FOREIGN SERVICE INSTITUTE

SPANISH
PROGRAMMATlC COURSE
Yolume 1
o E PAR T M E N T O F S T A T E
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For sale by th{' Superintend{'11t of DOClllllents, U.S, Goyernlll{'llt
Printing; Omee
Washington, D,C., 20402 - Price $225
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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
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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.
mater�als 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
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iv SPANISH
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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
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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
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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
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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
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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
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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;�O� 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
Applic�tion 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
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xi Grarnmatical Observations 374 Dialog 372 Clarification of su 364 Free
Forms of Possessives 361 Introduction 361 UNIT 22 Application 356 despu�s
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
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xii SPANISH
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1.1 exerc ise. �s for each one. and how to prepare each frorn these
�nstructions what the goal each exerc�se, be sure you understand lf you
are to get the rnost out of these materials. These are �nstruct�ons on
how to use an excess�ve amount of Engl�sh ~ext. book, you w�ll f�nd
what appears to be Dur�ng the early lessons �n th�s Intonation and Word
Stress UNIT 1 SPANISH 1
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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
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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
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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
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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
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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
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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
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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
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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 putt�ng
an �x� over the proper number. (These are For ea eh �tem, you w�ll
hear a word said twiee. Ident�fy 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
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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
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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
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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: N�TE 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 ( )� ( )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 �nstructor'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 �ne 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 �s another two-
syllable 'word' pronounced r�ght then wrong. (R) (W) (R) (W) wrong. by
a speaker of English. You w�ll f�rst hear �t right, then 37. Here is
a two-syllable word of a type that is often m�spronounced ( )X ( )X (
)X 36. Try these syllables w�th 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 Engl�sh
word. Part 2. (a)X (b)X (a +b)X (a+b)X 54. Now, try it. and be sure
to draw your l�ps 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 l�ps 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' �s sa�d w�th 'you', the -t of don't and the
certa�n words are said in proxim�ty to'certa�~ther words. For 68. All
languages make 'funny' changes at t�mes (not always) when (2 ) 11 2
-3- ( ) ( ) : 67. And here is still another one. Where �s �t
stressed? (2) 1 -2- ( ) ) : 66. Here �s another one, Where is t his
one stressed? (1) -2- ( ) ) : 65. Here �s another word from the
dialogo Where is it stressed? (2) 2 ( ) ( ) : 64. Here is another
word from the d�alog. Where is th�s 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 prev�ous word occurs �n a d�alog wh�ch you will soon be (1) 2 1
() (): syllable? norma1ly. ls th�s word stressed on the 1ast or second-
1ast 61. You w�ll now hear this word pronounced more rapidly and more
( ) ( ) )X ( )X 60. Now, l�sten for two times, then repeat where
shown by the X: () () L�sten. 59. Here is a Spanish word involving
the last sounds you heard. () () 58. And th�s �s 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 Y�ll! -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
thr�ugh 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 �f 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 CO�Versation 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�� they
usually get alo ..g without t�em. '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. N�w, 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 W�RD, 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: (d�nde) (est�) (d�nd(e)est�) (d�nde) (est�)
(d�nd(e)est�) 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 y�u 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~bi�n est.oy aqu�; en la sala ie- l'm also he~e; in t.he
class~oom. aqu� here t.ambi�n also 3rd Stuclent. y ustei, �d�nde est�?
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 �D�nde est�? you? Whe~e a~e est� (idea
of 'being somewhe~e'; you-fo~m) 1nstructo~ Estamos en la sala �de-clase.
We'~e in the class~oom. 1st Student �D�nde estamos? Whe~e a~e we?
�D�nde. ... ? 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 aqu�, en la clase.
We're here, in the class. 5th Student �D6nde est�n uste~ y Jones? Where
are you and Jones? Instructor Est�n en la oficina. They're in the
office. oficina off ice 4th Student �D�nde est�n S�nchez y G�mez? Where
are S�nchez and G6mez? for two or more people) est�n (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.) est�n 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, est� 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. est� in all
the sentences, but est�n would be used in the sentences of thing)
th~orm is est�n. Thus, in the left column aboye we would use used for
one person (or thing) is est�, 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-termin�.'No, 1 didn't
finish it.' either: ~ lo-termin�. 'Yes, Ifinishedit.' Thus. �Lo-termin�?
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 �t. 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 w�th 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 est�n? 9. �Y Nora? �c6mo
est�? 8. �C6mo estoy? 7. �D6nde estoy? 6. �c6mo estamos, y yo)? (Jos~
S. �C6mo est� la clase? 4. �c6mo est�n uste' y Nora? 3. �D6nde est�n
Maria y Nora)? (Jos~, 2. �D6nde est� 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 �F UNIT 7 -- lf you want to, you can go with me. Fine! Yes, 1
want to go. In my off�ce. Do you plan to g07 Where7 Tomorrow. At
f�ve. -- So-so. When �s the party7 Pretty good. And you7 H�! 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, �n my off�ce. Say, J�m.
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 1�N 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 est�? �D�nde 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
�D�nde 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 establ�.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 D�nde est�n Sanchez y G�mez? y
ustei, d�nde est�? D�nde 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 t�nes, For pronunciation: work with
book closed, two or three t�nes. (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, �qu� 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, �qu� es? And this, what is it? �qu� 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(�) es
esto? What's this? esto this thing; this 'doo-hickey' �Qu(�) es .��. ?
What' s �..� ? �Qu� es ���� ? What is .... ? es is �Qu� ���� 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, �s, 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. �Qu� es eso? l. �Qu� 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, S�nchez! Where are we? B: --Thanks. with me, too.
Re's here. If you want to, S�nchez can go --Where is S�nchez? 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,
�qu� es? 9. Yeso, �qu� 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' + 'd�as' '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�iI�nde)
'ver' + 'd�nde' 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!�nde) '~' + 'donde' 15. Write in the blank the correct
combination for the following: (no) '~' .+ 'donde' 'pord�nde' 14. Would
this one be correct? (yes) 'de' + 'donde' 'deJl!�nde' 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. (est�) ) : 26. Listen to this word,
and write it correctly. (recomend~) ( ) ( ): 25. Listen to this word,
and write it correctly. (recomend�) ( ) ) : 24. Listen to this word,
and write it correctly. (prepar�) ) : 23. Listen to this word, and
write it correctly. (termin�) ( ) ) : 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. termin� ( ) ( )
42. Read this one, then check. papa ( ) ( ) 41. Read this one, then
check. pap� ( ) ( ) 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 �C�mo se-llama uste�i[? What's your name? �C�mo se-llama ... ? How
are you called �.� ? se-llama are called (He-form) �C�mo ... How ... ?
Profesor Buenos �i[las, se�or profesor. Good morning, teacher! se�or
profesor 'mister professor' profesor teacher se�or 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. col� . ... ...... ( d. na�i[o .. . ... ( c. dame .. ....
( b. cas� . . . . ( 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 tambi�n. My wife is American, too. tambi�n 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 S�, se�or. 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, se�or
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 est�n es He-form est� 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? �Qu� soy? And l? What am l? �Qu� soy? What am l?
qu� 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. prope� 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 Jos�. 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 S�nchez and G�ffiez 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 Jos� finish it? s�, lo-termin� 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 Jos� 4.
americana in 1 through S. Notice that the verb in 6 through 10 would
be different from the verb 'Mi l'�ija es soltera'. (My daughter is
single). Example: 'Mi l'�ija ' (soltera) Part 1. Begin each of the
following by saying, 'Mi l'�ija _ 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 Mar�a 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. Jos� 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 Mar�a. 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. aqu�? 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. aqu� 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 est�n uste~es?
4. �La esposa ~e Jones es colombiana? 3. �Qu� es Jones? �Profesor? 2.
�Qu� es uste~? �Americano? l. �D6nde est� 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 Jos�? Jos�. 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. S�nchez. --Which one?
S�nchez or G�IDez? ls he your teacher? --Re's in his office. Re ia
with G�mez. Where's S�nchez? 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 G�mez? --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'�e: 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' �rbol ,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)
't�pa' : 53. Re-write this word correctly. (wrong) ( ) ( ) t�pa 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. (pap�) () () 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) 'sac�r ' 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: ( ) ( ) se�or: ( ) ( ) 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 Se�or 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-�Osotros. 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 S�, lo-termin~.
In ~rb phrases that contain a neutral form You have been using lo in
sentences like �Lo-termin�? - - 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: '�D�nde 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. Jos� es Colombiano. 2. st, se�or. 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; Jos� did. 23. 1 didn't prepare it; ~.
prepared it yesterday. ~. Jos� and Nora recommended it also yester-
Americans. 19. Both of us finished it yesterday. ~. Jos� 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, Jos� 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 G�mez. 9. �Oiga, S�nchez!
�Quiere lo-terminar ma�ana? 8. No, se�or, no termin�-lo ayer. 7. No, no
quiero reci~ir un invitaci�n. 6. Uste~ es americano? 5. Si, se�or. Estoy
en el clase. 136 SPAN1SH
= Page 150 =
9.19 7. �Ustei prepar6 la lecci6n de-~oy? 6. �Ustei estuii6 la lecci6n
cinco? 5. �C�mo est� su-esposa ~oy? 4. �Por qu� no estuii6 la lecci6n
de-~oy? 3. �CuAl lecci6n estuii6 ustei? 2. �El seffor Jones estuii6 la
1ecci6n de-~oy? l. �D6nde est�n 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 Jos�? 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. Jos�?! 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, Jos� didn't conEirm it; 1 did. 39. You didn't
conEirm it? teacher. 36. No, he is not my teacher. 37. Did Jos�
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 Jos�. 30. ls Jos� 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 �F 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, Jos�. 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, Jos�, 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 est� en el ~ospital? 9. �Qui�n estu~i6 la
lecci6n de-~oy? 8. �Cu�l 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 p�ngalos: ( 321 s�queles: ( 321 dtgame: () correctly. 28. Now,
look at and listen to these words. They are all written (S�nchez;
G6mez) Gomez: Sanchez: 27. Re-write these names correctly: (yes) Sanchez,
Gomez, etc. 26. Do names like the following need accent marks? O. est�;
3. �r)!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) f�c 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. m�scara 13. m�rmol) 2. c�rcel 5. b�squemelos 6. ex�menes 7.
c�rceles 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
m�ndemelos: 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 sof�. He fell off the couch. del soU from the couch
del (de+el) fran the de from el sof� 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) �C�mo estA el ni�o ~oy? How is
the boy today? el ni�o 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-lastim� la caldeza. And he
hurt his head. la caldeza the head se-lastim� 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.' Jos� es alto. 'Jos~ is tall.' Maria es alt~.
'Mary is tall.' 146 SPANISH
= Page 160 =
ll.9 was La-conozco. S�nilarly, '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
�nitate 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 invitaci�n urgente. 17. un
se�or 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 se�or actiYo. 10. una clase ~rutal. L. un
~. una invitaci�n 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. ma�ana! 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 ma�ana? 17. �El carro? No quiero ofrecerlo
~sta ma�ana. 16. No, no quiero iefenderla. 15. �Cu�l? �El ~ijo ie
G6mez? El profesor no quiere iefenderlo. 14. �Cu�l? �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-termin� ayer. 8. �La lecci�n? Pues, la-termin� ayer.
7. �Maria? El profesor quiere reci~irla ma�ana. 6. �S�nchez? El profesor
quiere iefenderlo, creo. 5. �Jos~? s�, lo-conozco ~ien. 4. �Maria? s�,
la-conozco muy ~ien. 3. G6mez me-recomend6 ayer. 2. S�nchez quiere
recomendarme. l. Jos~ quiere reci~irme ma�ana. 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. Jos�
no quiere salir ~e el ~ospital. 7. �No me-diga! �Se-cay� de la sof�?
6. El profesor no quiere reci~irmi. 5. La silla alto est� en mi-oficina.
4. Tu)lle que ir con mi �(ijo a el �(ospital. 3. �Porqu� 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 Jos�
.�.... ta 11 . but Mar�a 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.Jos�- 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 Jos�? 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: Est� en la sala ~e
clase. Teacher: �Y Jos�? 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. Jos� 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 S�nchez? 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 S�nchez? 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 Jos�--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. S�nchez 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. �Qui�n se-lastim� la ca~eza? 9. �C�mo est� el ni�o ~oy?
�Bien o mejor? 8. �C�mo se-siente ~oy? 7. �Qui�n se-cay� del sof� ayer?
6. �C�mo est� el ni�o ~oy? 5. �Qui�n se-cay�? �El sertor Jones? 4. �Qu�
pas�? 3. �De i�nde se-cay� el ni�o? 2. �Por qu� no? l. �El se�or Jones
est~i� o no estuii�? 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-
OCC�r 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 �r)fol. 5. Which oE tne Eol1owing
two is the more cornmon type in Spanish7 (2) 2. Words 1ike ~. l.
Words like pap�. 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. (lecci�n) leccion: 13. Re-write this word
correctly. (yes) leccion 12. Does this word need an accent? (est�n)
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!em�s.) 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. ba�l 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 (Mar�a) 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. le�: ( 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)
�D�nde? �Qui�n? -- always accented. Therefore, are these written correctly?
�Cu�l? 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 �Qu� 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) a�to: 39.
Rewrite this word correctly. (no) a�to: () () 38. ls this word written
correctly? (no) causa: () () 37. Should the 'u' in this word be
accented? (2 ) ( ) (): 1. Raul 2. Ra�l 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-r�-a;
Ma-r�-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. Ra�l Ra-�l d�as
d�-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. Ra�l a.
convendr�a How many syllables in these words? Dar�o counts as a three-
syllable word. Therefore, though diario is counted as a two-syllable
word, 45. The accented '�' and '�' always count as separate syllables.
160 SPANISH
= Page 174 =
12.7 (a-pren-do; a-tr�s; de-cre-to) decreto: atr�s: 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? Se�or Clark, �eseri~i� los Mr. Clark, did you
write the exereises? los e jere ie ios the exereises el ejereie io the
exere ise eseri~i� 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-pr�sj a-gran-darj
recreo: agrandar: e ipr�s : _ 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 cu�l ejercicio? From which exercise? Profesor nJmero cuatro.
number four. No, se�or. No entiendo la frase No, sir. 1 don't
understand sentence la frase n�mero cuatro sentence number four n�mero
cuatro number four n�mero number la frase the sentence no entiendo 1
don't understand ent iendo understanding (l-form, present) Clark �Los-
entendi� to~os? Did you understand all of them? �Los-entendi� .... ? Did
you understand them ... ? entendi� understanding (He-form, past) Profesor
No muy f�ciles, pero bastante f�ciles.Not very easy, but pretty easy.
bastante f�ciles pretty easy bastante somewhat muy f�ciles very easy muy
very Clark �Caramba! �Eran tan f�ciles? Gee! Were they so easy? tan
f�ciles so easy f�c iles easy eran being (They-form, past) Profesor en
diez minutos. ten minutes. �Ya lo-creo! Los-escri)zl� 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)zl� 1 wrote them escri)zl�
writing (l-form, past) �Ya lo-creo! 1 should say so! Clark 163 SPANISH
= Page 177 =
12.10 minuto: 1 a: ni�to: ca~eza: )t'ospital: ustellf� se�or: lecci�n:
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' se�tor becomes
se�ores t s irs' lecci�n 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 lecci�n 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 lecci�n f�cil las
lecciones f�ciles el )(ospital grande los )(ospitales grandes la clase
las clases el )(ospital los l'�ospitales 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 f�cil
frases f�c iles e jercic io f�c il ejercicios f�ciles 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-) termin�. , -==- Lo-(!E.- ) ,
1 f inished it. ' termin�. 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 Jos� 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
recibi� dec i�ilir dec id t deci�ili� permitir permitt permiti� escri~ir
escri)St escri~i� ofrecer ofrect ofreci� vender vendt vendi� defender
defendt defendi� 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 i� '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)i� un invit<Jcion ayer. 6. Las of ic inClS sun grClnde.
S. ;~Iaria \,' :-<ora~ muy bien. Los-cunoz~o 4. �Los e.Jercicios? Las-
termin� ayer. 3. Si. se�or. La-recomend t ayer. 2. Jos� escril!Si� cinco
frases filCil. 1. Escril!S[ I;)s leccions. errur, and re-writc the
sentences correctly. Llch uf the follllWing sentences has only one
lIlistake. Find this Corrections. that \o/ere not illllllediately clear to
you. List en to the followin�; sel'tences. \...et your instructor knuw
of any (>'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��! ��!efendi� la lecci�n? 'Did
you defend the EXcllllpJe 2: Your ailswer: S�. lo-�lendt. 'Yeso 1 sold
it.' Question: � Uste��! �lend i� 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 se�or
G�mez for 'Mr. G�mez') 3. Hey, Jos�! Where's Mr. !. Hey, S�nchez!
Where's G�mez? 2. Hey, S�nchez! Where's Mr. G�mez? 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.' (Jos�) Los-escri~i�
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. S�nchez los-recib� todos. 9. Jos� prepar� un
ejercicios conmigo. 8. Nora escri~i� 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. Jos�? 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. Jos�? Was he
Colombian? 39. Jos�? Nora? They're not so tall. 36. Gee! Were they so
easy? She's not so tallo 34. Jos�? Re's not so tallo 35. Mar�a and
were not so easy. go Today's exercises are pretty easy. 33. ~1ar�a? 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.
S�nchez' daughter. 21. Re is Mr. Jones' are not here. 18. She is
G�rnez' daughter. 19 o She is Mr. G�rnez' 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, Jos�! How're
you doing? A: conversations. Be prepared to be engaged by your
instructor in the following 10. �C�mo eran las frases? 9. �Ustei entendi�
el ejercicio n�mero seis? 8. �En qu� ejercicio est� la frase que no
entendi�? 7. �El se�or Clark no entendi� una frase, o un ejercicio? 6.
�Ustei entendi� toios los ejercicios? 5. �C�mo eran los ejercicios? 4.
�Los escri~i� en cinco minutos? 3. �El se�or Clark escri~i� los
ejercicios? 2. �Qu� es el profesor? �colombiano? l. �D�nde est�n el
profesor y el se�or 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. Praet�ce w�th these syllables Sa�l: (R) (R) ~: (R) (R) '00'
sound. Observe: 9. Of course, as you already know, iE this 'u' �s
aceented, �t reta�ns the cuesta: (R) (W) (R) (W) bueno: (R) (W) (R)
(W) pues: (R) (W) (R) (W) follow�ng words: l�ke our Engl�sh 'w'. L�sten
to the r�ght and wrong pronune�ation of the 8. When �n the prox�m�ty 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 Span�sh, of course, �t st�ll resembles '00'. Praet�ee w�th these �n
'oeeur' wh�eh rhyrnes w�th 'her', or �n 'pun' wh�eh rhyrnes w�th 'none'.
7. Somet�mes, th�s 'u' �n Engl�sh stands for another sound, sueh as we
f�nd d. lu- . ....... )X )X e. pu- ........ )X )X b. su- ........ )X
)X a. nu- . ....... )X )X same manner as you d�d before. someth�ng
more l�ke '00' �n 'loose'. Praet�ee these syllables �n the f�'rst syllable
of 'beauty'. In Span�sh, the 'u' always stands for 'numerous', for
example, �n the speeeh oE many people rhyrnes w�th the 6. Another
eommon error oeeurs w�th the 'u'. The f�rst 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. gr�a )x )X f. p�a )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.
curs� : .............................. ) ( ) ( 34.
pe~liar : ........................ ( ) ( ) 33.
exclusivo : ...................... ( ) ( ) 32.
secundario : ................... ( ) ) ( 3I.
cuidado: ............................ ( ) ( ) 30.
e~alente : .................. ( ) ( ) 29.
reuni�n : .......................... ( ) ( ) 28.
deuda : .............................. ( ) ( )
27. : ........................ ( ) el~stico ( ) 26.
dificultara' .. .................. ( ) ( ) 25.
dificultad .. .................. ( ) ( ) 24.
dificultara' .. .................. ( ) ( ) 23.
instructivo : .................. ( ) ( ) 22.
diversHm : ..................... ( ) ( )
2I. :::.!,goroso : ........................ ( ) ( ) 20. )
lelocidad : ...................... ( ) ( ) 19.
elecci�n : ....................... ( ) ) ( 18.
defectivo : ...................... ( ) ( ) 17.
~litico : ........................ ( ) ( ) 16.
organista .. .................. ( ) ) ( 15. .. .................... ( )
aut~ntico ( ) 14. auto : ................................ ( ) ( ) 13.
econ6mico� .. .................... ( ) ( ) 12.
econ�mico .. .................. ( ) ( ) lI.
misi�n : ............................ ( ) ) ( 10.
definici�n .. .................. ( ) ( ) 9.
definici�n .. .................. ( ( ) ) 8.
uni�n : .............................. ( ) ( ) 7.
�(istoria : ........................ ( ) ) ( 6.
�(ospitalidad : ............... ( ) ( ) SPANISH 177
= Page 191 =
13.6 n. )� 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 <i
word that you have not heard befare. Which of the (l) 2. 1. Spanish
one? rhythm and a second time with the Spanish rhythm. Which is the
33. Here is the same word pronounced two times. Once with an English
responsal'5ili."laSl! ( ) ( ) point of the beato 32. Here is an
authentic word. Notice its monotonous tone up to the (2) 2. lo 31.
Which of the following rhythms is typica1 of Spanish? () () tone 1eve1s
preceding the beato 30. Here is an imitation of a longer word. Notice
the monotonous ( ) Notice that it has on1y one beato 29. Listen to
this imitation of the rhythm of a Spanish word. exaggerated: () ()
elevator : () () syllab1e 'ta'. of the rhythm of the fo11owing two
words, using the artifLcia1 28. To further point out these beats, you
wi11 now hear an imitation exagge ra ted : 27. Here is another one,
again exaggerated: elevator : ( ) ( ) its pronl:nciat ion, that
illustrates these two beats: have on1v one. Here is an Eng1ish word.
great1y exaggerated in beats within a word, whereas the vast majority of
Spanish words 26. And now, 1et's consider rhythm. Many Eng1ish words
have two 179 SPANISH
= Page 193 =
13.8 democr�tico fotogr�fico revolucionario parlamentario may not be the
last one. Observe: 43. Notice that the monotone exists even thou~h the
loudest syllable e ) e ) eu-ti-li-�da�d) utilil'!al'! : 42. Do the same
with this one. e ) e ) (con-tra-dic-ci�n) contradicci�n 41. Do the same
with this word. e ) Now pronounce the word correctly, and check it.
ede-ter-mi-na-ci�n) determinaci�n 40. First, write this word in syllables
Ln the blanks shown: producc i�n: e) Pronounce the word, then check to
see if you were right. 39. The preceding syllables combine into the
following word. -cion e )X e )X 38. Pronounce this one. -duc- e )X
e )X 37. Pronounce this syllable in imitat ion of the modelo pro- : e
)X e )X 36. Pronounce this syllable in imitation of the modelo (1) 2.
lo 35. Which of the f ollowing is the correct Spanish rhythm? 180
SPANISH
= Page 194 =
13.9 '1 know Charles.' etc. '1 know her,' '1 know the Colonel.' 52.
Conozco is used when we speak of knowing ~, as in s� 'r know'
conozc.o '1 know' as 'knowing'. 51. There are two verbs in Spanish which
are translated into English La-conczco means '1 know her'. 50. You ha
ve already learned that s� '1 know' verb: 49, Finally, in the dialog
of this Unit you will come across this ( ) ( ) (e-qui-Jla-len-te)
equiJlalente 48. Do the same with this one. ( ) ( ) (le-gis-la-Jlo)
1eg is la t i�io 47. Do the same with this one, ( ) ( ) (fu-gi-ti-
vo) fug it ivo 46. Do the same with this one. ( ) ( ) (a-ni-ver-sa-
rio) aniversario 45, Do the same with this one. ( ) ( ) (re-ac-cio-na-
rio) reaccionario 44. Divide this word into syllables, then pronounce it
correctly, 181 SPANISH
= Page 195 =
13.10 n�mero seis. The conversation continues.) �De cu�l ejercicio?, to
which Clark has answered, Del ejercicio (The previous Unit's dialog ended
with the teacher asking, and counterphrases Spanish English counterwords
Review. DIALa; (You are now ready to begin your preparation of the new
dialog.) (s~) know that he understands it. ' , 1 58. Which one would be
used here? (9~) know them (the answers) pretty well. . , 1 57. Which
one would be used here? (conozco) know them (Mr. & Mrs. Clark) well. '
, 1 56. Which one would be used here? (9~) � 1 know a little bit about
it .� 55. Which one would be used here? (9~) �1 know what it means. ,
54. Which one would be used in this sentence, s~ or conozco? Etc. �1
know it. � know how to sw , 1 �1n. , know Spanish. , 1 , 53. is
used when we speak of knowing things, as in S~ 182 SPANISH
= Page 196 =
13.11 'He can't leave until tomorrow.' until tomorrow.' Bueno, en ingl~s
quiere iecir Well, in English it means 'He can't leave en ingl~s in
English inglh English Profesor No s~ 9U~ quiere decir. 1 don't know what
it means. qu� quiere decir what it means no s~ 1 don 't know s~
knowing(things),(I-form, present) quiere Il!ec ir it wants to say decir
saying (neutral form) Clark Esa frase es un poco dificil. That sentence
is a little difficult. un poco dificil a little difficult dif1cil
diff�cult esa frase that sentence frase sentence, phrase Tiene raz6n. You'
re r�ght. raz6n reason tiene having (You-form, present) Profesor S1,
se�or. El de comprensi6n. Yes, The comprehension one. ~ir. Clark
�ver,Ia,I? isn' t it? �Ah! Ese es el de-comprensi6n, Ah! That one's the
comprehension one, �verll!all!? true? �.. el de-comprensi6n o �� the
comprehension one Ese es �.. that one is o �� el de-comprensi6n the
comprehension one comprensi6n comprehension ~se that one Profesor 183
SPANISH
 = Page 197 =
13.12 the plane air the air,plane the car box the bo~car the hat
surnmer the sununer hat the sauce apple the 'lpple sauce Noun Modifying
noun Or, a noun may be modified by another noun, as in the fol1owing:
the girl married the [married} girl the car big the [bigJ car the
daughter tall the fijE] daughter Noun Adjective the following: A noun
may be modified by a word that is called an 'adjective', as in 2.
Nouns and their modifiers. un ejercicio f�cil. easy exe rc ise. ' El de
comprensi6n es, de �leras, 'The comprehension one is really an Es, de
�leras, una frase dif�cil. 'It's really a difficult sentence.'
circumstances where English would have 'really'. such as an exclamat ion
, whereas de �leras can be used in many more one has a direct
equivalent in English. �Ah, s�? is more a reaction, This phrase is
closer to English 'Really?' than �Ah, s�? is. Neither 1. �De �leras?
Practice and Observations Cre�a que era algo m�s complicall!'o. I thought
it was something more complicated. m�s complicall!'o more complicated.
cre�a que era algo m�s 1 thought that it was something more algo
something cre�a que era 1 thought that it was cre�a que 1 thought that
cre�a thinking (I-form past) �De �leras? Really? Clark 184 SPANISH
= Page 198 =
13.13 l. la llaie ~e-tu)io 'the pipe wrench' you should identify ~ as
'house' and ~ as 'straw'. For example, in the case of la casa ~e-paja
(the straw house) give the English meanings of each. meanings, find both
the Spanish nouns and their modifiers, and vocabulary that is unknown to
you. By checking with the English adjective, and other times by a noun.
Again we have chosen a Here is a list of modified nouns, sometimes
modified by an Pract ice 2. are not prefixed by de-.) the prefix de-;
Nos. 3, 4, 5, 7, and 10 contain adjectives since these (Answers: Nos.
