-noche.) 58. Tell Sánchez and Gómez not to bring José tonight. (~-Jos~) 57. What is missing in No.56? (No. ) No traigan José esta-noche. bring José tonight? 56. 1s this the way to tell Sánchez and Gómez not to (¿José quiere que le-traigamos el carro?) 55. Say, 'Does José want us to bring him the car?' (¿Ustei quiere que le-escri~amos eso ahora?) 54. Say, 'Do you want us to write that for you now7' (Ustei quiere que yo prepare eso a~ora? 53. Say, 'Do you want me to prepare that now?' (¿Uste~ quiere que preparemos eso a~ora?) 52. Say, 'Do you want us to prepare that now?' (Quiere que preparemos eso a~ora.) 51. Say, 'He wants us to prepare that now.' (Quieren que les-wendamos nuestro-carro.) 50. Say, 'They want us to sell them our car.' 315 SPAN1SH = Page 329 = 20.6 cónsul cons ul va a-ser going to be ser , be i ng , ( n f ) ¿2ué clase de tra~ajo hace? What kind oi work does he do? hace 'doing' (he-form, Pres.) de tral6ajo of work qué clase what class, kind Jones No, yo no. Pero mi-esposo si. No, not me. But my husband does. (mi esposo) si (my husband) does Yo no not me (not 1) Departamento ~e Estallo? State Department? ¿Usted tral6aja con el Do you work with the de Estallo of State Departamento Department traj6aja 'working' (you-form, Pres.) Jones Colombiano . .. y me-~ijo que era colombiano. . .. and he told me that he was a Le-pregunté eso ayer ... 1 asked him that yesterday . (Jones acaba de-preguntar ¿De dónde es él ?') New material. Review. DIALOG 316 SPANISH = Page 330 = 20.7 Ah, entonces no ~ay pro)¡llema. Oh, then there isn't any problem. no )'Íay pro)¡llema there isn't any problem pro)Hema problem no ~ay there isn't ~ay the re is Jones ... y él es uni¡lersitario. . .. and he's in college. uni¡lersitario university-level student Bueno, sólo tenemos uno ... well, we only have one. " uno one sólo only ¿Los-lleyan a Chile? Are you taking them to Chile? lleyar 'taking' (n. f.) the children? Y, ¿qué van a-~acer con los ~ijos? And what are you going to do w ith van a-i'íacer going to do (they-form) Jones Grac ias. Thank you. ¿Ah, sí? ¡Los-felicito! Really? CongratulatLons! Los-felicito 1 congratulate you felicitar 'congratulating' (n. f.) Jones en Santiago. in Santiago. El ya a-ser Cónsul General He's going to be Consul General Cónsul General Consul General SPANISH 317 = Page 331 = 20.8 2l. usar Usenlo mañana. *20. venir (veng-) Vengan mañana. 19. reci)!Sir Recí)!Sanlo mañana. 18. traer Tráiganlo mañana. 17. decifl!ir Decífl!anlo mañana. 16. l