1, 2, 6, 8, and 9 contain modifying nouns, as revealed by 10. el
l�piz amarillo 9. el piso ~e-loza 8. la tela ~e-algo~�n 7. la tela
met�lica 6. el escritorio ~e-acero 5. la rana )io)ia 4. los l<ijos
mayores 3. la princesa rica 2. el casco ~e-seguri~a~ 1. la mancha ~e-
aceite are nouns and which ones contain adjectives? to you. Which ones
of the following phrases contain modifiers that purpose of this exercise,
we have chosen words which are unknown Here is a list of nouns
accompanied by modifiers. For the Practice 1. 'the pipe wrench' la
llaxfe de-tutlo 'the Spanish office' la oficina de-espa�ol 'the
comprehension exercise' el ejercLcio �e-comprensi6n the modifying noun, as
in: When the modifying word is a noun, Spanish prefixes de- to Etc. la
,hija casaAa laJ\ija alta the modifying word after the noun, as in:
before the noun. As you saw in Unit 11, Spanish likes to place In
either case, English likes to place the modifying word SPANISH 185
= Page 199 =
13.14 6. la lecci6n de-espa�ol 5. el profesor ��le-Bastan 4. los )lijas
casa��los 3. las )lijas solteras 2. los ejerc ic ios ��Ie-comprensi6n 1.
el ejercicio ��Ie-comprensi6n prepared to give its short-form meaning in
English. Write each of the following phrases in its short form, and be
Pract ice 3. la ..�.. alta 'the talione' la )lija alta 'the tall
daughter' los ��le-Washington 'the washington ones' los hospitales ��le-
Washington 'the Washington hospitals' las c6mo��las 'the comfortable ones'
las sillas c6mo��las 'the comfortable chairs' el ��� ��le - comprens i6n:
'the comprehens ion one' el ejercicio ��Ie-comprensi6n : 'the comprehension
exercise' keaping the modifier. Spanish shortens these phrases by simply
dropping the noun and of the longer phrase 'The large demographic map.'
terminology, we refer to the phrase 'The large one' as the 'shortened
form' The reply more than likely would be, 'The large one~ In
grammatical and the listener didn't quite hear, the listener would ask,
'Which one?' In English, if someone said, 'Bring us the large
demographic map' 3. The shortened forms of modified nouns. 10. la )laja
��Ie-naiaja 'the razor blade' 9. la �lama rica = 'the rich lady' 8. el
l�piz amarillo 'the yellow pencil' 7. el escritorio de-acero 'the steel
desk' 6. el piso de-loza 'the tile floor' 5. la rana )lo)la -= 'the
foolish frog' 4. el casco de-seguridad 'the safety helmet' 3. la mancha
de-aceite 'the oil stain' 2. la llaie de-)lujia 'the sparkplug wrench'
186 SPANISH
= Page 200 =
13.15 :;;- roeaning, but YOIl must use it. 3. de- is one of these
meaningless but mandatory words. It has the neutral forro always occurs
in tilis fom.lla. represents what you have just done. The -r indicates
that 2. -r is the space te be eccupied by the verb that ~icate, as
with all verbs, who is doing thl~ action. l. aca)lar is the verbo This
much of the 'formula' changes Let's examine this formula step by step.
aca)lar de - -r -- ..... ~- (done something), as in '1 have just
finished my lesson', is: For example, the 'formula' for expressing the
idea of 'having just kind that we are beginning to consider here occur
with verbs. Spanish has its share of 'meaningless but mandatory' words.
The suppcsed to' would be abnormal. meaningful or necessary, it is
normal; to ~ use it 'when you are who speak normal English. That is,
whether or not it is-�Qgical, or fact that, in certain places, this word
'to' is used by all people 'He went?~ome'. What makes it 'important' and
'necessary' is the along fine without it in sentences like 'Bill gave ?
him the book' and Just how important is this word? Not verY,really. We
seem to get mentioned aboye, or in 'He went ~ the house.' word. It
would be ridiculous to drop it in a sentence like the one unforgivable.
'To' to a native speaker of English is an indispensable for a foreigner
to say 'Bill gave the book him' without~he 'to' is dropping it out of
this sentence: 'Bill gave the took to him.' And the native speaker of
English. For instance, we would never think of 'to' in one of its uses
is just this kind of word that is 'important' to sentence seems almost
sacrilegious and unforgivable. In English, the word and 'dear to his
heart'. For a foreigner to drop one of these out of a though these
words may not have any meaning at all, theyare indispensable but without
which we cannot get along. To the native speaker, even Every language
contains a number of words which seem to be superfluous, 4. Words that
are 'meaningless but mandatory' 13. las sillas ��{e-clase 12. la mesa
~e-M�xico llo los carros ~e-M�xico 10. las fiestas ~e-Colombia 9. las
salas ~e-clase 8. el profesor alto 7. los li)lros de-espa�ol 187 SPANISH
= Page 201 =
13.16 Aca~amos ~e-~eci~irlo 'We have just decided it. Aca~an de-
escri~irlo. 'They have just written it. Then, The they-form, present, is
aca~an, and the We-form is aca~amos. Etc. �Usted aca~a ~e-confirmarlo?
'Have you just confirmed it?' Aca~a ~e-reci~irlo. 'He has just received
it. Therefore, The He-form, present of aca~ar is aca~a. Aca~o, este
minuto, de- terminar la lecci6n. Or, '1 have just, this minute, finished
the lesson. Aca~o ~e- preparar la lecci6n. Which is preceded by: de-
(preparar) What you have just done preparar 1-form, present : Aca~o
Thus, '1 have just prepared the lesson' would be: form, directly in
front of i~ related to eac~other, this de- is to be placed with the
neutral 6. The hyphen on de- represents that even though aca~ar and de-
are other words fall between aca~ar and de-o 5 ����.�..�.�� represents
the fact that it is possible to have put de- into the sentence. 1t is,
in effect~rt of aca~ar. is in the sentence. That is, you can blame
aca~ar for having to 4. represents that the de- is in the sentence
simply because aca~ar ," - .,. 188 SPAN1SH
= Page 202 =
13.17 4. s1, se�or. Jos� piensa ienderlo ayer. 3. �C6mo no! La-conozco.
Es la ~ija de mayor. 2. Jos� quiere ~e-estu~iar m�s. l. S�nchez aca~o
de-prepararlo. Each of the following has one mistake. Rewrite the items
eorrectly. Corrections. that are not immediately clear to you. What do
the following mean? Be sure to let your instructor know of any
Comprehension. (Recorded) Variations gives you the right response, and be
sure you learn to use the right rhythm. you have just done so. Be
sure to respond before the voiee on the tape You will be asked if you
have just done such-and-such. Admit that Practice 5. (Recorded) 10. �Qu�
aea~a ~e-escribir usted? 9. �Usted aca~a de-estudiarla? 8. �Jos� y Nora?
No, se�or, no est�n aqut. Aca~a ~e-salir. 7. Marta aca~a de-lleyar el
li~ro al profesor. 6. Jones aca~a de-lleiar a su-Xijo al Xospital 5.
st, se�or. Aca~amos ~e-recomendarlo. 4. Jos� quiere estudiar mucho. 3.
Quiero estudiarla. 2. Aca~amos de-estudiarla. l. Aca~o de-reci~irlo. What
do the following sentences mean? practice 4. SPANISH 189
= Page 203 =
13.18 Your response: Aca~a -'e-ienderlo. 'He has just so Id it.'
Example: �Y Jos�? Model: (Aca~amos)ie-ienderlo. 'We have just sold it.'
Practice 7. Response drill. (Recorded.) 10. �La Mija alta? 20. �El )lijo
de-G�mez? 9. �El profesor alto? 19. �El )lijo alto? 8. �El libro ~e-
espa�ol? 18. �Los )lijos solteros? 7. �La mesa ~e-M�xico? 17. �Los li~ros
�!le-espa�ol? 6. �La fiesta ~e-G�mez? 16. �La lecc.i�n de-espa�ol? 5. �El
profesor ~e-Boston? 15. �Los ejerc ic ios ~e-)loy? 4. �El hijo casa~o?
14. �Los ejercicios ~e-ayer? 3. �Las fiestas ~e-Colombia? 13. �El
profesor ~e-M�xico? 2. �Los Mijos casa-'os? 12. �Las fiestas ~e-Colombia?
1. �Las solteras? 11. �La ~ijas ~ija casa~a? Your response: s�, las
solteras. ('Yes, the single ones. ' ) Example: �Las hijas solteras? ('The
single daughters?') before you hear the correct answer. to reply with
'yes' followed by the shortened forms. Make your response You will hear
the following phrases asked as questions. You are Practice 6. Response
drill. (Recorded.) 10. Ma�ana acaban de ienderlo. 9. Nora piensa ~e-
lleiar a mi ~ijo. 8. �Uste~es aca~a ~e-confirmarlo? 7. Mar�a y Nora
ac~a de-estu~iar mucho. 6. S�nchez quiero reci~irlo aqu�. 5. �Cu�l? �El
comprensi�n? 190 SPANISH
= Page 204 =
13.19 51. 1 know her. ~. 1 don't know her. 53. 1 know the exercise.
teacher is in his class. 50. 1 don't know. 1 don't understand that.
here. 48. You're right. Re's not in his office. ~. You're right. The
exercises? 46. Yes, 1 wrote all of them. 47. You're right. Re's not 44.
You're right. That sentence is a little easy. ~. Did you write the
don't understand sentence number 6. 43. 1 don't know sentence number 10.
comprehension one ('sentence')? ~. Gee! Were they s~ difficult? ~. 1
('girl')? 22. The American ('man'). or the American ('girl')? 40. The
one ('exercise')? 11. The difficult one ('sentence')? ~. The Colombian
talIone ('daughter')? 35. The easy one ('sentence'). 12.The complicated ~.
The older one ('daughter')? 33. The one dancing with Jos�? 34. The
married one? (i.e. 'daughter')? 31. The single one ('daughter')? her
tomorrow. 29. Which one? The comprehension one? 30. Which one? The
prepare it? 27. No, 1 don't want to prepare it. ~. Re wants to take
written it. ~. Re has just gone to the office. ]2. Do you want to
have just recommended her. 23. Re has just decided it. 24. Re has just
just received him. 11. The hospital has just received her. ll. They
left. 12. Re has just taken him to the hospital. 20. The hospitaf has
12. We have just received it. !l. 1 have just left. 18. Jos� has just
~. 1 have just finished it (i.e. 'the lesson'). 15. We have just
finished it. 12. The American one (i.e. 'hospital'), 13. 1 have just
finished the lesson. 'chair'). lQ. The Colombian book. !l. The Colombian
one (i.e. 'book). lessons. ~. The English ones (i.e. 'lessons'). ~. The
big one (i.e. ~. The Spanish book. ~. The Spanish ones (i.e. 'book').
~. The English ~. The Spanish one (i.e. 'book'). 4. The Spanish one
(i.e. 'the lesson') !. Yesterday's lesson or today's? Yesterday's or
today's? ~. translate anything that is in parentheses.) Row would you say
the following thoughts in Spanish? (Do not Part l. Applications 191
SPANISR
= Page 205 =
13.20 10. �El se�or Clark tiene raz�n? 9. �Uste��I cre�a que el espa�ol
era f�cil? 8. �Qu� quiere ��Iecir 'He can't leave until tomorrow'? 7.
�Qu� quiere slecir, 'Tiene raz6n ? t 6. �Qu� quiere slecir 'cre�a'? 5.
�Qu� quiere slecir '�De lleras?'? 4. �Qu� quiere slecir la frase
'acaJdamos sle-��Ieci��Iirlo' en ingl�s? 3. �Qu� quiere slecir 'acaJdar
de'? 2. �C6mo es la frase n�mero cuatro? 1. �Qu� ejercicio es el
n�mero seis? �El de-comprensi�n? Prepare an oral answer to the following
questions: Pan 2. recommended all of them. 1 received all of them last
night. 69. 1 sold all of them. 70. 1 67. You're right. 1 prepared all
of them last night. 68. You're right. much more difficult. 66. 1 thought
it was something much easier. it was something much more complicated. 65.
i thought it was something easier. 63. 1 thought it was something more
complicated. ~. 1 thought was more difficult. 61. 1 thought it waS easy.
62. 1 thought it was thought it was Jos�. 21. 1 thought it was
difficult. 60. 1 thought it don't know what it means in English. iL. 1
thought it was easy. 58. 1 2.2.., ~. 1 don't know it (exercise). In
English, it means 'Hello�. ~. 1 192 SPANISH
= Page 206 =
Really? What does it mean? It is, reallY,very easy. -----Number five ���
Oh, that sentence isn't so difficult. Yeso The comprehension one.
-----That's the comprehension one, 1 believe. From exercise eight.
-----From which exercise? Number five. -----Which one? mean? Say, Jones!
1 don't understand that sentence. What does it D: -----1 wrote them
last night. When did you write them? -----Yes, they were very easy.
Were they so easy? ---1 should say so! 1 wrote all of them in five
minutes. Rey, Clark! Did you write the sentences? c: -----Really? l'm
glad! 1 don't want to go with G�mez. With me, 1 believe. with me?
-----ln ten minutes?! Is G�mez planning to go with you or No. In ten
minutes. Are you planning to leave tomorrow also? -----1 don't know.
Tomorrow, 1 believe. Jos�! When do you plan to leave? B: Thanks!
-----Gee, 1 don't know! She's in the office, 1 believe. Well, where is
she? 1 know her. -----Oh, the talIone? Yes, you're right. Yeso You know
her. She's a tal1 girl. -----1 don't know her. The American (one).
-----Which one? So-so. Where's that (esa) girl? -----Fine, thanks. And
you? Ri, Jos�! Row are you? A: conversations: Be prepared to be engaged
by your instructor in the following Part 3. SPANlSR 193
= Page 207 =
13.22 E~~~lT 13 -----Well, really, that sentence is very complicated. it
was very easy! Gee! 1 thought that it wasn't so difficult ��� 1
thought that 1 don't know what it means. -----Oh, the number five one.
well, really, l'm very sorry. The number five one. -----Which sentence?
Fine! And l'm glad! But, the sentence? exercises. -----1 didn't study a
lot 1ast night, but 1 know all the l'm glad, but --- what does it mean?
-----Yes, it's very easy. 194 SPAN1SH
= Page 208 =
14.1 ( ) ( ) (tem-po-ra-rio) temporario: 5. Do the same with this one.
( ) (con-t n-rio) contrario: 4. Do the same with this one. ( ) ()(is-
to-r ia) )(istoria: 3. Do the same with this one. ( ) (e-lec-tri-ci-
llIalll) electriciiai: 2. Do the same with this one. ( ) correct rhythm.
Now, pronounce it, then check to see if you have learned the (po-
si-)li-li-~~) pos i)l il illlalll: l. Write this word in syllables in
the spaces shown. start to pronouncing them right. ence from English.
Dividing each word into syllables is the most useful are especially
difficult to pronounce accurately because of strong interfer- In this
series, a special effort has been made to list words which Part l.
(Recorded) INTRODUCTION UNIT 14 195 SPANISH
 = Page 209 =
14.2 ( ) ( ) (pro-f�-eien-te) prof �e �ente: 13. Do the same with
this one. ( ) (ra-c ial) racial: 12. Do the same with this one. ( )
(t ri-Jlia 1) t riJlial: 11. Do the same with this one. ( ) (im-per-
cep-ti-~le) impercept i)ile: 10. Do the same with this one. ( ) (in-te-
li-gen-te) inteligente: 9. Do the same with this one. ( ) (in-dul-gen-
te) indulgente: 8. Do the same with this one. ( ) (tan-gi...,61e)
tangi)ile: 7. Do the same with this one. ( ) (di-ges -t i-)ile)
digesti)ile: 6. Do the same with this one. 196 SPANISH
= Page 210 =
14.3 au- ( )X ( )X 25. This is the first syllable oE that word. ( )X
( )X ( )X syllable. Listen and repeat. 24. This next word presents a
special problern with the first 23. soc
ial: .. .............................. 22.
terri)lle: .. .............................. 21. )!
orri)lle: ................................ 20.
profesional: .. ..............................
indecente: ................................ 19. And this one:
ocasional: ................................ ( ) ( ) 18. Read this one:
equwalente: ................................ ( ) ( ) 17. Read aloud, and
check. interrnina�lle: � . .. . . . . � .. ... .. () () English. they
are, of course, Spanish. with the tape. Though sorne of these words are
identical to word into syllables. Then say it, srnooth it out, and
check to read new words correct1y. lf necessary, rnentally divide a 16.
Frorn now on, we will let you find out how well you have learned ( )
( ) (rni-se-ra-)lle) rnisera)He 15. Do the sarne with this one. ( ) (
) (ne-gl i-gen-te) negligente: 14. Do the sarne with this one. S PAN
lSH 197
= Page 211 =
14.4 2. fant�st ico: .�. ( 1. f1sico: ....... ( 36. Now, read these,
and check. 5. ( ) 4. ( ) 3. ( ) 2. ( ) 1. ( ) from the end.
Listen for the rhythm. Don't repeat. 35. Here is a 1ist of such words
that are stressed three sy11ab1es ( ) ( ) ( ) 34. Listen to the word
itse1f. Don't repeat. ( ) ( ) ( ) 33. Here is another word
represented by the sy11ab1e ~. Listen on1y. ( ) ( ) ( ) 32. Listen
to the word itself. Don't repeat, just listen; ( ) ( ) ( ) syllable
tao 31. Listen to the rhythm of a certain word represented by the
autorilllalll: ..�. ( ) 30. Read this one, and check. autor: .�.��.� ()
() 29. Now, look at it and say it. ( )X )X ( )X Listen and repeat.
28. He re is another word with that same , difficult syllable. auto: (
) ( ) 27. Now, look at it and say it. ( )X )X , ( )X 26. Now,
repeat the word. 198 SPANISH
= Page 212 =
14.5 15, qui�n: ...................... ( ) ( ) 14. s
in: .......................... ( ) ( ) 13. esta-noche �������� ( ) ( )
12. molestando: .. lO ....... ( ) ( ) or, m(e)-est�: ..............
( ) ( ) 11. me-est� .................... ( ) ( ) 10.
siempre: .................. ( ) ( ) 9. usarlo: .................... ( )
( ) 8. fast ilfies: .. ............ ( ) ( ) 7. se-
puelfe: .. .............. ( ) ( ) 6. a -,leces: .................. ( )
( ) 5. existe: ................ " .. ( ) ( ) or, ( ) ( ) 4. ese-
lficho: ( ) ( ) 3. dicho: .. .................... ( ) ( ) 2.
ese: .......................... ( ) ( ) 1. se-,dice: .. lO .............
( ) ( ) pronunciation. of this Unit. Pr-actice r-eading these, and
check your 38. Her-e are some new words and phrases taken fr-om the
material 5. fotogr�fico: .. ........ ( 4. ){ipn�tico: .. ...........
( 3. microsc�pico: .. ...... ( 2. ti.pico: .. .............. lO ..
( 1. narc�tico: ( 37. Pr-actice reading these. 5. ( cosm~tico: 4.
econ�mico: �������� ( 3. democr�tico: ������ ( SPANISH 199
 = Page 213 =
14.6 �De )leras? �Por qu6? Really? Why? Profesor Quiero usarlo con
Jones. 1 want to use it with Jones. quiero usarlo 1 want to use it
usar using (neutral form) Muchas gracias. Thanks a loto Clark l� No
fast i,Jie!' fast iiie!' Pero, a veces se-pueie iecir But, at times you
can say '�No no fast ilHe in English for this.) fastiiie (there is no
accurate counterword a )leces se-pueie Aecir at times one can say se-
pue,Je Aec ir one can say se-pue,Je one can a )leces at times Ese-~icho
no existe en espa�ol. That saying doesn't exist in Spanish. en espa�ol
in Spanish ese-,Jicho no existe that saying doesn't exist no existe
doesn't exist existe existing (he-form, present) ese-,Jicho that saying
ese- that dicho saying Profesor Se~or, �c6mo se-dice 'Drop dead! '? Sir,
how do you say 'Drop dead! '? �C6mo se-dice How does one say �.� se-
dice one says Clark and counterphrases Spanish English counterwords
Review. 200 SPANISH
= Page 214 =
14.7 Therefore, 'that-li~ro' would have to be ese-li~ro, not 'eso li~ro'
later in order to avoid confusing you.) diff~ce, but we will delay
describing the whole picture until and esto are used alone, without
�O�ns. (There is more to th~ is used with feminine nouns, and ese-
with masculine nouns. EsO-- and ese- are used when the word 'that' is
followed by a noun. Esa- second set af words. The grarnmatical
difference is that both esa- have observed ese- in ese-~ic~ Both of
these are part of this In Unit 13 you observed esa- in esa-frase, and
in this Unit you not interchangeable. different, the tw.) seta are not
lSed the same way and are, therefore, but which are ~mmatically different.
Since they are grarnmatically from another set of words that mean
approximately the same thing or'this thing', 'this doo-hickey' as a means
of differenti."lting them made then to associate the meanings of~ese
words with 'that doo-hickey' In Unit 8 you learned how to use eso and
esto. An attempt was 2. Esa- ese- (Demonstratives. Part 2.) response is
frequently expressed in English with 'Drop dead!' used as a response to
something somebody is doing or saying. This or 'Go on!' (an expression
of disbelief in English). Thus, it is situations in which we would say
'Quit it!', or 'Quit bothering me!'. saying. With reference to where it
can be used, it parallels the is what a person says as a rejection to
what somebody is doing or are sorne instances where the two are not
comparable. �No fasti~ie! and it carries about the same connotations of
rejection. But there in many of the situations where the English express
ion would be used, This expression does not mean 'Drop dead'. It is
used, however, l. �No fasti~ie! Pract ice and Observations �Oiga, Jones!
�No fasti~ie! Say, Jones! Drop dead! Porque s i.e!DJ'Ei!_ ~~.-:-~_s.!.�.
~oJ.e~.t.a~~. Because he's always bothering me. siempre me-est� molestando
he's always bothering me siempre always me-est� molestando is bothering
me est� molestando is bothering molestando bothering Clark SPANISH 201
= Page 215 =
14.8 on your parto this exercise until you can make all of your
responses without any effort The correct response will follow your
response. Be sure to repeat Your response: una chica mo.derna (You will
hear): Number 5' ....���� 'a modern one' Example: modify the noun. You
are to respond with the proper phrase. English, by its number. and each
announcement will suggest how to Here is a list of 10 nouns. You will
hear each one announced in Practice 2. (Recorded.) to a masculine or to
a feminine something. The aboye modifiers change, like alto, according to
whether they refer d. exclus i�lo c. necesario b. famoso a. mo.derno to
you. Here is a group of modifiers the meanings of which should be
obvious 3. Practice with modifiers 15. that-American (man) 20. that-table
14. that-American (girl) 19. that-exerc ise 13. that-number 18. that-
Colombian (man) 12. that (thing) 17. that-office 11. that-class 16. that-
chair 5. that-lesson 10. that-party 4. this (thing) 9. that-wife 3. that
(thing) 8. that-teacher (a man) 2. that-car 7. that (thing) 1- that-book
6. that-girl How would you say these thoughts in Spanish? Practice l.
are using a hyphen ('-') to remind you which ones are the bound forms.
are tied in with something that follows them. For this reason. we We
refer to ese- and esa- as 'bound forms'. that is, forms that since .~.
is the form used when there is no noun. 202 SPANISH
= Page 216 =
14.9 20. Admit �. . 19. Adm�t it. 18. Deny it. 17. Deny �t. 16.
Admit it. 5. Deny it. 10. Admit it. 15. Admit it. 4. Deny it. 9.
Admit it. 14. Admit it. 3. Deny it. 8. Deny it. 13. Deny it. 2.
Admit it. 7. Deny it. 12. Deny it. 1. Admit it. 6. Admit it. n. Deny
it. of Pract ice 4.) Now, answer according to the following indications.
(Same questions Practice 5. (Recorded.) from the beginning again,
producing your response. It may be advisable to listen to a few of these
first, then start are to reply for both of you, admitting it. You will
now hear questions addressed to you and your friendo You Practice 4.
We- and They- forms. (Recorded.) Make your response before you are given
the correct answer. -ar verbs al so . -- Most questions involve -er
and -ir verbs, but there are a few or la- in the question, keep it in
your response. admitting it. All mean 'Did you (do something)?' If you
hear lo- You will hear a series of questions addressed to you. Reply
by Practice 3. Review of 1- and He- forms. (Recorded.) 4. Practice with
W6- and They- forms, -~ and -ir verbs. 5. chica 10. ejercicios 4. sof�
(masculine) 9. mesas 3. ejercicio 8. lecciones 2. mesa 7. li~ros l.
lecci�n 6. invitaci�n (feminine) Your response: unos li~ros modernos (You
will hear) 'Number 7' ..� 'sorne modern ones' Another example: SPANISH 203
= Page 217 =
14.10 maffana. 25. Si, pero no poiemos ir hasta maffana. ~. �C�mo no!
queiarse aqu� W~sta las iiez. 24. Jos� y Nora no pueien ir Wasta porque
quiere estuiiar mucho. ~. Lo siento, pero Nora no pueie quiero ir a la
clase. 22. Lo siento, pero Nora no pueie ir Woy ~irnos ~oy? ~. Lo
siento, pero no pueio ir con ustei porque no 19. Poiemos, pero no
queremos. 20. �Qu� pas�? �Jos� no pueie reci- 17. �Usteies pueien
terminarlo Woy? ~. Queremos, pero no po��ilemos. con ustei. ~. s�,
claro. Mar�a y Nora pueien prepararlo. mi carro. 14. �Jos�? No pueie
salir Woy. 15. �Mar�a? No pueie ir ir con ustei, si quiere. ~.
Gracias, pero no pueio porque no traje pueio yender el carro. ll. No
pueio terminarlo maffana. ~. Pueio ~. No quiero ir Woy; quiero ir
maffana. ~. Usted tiene raz�n; no L. Queremos salir a las ocho. No
queremos salir a las cinco. ~. ~. No queremos escri~ir eso. ~. Jos� y
Nora quieren estuiiar conmigo. �. ~. �Usted quiere quei~rse aqu�? No
queremos iefenderlo ~oy. l. Quiero confirmarlo maffana. �Usted piensa
queiarse aqu�? ~. Practice 7. What do the following mean in English? lf
in doubt, check with Practice 6. Notice that the We-form has an 'o'
where the others have 'ue'. pue��i[en ir '(They) can go' pueie ir '(He)
can go' poiemos ir 'We can go' pueio ir '1 can go' Here are the four
forms of 'being able (to do something)': Notice that there is no 'i' in
'we want'. quieren ir '(They) want to go' quiere ir '(He) wants to go:
queremos ir 'We want to go' quiero ir '1 want to go' Here are the
four forms of 'wanting': 5. 'We can .�. ' and 'We want .�. '. 204
SPAN1SH
= Page 218 =
14.11 too 30. Really? You can't defend it? we don't want too ~. The
boy can't write because he doesn't want finish that tomorrow. 28. We
can't finish lesson number 10 because can recornmend that. ~. But, if
'you-all' want to, 'you-all' can tomorrow. 25. Yes, but we can't go
until tomorrow. ~. Sure! We can't stay here until 10:00. 24. Jos� and
Nora can't go until go today because she wants to study a loto ~. l'm
sorry, but Nora because 1 don't want to go to class. ~. l'm sorry but
Nora can't Jos� can't receive us today? 21. l'm sorry, but 1 can't go
with you .!2-. but we can 't. We can, but we don't want too 20. What
happened? 12� can prepare it. Can 'you-all' f inish it today? g. We
want to, 15. Marta? She can't go with you. ~. Yes, of course, Marta
and Nora because 1 didnt bring my caro 14. Jos�? He can't leave today.
~. 1 can go with you, if you want too ~. Thanks, but 1 can't 10.
You're right; 1 can't sell the caro !l. 1 cant finish it tomorrow. at
5:00. 9. 1 don't want to go today; 1 want to go tomorrow. with me. !.
We want to leave at 8:00. ~. We don't want to leave ~. We don 't
want to write that. ~. Jos� and Nora want to study 3. Do you want to
stay here? ~. We don't want to defend it today. 1. 1 want to confirm
it tomorrow. ~. Do you plan to stay here? Practice 7. 30. �De yeras?
�Uste~ no pue~e ~efenderlo? que no queremos. ~. El ni�o no pue~e escri~ir
porque no quiere. nar eso ma�ana. ~. No po~emos terminar la lecci�n
n�mero ~iez por- Po~emos recomendar eso. ~. Pero, si quieren, uste~es
pue~en termi- 205 SPAN1SH
= Page 219 =
14.12 10. No quiero los ejercicios de-ayer; quiero los ma�ana. 9. Mar1a
aca~a reci~irlo. 8. �Cu�l ejercicio? �El comprensi�n? 7.�Usted conoce ese
chica? 6. S1, pue~en terminar, si quiere. 5. �Claro! Pue~emos ir en
diez minutos. 4. No, Jos� y G�mez no pue~e ir hasta ma�ana. 3. S1,
termin� con eso-li~ro anoche. 2. Quiero estu~iar unos li~r?s exclusi~o. l.
Esa lecci6n es una lecci6n famoso. Each of the followin~ has one
mistake. Rewrite the items correctly. 2. Corrections. any that are not
immediately clear to you. What do the following mean? Be sure to let
your instructor know l. Comprehension. (Recorded) Variations 206 SPANISH
= Page 220 =
14.13 (There are fifteen substitutes.) Your response: 'Cre�a que eran
unas chicas famos~. Substitute: chicas 'Cre�a que era una chica famosa.'
change. In this case, era changes to ~. Note that, just as es changes
before a plural, era will also Model 4: (There are ten substitutes.)
'S�, ayer traje ese-li)Sro moAern~. Model 3: (There are ten substitutes.)
'Cre�a que era una lecci�n famosa.' Model 2: (There are ten substitutes
for Model l.) Your response: 'Es un l~ro moiern~.' Substitute: li)Sro
'Es una lecci�n moiern~.' Model 1: it. ) word. (Again, keep in mind
that we are developing a skill, not testing Change the model sentences
as required by the suggested substitute 4. Substitution drill.(Recorded)
Your response: Son unas mesas mopernas. Model: 'Es una mesa mo~erna.'
order to develop this skill of rapid manipulation.) respond as quickly
as you can. Repeat this exerc ise a few times in DEVELOP your skill in
making a rapid,-grammatical change. Therefore, might be overlooked. The
purpose is not to test your skill, but to (Note: This is an easy
exercise and, therefore, its usefulness Change each sentence you hear
according to the model shown. 3. Transformation drill. (Recorded) SPANISH
207
= Page 221 =
14.14 right; you (i. e. 'a person') say 'Venga ma�ana'. 45.Very well.
And if 1 want to say 'Come tomorrow' does one say 'Venga ma�ana'? 44,
Yes, you're 44. How do you say 'Come here! '? 42. You say �Venga aca!
43. And, if 1 that sometimes? 41. Yes, sometimes you can say that, but
not always. can say that, but not always. 39. When do you say
'Please!'? 40. Can you say 'Good Heavens!' in Spanish? 37.When do you
say that? 38. Sometimes you person') say that? 35. How do you say
'Drop dead! '? 36. How do you say you (i. e. 'a person') say that in
Spanish? 34. Where can you ( i. e. 'a that in Spanish? 11. Can Mar�a
say that in Spanish, too? 33.When can but not in Spanish. ~. Can 1 say
that in Spanish? 31. Can a person say �No fastiiie! 29. Sometimes you
(i. e. 'a person') can say that in English, because you aren't
Colombiano 28. But, at times you (i. e. 'one')can say 1 can say it. ~.
And Jos� can say it, too. 27. But ~ can't say it man: colombiano; if
speaking to a woman: colombiana). 25. Yes, at times ~ can't use it
because you are not Colombian (remember, if speaking to a !l. Yes, at
times 1 can use it. 23. And can use it, too. 24. But Jos~ here. 21.
No, you (i. e. 'a pe rson') can not use this in the off ice. person
can use that. 20. No, you (i. e. 'a person') can not use that 'one')
say that in Spanish? 18. Yes, a person can say that. 19. Yes, a can
say that, too. 16. �Can 1 say that in Spanish? 17.�Can a person (i.
e. (i. e. 'one') can say that. 14. Of course! 1 can say that. li.
Jos~ ~. You (i. e. 'one') can say this �.� sometimes. 13. Yes, at
times a person times, one can say that. ~. Yes, at times you (i. e.
'one') can say that. at times) yes, sometimes no. .2., One can say
this �.. sometimes. 10. Some- Spanish. 2. At times, that doesn't exist
in Spanish. -�.. Sometimes (i. e. 2. Yes, at times one can say that.
i. Yes, at times one can say that in 1. 1 should say so! That saying
exists in Spanish. Yes, at times. ~. 1., That saying doesn't exist in
English. l. That book doesn't exist here. 'Qne can't' = no se-pueie
Note: 'Qne can' = se-pueie How would you say the following thoughts in
Spanish? Part l. Applications 208 SPANISH
= Page 222 =
14.15 -----Very well! And you? Hi, Bill! How're you doing! A:
conversation: Be prepared to be engaged by your instructor in the
following Part 3. 14. �Ustei entiende las lecciones siempre o a yeces?
13. �Qu� lecci6n aca~amos ie terminar? 1 know her. 1 know that he
understands it. 12. �Usteies pueien decir esto en espa�ol? 11. �c6mo se-
iice 1 have just prepared the lesson? 10. �Existen m�s ~ichos en
espa�ol? 9. �Qu� quiere ~ecir '�De yeras?'? 8. �Qu� quiere iecir
'molestando'? 7. �Qui�n est� molestando? �Ustei o el profesor? 6. �Por
qu� quiere usarlo con el profesor? 5. �Usteies pueien usar ese-iicho con
el profesor? 4. �Con qui�n quiere usar Clark ese-iicho? 3. �Ustei pueie
usarlo con su-esposa? 2. �Usteies pueien decir ese-iicho siempre? 1. �c6mo
se-dice' �No fastiiie!' en ingl�s? Prepare an oral answer to the
following questions: Part 2. it was something more complicated, but this
is pretty easy. venga ~ mi-oficina'. 49. Really? Why? 50. 1 don't know.
~. Gee! 1 thought does one say '~~~nga.mi-oficina'? 48. No, you don't
say that; you say 'No right; you say that. 47. Fine! And if 1 want
to say 'Oon't come to my office', want to say 'Don't come tomorrow',
do you say 'No venga ma�ana'? 46. You're SPANISH 209
= Page 223 =
14.16 -----lt means 'Me, neither' , or 'Me, e�ther'. What does it mean?
Yes, of course. Can 1 say 'Yo tampoco'? -----ln English that means
'either' or 'neither'.* Say, what is the meaning of tampoco?*
-----Tonight, 1 believe. When do you plan to finish? -----Not so
difficult, but pretty difficult. Was it so difficu1t? -----1 didn't have
time. Why?! What happened?! -----Who, me? Come off it! (i.e. 'Drop
dead!') Yes, you! Did you finish early? -----Who, me? (�Qui~n, yo?) Rey B
ill! Come he re! C: -----1 don't know. 1 don't understand it very
well. When can 1 not use it? -----Sure. At times. Sometimes yes,
sometimes no. Can 1 use it with my teacher? -----You say �Venga ac�!
And how do you say 'Come here! '? -----you say �Caramba! Rey, Jones!
Row do you say 'Gee! '? B: -----You're right. 1t is a little difficult.
1 thought it was a little difficult. -----ls it a difficult les son?
Because 1 want to study with you. -----v.'hy? Lesson 10. -----Study what?
So-so. Can you study tonight? (esta-noche) 210 SPAN1SR
= Page 224 =
14.17 END OF UN1T 14 iec�r. *Note: Don't forget that '�s the meaning
oE' or 'means' -----Yes, w�thout ~. Without ~?(�Sin 'no'?) -----we11,
yes, but it's better to say Tampoco tuve tiempo. Can 1 say Tampoco no
tuve tiempo? -----You say, No tuve tiempo tampoco. How do you say '1
didn't have time either'? 211 SPANISll
= Page 225 =
212 SPANISH
= Page 226 =
15.1 him' � 12. Complete the following sentence in the meaning of '1
recornmended Oe-) 11. What 'word' does Spanish use for 'to hirn' or 'to
her'? (Le-) - iend� mi-carro. 10. Complete this sentence in the meaning
of '1 sold my car to her'. (Le-) - iendt mi-carro. 9. Complete this
sentence in the meaning of '1 sold my car to him'. (Ne.) B. Does
Spanish make a difference between 'to him' and 'to her'? (to him) 7.
What two words does English use f.or 'le-' in the aboye sentence? Le-
recomend� ese-l�~ro. 6. This is '1 recommended that book to h�m': Lo-
recornmend� al profesor. 5. This is '1 recornmended him to the teacher'.
(to her) What two words does English use for ~-? Le-mand� ese-li~ro. '1
sent that book to her.' 4. Compare the following English sentence with
its Spanish translation: Oe- ) 3. What new word appears in No. 2 aboye?
Le-recomend� ese-li~ro. 2. This is the way you say '1 recornmended that
book!2 her': La-recomend� al profesor. l. This is the way you say '1
recornmended her to the teacher': 1ntroduction UNIT 15 213 SPAN1SH
= Page 227 =
15.2 ('him' or 'her') 1 I or 23. What does this figure stand for in
English? , )-recomend� ese-li~ro. 22. And '1 recommended that book tQ
her' , )-recomend� ese-li~ro. 21. And '1 recommended that book t2 him'
would be (to him )' or '1 sold my car (to her ).' 20. That �s.
'( )-yendt mi carro, stands for '1 sold my car ________ )-pendt mi
carro. '1 sold my car ( ).' a sentence wou1d look like this: 19. lf
we let this symbol '( )' represent 'to him' or 't9 her', 1 I-
recomend�. 18. And '1 recommended her' wou1d also be I I-recomend�. 17.
And '1 reco~~ended him' would be '1 know Iher l' . 16. That is, '1
I-conozco' stands for '1 know Ihim 1', or 1 I-conozco. '1 know _1 1.
' would look like this: 15. lf we let this symbo1 _1 1 represent
'him' or 'her', a sentence (a.lo-; b.1a-; c.le-) c. to him/to her b.
her a. him 14. Fill the following blanks: (La-) - recomend� . 13.
Complete this one: '1 recommended her'. (1.0-) - recomend�. 214 SPAN1SH
= Page 228 =
15.3 '1 sold the Car for him.' 33. Do the same here. (the cad '1 sold
the car for him.' 32. Do the same here. (l. my old car; 2. to Mr.
Jones) 2. ( _ l.~ '1 sold rny old car to Mr. Jones.' 31. Do the
same thing here. (l. my couch; 2. to her) 2. l.~ '1 sold my couch to
her.' blanks: 30. Using the English words in this sentence, fill in the
following '1 so Id I I (-------), . 29. Thus, '1 sold my car to him'
would be ( the person involved with I l. 28. ~ what thing is involved
with what you're doing. but there is more to it than this. English
word 'to'. This is a 10gical assumption on your parto I I and ( ) is
the presence of. or absence oE, the 27. By now, you have probably
assumed that the difference between ('le-') 26. What does this one stand
for in Spanish? (' ~-', or 'la-') I 1 __ or 25. What does this stand
for in Spanish? ('to him' or 'to her') ____ ) = , or 24. What does
this one stand for in English? SPANISH 215
= Page 229 =
15.4 44. '1 sold her my couch.' O. a cake; 2. him) 2. ( _ 1.~ 43.
Try this one. '1 baked hiro a cake.' in your sentence. What you wrote
was la 1etter/, even though it is not mentioned 42. In the aboye
sentence, 'him' is the person (to whom) vou wrote. � � ls 'him' ( __
or I I? '1 wrote him yesterday.' why in the frames that fo11ow this
one.) 41. (You may miss this next one, but try it anyway, and then
find out (l.that letter; 2. for my daughter) 2. ( _ 1. ~ 40. '1
wrote that Letter for my daughter.' (to my oldest son) ---) = 39. '1
wrote a letter to my oldest son.' (a let ter) 38. Do the same. '1
wrote a letter.' (for my husband) ---) = 37. Do the same here. '1
baked a cake for my husband'. (a cake) _1_1 36. Fi11 in the blank. '1
baked a cake.' time how to make this difference, we wi11 ignore this
for now.) him is meant. Since it is not convenient to teach you at
this the conversation makes it clear as to whether 'to' him or 'for'
but in a conversation such a difference is-Usual1y notl�.ade since 35.
(Spanish can make the difference between 'to him' and 'for him', (no)
and '1 sold the car to him'? 34. Does Spanish make a difference between
'1 sold the car for him' (for him) 216 SPANISH
= Page 230 =
15.5 57. In '1 threw him off the cIiff', what you threw was 'him'. I
l. involved with the meaning of the verb, then 'a ball' must be I I
represents that part of a sentence that is directly 56. In 'I'threw him
a ball', what you threw was 'a ball'. Since which something is invoIved
with the meaning of the verbo SS. The difference between 1-----1 and (
is the extent to '1 asked (him) � '1 know Iher l' is I I is not
whether it's a thing or a persono Observe: 54. The thing that
determines whether or not a part of a sentence '1 recommended Ihiml (to
the boss)' I I = peopIe. Observe: 53. Thus far, I I = things, and
peopIe. Sometimes ( (,----:-) ) 52. '1 advised him to come earIy.' � �
51. ' 1 asked him not to come. , (j 1) SO. ' 1 asked him not to
come. , (j 1) 49. '1 told him not to come. , (j f) 48. And here?
'1 told him that yesterday.' � � '1 told him not to come.' 47. What
is it in this one? � � ( )? 46. '1 wrote him not to come.' ls the
und�rlined portion I lor (to him) 45. '1 spoke to him yesterday.' (l.
my couch; 2. her) 2. ( _ 1. !=:J 217 SPAN1SH
= Page 231 =
15.6 'Sure 1 know him we11. ' --- 69. Identify the under1ined portion of
this sentence. U--/) '1 recornrnended him to the boss.' ---)? 68. Is
the under1ined portion of this sentence / I or (Le-) - recomend� eso.
67. What wou1d Spanish use in the f0110wing b1ank, 1e- or 10-? (either
one) Lo - recomend� anoche. it mean either one? 66.. Does the 10- in
the f0110wing sentence mean 'him' or 'it', or can (Le-) escril1'�
anoche.' 65. How wou1d you say '1 wrote her 1ast night'? (it) 'Lo-
escril1'� anoche.' ----) , what is the meaning of 10- ih this sentence?
64. Since 10- or 1a- a1ways occupy / 1, and 1e- a1ways occupies (him)
'1 wrote ( _ 1ast night!' 63. Which one wou1d be used here, 'him' or
'it'? (it ) '1 wrote / / 1ast night!' 62. Which one wou1d yow use in
this sentence, 'him' or 'it'? 61. In '1 wrote it', 'it' is I I
because that is what you wrote. writes are 1etters or notes, not 'him'.
60. In '1 wrote him', 'him' is ( ) because what a person 59. In '1
know her', w~at you know is 'her'. Therefore: / / 'her' is ( ). the
person of whom you ask questions. Therefore, in this case Thus, in '1
asked her', what you ask are questions, and her is 58. If the
inv01vement is not _/ __ /, then it is inv01ved with the meaning of
'throwing'. Therefore, in this case 'him' is /--/-. 'Him' is direct1y
218 SPANISH
= Page 232 =
15.7 Oes- ) - recomend~ mi carro. them. ' 85. Complete this sentence
in Spanish: '1 recornmended my car to Oes- ) 84. 1 received it for
them. (le- ) '1 finished the work for him. ' 83. Do the same here.
Oe- ) '1 asked him to be here on time.' portion of this sentence: 82,
Give the Spanish word that would be used for the underlined lf the ( )
is them, Spanish will USe les-o 81. The 'him' or'her' that shows up as
( ) is ~-. �--"..,......) ----- 80. '1 confinned the message for him.'
<I--�) 79. '1 confirmed the message: � � 78. '1 sent him a new one.' U
/) ----- 77. '1 sent him yesterday.' U--/) ----- 76. '1 recornmended
her to him.' U--/) 75. 'The father of the bride gave her away.'
( ( ) 74. '1 asked him this morning.' � ) ----- 73. 'Yeso 1 wrote
her yesterday.' U--/) '1 sold him yesterday.' 72. In this sentence, you
are talking about one of your champion dogs. � � ----- 71. '1 sold
him one this morning.' <1--/) ----- 70. '1 saw him this morning.' <1--/)
SPAN1SH 219
= Page 233 =
15.8 102. (You are now ready to start the new dialogo (Claro, los-
conozco bien,) 101. lf talking about S�nchez' sons, say 'Of course, 1
know them well.' (S1, las-conozco bien,) 100. lf talking about G6mez'
daughters, say 'Yes, 1 know them well.' (s1, la-conozco bien.) 99. Say
'Yes, 1 know her well.' (La-~end1 ayer.) 98. lf your dog is a female,
say '1 sold her yesterday.' (Lo-~end1 ayer.) 97. lf talking about your
charnpion dog, say '1 sold hirn yesterday.' (Le-~end1 mi carro.) 96. Say
'1 sold her my car.' (Les-~end1 el carro.) 95. Say '1 sold the car for
them.' (Les-vend1 el carro.) 94. SdY '1 sold them the car.' (Le-~end1
el carro.) 93. Say '1 so Id him the car.' (Les ofrec1 mi carro.) 92.
Say '1 offered thern my car.' (Le-escrib1 ayer.) 91. Say '1 wrote her
yesterday.' (Le-confirm� eso.) 90. Say '1 confirmed that for her.' (Les
prepar� el carro.) 89. Say '1 prepared the car for them.' (Les-recomend�
eso.) 88. Say '1 recornmended that to them.' (Le-recomend~ eso.) 87. Say
'1 recommended that to her'. (La-recomend~ ayer.) 86. How would you sayo
'1 recornmended her yesterday'? 220 SPAN1SH
= Page 234 =
15.9 Naci en Filadelfia. 1 was born in Philade1phi~. nado being born; I-
form pasto �Ah, ya entiendo! Oh, now 1 understand! Ya Already Clark
�Naci�l �Naci�l Born! Born! Profesor Me-pregunt� que ~6nde yo qu�? You
asked me where did 1 what? me-pregunt� You asked me Clark Le-pregunt�
que ~�nde naci�. 1 asked you where were you born. que (See note
following the dialog.) Le-pregunt� 1 asked you pregunt� 'asking'; I-form,
past Profesor �C�mo? How's that? c�mo how Clark Sr. Clark, �d�nde naci�
U~.? MI'. Clark, where were you born? naci� idea of 'be ing born',
you-form, past. Profesor New Dialog. Review of Dialogs 13 and 14. DIALOG
SPANISH 221
= Page 235 =
15.10 la lecci6n de ayer: ('the lesson of yesterday') 'Yesterday's
lesson' la ~ija de G�mez: ('The daughter of G�mez') 'G6mez' daughter'
13; however, in matters of pos~ssion, the de can be equated roughly
with 'of': equate an English meaning for de- in the noun phrases that
you studied in Unit is used in Spanish for possession. Linguistically, it
is almost impossible to The same noun phrase construction as las sillas
de-clase (Unit 13) l. Noun phrases and possession. Pract ice and
Observations use of this ~. we will remind you where it occurs by
using ':'. speech is 'Le-tije ~ soy americano'. In order to get you
started in the associate ~ with ':' as in 'Le-~ije: soy americano' which
in authentic are usually connected with the word~. If this bothers you,
simply Spanish characteristic that two clauses (i. e. Le-pregunt� and
d6nde naci6) in English. It is a 'phenomenon' of Spanish grammar having
to do with the The'word' ~ in the sentence Le-pregunt� que d6nde naci6
has no counterpart Note: Nac� en 1930. 1 was born in 1930. mil
noJlecientos treinta 1,930 treinta 30 mil noJlecientos 1,900 noyecientos
900 Mil 1,000 Clark �A�o! �En qu� a�o naci6! Year! In what year were
you born! Profesor �En qu� 'qu�'? In which 'what'? Clark �Muy bien! �En
qu� a�o? Very well! In what year? Profesor 222 SPANISH
= Page 236 =
15.11 2. el li~ro ~e G�mez 4. la silla ~el ~ospital l. la ~ija ~e
G�mez 3. el profesor li~ro ~el give its short-form meaning in Engl ish.
Write each of the following phrases in cts short forn\, and be }re~ared
to Practice 2. La de Clark prepar� la fiesta. 'Clark's prepared the
party.' La hija ~e Clark prepar� la fiesta. 'Clark's daughter prepared
the party.' Observe: in Spanish. el de-comprensi�n and la ~e Jos�. The
difference is in your English, not thing; for a Spanish speaker. there
is no difference structurally between 'Jos�'s.' Notice, however, that the
Spanish mind is still saying the same English, 'the Jos� one' when
speaking of Jos�'s daughter; we prefer saying to translate it like we
did el de-comprensi�n. We don't like to say, in to la ~e Jos�. The
translation into English is a little clumsy, if we tried comprensi�n
(i.e. 'the comprenhension one'), la ~ija;'!le~s� can be shortened Just as
~! ejercicio de-comprensi�n can be shortened to el de- 2. Shortened form
of possessive noun phrases. la. last night's les son 20. the child's
teacher. 9. yesterday's les son 19. the les son of the book 8. the
hospital' s office 18. the book's lesson 7. the chair of the hospital
17. the exercises of the book 6. the teacher' s book 16. the book's
exercises 5. a book of the teacher 15. the book's sentence 4. a book
of G�mez 14. Nora's party 3. G�mez' book 13. Jos�' s class 2. a
daughter of G�mez 12. today's class lo G6rnez daughter ll. today's les
son I Be prepared to say these phrases in Spanish to your instructor.
Practice l. profesor' � Note also that, as always, de + el results in
del: 'el li~ro ~el Notice that the Spanish wording always begins with
'the' or 'a, an'. un li~ro ~el profesor: 'a book of the teacher' una
~ija ~e G�mez: 'a daughter of G�mez' el li~ro ~el profesor: ('the book
of the teacher')'the teacher's book.' 223 SPANISH
= Page 237 =
15.12 if you were right. side covered. As you say each in Spanish,
uncover~he Spanish ver~ion to check Practice with 'Having to do
something' and le-/les- . Keep the Spanish Pract ice 4. Your response:
S1, tengo que-salir. 'Yes, 1 have to leave.' Example: �Usted tiene que-
salir? 'Do you have to leave?' gives you the correct response. have to
do such-and-such. Be sure to respond before the voice on the tape You
will be asked if you have to do such-and-such. Admit that you Practice
3. (Recorded) 'They have to sell it' T1enen que-fenderlo. � '
- ... .:w 'He has to leave' : Tiene que-salir. - --.)l. 'We have to
leave' Tenemos que-salir. - .. ,- And, '1 have a lot to study' Teng�
mucho .. que-estu'iar. - - - -- '1 have to study a lot' Teni~-que-
estudiar mucho. '1 have to study' : - que-estudiar. Teng~ Thus, They-
form tienen He-form tiene We-form tenemos 1-form : tengo tener is the
neutral form of tuve. The present tense forms are: tener ��� que- -- -
_____ -r " ~ is very similar: but mandatory words just like de-o The
formula for 'having to do something' The ~- in Tufe que-lleyarlo .�� is
another one of these meaningless 3. 'Having to ��� ' 8. la clase de )
Coy 12. el profesor del ni~o 7. la lecci�n de )loy 11. las frases del
li)iro 6. la lecci�n de anoche 10. la fiesta �(e Nora 5. la of ic ina
del )Cospital 9. la clase de Jos� 224 SPANISH
= Page 238 =
15.13 her? 3. Do'you-all' have to prepare that for 3. �Usteies tienen
que-prepararle eso? 2. We have to prepare that for them. 2. Tenemos que
prepararles eso. 1.We have to prepare that for him. l. Tenernos que
prepararle eso. say your translation. As in Practice 4, keep each Spanish
sentence covered until after you More practice with 'Having to ���� and
le-/~-. Practice 6. voice on the tape gives you the right answer.
Answer 'yes' for both of you. Be sure to make your response before the
You will hear a series of questions addressed to you and your friendo
Practice 5. (Recorded) 20. 1 have to sell the car for them. 20. Tengo
que-~enderles el carro- 19. 1 have to sell them my caro 19. Tengo que-
~enderles mi-carro. to them? 18. Does Nora have to recornmend that 18.
�Nora tiene que-recomendarles eso? 17. Do you have to write that for
them? 17. �Tiene que-escri~irles eso? today? 16. Do you have to write
it ('exercise') 16. �Tiene que-escri~irlo ~oy? today? 15. Do you have to
write it ('lesson') 15. �Tiene que-escri~irla ~oy? 14. 1 have to write
that to her. 14. Tengo que-escri~irle eso. 13. 1 have to write that to
him. 13. Tengo que~escri~irle eso. 12. 1 ha ve to write that for him.
12. Tengo que-escri~irle eso. 11. 1 have to write him today. 11. Tengo
que-escri~irle ~oy. 10. Nora has to ask them that. 10. Nora tiene que
preguntarles eso. 9. Nora has to ask him that. 9. Nora tiene que
preguntarle eso. 8. Do you have to ask her that? 8. �Ustei tiene que-
preguntarle eso? 7. Do you have to ask her that? 7. �Ustei tiene que-
preguntarle eso? 6. Do you have to decide that for her? 6. �Uste~
tiene que-~eciiirle eso? 5. 1 have to decide that for her. 5. Tengo
que-~eci~irle eso. 4. Do you ha ve to finish that for him? 4. Uste~
tiene que-terminarle eso? 3. Do you have to prepare that for him? 3.
�Uste~ tiene que-prepararle eso? 2. 1 have to finish that for him. 2.
Tengo que-terminarle eso. 1. 1 have to prepare that for him. l. Tengo
que-prepararle eso. SPANISH 225
= Page 239 =
15.14 3. Yes, 1 can leave early. 3. st, pue~o salir temprano. 2. 1 want
to leave early. 2. yuiero salir temprano. l. 1 want to leave. l. Quiero
salir covered until after you have made your own response. Practice with
verb phrases. As before, keep each Spanish translation Practice 8. Be
sure to make your response before you hear the right answer. to you and
your friendo Answer 'yes' to all of them. You will hear a series of
questions addressed either to you alone or Practice 7. (Recorded) 20. We
have to sell the car for them. 20. Tenemos que-ienderles el carro. that
to them? eso? 19. Do Nora and Marta have to recommend 19. �Nora y Marta
tienen que-recomendarles to her? eso? 18. Do 'you-all' have to recommend
that 18. �Uste~es tienen que-recomendarle 17. Do 'you-all have to
recommend that? 17. �Uste~es tienen que-recomendar eso? 16. Do 'you-all'
have to recommend her? 16. �Uste~es tienen que-recomendarla? him7 15. Do
'you-all' have to recommend 15. tienen-que recomendarlo? �Uste~es 14. They
have to write that to her. 14. Tienen que-escri~irle eso. 13. We have
to write that to him. 13. Tenemos que-escr~irle eso. 12. We have to
write that for him. 12. Tenemos eso. que-escri~irle for him? 11. Do
'you-all' have to decide that 11. tienen eso? �Uste~es que-~eci~irle 10.
Do we have to ask her that? 10. �Tenemos que-preguntarle eso? eso? 9.
Do 'you-all' have to ask her that? 9. �Uste~es tienen que-preguntarle 8.
They have to offer him that. 8. Tienen que-ofrecerle eso. 7. We have
to offer that to her. 7. Tenemos que-ofrecerle eso. 6. We have to
offer that to them. 6. Tenemos que-ofrecerles eso. 5. We have to decide
that for him. 5. Tenemos eso. que-~eci~irle for him? eso? 4. Do'you-a11'
have to finish that 4. �Uste~es tienen que-terminarle 226 SPANISH
= Page 240 =
15.15 Make your response before the correct response is given. 3. (etc.)
2. aca):Sa ('Jos� aca~a ~e-estu~iar mucho. ') 1. tiene ('Jos� tiene que-
estuiiar mucho.') Substitute: 'Jos� quiere estudiar mucho.' Model. tutions
that are suggested by your instructor's voice on the tape. Substitution
drill. Based on the model shown below, make the substi- Practice 9.
(Recorded) that were not irnrnediately clear to you. Listen to the
following sentences. Let your instructor know of any l. Comprehension.
(Recorded) Variations recornrnend him. 20. I arn not able (i.e. 1 can't)
20. No puedo recomendarlo. recornrnend him. 19. They don't want to have
to 19. No quieren tener que-recomendarlo. 18. We don't want to have to
write him. 18. No querernos tener que-escri~irle. 17. I don't want to
have to leave. 17. No quiero tener que-salir. 16. To ha ve to leave.
16. Tener que-salir. 15. 1 don't want too 15. No quiero. 14. Yeso
They've just asked him. 14. Si. de-preguntarle. Aca~an 13. Yeso We have
just wr itten him. 13. Si. Aca~amos ~e-escri~irle. 12. Yeso I've just
finished it. 12. Si. Aca~o ~e-terminarlo. or tomorrow? n. Do you want to
finish today 11. �Usted quiere terminar o ma�ana? ~oy 10. We can't
finish until tomorrow. 10. No terminar ma�ana. po~emos ~asta 9. I can't
finish it. 9. No terminarlo. pue~o 8. She can leave tomorrow. 8. salir
ma�ana. Pue~e 7. Nora doesn't have to leave today. 7. Nora no tiene
que-salir ~oy. 6. No, I don't have to leave early. 6. No, no tengo que-
salir temprano. S. 1 don't have to leave early. S. No tengo que-salir
temprano. 4. 1 ha ve to leave early. 4. Tengo que-salir temprano. 227
SPANISH
= Page 241 =
15.16 40. No, 1 don't want to, but 1 have to go. ~. We don't ha ve
to finish it Spanish. ~. Yes, you're right; 1 want to go, but 1 can't
go without Jos�. yesterday! Jos� was born in 1930 also. 38. That
doesn't exist in ~. born. 34. In which what? 1 was born in 1930. ~. 1
wasn't born ~. me: when 1 was born? 33. Ah, now 1 understand! You asked
me: where was 1 You have to ask ~. 1 have to ask you also: in what
year were you born. ~. ask me something? 30. Yes, 1 have to ask you:
where were you born. 1 have to ask ('preguntar') (~) something. 29.
How's that? You have to tomorrow. 27. Jos� and 1 have to decide that
tomorrow. ~. Say, Jones! ~. We have to use it without Jones. 26. Maria
and 1 want to use the car 23. That teacher (man) is famous. 24.
Somet�nes you can say that. necessary. !l. That lesson is necessary. 22.
That class is exclusive. (book). We want to study in a modern one
(class). 20. That book is ~. modern exercise. !L. A modern saying. ~.
We want to use the famous one 14. 1 prepared the exercise for her. 15.
1 offered him my book. ~. A his car. ll. 1 defended them (boys). 13.
1 defended them (girls). lQ. 11. ~. Jos� so Id me his caro G6mez soId
us his caro G6mez sold them 7. 1 didn't bring her the caro ~. 1
didn't bring her to the party. 4. 1 know /her/. ~. 1 sold her my caro
~. 1 brought the car to her. l. 1 sold litl yesterday. ~. 1 sold
(h�n) my caro l. 1 know /himf, How would you ~ay the following thoughts
in Spanish? Part l. Applicat ion 5. (Etc.) 4. Venderlo ( � Jos� y yo
aca)iamos ie-fenderlo. ' ) 3. Aca)tamos ( 'Jos� y yo aca}Samos ie-
estuiiarlo.') 2. Jos� y yo ... ('Jos� y yo tenemos que-estuiiarlo.' ) l.
tiene . .. ( 'Jos� tiene que-estuiiarlo.' ) Model: 'Jos� quiere est ud
iarlo. ' time, the substitutions may occur in any part of the sentence.
the substitution and the necessary changes as each number is announced.
This Substitution-transformation drill. Based on the model shown below,
make Practice 10. (Recorded) 228 SPANISH
= Page 242 =
15,17 18. �Clark tampoco prepar� la lecci�n? 17. �Ustei no prepar6 la
lecci�n? 16. �Ustei tiene que-preparar la lecci6n siempre o a yeces? 15.
�Qu~ es su-esposa(-o), colombiana(-o)? 14. �Su-esposa(-o) no es americana(-
o)? 13. �Cu&ndo naci6 su-esposa(-o), en 1930? 12. Ustei tiene 30 a�os,
~eriai? 11. �En qu~ a�o naci6 su ~ija mayor? 10. �Usteies tienen ~ijos?
9. �D�nde naci6 ustei? 8. �Ustei entiende tolas las frases? 7. �Qu~
quiere iecir 'en qu~ a�o'? 6. �Clark entendi6 la frase 'en qu~ a�o'?
5. �En qu~ a�o naci6? 4. �Y ~6nde naci6 el se�or Clark? 3. �De ~eras
no le-entendi�? 2. �Clark le-entendi6 al profesor? l. �Qu~ le-pregunt� el
profesor a Clark? Prepare an oral answer to the following questions:
Part 2. ~. He asked us: where did we use it. 60. 1 asked them: where
did they use it. ~. He asked them:where were they born. ~. He asked
us:where were we born. where does that existo 56. He asked them:why
can't they go tomorrow. what does naci� mean. 54. He asked us:when is
the party. 55. He asked me: know what it means. 52. He asked me: what
does a�o mean. 53. 1 asked him: 10:00. 50. Jos� is planning to stay in
his office until 4:00. ~. 1 don't decide that today. 49. l'm very
sorry, but 1 can't study with 'you-all' until ~. 1 had to go yesterday,
but 1 don't have to go today. ~. Yes, sir, we can have to go until
4:00. ~. They have to go tomorrow; they can't go today. to write her
today. 44. Jos~ doesn't want to write him today. 45. He doesn't today
without Nora. 42. We don't have to prepare it today. 43. 1 don't want
229 SPANISH
= Page 243 =
15.18 Very well. One says Jos� me-trajo el carro ayer. How does one
say that? Very well! 1 can now say (Jos~ brought me the car
yesterday.) Of course! Dije-traje. Dijo-trajo Can 1 say trajo? Dije-traje.
Dije-traje. Dijo- ��..�� ? ---I'm glad. Well, now 1 can say 'Le iije
que i~a.' One says le-lije. And how does one say (1 told him)? Yes,
really. Really? Don't tell me! --- . Iba' . Thank you. And how does
one say (1 was going)? --- Me-lijo que i~a. Where? No. You have to use
'que'. Can J say 'Me-lijo i~a'? Fine. One says 'i~a'. Jos~. --- But,
who (was going)? Me lijo. And how does one say (was going)? --- One
says 'me-lijo'. Sir, how does one say (He told me)? A: Do not
translate those English portions which appear in parentheses. This car be
confusing to you as to what you are supposed to do with them. ~: In
some conversations you will find English and Spanish phrases. tion. Be
prepared to be engaged by your instructor in the following conversa-
Part 3. 230 SPANISH
= Page 244 =
15.19 END OF UNIT 15 in May. You're right. Mr. Jones was born ln
Apri1 and you were born said that he was born in May. Were you born in
Apri1 or May? How's that? ��� He 1 don't know. 1 think that he was
born in Apri1 (a~ril). In what month was Mr. Jones born? 1 was born in
May (mayo). Oh, now 1 understand. �Mes! �Mes! --- You asked me in
which what 1 was born? 1 asked you en qu~ mes you were born. How's
that? Mr. C1ark, �en qu~ mes naci� usted? C. --- Very well. (Note:
Include here what you cou1d say.) 1 can now say (1 asked hiln when he
was going.) One says: Very well: Me-pregunt� si i~a. with si it isn't
necessary. No, it isn't necessaryj sometimes one uses ~, but Is it
necessary to use ~? One says Me-pregunt� si i~a. Fine. How does one
say that? 1 was (were) going.) We11, if i~a means (1 was going), 1
can now say (He asked me if --- lt means (1 was going) or (He was
going.) Sir, what does i~a mean? B. 231 SPANISH
= Page 245 =
232 SPANISH
= Page 246 =
16.1 l. Marta is Colombian.' Marta es colombiana. 9. Observe and
translate. (�Es necesario?) 'Is it necessary?' ? 'A necessary book' un
li~ro necesario. 8. Observe and translate. (�Es urgente?) 'ls it urgent?
= L- ? 'An urgent letter' una carta urgente 7. Observe and translate.
(S�nchez? ls he Colombian?) �S�nchez? �Es colombiano? 6. And this one?
(Marta? Is she Colombian?) �Marta? �Es colombiana? 5. And this one? (ls
it necessary?) �Es necesario. 4. And this one? (It's necessary.) Es
necesario. 3. What is the meaning of this one? ( ls it urgent?) �Es
urgente? 2. What is the meaning of this sentence? (It' s urgent) Es
urgente. l. What is the meaning of this sentence? Part l. Questions
Introduction UNIT 16 SPANISH 233
= Page 247 =
16.2 how would one say '15 tne sirl .~ricao?' Jf �Es 1.:1 chic"
i\mericill\;�? = . ls it the American gi d? 19. Problem: (�Es la chica
americ"nan 'ls it thl-' American girl? L -'- lA. Translate. (�Es el
profesor colombiano?) 'ls it the Colombian teacher? .L --'--. 17.
Translate. (�Es el li~ro grande?) 'ls it the large book?' = L _ ? 'the
large bonk' : el li~ro grande 16. Observe and translate. (�Es la carta
urgente?) 'ls it the urgent letter? = L.... _ ? 'the urgent letter' :
la carta urgente 15. Observe and translate. (�Es un profesor colombiano?)
, ls he a Colombinn teacher? ? 14. Translate. (�Es una chica
colombiana?) 'ls she a Colombian girl? = L.... _ ? 'A Colombian girl'
= una chica colombiana 13. Observe and translate. (�Es un li~ro
necesario?) 'ls it a necessary book?' = l-- _ ? 'A necessary book' =
un li~ro necesario. 12. Observe and translate. (lEs una carta urgente?)
'ls it an urgent letter?' = l-- ? 'An urgent letter' = una carta
urgente. 11. Observe and translate. (�Es colombiano?) 'ls he
Colombian?' ? 10. Translate (�Es colombiana?) 2. ls she Colombian? ? 234
SPAN1SH
= Page 248 =
16.3 (ls the lubricant transparent?) �El lubricante es transparente? 29.
What does this mean? (�Es colombiano el profesor?) ---_? 'ls the teacher
Colombian?' =�Es 28. Translate. ������� �Es inteligente la chica? girl
intelligent?' = �La chica es inteligente? 27. Here is another example
showing both ways of asking 'ls the 'ls the girl American? = �Es
americana la chica? 'Es americana ...�� and add'la chica'at the end. 26.
Another and perhaps more common way is to start with, for example, (�El
libro es urgente?) '1$ the book urgent?' L -"-? 25. Translate: (�Es la
chica colombiana?) (�La chica es colombiana?) � ls it the Colombian
girl?' 1..- --'-? � ls the girl Colombian? = 1..- --'-? 24. Translate:
(�La carta es urgente?) � ls the letter urgent?' ? L ___ 23.
Translate: (�El libro es necesario?) � ls the book necessa ry?' L __ ?
22. Translate: (�El libro es grande?) � ls the book large? = L _ ?
'The book is large.� = el li~ro es grande. 21. Observe and translate.
'ls the girl American? = �La chica es americana? 'The girl is American.'
= La chica es americana. to convert a statement to its simple question
form: 20. One of them, and perhaps the easiest one for you to
remember. is Answer: There are at least three. 235 SPAN1SH
= Page 249 =
16.4 (Es la chica americana?) 40. '15 it the American girl?' (Es el
metal pr�ctico.) 'rt's the practical metal' 39. Translate. O) 2. �Es el
metal pr~ctico? l. �Es pr�ctico el metal? 38. Which one means 'ls the
metal practical?' (2 ) 2. Es la exhibici�n o �� �grande? l. �Es la
exhibici�n grande? 37. Which one means ' ls the exh ib i t ion large?'
O) 2. �Es el li~ro importante? 1. Es el li)l'ro ... �importante? 36.
Which of the following means ' ls the book important?' �~s la chica
(pause) �americana? last word: by a slight pause, and use an
interrogative intonation on this 35. The third way, and least cornmon,
is to separate the last word (ls the exhibition interesting?) �Es
interesante la exhibici�n? 34. What does this mean? (ls it the adaptable
motor?) �Es el motor adapta~le? 33. What does this mean? (ls that motor
necessary?) �Es necesario ese-motor? 32. What does this mean? (ls the
expansion sufficient?) �Es suficiente la expansi�n? 31. What does thi~
mean? (ls the lubricant transparent?) �Es transparente el lubricante? 30.
What does this mean? 236 S PAN lSH
= Page 250 =
16. 5 (�Cu�l?) 52. Translate: 'Which one?' (�Cu�l mesa?) 51. Translate:
'Which table?' (�Cu�les mesas?) 50. Translate: 'Which tablea?' (�Cu�les )
(ijos?) 49. Translate: 'Which sons?' (�Cu�l )(ijo?) 48. Translate: 'Which
son?' 'Which girls?' = �Cu�l~ chicas? 'Which girl?' = �Cu�l chica? 47.
Observe this principIe. (Cu�l) ,Which girl?' � chica? 46. Do the same.
(Por qu�) 'Why not?' � no? 45. Do the same. (Qu�) 'What does that
mean?' � 44. Do the same. (Qui�n) 'Who is that girl ?' . � e.s esa
chica? 43. Do the same here. (D6nde) 'Where is S�nchez? � _____________
est� Sanchez? 42. Write in the missing word: (cu�ndo) 'When is the
party? � _______________ e.s la fiesta? 41. Write in the missing word.
~ can do that', in which case they are not accented. they are not
really asking something, as the word 'who' in '1 know aman an accent
mark. At times, these same words may be used in a sentence in which
1nterrogative words (e. ~ .� who, what, when, etc.) are written with
Part 2. 1nterrogative words. SPANISH 237
= Page 251 =
16.6 (Cu�les) � permanecieron a4entro? 66. Try this one with 'which':
(Cu�l) � __ permaneci6 aientro? 65. Try this one with the word 'which':
(Qui�n) � permaneci6 aientro? 64. Try this one: (Qui�nes) � lefantarQn
la carpa? 63. Try this one even though it contains words that you do
not know. (qui�n) � escr~i� las cartas? 62. Say the Spartish word for
'who' in this one: (Qu i�n) � escriti� la carta? 61. Say the Spanish
word for 'who' in this sentence: (Qui�nes) � prepararon la lecci6n? 60.
Say the Spanish word for 'who' in this sentence: (Qui�n) � prepar6 la
lecci6n? 59. Say the Spanish word for 'who' in this sentence: (�Qui�nes
son mis-colombianos?) 58. Trans late : � Who ~ my Colombian (men)?'
(�Qui�n es mi-colombiano?) 57. Translate: 'Who is my Colombian (man)?'
(�Qui�nes son mis-profesores?) 56. Translate: 'Who are my teachers?'
(�Qui�n es mi-profesor?) 55. Tr~nslate: Who is my teacher?' 'Who are
those girls?' Qui�~ ~ esas-chicas? 'Who is that girl?' = �Qui�n es esa-
chica? 54. Observe this princ iple: (�Cu�les?) 53. Translate: 'Which
ones?' 238 SPANISH
= Page 252 =
16.7 82. And, suppose the word grasa meaning 'grease' were involved,
(Cu�nto) � compr�? 81. For example, 'How much did you buy?' would be
(make a guess): wil1 use a form of cu�nto for all quantities or
amounts. not only with 'How many', but also with 'How much'. Spanish -80.
Keep in mind that a quantity or an amount is asked in English (Cu�nto)
-79. Try it with this one: � linero? (Cu�nta) � chispa? you would use
cu�nto in this question: 78. This is a word that you do not know.
Make a guess as to how (�Cu�ntas chicas?) 77. Try this one: 'How many
girls?' ( �Cu�nt~s?) 'How many tables?': � mesas? 76. You may miss this
one, but try it anyway: (Cu~ntos a�os?) 75. Translate: 'How many years?'
(Cu~ntos carros?) 74. Trans1ate 'How many cars? (Cu~ntos) 'How many
teachers? � profesores? 73. How wou1d you say: (Cu�ntos) would you
say : 'How many books? = � li~ro~ 72. If you are asking about a
quantity, Spanish uses cu~nto. How (�Qui�nes?) 71. Say simply: 'Who-all? '
(�Qui�n?) 70. Say simply 'Who?' (�Cu~les?) 69. Say simply 'Which ones?'
(�Cu~1? ) 68. Say simply: 'Which one?' (Qui�nes) -�---- su1ieron arri~a?
67. Try this one with 'who': 239 SPANISH
= Page 253 =
16.8 ( ... what her [lame is.) 88. What part of the above sentence
would correspond to / / � � this ( ) ? ls the underl�ned portion this
~/ ~/, or -----:- 'Ask that girl what her name is.' 87. Observe this
sentence. circumstances that will be made clear to you in Unit 17. 86.
That is, le-o ~-, nos-, etc. are attached to cornmand forms under
attached to-pregunte: preg�ntele will find le-, meaning in this dialog'of
him' or 'of her', 85. The dialog uses one verb in its cornmand form:
pregunte. You learn the cornmand 'forms. studying the telling or asking
formo In this Unit, you will begin to verb from the telling or asking
situations. Thus far, you have been Whenever a person is cornmanding,
Spanish uses a different form of the (commanding). c. He is going to
get somebody to do something (asking). or b. He is going to inquire
about sorne information (telling something), or a. He is going to reveal
sorne information one of the following is going to happen: Whenever a
person opens his mouth to say something, more than likely Part 3. New
material in the Dialog. (Cu�ntas) � compr�? buy?' 84. And if mesas were
involved, how would you say 'How many did you (Cu�ntos) � compr�? 'How
many did you buy?' 83. And suppose you were asking about how would you
say li~ros, (Cu�nta) � compr�? how would you say 'How much did you buy?
240 SPANISH
= Page 254 =
16.9 ..� que c6mo se-llama. � �� what her name is. Sr. Jones,
preg�ntele a-esa-se�orita ... Mr. Jones, ask that young lady esa-se�orita
that young lady se�orita young lady preg�ntele ask of her le- of her
pregunte ask (command form) Profesor (En la sala ~e clase.) New Dialog.
Review of Dialogs 14 and 15. DlALOG 93. (You are now ready to prepare
the new Dialog.) to say such sentences the way they are. be defined
until-a little latero For the time being, just learn 92. The presence of
le- and of a- unfortunately cannot conveniently Preg�ntele a-esa-se�orita
'" 91. In the dialog you will find 'that young-lady' instead 'that
girl': 90. 'Ask that girl ... ' is, then, Preg�ntele a-esa-chica ..�
get Preg�ntele. 2. Pregunte has ~- attached to the end, 50 that we a-
esa-chica. l. a is inserted befare esa-chica, 50 that we get Two things
happen here which are unlike English: But, 'Ask that girl ...� does not
come out as Pregunte esa-chica. 89. Pregunte = 'Ask 241 SPANISH
= Page 255 =
16.10 Muy bien. Se�or, �de !�nde es ustei? Very well. Sir, where are
you from? Jones ... que Ilfe i�nde es. . .. where's he from. de Jd6nde
from where d�nde where Muy bien. A)(ora preg�ntele a-ese-sel'l.or .�. Very
well. Now ask that gentleman �.� ese-sel'l.or that 'man' se~or (adult
male) a)(ora now Profesor Mi-nombre completo es NancyWilliams. My complete
name is Nancy Williams. Ah, perd�n. Oh, 1 beg your pardon. peri�n
pardon si, pero �cu�l es su nombre completo? Yes, but, what's yoyr
complete name? cu�l which su-nombre completo your complete name completo
complete su-nombre your name nombre name Jones Me-llamo Nancy. My name's
Nancy. me-llamo .�. my name's �.� Se~orita, �c�mo se-llama uste!? Miss,
what's your name? sei'orita, Miss Muy bien. Very well. Jones 242 SPANISH
= Page 256 =
16.11 placed in front of the verbo Thus, However, when you tell a
person not to do 50mething, the 10- i5 is at the end of the co~and
form, as you have already noticed. The position of 10- (or, for that
matter, of all these little words) 2. Negative Commands. the meaning of
each one. As you respond with these unknown verbs, think of 'Do it
tomorrow' as you will hear. As in preg�ntele, the -~ is added to the
cornmands. Now, let's add more realism by adding -lo ma�ana to the
commands that Practice 5. (Recorded) the phrase 'Do it!' as you make
each response. To begin to help you to acquire the meaning of the
cornmand, think of change them to the cornmand formo You will now hear
the same ten verbs in their neutral formo This time, Practice 4.
(Recorded) response is given on the tape. change these to their '1 did
���� formo Make your response before the correct You will now hear ten
verbs given in their neutral formo You are to Practice 3. (Recorded) you
the correct response. to the cornmand formo Make your response before the
voice on the tape gives You will hear the '1 did ..�� form for ten
verbs. Change each one Pract ice 2. (Recorded) only thing that is
different. Listen to the contrasts portrayed here. Notice that the rhythm
is the Practice l. (Recorded) it' form). YOll wi11 first hear '1
did .... fo11owed by�the command formo between a cornmand form and the
same verb used in its 1-form Past (the '1 did In the following
exercise you will hear the difference in pronunciation l. Cornmands.
(Part l.) Practice and Observations Soy ,de Ch icago. l'm from Chicago.
Clark 243 SPANISH
= Page 257 =
16.12 6. not to 1a,;arlo ~oy; do it .tomorrow. 5. not to buscarlo do
it tomorrow. ~oy; 4. not to recom~~darlo ~oy; do it tomorrow. 3. not
to prepararlo ~oy; do it tomorrow. 2. not to confirmarlo do it
tomorrow. ~oy; lo not to terminarlo do it tomorrow. ~oy; Tell somebody:
No lo-termine ~oy; termtnelo ma�ana. Example: Tell somebody not
to'terminarlo ~oy'; do it tomorrow. Tell somebody not to do (whatever is
suggested) today; do it tomorrow. Practice 8. l. mande .�. m�ndelo: �.�
(no lo-mande) Example: first the command by itself, followed by the
cornmand with -~. Since these involve verbs which are unknown to you,
you will be given these to the negative. You will hear several cornmands
with -lo attached to the verbo Change Practice 7. (Recorded) (Clark, no
lo-estuiie ~~s.) 6. Clark, est�iielo m�s (Marta, no lo termine ~oy.) 5.
Marta, termtnelo ~oy: _ (Nora, no lo-confirme a~ora.) 4. Nora, conftrmelo
a~ora: (G�mez, no lo-prepare ~oy.) 3. G�mez, prep�relo ~oy: (Jones, no
lo-recom~nde ~oy) 2. Jones, recomi�ndelo ~oy: (S�nchez, no lo-termine
~oy.) l. S�nchez, termtnelo ~oy: to do whatever it is. Notice the
spelling of the cornmand form for re~endar Change these cornmands to the
negative. That is, tell somebody not Practice 6. 'Don't finish it
today!' No lo-termine lioy. 'Finish it today!' Termtnelo lioy. 244
SPANISH
= Page 258 =
16.13 (your response:)'Pero es que ... ya lo-termin�.' 2. Por fa~or, no
lo-termine. (Your response:)'Pero es que ... ya lo-prepar�.' l. Por
fa~or, no lo-prepare. Examples: are to respond by saying, 'But, it's
that 1 already prepared it.' You will be told something like 'Please,
don't prepare it.' You Practice 11. (Recorded) on the correct syllable.
each verb of Exercise 9. Be 5ure to make an obvious pronunciation
stress In the presence of your instructor, read each of the three forms
of Practice 10. Notice that both 'a' and 'b' are commands in 5, and
6.) Under 'b': 2, 5, 6. 7, and 10. (answers: Under 'a': 1, 3, 4, 5,
6, 8 and 9. 10. buscar busqu� busque 9. sacar saque saqu� 8. bajar
baje baj� 7. trepar : trep� trepe 6. tapar : tape t�pelo 5. mandar :
mande m�ndelo 4. preparar prepare prepar� 3. recomendar recomiende
recomend� 2. terminar : termin� termine 1, confirmar : conf irme
confirm� (a) (b) Which of the following do you recognize as command
forms? Practice 9. 10. not to bajarlo )�oy; do it tomorrow. 9. not to
sacarlo )�oy; do it tomorrow. 8. not to taparlo )�oy; do it tomorrow.
7. not to mandarlo )�oy; do it tomorrow. S PAN ISH 245
= Page 259 =
19. Have you seen this man before? 18. Have you met that man? 17. This
exercise is terrible! 16. This party is terrific! 15. Do you remember
this sentence? 14. Do you remember that number? 13. We work in this
hospital. 12. But saying exists. ~ 11. That saying is not used in
Spanish. 10. 1 received this invitation today. 9. Where did you put
that invitation7 d. No. That exercise. 7. What? That lesson? 6. Does he
understand that? 5. Do you understand this? 4. This car came in last
night. 3. This class meets tomorrow. 2. This party is not intaresting.
l. This is not interesting. exercLse. ) Writa th~ word in the blank
space CCorr~ct anlWQrs appaar following the What word would be used in
Spanilh for the following underlined words? Practice 12. 'th;t"' these
change t<;" ~-j~- or esa-jese-. or eso is usad when no noun is present
and that if a noun follows 'thiso-or For now, all you know about the
demonstratives is that esto Remember: este- before masculine esta- before
feminine it is It is the same thing with esto 'this Cthing)': if
followed by a noun or masculine. bv a noun it is either esa- or-ese-
depending on whether the noun is feminine You have learned that eso
means 'that Cthing)', and if it is followed 2. Demonstratives CPart 3)
246 S PAN ISR
= Page 260 =
lf. 15 10. Por fa�(or. �qu� se-llama usted? 9. �Qui�n escri~ieron eso?
8. �Cuales se�orita estan aqu�? 7. �Cuanto li~ros compr� uste~ ayer? 6.
No preparelo ~oy; prepare lo ma�ana. 5. S�, se�or, lo-prepare ma�ana. 4.
Ma�ana Nora y yo tienen que-terminarlo todo. 3. Jos� tiene mucho est~iar
~oy. 2. Preg�ntele a-Nora por qu� no quiere salir. l. Preg�ntele esa-
se�orita qu~ ~�nde estu~ia. this mistake, and rewrite the sentence
correctly. Each of the following sentences has one and only one mistake.
Find 2. Find the error. that were not immediately clear to you. Listen
to the following sentences. Let your instructor know of any l.
Comprehension. Variations 4. este- 8. ese- 12. este- 16. esta- 20. esta-
) 3. esta- 7. esa- 1L ese- 15. esta- 19. este- 2. esta- 6. eso 10.
esta- 14. ese- 18. ese- lo esto 5. esto 9. esa- 13. este- 17. este-
(Answers: 20. Rave you written this lady yet? 247 SPANISH
= Page 261 =
16.16 53. Ask me iE 1 can go. 54. Ask me if 1 understand that. 55.
Ask us she brought them (the books). 52. Ask them (:) when is the
party. said that 1 finished? 51. P1ease, ask her if she said that
finished? 49. Did you ask me if 1 finished? 50. Did you ask me iE 1
she said (:) she finished. 48. Did you ask me (:) how many exercises
1 how many exercises they finished. ~. Ask her (1) how many exercises
45. Ask him~~ow many lessons he said (1) he finished. 46. Ask them (:)
brought. 44. Ask him (1) how many (books) he said (:) he brought. hiro
(:) how many books he brought. 43. Ask him (1) how many (books) he how
many did you bring uso 41. Ask him (:) what's his name. 42. Ask me
1ast night, 39. 1 asked you (:) where is Mar�a. 40. 1 asked you (:)
37. How many books did you bring them? ~. How many tables did you
bring her that. ~. How many books? How many books did you bring us?
~. 1 say that? 33. 1 have just told (decir) him that. 34. He has
just told 30. Who said (told) that? 31. Where did Jos� say (te11)
that? 32. Did your car? 28. Did you bring me your car? ~. Yes, 1
brought it yesterday. this table yesterday. ~. Did you bring your car?
~. Did you bring him to1d him that. 24. Jos� told us that he was
going. ~. Jos� brought us this caro 21. 1 to1d him that. 22. Jos�
brought him this caro 23. Jos� 18. Jos� brought me this caro 19. Jos�
to1d me that. 20. 1 brought him you bring me this invitation? 17. Did
Jos� bring me this exercise? that Jos� was going? 15. Nora brought me
this chair from Mexico. 16. Did was going to this party? 13. Who to1d
you that? 14. Did you te11 me te11 you that this c1ass was necessary?
12. Did you te11 him that Nora you that it was famous. 10. 1 to1d you
that it was necessary. 11. Did he this exercise was necessary. 8. 1
to1d her that 1 was going. 9. 1 to1d today. 6. He to1d me that this
1esson was necessary. L. 1 told him that me that he p1ans to stay
here unti1 5:00. 5. He told me that he was going prepare this 1esson
now. 3. Who, me? 1 want to go tomorrow. 4. He told l. l'm sorry, but
1 have to go tomorrow. 2. Who, me? 1 want to How wou1d you say these
thoughts in Spanish? Part l. App1ication 248 SPAN1SH
= Page 262 =
16.17 16. �Qui�nes no terminaron la lecci�n nllinero lO? 15. �Cu�ntos
estu~iantes prepararon la lecci�n? 14. �Cu�ntas lecciones terminaron
usteies, muchas? 13. �Qu� quiere iecir 'Which tables'? 12. �Cu�l es mi-
nombre completo? 11. �Y c�mo me-llamo? 10. �D�nde estoy a~ora? 9. �De
i�nde soy yo (el profesor)? 8. �En qu� mes naci� su-esposa, en mayo?
7. �D�nde est� su-esposa? 6. �De i�nde es su-esposa? 5. �De i�nde es
ustei? 4. �De i�nde es el se�or Clark? 3. �Qu� le-pregunt� el se�or
Jones al se�or Clark? 2. �C�mo se-llama la se�orita? l. �Qu� le-pregunt�
el se�or Jones a la se�orita? Prepare an oral answer to the following
questions: Part 2. prepare it. 69. 1 said that 1 want to use this
tableo 70. Well, use it. to recommend him? 67. 1 said that 1 want to
prepare my lesson. 68. Well, yesterday. ~. Ask him if he was going
yesterday. 66. ls it necessary 63. Ask him if it is necessary to write
them (exercises). 64. 1 was going was necessary to go. 62. Ask him if
it was necessary to study five lessons. that. 60. Ask him if it was
necessary to finish 5. ~. Ask him if it 58. Ask me if 1 have to
finish this. 59. Ask me if he has to say (decir) if we can go. 56.
Ask me if 1 want to go. 57. Ask me if 1 ha ve to go. SPANISH 249
= Page 263 =
16.18 END OF UNIT 16. ___ Because Nora studies more, and she is not
married. Nora? Why Nora? --- No. With Nora. With whom? (qui�n), with
Maria? Oh! Today. No. When do you want to study the exercises? 1 said
that yesterday. When? exercises. 1 didn't say that. 1 said that 1 want
to prepare today's When do you want to prepare today's lesson! --- How's
that? When did 1 say what? When did you say that you want to prepare
the les son? B: Very we11. But ii is necessary. P1ease, ask him if he
can finish today. He said that it wasn't necessary to finish it today.
What did he say? --- 1 asked him that yesterday. When? --- Yes, 1
asked him. lf he finished! Did 1 ask him if (he) what? Mr. Jones, did
you ask him if he finished? A: tion: Be prepared to be engaged by
your instructor in the fo11owing conversa- Part 3. SPANlSH 250
= Page 264 =
17.1 (�Ust~~es �dijeron eso?) c, Did you-all say that?: (Pero no lo-
dijeron.) b. But they didn't say it: (Dijimos eso,) a. We said that:
5. Translate the following: (di-je-ron). dijo. The other two fonns are
dijimos (di-ji-mos) and dijeron 4. Decir is an irregular verbo You have
a1ready 1earned dije and these well: recomiende.) share of irregular
verbs and so does Spanish, You have already learned one of as you would
expect them too We cal1 such verbs 'irregular', English has its for your
error is exactlY-the point we want to make: some verbs do not change
(The right anlwer is 'encuentre', You probably missed this anlwer, The
reason What is its command forro? neutral fonn: encontrar 3. Thil is the
neutral forro of another verb th.at you do not know: (tra)laje) What is
its cornmand form? neutral forro: tra.tSajar 2. Thil la the neutral fonn
of a verb that you don't know: command forro: pregunte neutral fonn:
preguntar lo He re is the neut ral fonn and the cornmand fonn oE a
verb: Part lo Irregular verbs. Introduct ion UNIT 17 SPANISH 251
= Page 265 =
17.2 (�Cu�ndo lo-trajeron?) m. When did they bring it? (Le-dijimos que
lo-trajimos ayer.) l. We told him that we brought it yesterday. (�Cu�ndo
trajimos eso?) k. When did we bring that? (Dijo que le-trajimos eso.) j.
He said (:) we brought him that. (�Uste~ nos-pregunt� si lo-trajimos?)
i. Did you ask us if we brought it? (Lo-trajimos ayer.) h. We brought
it yesterday. (Lo-traje anoche.) g. 1 brought it last night. (�Uste~ lo-
trajo?) f. Did you bring it? (�Nora lo-trajo?) e. Did Nora bring it?
(No pue~en traerlo a~ora.) d. They can't bring it now. (Tengo que-
traerlo ~oy.) c. 1 ha ve to bring it today. (No pue~o traerlo ~oy.) b.
1 can't bring it today. (Quiero traerlo.) a. 1 want to bring it. 7.
Translate the following: trajo 'He brought' trajeron 'They brought' traje
'1 brought' trajimos 'We brought' It has these four forms in the past:
6. Traer (tra-er) is the neutral form of the idea of 'bringing'. (Le-
~ijeron eso ayer.) e. They told him that yesterday: (Le-~ijimos eso
ayer.) d. We told him that yesterday: 252 SPANISH
= Page 266 =
17.3 (Ya lo-traje.) a. 1 already brought it. 16. Say the following in
Spanish: ('Yes, 1 already told him (her, you) that.') 15. What, then,
would be the meaning of Si, ya le-~ije eso? ('Yes, 1 already brought
it.') lo-traje. what does the answer mean? 14. If someone asked �Uste~
lo-trajo?, the answer could be ~ ('Yes, sir. 1 already finished it last
night.') 13. What is the translation of the aboye sentence? (No. ) Si,
se�or. Ya lo-termin� anoche. 12. Would you translate ~ as 'now' in this
sentence? (Ya pue~e ~ecir eso en espa�ol.) 11. How do you say 'He can
already say that in Spanish'? (Ya pue~o preguntar eso en espa�ol.) 10.
How do you say '1 can already ask that in Spanish'? ('1 already can
say that', or '1 Can already say that'.) translation is possible? 9. If
Ya pue~o ~ecir eso means '1 can now say that', what other ('1 already
understand.') 'Now 1 understand.' How else could it have been translated?
overlook the other meaning of~. You learned Ya entiendo as is convenient
to associate 'now' with~. But you must not it is used frequently where
English uses 'now'. Therefore, it 8. The word a�(ora means 'now'. The
word ~ means 'already', but (�Cu�ntas sillas dijeron que trajeron?) r.
How many chai~s did they say (:) they brought? (�Cu�ntos libros dijeron
que trajeron?) q. How many books did they say (:) they brought?
(�Dijeron que le-trajeron cinco?) p. Did they say that they brought him
five? (�Dijeron que lo-trajeron �(oy?) o. Did they say that they brought
it today? (�Lo-trajeron �(oy?) n. Did they bring it today? 253 SPANISH
= Page 267 =
17.4 (Nora y yo iamos ma�ana.) 24. Say 'Nora and 1 are going tomorrow.'
(Nora and 1 are going tonight.) noche. 23. Make a guess as to what
this one means: Nora y yo iamos esta- (No ioy porque no quiero.) 22.
How would you say 'l'm not going because 1 don't want to'? (Voy porque
tengo que-ir.) 21. How would you say 'l'm going because 1 have to go'?
(' l'm going beca use 1 want to go. ') c. Voy porque quiero ir. ('l'm
going tonight. ') b. Voy esta-noche. ('�'m going tomorrow. ') a. Voy
ma�ana. is the 1-form. What dolthese mean? 20. The idea of 'going' is
ir, neutral formo ~ (rhymes with� estoy) (trajeron; dijeron) They
brought: You-all said: 19. Fill in the blanks: (traj�nos; dij�nos) Ne
brought: We said: 18. Fill in the blanks: (traje; dije) 1 brought: 1 sa
id: 17. Fill in the blanks: (Si, ya lo-traj�nos.) e. Yes, we already
brought it. (Ya pue~o ~ecir eso.) d. 1 can already say that. (Ya pue~o
~ecir eso.) c. 1 can now say that (Ya escriW1 esa-carta.) b. 1 already
wrote that letter. 254 SPAN1SH
= Page 268 =
17.5 (No �lan esta-noche; van ma�ana.) 39. Say 'They're not going tonight;
they're going tomorrow.' (Van esta-noche.) 38. Say 'They're going tonight.'
(Van.) to what the they-form of ~ is: 37. Now, again, if the they form
of est� is est�n, make a guess as (No yoy, pero Nora me-iijo que Jos�
i~a.) was going.' 36. Say this one: 'l'm not going, but Nora t01d me
that Jos� (No �loy, pero Nora iijo que i~a.) 35, Now say 'l'm not
going, but Nora said (:) she was going, , (I~a. ) either one of
these, 34. Do you reca11 how to say '1 was going' and 'Re was going'?
Say (No �loy, pero Jos� dice que �la.) 33. Say 'l'm not going, but
Jos� says (:) he's going.' (Preg�nte1e si �la,) 32. Say 'Ask him if
he's going.' (�Ustei �la esta-noche?) 31, Ask 'Are you going tonight?'
(No �la ma�ana; va )loy,) 30. Say 'Re's not going tomorrow; he's going
today, , (No �la ma�ana.) 29, Say 'Re's not going tomorrow.' (Va
ma�ana,) 28. How then wou1d you say 'Re's going tomorrow'? (va) what the
he-form wou1d be: _v_- _ (which rhymes ~itn estamos) is the we-form,
make a guess as to 27, lf ~ (which rhymes with estoy) is the l-form,
and if ~ (No �lamas )loy; �lamas ma�ana.) 26. Say 'We're not going today;
we're going tomorrow.' (No �lamas )loy,) 25, Say 'We're not going
today, , 255 SPANISR
= Page 269 =
17.6 (dijo; di jeron) And, 'He said (to1d)' : _ 'They said (to1d)':
(dije; dijimos) ---- '1 said (told)': _ 'We said (to1d)': 50. Fill the
b1anks: (trajo; trajeron) And, 'He brought': 'They brought' : _ (traje;
trajimos) '1 brought' : 'We brought': 49. Fi11 the b1anks: pronounce it
right.) you in a recorded exercise 1ater so that you can be sure to
lt presents rhythm difficu1ties, so we wi11 present it for 48. (We are
purposefu11y avoiding the 'we were going' formo (Voy; vamos) l'm going:
We' re go ing: 47. Fill the b1anks: (Van; il?an) They're going: They
were going: 46. Fill the b1anks: (Va; USa) He's going: He was going:
45. Fill the b1anks: (Voy; i}ia) l'm going: 1 was going: 44. Fi11 the
b1anks: (Le-iije que i}ian ma�ana.) 43. Say '1 to1d you that they were
going tomorrow.' (Dijeron que i}ian esta-noche.) 42. Say 'They said that
they were going tonight.' (I}ian ma�ana.) 41. Say 'They were going
tomorrow.' (1}ian. ) 40. Make a guess as to what the they-form of i}ia
is: 256 S PAN 1SH
= Page 270 =
17.7 64. Say 'He has to go tell him that.' (Quiero ir a-traerlo.) 63.
Say '1 want to go bring it,' (Quiero ir.) 62. Say '1 want to go.'
(Jos� ya ~-prepararlo, ~-terminarlo, y ~-tr-aerlo,) 61. Say 'Jos� is
going to prepare it, finish it, and bring it.' (Vamos ~-preguntarle y
~-~ecirle eso.) 60. Say 'We're going to ask him and tell him that.'
(Vamos a la oficina ma�ana ~-~ecirle eso.) 59. Say 'We're going to the
office tomorrow to tell him that.' (Vamos ~-~ecir eso esta-noche.) 58.
Say 'We're going to say that tonight.' (Le-lije que i)Sa a-terminarlo
ma�ana.) 57, Say '1 told you that 1 was going to finish it tomorrow.'
(IVa a-terminar-lo.) 56. Say '1 was going to finish it.' (Voy ~-
terminarlo.) 55, Say' l'm going to finish it.' voy .. ".," a-
-r- .------.~ 54, 'Going to do something' is somewhat similar: teng; -,:
.-. :que- -r aca~o ..�.. de- -r .. -----'" 53. You recall these two
furmulas: Part 2. 'Going to do something' (i)Sa; i)San) '1 (He) was
going': 'They were going' 52. Fill the blanks: (va; van) And 'He is
going': 'They're going': (voy; vamos) 'l'm going': , We 'r-e go ing , :
51. Fill the blanks: 257 SPAN1SH
= Page 271 =
17 .8 cerca ." de- e lose, neaI"by una ciu�tad a city sino but-
Chicago ... Chicago ... Bueno, en realiiai, no soy �te Well, to be
honest, l'm not from bueno . well . en real iia.d in reality realiiai
real ity Clark �De qu� parte es usted? From what part are you7 de qu�
parte from what part parte part �Ah, s�? Yo soy ie Chicago tambi�n.
Really? l'm from Chicago too. Jones (Clark has just said, 'Soy ie
Chicago.') New material: Review: Dialogs 14, 15, and 16. DIALOG by ~.
each would be in its neutral form and each would be preceded and #60).
If there were 500 verbs following a form of ~. with as many neutral
forms as there are in the sentence (see # 59 68. As you can also
observe in the above samples, the a- is placed the neutral form (see #
62 and # 63). neutral form is used after ~ form of~, including the
67. As you can observe in items 54 through 66, the a- befare the (l~a
~-ir ~-.decirle eso.) 66. Say '1 was going to go tell hiln that.' (l~a
~-ir, pero �.� ) 65. Say '1 was going to go, but (Tiene que-ir a-
iecirle eso.) 258 SPAN1SH
= Page 272 =
17.9 '1 didn't say that 1 would do it, but that l'd like to do it'.
'l'm not from Chicago, but from Evanston.' 'Re didn't say Jane, but
June.' 'Not sentence No. 5, but No. 7.' inl sino. Sino is used when
contradicting or correcting a previous statement, as There are two words
that mean 'but' ; pero, the most commonly used, and l. sino Practice
and Observations Soy casa/!la� 1 'm marr ied. Se~orita, �uste~ es ca8a~a
o soltera? Miss, are you married or single? Jones a la sefforita si es
casada. she is married. �Muy ~ien! A~ora, preg�ntele Very good! Now ask
the young lady if Profesor Soy ~e Evanston; l'm from Evanston. tampoco.
either. Pues, yo no soy ~e Chicago Well, l'm not from Chicago tampoco
neither Jones de Wilmette. from Wilmette. ��. sino ~e una ciu~ad cerca
~e-Chicago: ��� but from a city near Chi~ago; de una ciu~a~ cerca ~e-
Chicago from a city near Chicago cerca ~e-Chicago near Chicago 259 S PAN
lSH
= Page 273 =
17.10 12 .�.. prepararle una lecci�n pr�ctica. 11 �... preparar una
lecci�n pr�ctica. 10 ��.� terminarle la carta. 9 ..�. confirmarle la
carta. 8 �... confirmar eso. 7 �..� recomendarle esa-se�orita. 6 ����
recomendarle ese~etal. 5 .��� recomendarle ese-li~ro. 4 �.�. recomendar
ese-li~ro. 3 ��.� recomendarlo. 2 ..�� prepararlo ~oy. l .... terminarlo
ma�ana. 'Por favor, termtnelo ma�ana.' Example: l ..�. terminarlo ma�ana.
phrase to represent a command. Precede each of the following wi th 'Por
fayor ... ' and change the Practice 2. '(Well, O. K., f inish it.')
Your response: Pues, muy ~ien, termtnelo. 2. 'Voy a-terminarlo'. '(Well,
O. K., ask hirn that.)' Your response: Pues, muy ~ien, preg�ntele eso.
Examples: l. 'Voy a-preguntarle eso.' do something. You are to agree
with him, and tell him to go ahead and do it. You will hear your
instructor's voice saying that he is going to Pract ice 1. (Recorded)
l. Commands. (Part 2.) 'l'm not from Chicago, but rather from Evanston.
1 ike to do it.� '1 didn't say that 1 would do it, but rather that
l'd 'Not sentence No. S, but rather No. 7.' Observe: Sino is quite
close in meaning to the English � ... but rather ... ' '1 didn't say
tnat 1 would do it, but 1 will.� use pero: does not contain the
aspect of correcting or contradicting. This one would Notice that the
following sentence, though similar to the ones above, 260 SPANISH
= Page 274 =
17.1l That is, who is the subject? The correct answer appears to the
right. In each of the following sentences, who is performing the action?
Practice 4. Jos� quiere a-S�nchez !efender. Jos� a-S�nchez quiere .
(efender. A-S�nchez quiere iefender Jos�. A-S�nchez Jos� quiere !efender.
Jos� quiere iefender a-S�nchez. S�nchez' 1 following sentences are
possible, and all of them mean 'Jos� wants to defend 'unusual' to you
but not to the Spanish speaker. For example, all of the that sentences
can have the wording changed around into unusual sequences; with a-).
This means, as you will become more aware of this in the future, the
subject (the one without ~-) and which one is not the subject (the one
whenever a sentence contains two human beings, they can tell which-one is
Spanish ears are, of course experienced in the use of this a-, and
'Jos� quiere ftefender a-S�nchez.' The proper way is to say: 'Jos�
quiere iefender S�nchez'. though you might be understood: to say 'Jos�
wants to defend S�nchez' as follows, you would be incorrect even
Therefore, from your point of view as a learner of Spanish, if you
were not the subject.' - grarnmat ical s ignal that says, in effect,
'the person fo llowing this a- is teacher', etc., but not 'car',
'house', 'letter', etc.), a- is used as a Before words which represent
human beings (like 'doctor', 'you', 'the in a grarnmatical meaning before
certain kinds of words. and other times, as in voy �.. a-, with no
meaning. We will now learn its use The 'word' ~ is used in a variety
of ways, sometimes with sorne meaning 2. Personal 'a'. ~-; therefore,
listen for it and, of course, don't fail to use it. The main purpose
of this exercise is to get you accustomed to using Your response: Voy
a-terminarlo ma�ana. l. �Cu�ndo ia a-terminarlo? Example: Answer that you
are going to tomorrow. You will be asked 'When are you going to ?'
Practice 3. (Recorded) 14 terminar esta-lecci�n. 13 terminar la carta
urgente. 261 S PAN ISR
= Page 275 =
17.12 ( No rma 1: 1, 2, 3, 5, 8, 9.) la. Preguntamos Carlos eso. 9.
Les-ofrecimos una fiesta grande. 8. Le-yendimos el carro a-S�nchez. 7.
Escri~ieron una carta a-Nora. 6. Yo recomend� ese-li~ro al profesor. 5.
Yo les-ofrec� un li~ro diferente. 4. �Usted dijo eso a-Jos�? 3. �Qui�n
dijo eso? 2. �Qui�n trajo eso? l. Le-dijimos eso al profesor. (Answers
are below the exercise.) Which of the following sentences are normal to
Spanish speakers7 Pract ice 5. told that to Mar�a. ' eso ~Mar�a', don't
try to say '1 told her that~o Mar�a'. Simply say '1 use le- also. In
translating, just ignore the le-o That is, for 'Le-dije With nouns which
occupy the (__ ~ ) relationship, Spanish speakers normally But this one
is 'incorrect': 'Dije eso a-Mar�a.' This one is also correct: 'Le-dije
eso a-Mar�a.' This sentence is correct: 'Le-dije eso.' This sentence is
correct: 'Dije eso.' 3. Duplication with 'le-'. cenas al-diputado. (el
embajador) la. El embajador le-ofreci� unas resoluciones el diputado. (el
diputado) 9. Al-embajador le-ofreci� dos la se�orita Jones. (la se�orita
Jones) 8. A-los profesores los-guiar� 7. �A-usted le-gusta Mar�a? (Mar�a)
6. �A-usted lo-reci~i� Jos� (Jos�) 5. �Cu�ndo reci~i� a-Mar�a S�nchez?
(S�nchez) 4. �No puede Jos� recomendar a-S�nchez? (Jos�) 3. S�nchez no
puede recomendar a-Jos�. (S�nchez) 2. A-Mar�a defendi� Jos�. (Jos�) l.
Jos� ~efendi� a-Mar�a. (Jos�) 262 SPANISH
= Page 276 =
17.13 You and your friend will be asked 'When are "you-all" going
to ?' Fractice 7. (Recorded) 16. S�, recomend� a-Mar�a. 'Yes, 1
recornmended Mar�a.' 15. Mar�a conoce a-Jos�. 'Mary knows Jos�.' the
teacher.' 14. Jos� va a-preparar~ eso al profesor. 'Jos� is going to
prepare that for (for) G6mez.' 13. Van a-pender~ el carro a-G6mez.
'They're going to sell the car to car. ' 12. S�, Jos� me-~endi6 el
carro. 'Yes, Jos� sold me (or, for me) the usar el carro? use the
car? 11. �Ustei ~a a-permitir~ a-Mar�a 'Are you going to allow Mar�a to
(or, to S�nchez)?' 10. �Usted ~-yendi6 el carro a-S�nchez? 'Did you sell
the car for S~nchez 9. Yo i~a a-Iecir~ eso a-G6mez. '1 was going to
tell that to G6mez.' teacher. ' 8. Voy a-recomendar~ eso al profesor.
'l'm going to recommend that to the you tell Jos� that?' 7. �Uste~ ~-
~ijo eso a-Jos�? 'Did you tell that to Jos�'? or 'Did ya-Nora. to
Nora. , 6. Les-ofrecimos una fiesta a-Mar�a , We oUered a party to
Mar�a and 'We sold the car ' ~S�nchez. 5. Le-pend�mos el carro a-
S�nchez. 'We sold the car for S�nchez' f or yesterday. ' 4. Le-
recomend� eso a-Mar�a ayer. '1 recornmended that to Mar�a eso j'�oy.
(her, you) that today.' 3. S�, se�or. Vamos 'Yes, sir. We're going to
ask him a-preguntar~ to him (her, you)?' 2. �Qui�n va a-recomendarle eso?
'Who's going to recornmend that l. �Qui�n va a-recomendar eso? 'Who's
going to recornmend that?' covered until after you have produced a
suitable translation. What do the following sentences mean? Keep the
English translation Fractice 6. obviously. to most Spanish speakers. These
little 'words' le- and a- are important, 'Le-pregunta;os eso a-Carlos.'
As it stands, No. 10 would be incomprehensible preguntamos a-Carlos eso.'
The word order is more cornmonly arranged as the right meaning. However,
two things are missing: le- and a-: 'Le- Note: Sentence No. 10 appears
to mean 'We asked Charles that', and this is 263 SPAN1SH
= Page 277 =
17.14 8. Creo que aqu� no se-~aila mucho. 7. No se-usa esa frase en
espa�ol. 6. S1, se�or. Se-pueie ir muy f�cil. 5. No se-pue~e ~ecir eso
en ingl�s. 4. No se-pue~e ~ecir eso en espa�ol. 3. No se-~ice eso en
espa�ol. 2. �C�mo se-~a ~e aqu� a Washington? l. �C�mo se-~ice eso en
ingl�s? c. 9. Cre�amos que uste~es eran americanos. 8. Cre�amos que
uste~es i~an ma�ana. 7. Cre�a que no era algo tan importante. 6. Cre�a
que Jos� era colombiano. 5. Cre�a que eran m�s f�ciles. 4. Cre�a que
�~amos a la fiesta. 3. Cre�a que S�nchez i~a ma�ana. 2. Cre�a que era
m�s importante. l. Cre�a que era algo diferente. b. 4. Lo siento, pero
uste~ no tiene raz�n. 3. �Qui�n tiene raz�n, uste~ o yo? 2. No, no
tengo raz�n, es un poco }tif�cil. l. Tiene raz�n; esa-frase es bastante
f�cil. a. carefully; if in doubt, consult the translation that appears
as Part 2. following groups representlvariations of these sentences. Read
these over Based on sentences which you have memorized in the dialogs,
each of the Part l. Variations The 'we were going' form is �~amos. As
in Practice 7, reply 'We were going to ----tomorrow.' they are in the
Pasto You will be asked 'When were "you-all" going to ?' You will be
asked questions similar to Practice 7 except this time Practice 8.
(Recorded) Your response: Vamos a-terminarlo ma�ana. l. �Cu�ndo ~an a-
terminarlo? Example: Reply by saying that both of you are going to
______ tomorrow. 264 SPANISH
= Page 278 =
17.15 4. Where are 'you-a11' from? From Evanston? 3. Are you from
Chicago? 2. Where is S�nchez from? 1. Where are you from? d. 8. 1
think that here one doesn't dance a 10t. 7. You don't (one doesn't)
use that sentence in Spanish. 6. Yes, sir. You can (one can) go very
easily. 5. You can't (one can't) say that in English. 4. You can't (one
can't) say that in Spanish. 3. You don't (one doesn't) say that in
Spanish. 2. How does one go from here to Washington? 1. How do you
say that in Eng1ish? c. 9. We thought 'you-al1' were Americans. 8. We
thought 'you-a11' were going tomorrow. 7. 1 thought it wasn't anything
(something) so important. 6. 1 thought Jos� was Colombiano 5. 1 thought
they were easier. 4. 1 thought we were going to the party. 3. 1
thought S�nchez was going tomorro~. 2. 1 thought it was more important.
1. 1 thought it was something different. b. 4. 1 am sorry, but you
are not right. 3. Who's right, you or me (1)? 2. No, l'm right; it
is a litt1e difficult. 1. You're right; that sentence is pretty easy. a.
wi11 notice that these are exact1y the same as the sentences of Part
1.) quick1y and without hesitation when ca11ed upon by your instructor.
(You Study these sentences carefu11y. Be prepared to produce these Part
2. 5. �A qu� parte ia usted? 4. �En qu� parte quiere estuiiar usted?
3. �De qu� parte son usteies? 2. �En qu� parte de Venezuela est�
Caracas? 1. �De qu� parte es usted? e. 4. �De iande son usteies? �De
Evanston? 3. �Es ustei ie Chicago? 2. �De i�nde es S�nchez? lo �De
�ande es usted? d. 265 S PAN ISH
= Page 279 =
17.16 5. We're not from here; we're from Philadelphia. 6. Are you from
Arizona? what part are you and your wife from? 4. Are you and your wife
from here? l. Fr~m what part are you? 2. From what part are you-all?
3. From How would you say the following utterances? Pan l. Applications
5. despu�s later, afterwards 4. nuestro our 3. nunca never or ever 2.
sal'ie: he-forro of 'knowing' 1. lejos : far, distant Answers: 5. 4. 3.
2. 1. New word Meaning: understood correctly. its meaning. The correct
answers appear below for you to make sure you have Try to write this
new word in the blank Space, and to the right, write should be obvious
to you from the way it is used. Among these sentences there is a new
word. The meaning of this new word For each of the following numbers
you will hear several sentences. Part 4. New vocabulary. (Recorded) know
of any that you are not sure of. Listen to the following utterances.
Be sure to let your instructor Part 3. Comprehension. (Recorded) 5. To
what part are you going? 4. In what part do you want to study? 3.
From what part are 'you-all'? 2. In what part of Venezuela is Caracas?
l. From what part are you? e. 266 SPANISH
= Page 280 =
17.17 l. �C�mo se-llama uste~? experience. same sort of answer for your
instructor, an answer related to your own The following questions concern
your own life. Be prepared to produce Part 2. knows S�nchez very well.
60. No, sir; 1 never was going to ask you that. 1 was going to ask
Jos� that. 58. 1 know G�mez very well. 59. G�mez but now 1 don't want
too 56. Yes, 1 was going to ask him that. 57. Yes, to sell him my
car, but now 1 can 't. ~. 1 was going to sell Jos� my car, su. 53.
l'm going to sell my car to Jos� (similar also). 54. 1 was going Mar�a
( ... escri~ir~ a-Mar�a.) ~. l'm going to ask S�nchez (similar to # to
write her. 50. l'm going to write her a letter. ~. l'm going to write
that today. 48. 1 don't intend (plan) to write Jos� today. 49. I'm
going 46. 1 don't plan to defend Nora today. 47. 1 don't intend (plan)
to recornmend 44. l'm not going to decide that today. 45. 1 don't plan
to sell my car today. 42. l'm not going to defend Jos�. 43. l'm not
going to recornmend Jos�. 40. l'm not going to write Jos�. 41. l'm not
going to receive Mar�a. Nora. 38. 1 don't want to offend Mar�a. 39.
l'm not going to sell my caro prepare it. 36. 1 want to write a
letter. 37. 1 don't want to defend ll. Well, recornmend it. 34. 1 want
to prepare this today. Well, ~. ever. 31. 1 never understand the
exercises. 32. 1 want to recornmend that. not going to defend her ever,
either. 30. He is not going to sell his car to defend her? 28. No,
l'm not going to defend her ever. 29. And 1 am don't go ever. 26. l'm
not going to sell my car ever. ~. Are you going what that means
either. 24. S�nchez always goes, but 1 never go. 25. 1 lesson. 1 never
know what that phrase means. 23. Nora doesn't know ~. Jos� know
everything? 20. Do you know everything? 21. 1 never know the 18.
Swarthmore is not far from Philadelphia; it is very close. 19. Does
Spanish. 16. 15 Swarthmore far from Philadelphia? 17. No, it is close.
one use that phrase in Spanish? 15. No, one doesn't use that phrase in
12. 1 don't know how one says that. ll. 1 think it doesn't existo 14.
Does difficult, but rather, easy. 11. How does one say that in Spanish?
9. 1:0, Caracas is not in Colombia, but rather in Venezuela. 10. That
is not 7. No, l'm not from Arizona, but from California. 8. 15 Caracas
in Colombia? 267 SPAN1SH
= Page 281 =
17.18 Spanish? Drop dead! ---You're right: Spanish. Do you want to study
Spanish with me? Spanish?! ---Spanish. Study what? ---I'm going to study.
Ri, Joe! Where're you going? ~. conversation: Be prepar~d to be engaged
by your instructor in the following Part ~. 25. �Nuestro-profesor es
colombiano? 24. �Como se-llama nuestro-profesor? 23. �Uste~ conoce a-
nuestro-profesor? 22. �Uste~ nunca sa~e la lecci�n? 21. �Uste~ siempre
sa~e la lecci�n? 20. �Qu~ ya a-estu~iar ma�ana? 19. �Uste~ ya a-estu~iar
a~ora o ~espu�s? 18. �Qu� piensa estu~iar? 17. �Uste~ piensa estu~iar
~oy? 16. �Uste~ sa~e la lecci�n de ~oy? 15. �Qu~ estu~i� uste~? 14.
�Uste~ estu~i� ayer? 13. �D�nde est� su-apartamento? 12. �Su-apartamento
est� lejos ~e-aqu�? 11. �En qu~ parte ~e esta ciu~a~ est� su-
apartamento? 10. �Y su-esposa(-o)? 9. �De ~�nde es uste~? 8. �D�nde
est�(n) su(s)-~ijo(s)? 7. �D�nde est� su-esposa (-o)? 6. �Uste~ tiene
~ijos o ~ijas? 5. �Cu�ntos ~ijos tiene? 4. �Uste~ tiene ~ijos? 3. �Como
se-llama su-esposa (-o)? 2. �Es casa~o (-a)? 268 SPAN1SR
= Page 282 =
17.19 END OF UNIT 17 l'm going to prepare it latero Because 1 don't
have time now. \>''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 est�. lE these
characteristics are in expressing characteristics which S2anish insists on
differen- 7. That is, when you are talking about something, you are
involved (est�) 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 est� 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 (est�) 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 est� 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 est�.) '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. (est�) Jos� is
limping. (est�) Jos� is i11. (es) Pedro is a smart student. (es) Marta
is a pretty girl. 9. What verb would Spanish speakers use in the
following? (est�) 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: �Mar�.a es
una estuliante ~uena? 17. A girl-student would speak of herself as una
estudiante ~uena. (st, soy un estu�iante ~ueno.) S�., �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 est� in thoughts like these: This is
the origin for the where of something, and it is responsible -- the
verb est� 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 �Qu� ~onita ;;t�
usted'=Is a reference to how pretty �Que Bon~ta es ustee' = 'How pretty
you are!' �Qu� ~onita est� usted!, it's all right: he is being
complimentary. is flirting. lf he should say, as he should in good
behavior, �Qu� ~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: �Qu� 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.' (�Qu� 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.' (�Qu� es uste�!7) 27. Ask your teacher what he is. (Soy
colombiana.) 26. Give us her re,lly: 'l'm a Colombian.' (�.;Ju� 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.' (�:;>u� 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 �Qu� es uste�!? (No, no soy malo.) 21. G�ve 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 Jos�. ' ) Jos�?
41. \-.1hat other English word�ng could l,e used for La que llaLla con
(La que ~aila con Jos�.) 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 pendi� el carro .�� car .��� , what
is the meaning of this? 36. If El se�or que yendi6 el carro ��� means
'The man who sold the ('The lady who wrote the letter ..� ') La
se�ora que escri~i6 la carta ��� 35. I.hat does this mean? ('The man
who sold the car ..� ') El se�or 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.' (� \lu� 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 (Mar�a y yo somos las que ~amos.) going' ? 58. Nora is speaking.
How would she say 'Mar�a and 1 are the ones (Jos� y yo somos los que
~arnos.) 57. Say this one: 'Jos� and 1 are the ones going.� (Jos� y
yo somos los que tenemos que-�il'ecirlo.) it. t 56. Make a guess with
this one: 'Jos� 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.' (Mar�a y Nora son las que ~an.) 48. How would you say 'Mar�a
and Nora are the ones who are going'? (Mar�a es la que ~a a-
prepararlo.) 47. How would you say 'Mar�a is the one who is going to
prepare it'? (Jos�'s the one who is going to write the letter.) Jos�
es el que ~a a-escri~ir la carta. 46. What would this mean? 276
SPANISH
 = Page 290 =
18.7 �Aqu� en Washington? Here in Washin&ton? Jones Bien. Sr. Jones,
�d�nde �filIe liste'? Fine. Mr. Jones, where do YOli live? Jones que
~�nde ~i~e. he 1 ives. Se�ora Williams, preg�ntele al Sr. Mrs.Williams,
ask Mr. Jones where vi,;e living (he-form, present) Profesor Precisamente.
Precisely. Nancy entonces then �Ah, per~�n! 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
�Cu�l es el n�mero 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? N�mero 2247. At 2247.
n�mero 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 Jos�. 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 Jos�. 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-Jos�. 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 ma�ana. 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 ma�ana. 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 (~-recomend� eso.) 2. 1 recommended that to him. (Recomend� 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 Jos�. 14. 1 want you to recornmend me your caro 13. 1 want you to
recornmend your apartment to Jos�. 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-G�mez l a-su-~ija.) 18. 1 told
that to G�mez and his daughter. (Les-confirm~ eso a-Jos~y a-G�me~.) 17. 1
confirmed that for Jos~ and G�mez. (Les-pregunt~ eso a-Mar�a ya-Nora.)
16. 1 asked Mar�a and Nora that. (Le-pregunt~ eso a-Maria.) 15. 1 asked
Mar�a 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~� una carta a-~r�a.) 10. 1 wrote Mar�a a letter. (Le-escri~�
una carta.) 9. 1 wrote her a 1etter. (Escri~� una carta.) 8. 1 wrote
a 1etter. (Le-recomend~ ese-apartamento a-Nor~.) 7. 1 recommended that
apartment to Nora. (Le-recomend~ eso a-Mar�a.) ---6-.-1 recommended that
to Mar�a. (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. Jos� es el que no pueJile ir. 22. Jos� es
el que i)6a a-Jilecir eso. 21. Yo soy el que no quiere que usteJil
prepare eso Jilespu�s. 20. Yo soy el que quiere que usteJil termine
~oy. 19. Yo y Jos� 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. Jos� y S�nchez no
son los que dijeron eso. 12. Yo soy el que i)6a. 11. Jos� 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 Mar�.a. 7. Jos� 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 Jos�. 2. Yo soy el que }la. 1- �Cu�l ?-La que )6a ila
con Jos�. 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. Jos� is the one
who can't go. 22. Jos� 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 Jos� 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. Jos� 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. S�nchez said it. 21. When did S�nchez say it? 22. He
Nora brought it. 17. Did you say that? 18. No, 1 didn't say it. 19.
Who 14. Jos� brought her. 15. 'Who-all' brought S�nchez' car? 16. Jos�
and that? 12. Jos� 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. pa�.s
'country' ~. Estallfos Ur�i�ilos 'United States' 3. estaf/To 'state' 2.
casa 'house' lo peque�a '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. �Est� lejos .de-Washington? 7. �Es una ciu.da.d grande o
peque�a? 6. �Cu�l es la capital de su-esta.do? 5. �De q~ parte .de los
Esta.dos Uni.dos es usted? 4. �Cu�l es la capital del pats? 3. �Ese
pats tiene 'esta.dos'? 2. �Es un pats grande? l. �A cu�l 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 ma�ana por la and not with 'ma�ana por la tarde. ' 53.
You're right. 1 have to say one can't say that. 51. Why? 52. Because
one uses 'estu,di�' with'ayer' 49. I asked you (:) if you studied
ma�ana por la tar,de. 50. Pardon me, but 47. Did you study'ma�ana por
la tarde?' 48. Pardon me, I don't understand. does one say Itomorrow
afternoon'? 46. One says 'ma�ana 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. S�nchez is in his office? A:
tions: Be prepared to be engaged by your instructor in the following
conversa- Part 3. 20. �Qu� trajo usted a la clase? 19. �Ustei prepar�
to~os los ejercicios? 18. �Cu�nto estu~i�? 17. �Cu�ndo estu~i6 ustei
ayer? 16. �Uste~ piensa yiyir en esa-casa mucho tiempo? 15. �Cu�l es el
n�mero de la casa? 14. �En qu� calle? 13. �En que ciu~ai est� su
casa? 12. �La casa es grande? 11. �Usted vive en una casa? la. De
esas ios ciudaies, �cu�l est� m�s cerca ~e-Washington? Los Angeles? 9.
�Cu�l ciu~a~ est� m�s 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-)�ic imos.) 10. Say 'He said that we did it.' (Dijimos
que 10-)�icimos.) 9. Now say 'We said that we did it.' resemb1ance to
dijimos. 8. 'We did' is )�icimos. Notice that there is sorne (�Uste~
lijo que yo lo-)�ice?) 7. Say 'Did you say that 1 did it?' (Jos� iijo
que yo 10-)�ice.) 6. Say 'Jos� said that 1 did it.' (�Me-pregunt6 si
lo-)�ice?) 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-)�ice ayer.) 3. Say '1 did it yesterday.' (Lo-)�ice. ) 2.
Say'Ididit.' same as dice without the 'd': '()�)ice'. 1. '1 did' is
')�ice'. The pronunciation oE )�ice is the INTRODUCTION UNIT 19 SPANISH
289
= Page 303 =
19.2 (Jos� lo-~izo, creo.) 29. Say, 'Jos� 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 Engl�sh '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 ma�ana; ~�galo ~oy.) 40. Say,
'Don't do it tomorrow; do it today.' (~�galo ~oy, no ma�ana.) 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 ma�ana.) 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 ma�ana.) 33. Sayo
doesn't want to do that until tomorrow. 'H~ , (No "'amos a-~acer eso
~asta ma�ana.) 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 (�Cu�les ni�os ~icieran eso?) c. Which children did that7 (1)lan a-
preguntarle ~oy.) b. They were going to ask him today. (�Nos pregunt�
si �)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-pregunt� si �)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 (�-)lan)
'They were going' �)lamos (�-)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.' (S�, pero tengo que-ir ma�ana.) 48. Say,
'Yes, but 1 have to go tomorrow.' (Aca)la ~e- ir. ) 47. Say, 'He has
just gone.' (�Mar�a quiere ir con uste~?) 46. Ask, 'Does Mar�a 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? (�Cu�les ni�os 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 despu�s 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, se�ora 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, �Cu�l es el
n�mero 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 ~�nde es �l? 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 S�, 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
ma�ana 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-ma�ana 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!�a morning: la ma�ana 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-ma�ana? 7. a. �Qui�n terrn�n6 a las ocho? m�s
temprano. Term�n� a las siete. b. Estu,J�� anoche, pero no a la
meiianoche. Term�n� 6. a. �Uste? estuii6 anoche a la meiianoche? b. Lo-
prepar� este-mei�oi�a. 5. a. �Cu�ndo prepar6 ustei el ejercicio n�mero
ocho? b. Por la ma�ana. 4. a. �Por la ma�ana o por la tarie? b. Voy
a-estui�arla ma�ana. 3. a. �Cu�ndo ya a-estuiiar la lecci6n c�nco? b. La
estuii� ayer por la ma�ana. 2. a. �Cu�ndo estui�5 la lecc�6n cuatro? b.
Estudi� mi-lecc�6n ayer por la tarie. l. a. �Usted estuii5 la lecc�5n
anoche o esta-ma�ana? What do the follow�ng mean? If in doubt, consult
Pract�ce 6. Practice 5. you adopt ~ as your standard form.) ~ �s used
and accepted �n all areas, we are recornmending that and in these areas
�t would be better for you to use~. Since 'corrupt�on' brought on by
the influence of the Engl�sh language), th�s use of en for ~ �s
regarded as an anglicism (�.e. a in all of the day's div�s�ons.
However, in G few other areas la ma�ana. They frequently, though not
always, use ~ for ~ hear people frequently say ma�ana en la ma�ana, for
ma�ana ~r (Note: In most areas of the Spanish-speaking world you will
ayer ~ la tarde 'yesterday afternoon' ma�ana ~ la tarde 'tomorrow
afternoon' ayer ~ la ma�ana 'yesterday morning' ma�ana ~ la ma�ana
'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. perd�n. Prepar� cuat ro por la noche. 20. a. Ah, pero yo le-
pregunt� a-usted que cu�ntos prepar� 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-prepar� t000S. 18. a. Ayer por la noche; anoche. b.
�Cu�ndo? �Ayer o anoche? 17. a. �Cu�ntos ejerc ic ios prepar� usted? b.
Creo que estu0i� ,d'os ;{oras tambi�n. 16. a. Por la tarde. b. �Por la
ma�ana, por la tarde, o por la noche? 15. a. Ayer. b. �Cu�ndo? �Ayer o
~oy? 14. a. �Cu�ntas ~oras estudi� Jos�? b. No s�. Dos, creo. 13. a.
�Cu�ntas ~oras estudi� usted anoche? b. No s�. Estuiiar, creo. 12. a.
�Qu� piensa esta-noche? ~acer uste~ b. Lo-traje ayer por la tar0e. 11.
a. �Cu�ndo trajo, uste0 el del profesor? b. No, al medi00ta. ~oy la.
a. �Al meiioita o ma�ana? ~oy b. Pienso traerlo al mediodta. 9. a.
�Cu�ndo ya uste~ a-traer mi-li~ro? siete. b. Jos� termin� anoche a las
ocho. Pero yo termin� 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 Jos� 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. Jos� 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 C�. 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. �C�mo se-~ice 'quite a bit' en espa�ol? 13. �Claro! Pero
tengo que preguntarle eso a-Jos�. lo-entiendo ~ien. 12. �Ya lo-creo!
Tengo que-preguntarle eso al profesor porque no 11. �Uste~ tiene que-
preguntarle eso? 10. Mi apartamento est� en el tercer piso. Es el
n�mero tres-siete-cinco. 9. �Cu�l es el n�mero de su-apartamento? ~e
Houston. 8. En los Esta~os Uni~os, vipo en una casa peque�a cerca ~e
la ciu~a~ 7. �En qu� piso yipe uste~? �En el tercer-piso? 6. �Uste~
piye en una casa de apartamentos? 5. �C�mo? No entend�. No entend� lo
que ~ijo. 4. �De ~�nde 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 Jos� 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 �s on the third floor. lt' s number (el n�mero) 9. What
(use cu�l) 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. d�dn'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. lecci�n
tres. 26. s�. Despu�s ~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 cu�ndo vamos a-preparar los ejercicios? 22. Voy a-
estu~iarla esta noche, creo. 21. �Cu�ndo piensa estu~iar la lecci�n
nueie? 20. No, no es ~if�cil. Pero no es tan f�cil tampoco. 19. S�,
me-gusta bastante, pero creo que es un poco ~if�cil. 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 G�mez that 1 want
office after 5:00 (despu�s de las 5:00). 43. Tell S�nchez that 1 go to
my off ice at s:eo. 42. Tell Jos� that 1 want to go to my want to
leave early. 41. Tell Maria'(D�gale a-Mar�a) that 1 want to Maria
(Preg�ntele 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 d�dn't say it, but she wants ~.
The one who was going this afternoon is the teacher. ~. Do you know
if who went. 34. Mar�a is not the one who was going this afternoon.
32. Jos� is the one who brought that. 33. Jos� is the one don't want
to leave early. 31. Mar�a 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 (cu�l) 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 (cu�l) 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 (cu�l) 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 m�s temprano. 3. Preg�nte 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
S�nchez made the three exercises? you know if Nora finished? 56. 1
don't know, but 1 think she has just Jos� 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. �Cu�ntas pala~ras sa~e ustei? �Sa~e muchas? �Sa~e
poc~? �Sa~e 19. �D6nde estuii6? 18. �A qu� hora termin� la lecci�n? 17.
�cu�ntas ~oras estuii6? 16. �Cu�nto estuii6? �Mucho? �Poco? �Bastante? 15.
�Ustei estuii6 anoche? 14. �Ustei est� triste Moy? �Por qu�? 13. �Por
qu� est� (o no est�) contento? 12. �Est� ustei contento Moy? 11.
�Cu�ndo piensa salir? 10. �Sa~e ustei a cu�l pats piensa ustei ir? 9.
�D6nde est�n los Mijos? 8. �Cu�ntas Mijas tiene? 7. �Ustei tiene Mijos?
Cu�ntos? 6. �C6mo se-llama el pap� ie su-mam�? 5. �C�mo se-llama la
mam� de su-pap�? 4. �C�mo se-llama su-pap�? �Su-mam�? 3. y su-esposa
(esposo), �c6mo se llama? 2. �Ustei es casa~o (casaia) o soltero
(soltera)? l. �C�mo 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-S�nchez y a-G�mez. 8. Quiero preguntarle al profesor
eso. 7. Preg�ntele a-Jones i6nde est� 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; ~�galo ~espu�s.) 7. Now say, 'Don't write it now; do it later.'
(~�galo ~espu�s.) 6. Say, 'Do it later.' (No lo-escri~a.) 5. Say, 'Don't
write it.' (permita) perm� t �r : __ (decida) decid�r: __ (rec�~a)
rec�~ir: _ (venda) vende r : __ (escr�~a) escr�~ir: __ 4. Give the
command form of the following verbs: -a as the f�nar-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 ma�ana por la tar~e. ) h, '1 want you
to do it tomorrow afternoon. , (Quiero que uste~ le-~iga eso ma�ana por
la ma�ana.) g. '1 want you to tell her that tomorrow morning. , (Quiero
que uste~ le-~iga eso ma�ana.) 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 ma�ana.) ~e e. '1 want you to defend her before tomorrow. ,
(Quiero que uste~ lo-entienda ~espu�s ~e ~oy.) b. '1 want you to
understand it after today. , (Quiero que uste~ lo-entienda ~espu�s.) a.
�1 want you to understand it afterwards. , 20. Say the following: (~�galo
antes ~e las 5:00.) 19. Sayo 'Do it before 5:00.' (Tr�iga10 ~espu�s de
las 5:00.) 18. Say, 'Bring it after 5:00.' (Tr�igalo ~espu�s.) 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 ma�ana.) 15. Say, 'Don't
bring it before tomo.row.' (Si quiere, tr�igalo a~ora y ~�galo ~espu�s.)
14. Say, 'lf you want to, bring it now and do it later.' (Tr�igalo
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 (Prep�renles diez frases.) 34. Say to two p~ople, 'Prepare ten
sentences for them.' (Prep�reles diez frases.) 33. How would you say,
'Prepare ten sentences for them'? (Por favor, tr�iga~ una lecci�n f�cil
ma�ana.) tomorrow'? 32. How would you have said, 'Please, bring us an
easy lesson (Por fayor, tr�igame una lecci6n f�cil ma�ana.) 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' (Prep�renle 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 (Prep�renme la lecci�n ocho.) 27. How would he tell
the class to prepare lesson eight for him? (Preparen esta-lecci�n.) 2~
How would he tell the class to prepare this les son? (Tr�iganme la
lecci6n cinco ma�ana.) 25. How would he tell the class to bring him
lesson five tomorrow? (Traigan la lecci6n cinco ma�ana.) 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 (Prep�renlo
esta-tar~e.) 22. Tell Nora and Mar1a to prepare it this afternoon.
(Traiga~-) _______ -10 ma�ana.' '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, Tr�igalo ma�ana. 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 espa�ol.) 48. Say, 'Our teacher wants us to write him a
letter in Spanish.' (Jos� quiere que ~igamos eso.) -47. Say, 'Jos� wants
us to say that.' (Quieren que ~agamos eso a~ora.) 46. Say, 'They want
us to do that now.' ,Jos� quiere que lo-traigamos esta-noche.) 45. How
would you say, 'Jos� 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 (Jos�
quiere que yo le-~iga qui�n lo-~izo.) 43. Say, 'Jos� wants me to tell
him who did it.' (Jos� quiere que yo le-~iga eso.) 42. Say, 'Jos� 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.' (Jos�
quiere que yo le-escri)la una carta.) 40. Say, 'Jos� wants me to write
him a letter. , (Jos� quiere que yo le-traiga cinco.) 39. Sayo 'Jos�
wants me to bring him five. ' (Jos� quiere que yo traiga cinco. )
'Jos� 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 espa�ol.) 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-
Jos� a la fiesta.) party. 59. Tell Nora that you don't want her to
bring Jos� to the (No traigan a-Jos� esta-noche.) 58. Tell S�nchez and
G�mez not to bring Jos� tonight. (~-Jos~) 57. What is missing in No.56?
(No. ) No traigan Jos� esta-noche. bring Jos� tonight? 56. 1s this the
way to tell S�nchez and G�mez not to (�Jos� quiere que le-traigamos el
carro?) 55. Say, 'Does Jos� 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 c�nsul cons ul va a-ser going to be ser , be i ng , ( n � f � )
�2u� clase de tra~ajo hace? What kind oi work does he do? hace 'doing'
(he-form, Pres.) de tral6ajo of work qu� 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-pregunt� eso ayer ... 1 asked him that
yesterday �.� (Jones acaba de-preguntar � �De d�nde es �l ?') New
material. Review. DIALOG 316 SPANISH
= Page 330 =
20.7 Ah, entonces no ~ay pro)�llema. Oh, then there isn't any problem.
no )'�ay pro)�llema there isn't any problem pro)Hema problem no ~ay there
isn't ~ay the re is Jones ... y �l es uni�lersitario. . .. and he's
in college. uni�lersitario university-level student Bueno, s�lo tenemos uno
... well, we only have one. " uno one s�lo only �Los-lleyan a Chile?
Are you taking them to Chile? lleyar 'taking' (n. f.) the children? Y,
�qu� van a-~acer con los ~ijos? And what are you going to do w ith
van a-i'�acer going to do (they-form) Jones Grac ias. Thank you. �Ah,
s�? �Los-felicito! Really? CongratulatLons! Los-felicito 1 congratulate you
felicitar 'congratulating' (n. f.) Jones en Santiago. in Santiago. El ya
a-ser C�nsul General He's going to be Consul General C�nsul General
Consul General SPANISH 317
= Page 331 =
20.8 2l. usar Usenlo ma�ana. *20. venir (veng-) Vengan ma�ana. 19.
reci)!Sir Rec�)!Sanlo ma�ana. 18. traer Tr�iganlo ma�ana. 17. decifl!ir
Dec�fl!anlo ma�ana. 16. l<acer 1i�ganlo ma�ana. 15. preguntar Preg�ntenlo
ma�ana. 14. permitir Perm�tanlo ma�ana. 13. recomendar Recomi�ndenlo
ma�ana. *12. ir (vay- ) Vayan ma�ana. ll. ofrecer (ofrezc- ) Ofr�zcanlo
ma�ana. 10. decir D�ganlo ma�ana. 9. vender V�ndanlo ma�ana. 8. escri)!
Sir Escr�)!Sanlo ma�ana. 7. defender Defi�ndanlo ma�ana. 6. lle)"ar
( 'take' ) Ll�)"enlo ma�ana. 5. preparar Prep�renlo ma�ana. 4. estufl!iar
Est�fl!ienlo ma�ana. 3. creer Cr�anlo ma�ana. *2. salir. (salg-) Salgan
ma�ana. 1. aceptar Ac�ptenlo ma�ana. self to be sure. (Those marked with
'*' cannot use -10.) correct form is at the right, should you feel
that you need to check your- issue a command to two people. Use -lo
and ma�ana with your command. The a few that do not suit this exercise.
Take each neutral form below and The following is a list of all the
verbs that you have learned except Pract ice 1. 1. General practice.
Practice and Observations 318 SPANISH
= Page 332 =
20.9 Quiero que uste~es ~igan eso. Quiero que Nora y Mar�a traigan eso.
The they-form simply adds -n: Jos� quiere que yo recomiende eso. Quiero
que uste~ recomiende eso. forms of the command. The 1- and he-forms are
the same: As you observed in the introduction to this Unit, there are
four 2. Commandforms. (Cont'd.) aceptar ... �Usted quiere que lo-acepte
ma�ana? Example: each one of these. Finally, using the same list, ask
your boss if he wants you to do Practice 4. aceptar Quiero que lo-
acepte ma�ana. Example: one persono Again using the list of Practice 1,
issue a softened command to Practice 3. aceptar No lo-acepten ma�ana.
Example: negative cornmand to the two people. Run through the list of
Practice 1 again. This time, issue a Practice 2. 24. confirmar
Conf�rmenlo ma�ana. 23. terminar Term�nenlo ma�ana. 22. entender (entiend-)
Enti�ndanl0 ma�ana. 319 SPAN1SH
= Page 333 =
20.10 or: l want you to make two exercises for me. 3. 1 want you to
make me two exercises. 2. Jos� wants Mar�a to say it. l. The teacher
wants us to do it tomorrow. 5. Practice saying these in Spanish. lf in
doubt, consult Practice Practice 6. 15. '�Qui�n trajo eso? No quiero que
S�nchez traiga eso. , 14. '�Qui�n dijo eso? No quiero que Jos� ~iga
eso. , 13. '�Qui�n ~izo eso? No quiero que uste~ ~aga eso. , 12.
'Quiero que (uste~es) ~agan eso ma�ana por la ma�ana. , 11. 'El profesor
quiere que ~agamos eso ma�ana por la noche.' 10. '�Oigan, S�nchez y
Jos�!' 9. '�Oiga, S�nchez!' 8. 'S�nchez ~ice que Mar�a quiere que uste~
lo-traiga ma�ana.' 7. 'S�nchez ~ice que Marta quiere traerlo ma�ana.' 6.
'Jos� ~ice que Mar�a quiere que ~agamos eso ~oy. ' 5. 'Queremos que
(Nora y Mar�a) nos-preparen siete.' 4. 'Quiero que (uste~) me-prepare
tres.' 3. 'Quiero que (uste~) me-~aga ~os ejercicios.' 2. 'Jos� quiere
que Marta lo-~iga.' l. 'El profesor quiere que lo-~agamos ma�ana.'
thoughts, what would you be saying? lf in doubt, consult Practice 6. lf
you were speaking Spanish and saying each of the following Pract ice 5.
Marta quiere que nosotros entendamos eso. Jones quiere que nosotros
recomendemos a-Jos�. S�nchez quiere que nosotros ~efendamos a-Marta.
entender do not have -ie-: The we-form of irregular verbs like defender,
recomendar, and 320 SPANISH
= Page 334 =
20.11 28. 'Si yo era el q"e i~a a-��acerlo, entonces �por qu� no 10-
��ice7' 27. 'Yo soy el que quiere que usteld lo-��aga.' 26. '�Cu�ndo
quiere usteld que (yo) lo-Idiga?' 25. '�Usteld quiere que (yo) lo-
traiga?' qu� no lo-trajimos?' 24. 'Si nosotros �ramos los que tbamos a-
traerlo, entonces �por lo-��izo?' 23. 'Si S�nchez era el que i~a a-
��acerlo, entonces �por qu� no 22. 'Si Jos� era el que i~a, entonces
�por qu� no fue?' 21. 'Yo creta que Jos� era el que i~a.' 20. 'Jos�
es el que il:la a-recomendar eso.' lo-traiga. , 19. 'Jos� es el que
il:la a-traer eso. Pero, a��ora, no quiero que lo-Idiga. ' 18. 'Jos� es
el que il:la a-Idecir eso. Pero, a��ora, no quiero que 17. 'Yo soy el
que ��izo eso. No quiero que ustefl!' lo-��aga. ' fl!'igan eso. ' 16.
'Jos� y yo somos los que fl!'ijimos eso. No quiero que ustefl!'es (More
of the same. If in doubt, consult Practice 8.) Practice 7. 15. Who
brought that? 1 don't want S�nchez to bring that. 14. Who said that? 1
don't want Jos� to say that. 13. Who did that? 1 don't want you to
do that. 12. 1 want'you-all' to do that tomorrow morning. 11. The
teacher wants us to do that tomorrow night. la. Rey, S�nchez and Jos�!
9. Rey, S�nchez! 8. S�nchez says that Marta wants you to bring it
tomorrow. 7. S�nchez says that Marta wants to bring it tomorrow. 6.
Jos� says that Marta wants us to do that today. or: We want them to
prepare seven for uso 5. We want thern to prepare us seven. or: 1
want you to prepare three for me. 4. 1 want you to prepare me three.
321 SPANISR
= Page 335 =
20.12 O) 2. Jos� quiere que lo-I'lagamos. l. Jos� quiere que nosotros
lo-l'lagamos. a. Which one means 'Jos� wants US to do it '? in normal
discourse. emphasis. That is, except for emphasis, these words are not
used As explained in Unit lO, these words are used usually to convey 3.
Use of 'rol, 'nosotros', etc. 30. Do you want us to defend her today?
29. Do you want us to recommend Jos�? 1 do it? 28. lf 1 was the one
who was going to do it, then why didn't 27. l'm the one who wants
you to do it. 26. When do you want me to say it? 25. Do you want
me to bring it? did we not bring it? 24. lf we were the ones who
were going to bring it, then why didn't he do it? 23. lf S�nchez was
the one who was going to do it, then why 22. lf Jos� was the one
going, then why didn't he go? 21. 1 thought(:) Jos� was the one who
was going. 20. Jos� is the one who was going to recommend that. 1
don't want him to bring it. 19. Jos� is the one who was going to
bring that. But, now, don't want him to say it. 18. Jos� is the one
who was going to say that. But now, 1 17. l'm the one who did that.
1 don't want you to do it. to say that. 16. Jos� and 1 are the ones
who said that. 1 don't want 'you-all' (More of the same. lf in doubt,
consult Practice 7.) Practice 8. 30. '�Uste~ quiere que la-~efendamos
~oy?' 29. '�Uste~ quiere que recomendemos a-Jos�?' 322 SPAN1SH
= Page 336 =
20.13 toward the person addressed by you. Therefore, your use of uste~
does carry the connotation of respect to be learned later). b. The
'familiar' way, expressed with t� (a form this is expressed with uste~.
a. The 'polite' way, showing also 'respect'; are two ways of addressing
people in Spanish: for this preference, but perhaps the main one is
social. There than discouraged. There are probably other factors that
account On the other hand, the use of uste~ is to be encouraged rather
ity, for clarification. except for emphasis or, if you think there is a
possible ambigu- a given sentence. If this is bothering you, simply avoid
them use 'yo', or 'nosotros', or any of the other subject pronouns in
Students are often bothered by the matter of whether or not t~ (no) -
yo lo-~aga. f. However, is there any confusion here? Jos� quiere que
(me) ? her you 'Jos� wants him to do it.' lo-~aga. e. Complete the
possible meanings of Jos� quiere que ('you-all' ) 'Jos� wants ? todoit.'
d. But Jos� quiere que uste~es lo-~agan can only mean: (them) 'Jos�
wants 'you-all' (or, ____ ? ) to do it.' c. The sentence Jos� quiere
que lo-~agan may mean: For example: However, these words are al so used
to avoid ambiguity. (2) 2. Jos� quiere que yo lo-~aga. l. Jos� quiere
que lo-~aga. b. Which one means 'Jos� wants ME to do it'? SPANISH 323
= Page 337 =
20.14 (Mar�a y yo somos los que queremos que Bill vaya.) 13 .��. that
you and Mar�a are the ones who want (:) Bill to go. (Mar�a y yo
somos los que queremos 11eWar10.) 12 .. ,. that you and Mar�a are the
ones who want to take it. (Mar�a y yo somos los que lo-trajimos.) 11
�... that you and Mar�a are the ones who brought it. (Yo soy el que
quiere que permita eso.) 10 ���� that you are the one who wants (:)
him to perrnit that. (Yo soy el que quiere que uste0 10-0eci0a.) 9
���� that you are the one who wants (:) him to decide. (Yo soy el
que quiere que S�nchez lo-prepare.) 8 ���� that you are the one who
wants (:) S�nchez to prepare it. (Yo soy el que quiere que Nora lo-
traiga.) 7 �. ,. that you are the one who wants (:) Nora to bring
it. (Yo soy el que no quiere que Nora lo-traiga.) 6 .... that you are
the one who doesn't want (:) Nora to bring it. (Yo soy el que no
quiere traerlo.) 5 .... that you are the one who doesn't want to bring
it. (Yo soy el que lo-trajo.) 4 ... , that you are the one who
brought it. (Yo soy el que no pue0e ir.) 3 ..�. that you are the one
who can't go. (Yo soy el que quiere ~acerlo.) 2 ..�. that you are the
one who wants to do it. (Yo soy el que quiere ir.) l ���� that ycu
are the one who wants to go. Tell him: Imagine that Jos� is with you
and that you are talking to him. Practice 9. Part l. Variations 324
SPANISH
= Page 338 =
20.15 Arnong these there will be a new word. Write these new words in
the spaces For each of the following numbers you will hear several
sentences. Part 3. New vocabulary. (Recorded) know of any that you are
not sure of. Listen to the following utterances. Be sure to let your
instructor Part 2. Comprehension. (Recorded) right answer. Spanish. Produce
your response before your instructor's voice confirms the You will hear
instructions in English to get something said in Practice 10. (Recorded)
~oy.) (Marta y yo somos los que querernos que Nora vaya 20. . �� that
you and Marta are the ones who want Nora to go today. a~ora.) (Marta
y yo somos los que querernos que Nora salga 19. .'. that you and Marta
are the ones who want Nora to leave now. lo-traiga.) (Marta y yo somos
los que querernos que Bill 18. � �. that you and Marta are the ones
who want Bill to bring it. lo-termine.) (Marta y yo somos los que
querernos que Bill finish it. 17. that you and Marta are the ones who
want (:) Bill to venga ma�ana.) (Marta y yo somos los que querernos que
Jones come tomorrow. 16. that you and Marta are the ones who want (:)
Jones to lo-ofrezca.) (Marta y yo somos los que querernos que Bill
offer it. 15. that you and Marta are the ones who want (:) Bill to
Salga.) (Marta y yo somos los que querernos que S�nchez leave. 14. that
you and Marta are the ones who want (:) S�nchez to 325 SPANISH
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20.16 Congratulations! ~. Did you say 'en la frase �.. ' in
sentence-;umber 34 you use-re- in sentence number 32 and in~entence number
33? 35. Really? that? 32. Did you tell that t; Jos�'? 3~ Did you tell
him that? 34. Did going to do something also? ~O. What is he going to
do? 31. Di~you say you going to do s~ething? 28. What are we going to
do today? 2~ Are we to do tomorrow? 26. What are you (one person)-
going to do now? 27. Are are 'you-all' going t; do with the children?
25.-wh at are 'you-all' going from Clevelan~ 23. l'm an (careful!)
American; he's Colombiano 24. What where arn-l? 21. From where are 'you-
all'? 22. 1 am from Chicago; he is from? 18. Where's the teacher from?
19. Where are you from? 20. From person, woman:) Congratulations! 16.
Where's he from~ 17. Where's Joe 14. (Speaking to one per~n, man:)
Congratulations! 15. (Speaking to one glad. Congratulations! 13. You-
al~already finished? CongratulatIons! hour, taking tw~ to the office. 11.
Really? Congratulations! 12. l'm the exercise. 9. During the class,
prepari;g two more. 10. During the 7. During the break, studying the
lessan. 8. During the break, finishing that? 1 don't want you to say
that. 6. Duri;g the break, drinking coffe. Spanish? 3. How's that? What
did you say? 4. Really? When? 5. Who said l. How do you say that in
Spanish? 2. How do you say 'less than' in How would you say the
following utterances? Part l. Applications 4. cosa 'thing' 3. otr-
'other, another' 2. menos 0e (+No.) 'less than' l. m�s 0e (+No.) 'more
than' Answers 4. 3. 2. lo New word Meaning: below, and write th~ir
English meaning to the right. 326 SPANISH
= Page 340 =
20.17 10. Me ~ijeron que i~an ma�ana continuar con eso. 9. �Esta tarde?
No pienso a-~acer na~a. 8. �Uste~ conoce a-Nora? �Qu� una se�orita! 7.
st, se�or. Yo pregunt� eso a-Marta. 6. El se�or G�mez quiere que vayamos
a su-oficina antes de 5:00. 5. �}rola, Nora! �Est� contento? 4. �Uste~
quiere que yo escri~e to~o? 3. Quiero que uste~es lo-traiga esta-noche.
2. Esos-~ichos no existe en espa�ol. l. Estes li~ros son d~l profesor.
sentences correctly. Each oE the Eollowing sentences has one and only one
error. Rewrite the Part 2. you ask me iE 1 want you to do that?
2,2.. Yes, 1 asked you that. -- do you want us to do that? 48. When
do you want Jos� to do that?--49. Did l'm glad. Congratulations! 46.
When do you want me to do that? 47~When 44. Did you say i~a a-ir in
sentence number 43? No? What a shame! 45. Yes? did you gol ~3. 1 was
going to go early~but 1 didn't go until 9:00. ______ ! 41. Did you go
last night? 42. Naturally. 1 went early. When se�orita! '? ~. You say
� ! ~. Then, 'What a teacher' is 38. lf 'What a shame!' is iQ~
l�stima!, then how does one say 'What a and in this sentence also? 37.
No? What a pity! (or, What a shame!) SPANISH 327
= Page 341 =
20.18 So-so. Do you know if Jos� brought those books? -- Fine! And
you? Hi, Betty! How are you? B: 1m planning to go, 1 guess. Well, l'm
not going to stay (queiarme) at home! queiarse) at home? Are you going
to go, or are you going to stay (remain: Naturally! What are you going
to do? -- 1 don't know. Are you planning to go? Tomorrow night. --
Really? When is it? Nora's. -- What (which) party? Hey, Bill! Are you
planning to go to the party? A: conversations. Be prepared to be engaged
by your instructor in the following Part 4. 10. �Qu� piensa ~acer
ma�ana? 9. �Qu� va a-~acer esta-noche? 8. �Qu� va a-~acer ustei esta-
tarie? 7. �D�nde est�n los ~ijos? 6. �cu�ntos ~ijos tiene ustei? 5.
�Le-gusta este-li~ro? 4. �Le-gusta el profesor? 3. �Le-gusta la clase? 2.
�Ustei yiye en una casa? l. �D�nde iiye ustei? concerning your own
life. Be prepared to produce sorne sort of answer to these questions
Part 3. 328 SPAN1SH
= Page 342 =
20.19 END OF UN1T 20 That's O.K. l'm going to ask Bi11 if he knows.
--He told me that he doesn't know either. l'm sorry. Did you ask him?
What did he say? Yes, p1ease. Ask hiln if he knows where are the books.
-- 1 think (:) Mr. G�mez knows. Do you want me to ask him? Who knows?
-- No, 1 don't know if he a1ready brought them or noto The ones that
he said (:) he was going to bring. -- Which ones? 329 SPAN1SH
= Page 343 =
330 SPANISH
= Page 344 =
21.1 b) and another as a relator, as in ' ��� that he is here'. a)
one as a demonstrative, as in 'that chair', 7. The word 'that' has two
functions: (que) 6. What word is used in '1 think that he is here'?
(esa-) 'That chair is broken'? 5. What word does Spanish use for 'that'
in: and 'that' in this sentence: '1 think that he is here.' 'That
chair is broken.' 'that' in the following sentence: 4. You have observed
that Spanish makes an obvious difference between 'l'm not saying what
he's saying.' 3. Observe the word 'what' in this sentence: Observe: '1
want you to stand where he stood.' anything. of English are aware that
sometimes it is used when we are not asking we call it an
'interrogative word'. However, not all native speakers 2. For example,
'where' is a word used to ask questions. Technically, also used at times
in other ways. for such words. Consequently, we overlook that these words
are uses of sorne words in our own language with being the only use
l. Through unavoidable circumstances, we sometimes associate certain Part
l. ..� lo-que ... relationships . ir for sorne time since it is a
useful device to portray certain grarnmatical orthography frorn now on.
Though the hyphen ('-') is not normal, we will retain to remind you of
'I'!'. 'lil', '�I', or '~'. We will therefore use normal, authentic
Starting with this unit, we will assume that it is no longer necessary
Note lNTRODUCTION UNIT 21 331 SPANIST!
= Page 345 =
21.2 �Cu�ndo es que vamos? When is it that we're going? But not: 'When
(or, where) is it that ��� ' �Qu� es lo-que usted quiere? What is it
that you want? 'What is it that ��� ?' �Qu� es lo-que ��� ?' Quiere
todo lo-que tenemos. He wants all that we have. ' ��� all that ��� '
��� todo lo-que ��� 13. However, the choice is limited and therefore
easy to learn. for English 'that'. for you since you will now have to
choose between ~ and lo-que English uses the relator 'that'. This brings
on sorne confusion clear. However, sometimes Spanish will also use lo-que
where 12. The association of lo-que with 'what' in the aboye examples is
(No quiero lo-que me-trajeron) d. '1 don't want what they brought me.'
(Lo-que quiero es una clase f�cil.) c. 'What 1 want is an easy class.'
(No escrib1 lo-que dijo.) b. '1 didn't write what he said.' (No
entiendo lo-que dijo.) a. '1 don't understand what he sald.' 11. Say
the following in Spanish: is lo-que. '1 don't know what he said '= 'No
s� lo-que dijo.' 10. The word 'what' as an interrogative is �~?, but as
a relator it two words esa- and ~. 9. In Spanish, these grammatical
functions are made obvious by the functions. recognize that grammatically
they are performing two different the same way can be considered just a
coincidence. The point is to 8. The fact that English spells both the
demonstrative and the relator 332 SPANlSH
= Page 346 =
21.3 (Preguntamos lo-que nos-dijo.) l. 'We asked what he told us to.'
(Preguntamos todo lo-que nos-dijo.) k. 'We asked all that he told us
to.' (Hicieron lo-que les-dijimos.) j. 'They did what we told them to.�
(Hizo todo lo-que le-dijimos.) i. 'He did al! that we told him to.'
(�Qu~ es lo-que usted dice?) h. 'What is it that you are saying?' (�A
d6nde es que usted va?) g. 'Where is it that you are going?' (�Qu� es
lo-que usted dijo?) f. 'What is it that you said?' (�Cu!ndo es que
usted va?) e. 'When is it that you are going?' (�Qu~ es lo-que usted
quiere?) d. 'What is it that you want?' (Quiere todo eso.) c. 'He
wants all that.' (Quiere todo lo-que tenemos.) b. 'He wants all that we
have.� (Todo lo-que quiero es esto.) a. � Al! that 1 want is this.�
15. Say the following sentences: 'What is it that ��� ?� 'what', the
combination � ��� all that ��� ', and the sequence 14. In summary, lo-
que is used where English uses noninterrogative 333 SPANISll
= Page 347 =
21.4 (Nos-gusta estudiar espaffol.) 25. And 'We like to study Spanish'?
(Nos-gusta nuestra-clase.) 24. And 'We like our class'? (Nos-gusta esta-
clase.) 23. And how would you say 'We like this c1ass'? ( Nos-gusta.)
22. How would you say 'We like it'? (Nos-gusta. ) how would you say 'We
like'? 21. Therefore, (even though you may miss this one, try it anyway)
(me-; le-) e1se that changes: __ 'you like', gusta does not change. But
there is something 20. You have observed that in me-gusta '1 1ike' and
in le-gusta to do so.) but not until sorne time later when it is more
logical will, of course, give you the grammatical structure, We seem to
have greater success with the latter. (We forms without questioning their
grammatical structure. or: 2. simp1y ask the student to 1earn to perform
with these of 10-, one which would explain the 'mystery' of the absence
l. give a precise but complicated grammatical ana1ysis, 19. There are
two ways to approach the teaching of gusta: (Me-gusta mucho.) Therefore,
how are you supposed to say '1 like it a lot'? '1 recommended it',
etc., you are not to use it with gusta. 18. Though you have been using
10- in sentences like '1 finished it', 17. That is, me-gusta means '1
like' but it can also mean '1 like it.' �Le-gusta la clase? and si,
me-gusta mucho. 16. In the previous unit you learned: Part 2. To like
something: 334 SPANISa
= Page 348 =
21.5 (Saben que no les-gusta.) 39. And 'They know that they don't like
it.' (Sabe que no le-gusta.) 38. And 'He knows that he doesn't like
it.' (S� que me-gusta.) 37. Now try this one: '1 know thaL 1 like
it.' (�Les-gusta estudiar?) 36. Try 'Do they like to study?' (�Le-gusta
estudiar?) 35. Ask 'Do you like to study?' ( �Le-gustan 34. Ask 'Do
you like it?' (No le-gusta escribir.) 33. And 'She doesn't like to
write'? (No le-gusta escribir. ) 32. And 'He doesn't like to write'?
(No le-gusta eso.) 3I. And 'He doesn' t like that'? (No le-gusta.) 30.
How would you say 'He doesn't like it'? (No me-gusta ofenderlo,) 29. And
'1 don't like to offend him.' (No nos-gusta eso.) 28. And this one:
'We don 't like that.' (No nos-gusta.) 27. Try this one: 'We don't
like it.' (Nos-gusta terminar temprano.) 26. And 'We like to finish
early'? 335 SPAN1SH
= Page 349 =
21.6 A-Jqs� le-gusta la casa. the house', that name is prefixed with
a-: 53. When a name is included in the sentence, as in 'Jos� likcs
(Les-gustan nuestras-casas.) 52. 'They 1 ike our house~.' (Les-gusta
nuestra-casa.) 51. 'They like our house.' (Les-gustan esos-dichos.) 50.
'They like those sayings.' (Les-gusta ese-dicho.) 49. 'They like that
saying.' (Nos-gustan nuestros-nombres.) 48. 'We 1 ike our name~.' (Nos-
gusta nuestro-nombre.) 47. (Carefu1!) 'We like our name.' (Nos-gustan
esos-nombres.) 46. � We 1 ike those names.' (Nos-gusta ese-nombre.) 45.
'We like that name.' (Me-gustan sus-ciudades.) 44. '1 like your cit ies.
' (Me-gusta su-ciudad.) 43. 'I like your city.' (No le-gusta~ estas-
invitaciones.) 42. Say 'He doesn't like these invitations.' (No me-gusta~
estas-calles.) 41. Say '1 don't 1ike these streets.' Me-gusta~ 1a~
c1ase~. Me-gusta la clase. thing) then use gustan. 40. 1f what you 1ike
is plural (that is if you like more than one 336 SPANISH
= Page 350 =
21.7 (�A-qui�n? �A-Jos�?) Person B: Who? Jos�? Person A: Do you know if
he likes them? Jos�?' in this exchange? 67. What would you guess a
Spanish person would say for: 'Who? (�Jos� no sabe que a-nosotros no
nos-gusta?) 66, 'Doesn't Jos� know that WE don't like it?' (�Jos� sabe
que a-usted no le-gusta?) 65. 'Does Jos� know that YOU don't like it?'
(A-usted le-gusta tambi�n.) 64. 'YOU like it, too.' (A-nosotros nos-gusta
mucho,) 63, (You may miss this one, but try it:) 'WE like it a lot,'
(Nos-gusta mucho.) 62. 'We like it a lot.' (A-S�nchez le-gusta, pero no
a-Jos�,) 61. 'S�nchez likes to, but not Jos�.' (A-S�nchez le-gusta hacer
eso, pero a-Jos� no le-gusta.) 60. 'S�nchez likes to do that, but Jos�
doesn't like to.' (A-S�nchez no le-gusta hacer eso.) 59. 'S�nchez doesn't
like to do that.' (No, no quiere porque no le-gusta ir.) 58. Reply: 'No,
he doesn't want to because he doesn't like to go.' (No, no quiere ir
porque no le~gusta.) 57. Reply: 'No, he doesn't want to go because he
doesn't like to.' (�S�nchez quiere ir?) 56. Ask 'Does S�nchez want to
go?' (A-S�nchez no le-gusta ir.) SS. Say 'S�nchez doesn't like to go.'
(�A-Jos� le-gusta la casa?) 54. Ask 'Does Jos� like the house?' 337
SPANISH
= Page 351 =
21.8 ('they' masculine) 77. What do you suppose ellos means? ('they'
feminine) 76. lf ella means 'she', what do you suppose ellas means? (a
+ she) 7':J. What does this mean? a ella (a + he) 74. What does this
mean? a �l (de + the) 73. What does this mean? del (~ + the) 72.
What does this mean? al (el) Which one means 'the', el or �l? writing
by the presence or absence of an accent mark. grammatical function. This
difference is identified in 71. These two words are identical in sound
but different in (el; �l) 'the' = 'he' 70. Write the word for 'the'
in 'the book' and the word for t he' . A: Ella. 'She. , B: �Qui�n?
�Ella o �l? 'Who? She or he?' 69. Observe: A: Est� aqu�. '(He)'s here.
' clarification. these pronouns o~ly when necessary either for emphasis
or for We hope that you continue speaking Spanish as before, utilizing
going to teach you the remaining pronouns, 'he, she, , and 'they'. a
subject pronoun is used as a device for emphasis. We are now In Unit
19 you learned nosotros as well as the fact that usually pronouns that
had been used were usted and, on occasions, ~. the use of the subject
pronouns. In fact, the only subject 68. Up to Unit 19, you were guided
through these materials without Subject pronouns. 338 SPANISH
= Page 352 =
21.9 (A-ellas no les-gusta ir.) 86. And 'THEY' (Nora and Mar�a) don't
like to go.' (A-ellos no le~-gusta ir.) 85. And 'THEY don't like to
go.' (A-ella no le_gusta ir,) 84. Say 'SHE doesn't like to go.' (A-ella
le-gusta ir.) 83. How would you say 'SHE likes to go'? (A-�l le-gusta
ir.) likes to go'? 82. This is 'He likes to go': Le-gusta ir. How do
you say "HE" (�Qui�nes?) c: Ellos (or: Nora y Jos�, etc.) B: Who? A:
Est�~ aquL 81. What would it be here? ( �Qui�n?) c: Nora (or: ella) �
B: Who? A: Est� aquL 80. What would a Spanish person say for 'who' in
this s ituat ion? (2) 2. Est�n aquL l. Ellos est�n aqu�. the following
sentences occurs more frequently in Spanish? 79. Since the inclusion of
ellos seems to add emphasis, which of (Ellos est�n aqut.) 'THEY (Nora
and Jos�) are here'? to in Spanish with the masculine. Therefore, how
do you say 78. Anything referring to a mixed male-female group is
referred 339 SPANISH
= Page 353 =
21.10 (A-mi tampoco.) B: Me neither. A: A-mi no me-gusta esto. 97. Row
would you say the 'B' part below? (�A-qui�n no le-gustan?) 96. Row
would you say 'Who doesn't like them?' (�A-qui�n no le-gusta?) Row would
you then say '~dOesn't like it?' with everybody else, with les- being-
used as its plural. associated with 'We'. That leaves le-: it is
associated 95. Me- is associated with '1' in these utterances. nos- is
(A~i no me-gusta esto.) 94. And '1 don't like this.' (A-mi no me-gusta
eso.) 93. Say '1 don't like that.' A-mi no me-gusta. '1 don't like it.'
What you do find is mi: and since ~ is a preposition, you won't find
~ after this ~. them.' Spanish rejects the use of ~ after any
preposition, 92. Contrary to your expectations, ~ is not used in 'I
don't like (�Qui~n~, ustedes?) 91. 'Who, "you-all "?' (�Qui~n~~, ellos?)
90. 'Who, them?' (�Qui�n, usted?) 89. 'Who, you?' (�Qui~n, ~l ?) 88.
'Who, him?' (�Qui~n, yo?) 87. 'Who, me?' Part 4. Further English/Spanish
contrasts in subject pronouns. 340 3PAJ.~ISll
= Page 354 =
21.11 104. Yeu are now ready to start the new dialogo (No; should be:
A-Jos� ��� ) (f) ls this one correct? Jos� le-gustan las chicas (Yes.)
(e) ls this correct? Me-gustan las chicas. (When what you like is more
than one.) (d) When do you use gustan? (gusta, not gustan) (c) What is
wrong here? A-ellos no les-gustan eso. (~- must be next to gusta.) (b)
What is wrong here? A-m� me-no gusta. (yo) ellas, ~. preposition? usted,
�l, ella, ellos~osotros, ustedes, (a) Which one of the following words
cannot be used after a 103. Summary. (corunigo) what is 'with me'? lt
is not con m�. a preposition, and you know that 'with you' is co~sted,
but there is always at least one notable exception. Con is al so 102.
As with practically everything that you deal with in language, (m�) 101.
Write the word for '1' or 'me' that occurs after a preposition: (mi-,
Le. no accent) functio~ Write the word for 'my': 100. M� and mi- are
identical in sound but different in grammatical (A-nosotros tampoco.) 99.
And if the 'B' part had been 'We don't either'? (A-�l tampoco.) 98.
How would it be had the 'B' part been 'He doesn't either'? 341 SPANIS!
l
= Page 355 =
21.12 Porque son muy j�venes. Because they're too young. muy joven very
young joven young along. Estoy seguro que vamos a-llevarlos. l'm sure
we're going to take them llevarlos to take them along llevar to take
along estoy seguro 1'm sure seguro sure Jones ellos? Y, �qu� piensan
hacer ustedes con And what do you plan to do with them? Tenemos tres:
un var�n y dos ni�as. We have three: a boy and two girls. niffa girl-
child var�n male Jones �Cu~ntos hijos tienen ustedes? How many children
'you-all' have? no hay problema.' Nancy Williams entonces dice:) (En el
di�logo de la unidad 20 Jones acaba de-decir: 'Ah, entonces New
material. Review. DIALOG 342 SPAN1311
= Page 356 =
21.13 were going to Quito? �Cu�ndo supo que iban a Quito? When did you
find out that you (-all) supo found out to Quito. Yeso !hey told me
that we were going ~ Me-dijeron que �bamos a Quito. Jones going to?
�Ustedes ya saben a-d�nde van? 'You-all' already know where you're a-d�nde
to where d6nde where ya saben already know ya already yeara old. y la
menor tiene s�lo tres a~as. And the yaungest is only three la menor
the youngest (girl) menor minor; youngest La hija mayor tiene siete. !he
older daughter is seven. ��� tiene nueve a~os. � �� is nine years old.
Pues, el mayor, que es el varan ��� Well, the oldest one, who is the
son ��� el var�n the male child el mayor the oldest one Jones �Ah,
s�? �Qu� edad tienen? Really? What age are they? edad age 343 ')PANISH
= Page 357 =
4. Yesterday 1 found out (:) 1 was going to Chile. 3. When did you
find out (:) you were going to Chile? 2. Last night 1 found out (:)
1 was going to Quito. l. When did you find out (:) you were going to
Quito? in Spanish. These are the same utterances of Practice l. Practice
saying these Practice 2. for its probable meaning. to each one; if you
are not sure of any one of them, check with Practice 2 You will hear
sorne questions and sorne answers involving ~-. Listen Practice l.
(Recorded) as traje, hizo, etc. is expressed in Spanish, in the past
tense, by ~-. It has the same endings The idea of 'learning about
something' or 'finding out about something' l. Finding out ��� Practice
and Observations Hace solamente tres semanas. Only three weeks ago.
solamente only tres semanas three weeks semana week Pues, hace poco. Uh,
a short while ago. hace poco it makes Httle (time) poco a Httle; few
hace it makes 344 S PAN ISH
= Page 358 =
21.15 people, car, etc. (b) Estar i5 used to locate things such as
books, tables, classes, etc. (a) Ser is used to locate things such as
parties, meetings, Under special circumstances, ~ is used for where also.
(or: What kind) and When, and that ~ is used for ~ and How. area:---
Iocati~We have said up to now that ser is used for What Ser and estar
(or any of their respective forms) conflict in one Estar is the neutral
form of estoy, estamos, est�, est�n. Ser is the neutral form of ~, ~,
~, ~. 2. The verb 'be' and location. 20. Yeso They left this morning
early. 19. Did you find out if the letters 1eft? 18. ~, 1 didn't find
out anything. But 1 think he left early. 17. Oid you find out what
happened to (con) Jos~? 16. No, 1 didn't find out anything. 1 think
they left last night. 15. Oid you find out what happened to (con) the
1etters? 14. No. 1 on1y found out that he hurt his head. 13. Oid you
find out if the (boy) chi1d fe11 off the sofa? 12. No, 1 didn't find
out anything. 11. Oid you find out what happened to (~) the (boy)
child? 10. 1 found it out yesterday afternoon. 9. Oid you find out when
Juan left? ( ��� cu�ndo sali6 Juan?) 8. We found it out yesterday
morning. 7. When did 'you-all' find out (:) you were going to Colombia?
6. 1 found it out last night. 5. When did you find that out? 345
SPANISH
= Page 359 =
21.16 held?' la. 'Where is the class going to be �D6nde va a-ser la
clase? 9. 'When is the rorty going to be?' �Cu�ndo va a-ser la fiesta?
8. 'When is the party?' �Cu�ndo es la fiesta? teacher. ' (una profesora
mala). 7. 'l'm not going to be abad No voy a-ser un profesor malo
(una profesora buena). 6. '1 'm going to be a good teacher. ' Voy a-
ser un profesor bueno 5. '1'm going to be a teacher. ' Voy a-ser
profesor (profesora). 4. 'We're going to be teachers. ' Vamos a-ser
prufesores. 3. 'They're going to be students. Van a-ser estudiantes. ,
2. 'He's going to be a student. Va a-ser estudiante. , l. 'He's going
to be Consul General. Va a-ser C�nsul General. , or 'an interesting
something', etc., but not with 'a something'. would be used if you were
to say 'a good something', or 'a bad-Something', said in Spanish without
this 'a'. As you learned in Unit 18, un or una appears at the right.
Notice that English 'going to be a Csomething)' is Learn to say the
following in Spanish. The correct Spanish version Practice 3. CLearning
to use the neutral forro ser.) to follow his preferences. lf your
teacher rejects any of these patterns, be sure circumstance, a
characteristic true of all languages. differently from other areas.--rhis
is an unavoidable NOTE: Sorne speech areas will treat ser in locations
a little espa�ol, etc.)? But 'Where is Jones?' would be: �D�nde est�
Jones? class, etc.)7: would be: �D�nde es la fiesta, (el 3379, la clase
de Thus, 'Where is the party C the meet ing, the address, the Spanish
you canot 'touch'). Ser is used to locate nouns having no physical
properties Cthings you can 'touch'). Estar is used to locate nouns
having physical properties Cthings these have weight, body, size: that
is, you can 'touch' these. other hand, a book, a car, or even a
person has physical properties; has no weight, it has no atoms, that
is, you can't 'touch' it. On the properties. A 'party' for example does
not have physical properties; it The difference betweem Ca) and Cb) aboye
has to do with physical 346 SPAl'nSH
= Page 360 =
21.17 estar in the others. Answers: ser or a form of ser would be
used in 2, 4, 6, 7, 9; 10. 'They'll be here in the morning.' 9. 'rt's
here at 9:00 (the meeting).' 8. 'He is there now.' 7. 'The discussion
is not in my office.' 6. '1 don't know where the party is going to
be.' 5. '1 don' t know where in the world he is!' 4. 'The meeting is
going to be next week.' 3. 'He is here now.' 2. 'The class is being
held in the next buildin.' l. 'Joe is here with us.' ser? estar? be
used in the folloging sentences: 1ndicate whether ser or ~ (or a form
of one or the other) would Practice 5. to be with me. ' conmigo. 10.
'Jos� is the one who is going Jos� es el que va a-estar 9. 'Who is
going to be with me?' �Qui�n va a-estar conmigo? 8. 'Who is going to
be with you?' �Qui�n va a-estar con usted? 7. 'Nora is going to be
here too. Nora va a-estar aqu� tambi�n. , 6. 'They're going to be here
early. Van a-estar aqu� temprano. , 5. 'l'm going to be well tomorrow.
Voy a-estar bien maffana. , your off ice? 4. 'When are you going to
be in �Cu�ndo va-estar en su oficina? afternoon? 3. 'Where are you
going to be this �D6nde va a-estar esta tarde? 2. IWe're going to be
in his off ice. ' Vamos a-estar en su-oficina. lo 'I'rn going to be
here tomorrow. Voy a-estar aqu� maffana. , Learn to say the following
in Spanish: Practice 4. (Learning to use the neutral forro ~.) 347
SPAN1SH
= Page 361 =
21.18 �'~vaser' usted en Chile? �C�nsul General? that he himself would
probably ask this in this manner: which he would ask you 'What are you
going to be?' are so limited, asking 'What are you going to do
tomorrow?' The circumstances under sounds like: '�~vaser' usted maffana?,
you can rest assured that he is As a student, if you hear your
instructor ask you something that sion hardly ever exists. would �;e--
u"Sed i.s quite d ifferent. Therefore, in actual usage, the confu- going
to be' and 'What are you going to do'), the context in which these
However, since the two are far apart in meaning (i.e. 'What are you
�Qu� vhacer? ( 'K�vaser' ) �Qu� va ser? ( , K�vaser' ) to only one a:
In fact, in rapid speech, these two phrases are even further reduced
'�Qu� va hacer?' ( , K�vaaser' ) �Qu� va-a-ser? ('K�vaaser') are
identical:----- you hear only hacer instead-of a-hacer. As far as sound
goe~hen, they In normal speeeh, the a- fuses with the same letter in
hacer so that in speech: '�Qu� va -hacer?' But: 'What are you going to
do? is in writing: �Qu� va a-hacer? and writing: �Qu� va a-ser? For
example: 'What are you going to be?' is in both speech even though in
writing they are quite different. In normal-to-rapid speech, these two
constructions sound the same 3. Auditory confusion of 'going to do' and
'going to be'. 348 SPANISH
= Page 362 =
21.19 (2) ( ) ( ) or: (2) 'going to do' ? g. This is similar to f'
� Guess: (1) 'going to be' I (2) ( ) ) (2) 'going to do'? a
student, O) 'going to be' one it is; but which one wou1d be the
wisest guess for you as f. You'l1 have to guess at this one. No one
can real1y tell which O) ( ) ( ) or: (2) 'going to do'? e. ls this
one: (1) 'going to be' O) ( ) ( ) or: (2) 'going to do' ? d. ls
this one: (1) 'going to be' (2) ( ) ) or: (2) 'going to do'? c. ls
this one: O) 'going to be' (2) ( ) ( ) or: (2) 'What are you going
to do?' b. Listen: 15 he asking: O) 'What are you going to be?' O) (
) or: (2 ) 'What are you going to do?' a. Listen: 15 he asking: (1)
'What are you going to be?' ideritify which might be which. You wil1
hear ' K�vaser' in a few contexts in order to 1earn to Practice 6.
(Recorded) 349 SPAN1SH
= Page 363 =
21.20 son las doce y media son las dos y media heard: 'dosimedia',
although in slower-than-rapid speech the difference can be Again, as in
'K�vaser', '2:30' and '12:30' frequently sound the same 2:30, 4:30, 6:30,
etc. = Son (las dos, las tres, etc.) y media. References to 1:00 are
always: Es la una. (Not~) 5. It' s 7:00. 10. It's 10:00. 4. It's
6:00. 9. It' s 9:00. 3. It's 10:00. 8. It' s 11:00 (~: 'on-ce'). 2.
It 's 3:00. 7. It's 7:00. 1. It's 2:00. 6. It's 12:00 (doce: 'do-ce').
Say each of the following times: Practice 8. Notice that even though
English says: 'It's ��� , Spanish says: Son ��.� 'It's (two, three,
etc.) o'clock' Son (las dos, las tres, etc.). 'What time is it?' �Qu�
hora es? 4. Telling time. Response: Ma�ana, voy a-preparar la lecci�n.
Example: l. �K�vaser' usted ma�ana? the les son'. Start your response
with this time element, and always say 'prepare element such as ma�ana,
~, esta-noche, etc. involve 'What are you going to do?' and each is
follwed by a time You will hear a series of questions directed at you.
All questions Practice learning to catch quickly the meaning of 'going
to do'. Practice 7. (Recorded) 350 S PAN ISH
= Page 364 =
21.21 al profesor. that. ' 7, Jos� acaba de-preguntarle eso 'Jos� has
just asked the teacher 6. Jos� +ermin6 de-hacerlo a la 1:30. 'Jos�
finished doing it at 1:30.' 5. si, se�or. Acabo de-escribirlo. 'Yes,
sir. 1 have just written it.' 4. �Usted termin� de-escribirlo? 'Did you
finish writing it?' 5:00. 5:00. ' 3. Terminamos de-prepararlo a las 'We
finished preparing it at 2. Termin� de-usarlo a las 3:00. '1 finished
using it at 3:00.' l. Acabo de-usarlo. '1 have just used it.' What do
the following mean? Practice 10. (The correct translations appear to the
right,) termin� ������� de- -ro (studying)', and so on, you use terminar
in this way. so forth, using the expression acabo de- -ro To say '1
finished You have already learned to say '1 have just (done something)',
and 5. To f inish doing something. 10. At II :30. 20. Here, at 4:30?
9. It' s 1l:30. 19. Where at 6:30? 8. It's 1l:00. 18. Why at 1:30?
7. At 12:30. 17. It's 3:30. 6. At (~) what time? 16. At 1:30. 5.
It's 12:30. 15. At 2:30. 4. It's 12:00. 14. Tomorrow, at 5:30. 3. It's
1:30. (~) 13. At what time is the party? 2. What time is it? 12. It'
s 9:30. l. It' s 1:00. ll. At. 4:30? (~) right. to identify in your
mind what these are, and then check to see if you were You will hear
each of the following phrases said in Spanish. You are Pract ice 9.
(Recorded) 351 SPANISH
= Page 365 =
21.22 antes de-salir. leaving. ' 4. Quiero que ellos hagan esto '1 want
them to do this before antes de-ir a la casa. going to the house. '
3. Quiero que usted haga esto '1 want you to do this before me-trajo
los libros. me the books. ' 2. Despu~s de-estudiar, S!nchez 'After
studying, S!nchez brought mi-casa. house. ' l. Despu�s de-estudiar, fui a
'After studying, 1 went to my What do the fol1owing mean? Practice 11.
(The correct translation appears to the right.) Thus: Despu�s de-
terminar... 'After f inishing ��� ' This is a similar pattern: despu�s
(antes) ��� de- -r 6. After, or before doing something. de las 8:00.
de-estudiar hasta despu�s studying unti1 after 8:00.' 18. No, creo que
no termin� 'No, 1 think he didn't finish 17. Creo que termin� a las
7:30. '1 think he finished at 7:30.' Jos�? . studying?' 16. �A qu�
hora termin6 de-estudiar 'At what time did Jos� finish despu�s de las
7:00. unti1 after 7:00.' termin6 de-estudiar hasta Jos� didn't finish
studying 15. Yo termin� antes. Jos� no '1 finished before (i.e. first).
usted o Jos�? (i.e. first) you or Jos�?' 14. �Qui�n termin� de-estudiar
antes, 'Who finished studying before a la 1:30. at 1:30.' 13. Creo que
terminamos de-estudiar '1 think we finished studying de-estudiar anoche?
studying last night?' 12. �Sabe usted cu�ndo terminamos 'Do you know when
we finished 7:00. 11. Termin� de-estudiar antes de las '1 finished
studying before 7:00.' 10. �Cu�ndo termin� usted de-estudiar? 'When did
you finish studying?' 12:00. at 12:00.' 9. Termin� de-estudiar anoche a
las '1 finished studying last night 8. Jones termin� de-molestar a-Jos�.
'Jones finished bothering Jos�.' 352 SPANISH
= Page 366 =
21.23 eso al profesor? �por qu� no vamos a-preguntarle don't we go ask
the teacher that. ' 20. Antes de-terminar de-estudiar, 'Before finishing
studying, why no tuvimos nada que-hacer. have anything to do.' ' 19.
Despu�s de-terminar de-escribir, 'After finishing writing we didn't nada q
ue-dec ir � 18. Despu�s de eso, no tenemos 'After that, we have
nething to sayo esta-noche. tonight. ' 17. No tenemos nada que-hacer 'We
don't have anything to do esta-noche. 16. No tenemos mucho que-hacer 'We
don't have much to do tonight.' lecci�n. despu�s de-terminar la finishing
the lesson.' 15. Tenemos mucho que-hacer 'We have a lot to do after de-
ir a la fiesta. to the party.' 14. Tengo mucho que-hacer antes '1 have
a lot te do before going 13. Tengo que-terminar de-prepararla. '1 have
to finish preparing it.' mi lecci�n. lesson. ' 12. Tengo que-terminar
de-estudiar '1 have to finish studying my 11. Tengo que-terminar mi-
lecci�n. '1 have to finish my lesson.' de-ir a la fiesta. to the
party.' 10. Termin� de-hacerlo antes '1 finished doing it before going
antes de-ir a la clase. going to class.' 9. Fui a la oficina de
S�nchez , 1 went to S�nchez' office before le-iba a decir eso. her
that.' despu�s de-decirme que no me that he was not going to tell 8.
Jos� le-dijo eso a-Nora 'Jos� told Nora that after telling a-traerlo.
it. t de-decirme que no iba me that he wasn't going to bring 7. Jos�
me trajo eso despu�s 'Jos� brought me that after telling de-salir ayer.
yesterday. ' 6. Jos� me-dijo eso antes 'Jos� told me that before
leaving ejercicio m�s. exercise. ' al profesor, preparen un prepare
(plural) one more 5. Antes de-preguntarle eso 'Before asking the teacher
that, 353 SPANlSH
= Page 367 =
21.24 27. �A-usted le-gusta la clase? 26. No, S�nchez no. Pero Jos� s�
��� a veces. 25. �Qui�n trabaja con usted? �S�nchez? 24. �Usted trabaja
aqu� tambi�n? 23. Le-pregunt� si iba a la clase hoy. 22. A-�l le-gustan
las chicas colombianas. 21. A-nosotros no nos-gusta salir tan temprano.
20. Pero, a-Jos� le-gusta mucho. 19. A-m� no me-gusta eso tampoco. 18.
�A-usted le-gusta terminar temprano? 17. s�, c�mo no. Me-gusta estudiar
aqu�. 16. �Qui�nes son los que quieren que usted salga ahora? 15.
�Qui�n es el que quiere que usted vaya hoy? 14. �Qu� es lo-que usted
quiere que hagamos? 13. No me-traiga tres; tr�igame cinco. 12. �Usted
tiene todo lo-que quiere? 11. S�, porque lo-que yo quiero es una clase
f�cil. 10. No s� lo-que dijo antes de-salir. 9. Quier0 que Jos� vaya
despu�s de-terminar su-clase. 8. Quiero que usted salga antes de las
9:00. 7. Muy bien. Ahora d�game ad�nde (usted) fue ayer. 6. Nuestras-
oficinas est�n en el tercer-piso. Son bastante malas. 5. S�, el profesor
quiere que recomendemos a-Jos�. 4. �Jos� quiere que usted lo-haga o que
yo lo-haga? 3. Jos� quiere que hagamos esto antes de-salir. 2. No le-
haga dos de �sos. H�gale s�lo uno. l. No le-haga dos peque�os. H�gale
dos grandes. the end of this practice.) clear to you, check with the
translations given at Practice 12. (Read these sentences over carefully.
lf any are not Part 1. Variat ions 354 SPANlSH
= Page 368 =
21.25 instructor know of any that you are not sure of. Listen to the
follawing utterances. Be sure to let your Part 2. Comprehension.
(Recorded) 30. No, not me. But Jos� did. 29. Who told Mar�a that? You?
28. Not-;e, but Nora does. 27. Do YOU like the class? 26. No, not
S�nchez. But Jos� does ��� at times. 25. Who works with you? S�nchez?
24. Do you work he re also? 23. r-asked him (her) if he (she) was
going to class today. 22. HE likes the Colombian girls. 21. WE don't
like to leave so early. 20. But Jos� likes it a loto 19. 1 dQ;'t
like that either. 18. Do YOU like to finish early? 17. Yes, of course.
1 like to study here. 16. 'Who-all' are the ones who want you to leave
now? 15. Who is the one who wants you to go today? 14. What is it
that you want us to do? 13. Don't bring me three; bring me five. 12.
Do you have everything (all that) you want? 11. Yes, because what 1
want is an easy class. la. 1 don't know what he (she) said before
leaving. 9. 1 want Jos� to go after finishing his class. 8. 1 want
you to leave before 9:00. 7. Very well. Now tell me where you went
yesterday. 6. Our off ices are on the third floor. They're pretty bad.
5. Yes, the teacher wants us to recornmend Jos�. 4. Does Jos� want you
to do it or me to do it? 3. Jos� wants us to do this before leaving.
2. Don't make him (her) two of these. Make him (her) only one. l.
Don't make him (her) two small ones. Make him (her) two big ones.
(These are the translations of the sentences of Practice 12.) 30. No,
yo no. Pero Jos� s�. 29. �Qui�n le-dijo eso a-Mar�a? �Usted? 28. A-m�
no, pero a-Nora s�. 355 SPANISll
= Page 369 =
21.26 I like it also. 14. My husband and I like this class. Do you
work with ~. about this class is the Colombian girl. !l. My husband
likes this class, and 11. What I like about (de) this class is the
teacher. 12. What I like 10. Do you like our streets? it? ~. This is
all that he told you, isn't it? ~. Do you like our city? L. ~. You
want me to go now, don't you? Nora is the one YOU like, isn't you?
4. Re's a teacher, isn't he? 5. Re wants to leave now, doesn't he?
born in 1930, weren't you? (i.e. �verdad?) ~. You are an American,
aren't !. You told me that you were born in the year 1930. ~. You
were Row would you say the following utterances? ~. Applications (b)
junio 'June' � 4. (a) marzo 'March' � 3. llegar Idea of 'arriving'. 2.
all� 'there'; 'over there'. (just like �~?). Answers: lo �No? 'Aren't
you?; 'don't you?'; etc. 5. 4. 3. 2. lo New word Meaning: spaces
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.
CRecorded) 356 SPANISR
= Page 370 =
21.27 arrive a little before 9:00. 60. At what time do you want him to
arrive? 61. Tell him that 1 want him to ~. Fine! l'm going to tell him
now that you want him to arrive earlier. after 9:30. ~. Tell Jones
that 1 want him to arrive earlier (m�s temprano). 9:00. 56. When did
Jones arrive this morning? ~. He didn't arrive until welcome! 54. When
did you arrive this morning? 55. 1 arrived a little before ~. Very
well. l'm going to tell him that now. ~. Thanks! ~. You're 1 want him
to come to my office before 1:00. he arrived? 49. 1 said that he has
just arrived. 50. Please tell him that 47. Yes, he's here with us; he
has just arrived. 48. When did you say C:) 46. (On the phone:) Hi! Do
you know if Bill is over there with 'you-all'? 44. Where did you say
(:) Bill is? 45. He's over there in the office. 42. Where do you live
now? 43. 1 live far, over there in Springfield. 41. He plans to stay
here in his office until a little before 1:00. 5 :30. 39. 1 plan to
be here until 5:30. 40. 1 plan to be here until a little after are
you going to be here? 38. 1 plan to be here in rny office until 5:30.
1 intend (plan) to be a good student. ~. How long (i.e. 'How much
t�ue') be in his office until 6:00. 35. Are you going to be a good
student? 36. Sure. 33. Do you know if he is going to be in his off
ice? 34, Yes, he is going to 31. Where are you going to be? 32. l'm
going to be in the classroom. 29. What are you going to be, a
teacher? 30. Yes, l'm going to be a teacher. going to do now7 28. 1
don't know, but 1 think l'm going to leave early. ~. Did you ask him
that? ~. 1 didn't, but Jos� did. 27. What are you ~. Did your husband
finish studying last night? 24. He didn't, but 1 did. ~. Did you finish
the lesson? ~. 1 didn't, but my husband did. but my husband was. C~),
but my husband does. 20, Were you born in 1930? 1 wasn't (~),
department does he work? ~. Do you like this department? 19. 1 don't
the Department of State? ~. Do you work in thi~ department? ~. In
which 357 SPANISH
= Page 371 =
21.28 10. S�. Me-dijo que termin� de-escribi� a las 2:30. 9. s�. D�galo
que venga a mi-oficina. 8. Por favor. Preg�ntelo eso a_Jos�. 7. Por
favor. Quiero que usted termine esto antes las 9:00. 6. s�, se�or. Yo
termin� hacer eso ayer. 5. Me-dice que va a-terminarlo con yo. 4. �Sabe
usted si a-�l le-gustan?--�Qui�n? �A-Jos�? 3. Yo no s� d�nde vaya-ser
esta tarde. 2. A-Jos� ya-Nora no le-gustan las lecciones. l. A-nosotros
nos-gustan esta-ciudad. Rewrite the sentences correctly. Part 2. Each of
the following sentences contains one and only one error. 358 SPANISU
= Page 372 =
21.29 Well, l'm glad! (Gee ... !) --Sure. 1 finished writing it before
8:00. Good grief! The exercise! --Writing (de-escribir) what? Did you
finish writing? --Did 1 finish what. A: Ri, Bill! Did you finish?
conversations. Part 4. Be prepared to be engaged by the instructor in
the following 12. �C�mo se-dice in preparing? 11. �Es correcto decir
'en-preparando'? preposici�n? �Es correcto decir 'de-tomando'? 10. �Sabe
usted cu�l forma del verbo se-usa despu�s de una 9. �Qu� piensa hacer
usted ma�ana? 8. �C�mo est� usted hoy? �Triste? �Contento? 7. Si yo le-
digo a-usted' �De nada!', qu� me-dijo usted antes? 6. Si yo le-digo a-
usted -�Gracias!', �qu� me-dice usted? qu� dice usted despu�s? 5. Si un
se�or (o se�ora) le-dice a-usted' �Gracias!', ~ se�ores, �� , ? 4. �Con
qui�n trabaja usted? Con un se�or, dos se�ores, 3. �D�nde trabaj� usted
antes de-llegar aqut? 2. �D�nde trabaja usted? �Aqu� en esta-ciudad? '1
plan', '1 can', '1 have', etc.) (Note: '1 work' would end in -~ as in
'1 want', l. �En cu�l departamento trabaja usted? concerning your own
life. Part 3. Be prepared to produce sorne sort of answer to these
qucstions 359 SPANISH
= Page 373 =
21.30 END OF UNIT 21 --Drop dead! Then you can study our lesson with
us! --The book? Really? Why? No. But if you want to, you can bring the
book. --Very well. Do 1 have to take somethinge We're ~ (todos) going
to arrive near 8:30. --Fine. At what time do 1 have to arrive? At
Jones' house. --Where? At 8:30. --Fine! Why not! When is it? Why don't
you go to the party with us? lessons. --l'm sorry, but you can't go.
You have to prepare your We have a party tonight and we want to go.
--Why don't 'you-all' have time? All oE them? Gee, we don't have time.
--1 want you to prepare all oE them (todos). B: How many exercises do
you want us to prepare? 360 SPAN1SH
= Page 374 =
22.1 'what' .) the number of times cu�l is used in Spanish where
English uses want to observe this greater 'selectivity' of Spanish by
watching however, and if you happen to be grammatically curious, you
rnay characteristic means little to you at this stage of your learning;
of Spanish of being more selective than English. (This last sometimes by
stylistics, and sometimes by a characteristic 9. His choice is controlled
sometimes by sentence intonation, uses one or the other almost at will.
free forms. Except for one important case, the Spanish speaker 8. There
is no real difference in meaning between the bound and the (los hijos
nuestros) 7. And how would you say nuestros-hijos? (los libros m�os) 6.
How would you say mis-libros? (el libro m�o) 5. How would you say mi
libro in this new way? (las mesas m�as) Make a guess. 4. How would you
say mis-mesas in the free form construction? with Mar�a.) 3. Thus, 'my
table' is either mi-mesa or la mesa m�a. (M�a rhymes just as bonit-
does. look different. They look and function like true adjectives
themselves. In these cases, we call them 'free forms', and they 2. These
same words are also used either following a noun or by with (they are
bound to) a noun. as being 'bound forms' since they are used only in
conjunction noun, as in mi-casa, nuestro-~etc. We refer to these forms
l. Thus far, you have used mi-, nuestr-, and su- as a prefix to a
Part l. Free forms of the possessives. INTRODUCTION UNIT 22 361 SPANIsn
= Page 375 =
22.2 su- and the endings (pronounced s~-~): 16. The form su- has the
same endings, but a 'y' is used between nuestros-libros (los libros
nuestros) nuestro-libro = (el libro nuestro) nuestras-mesas (las mesas
nuestras) nuestra-mesa (la mesa nuestra) mis-libros (los libros m�os) mi-l
ibro = (el libro m�o) mis-mesas (las mesas m�as) mi-mesa (la mesa m�a)
The correct conversion appears at the right. 15. Convert the following
bound form possessives to the free formo bound form never does. b. The
free form can imply emphasis, whereas the interchangeably. a. The bound
form and the free forro can be used 14. For now, we want you to be
aware oE two points: el libro MIO 'MY book' (super-emphatic) el libro
m�o 'MY book' (emphatic) mi-libro 'my book' (normal) emphasis' : 13.
That is, ra is ing your voice in Spanish is equatable with ' super
although you can if you are very upset. In Spanish, it is not
necessary to raise your voice to be emphatic, A-m� me-gusta '1 1 ike'
me-gusta '1 like' is similar to: in English, but by simply using-!he
free form construction. This 12. That is, emphasis is conveyed not by
raising your voice as you do el libro m�o 'my', then say: as mi-libro,
but if you feel the necessity of emph8sizing the word 11. You want to
get used to saying el libro m�o as much and as often the free and
bound forms concerns emphasis. 10. The one important case where you have
to make a choice between 362 SPANISH
= Page 376 =
22.3 30. Now say 'your tables'. (su-mesa or la mesa suya) 29. Say
'your table' two ways. (su-mesa or la mesa suya) 28. Say 'their table'
two ways. (su-mesa or la mesa suya) 2/. Say 'her table' two ways. (su-
mesa or la mesa suya) 26. Say 'his table' two ways. (las mesas
nuestras) 25. Say'~ tables'. (la mesa nuestra) 24. Say 'our table'.
(nuestra mesa or la mesa nuestra) 23. Say 'our table' two ways. (la
mesa m�a) 22. Say'~ table�. (mi-mesa or la mesa m�a) 21. Say 'my
table' two ways. (el 1 ibro m�o) 20. Say '!!!Y. book'. (mi-libro or el
libro m�o) 19. Say 'my book' two wayS. sus-mesas (las mesas suyas) su-
mesa = (la mesa suya) sus-libros (los libros suyos) su-libro = (el
libro suyo) 18. Convert the following to the free form construction: but
'my' and 'our'. 17. As in the bound form ~-, the free form also stands
for everybody SPANISH 363
= Page 377 =
22.4 39. Say 'Mar�a's book'. (las mesas de-Jos�.) 3d. Say 'Jos�'s
tables'. 'her books' (los libros de-ella) 'his books' (los 1 !.bros de-
�l) 'you-all's table' (la mesa de-ustedes) 'their (boy and girl) table
(la mesa de-ellos) 'their (girls) table (la mesa de-ellas) 'their (boys)
table' (la mesa de-ellos) 'your table' = _ (la mesa de-usted) 'her
table' (la mesa de-ella) 'his table' (la mesa de-�l) 37. Using the
substitutes (~, ella, etc.) say the following: de .. Jos� or la mesa
de-�l. 36. Thus, 'his table' could be clarified by either saying la
mesa usted, ustedes, etc.) (Jos�, S�nchez, etc.) or the substitute for
that name (!l, ella, 35. The blank space is filled by either the name
of the possessor la mesa de- saying: instances, he clarifies su- by
avoiding it completely and s?eaker-feels that he has to be more
specific. In such 34. Since su- means several things, there are occasions
when the Part 2. Clarification of su-o (las mesas suyas) 33. Say 'their
tables' . (la mesa suya) 32. Say 'their table' . (las mesas suyas) 3I.
Say 'her tables' . (las mesas suyas) 364 S PAN ISII
= Page 378 =
22.5 C'yours') would be a good guess since he is looking directly at
you. what would your guess be as to what suyos means? else said
directly at you: Los libros suyos acaban de-llegar, 45. If someone
walked into the room and without saying anything possession, it is more
common to use de- only once. (De-Bill Y Maria): Although you could al
so say De-Bill y de-Mar�a. With A: (Bill 's and Mar�a's.) B: �De-qui�n?
A: El profesor suyo lleg�. 44. What would be used for 'Bill 's and
Mar�a's in this conversat ion? CDe-Bill. ) A: (Bill 's.) B: �De-qui�n?
A: La esposa de-�l lleg�. 43. What would be used for 'Bill's in this
conversation? (�De-qui�n?) A: De-Jos�. B: (Whose?) A: El libro suyo
lleg�. 42. What would be used for 'Whose?' in this conversation? (�De-
qui�nes?) A: De-Jos� y Maria. B: (Whose?) A: La mesa de-ellos lleg�.
41. What would be used for 'Whose?' in this conversation? (�De-qui�n? )
A: De-Maria. B: (Whose?) A: El libro de-ella lleg�. following
conversation? 40. What would a Spanish speaker say for the word 'Whose?'
in the (E! libro de-Mar�a.) 365 SPANISll
= Page 379 =
22.6 ('Mine arrived yesterday.') La m�a lleg� ayer? 54. What is your
guess for the meaning of: ('My daughter -or ~ daughter- arrived
yesterday.') La hija m�a lleg� ayer. 53. What is the meaning of this
sentence?: (la m�a) m�a? la de-G�mez. How then would you say the short
form of la hija the same way that you learned to shorten la hija de-
G�mez to 52. The free forms of the possessive can be shortened in
exactly Part 3. Short forms and ' ... of ... ' (�De-Mar�a o de-Jos�)
or (De-Mar�a o Jos�) 51. How would you have asked him 'Mar�a's or
Jos�'s?' (�De-�l o de-ella?): Although �De-�l o ella? is possible, too.)
'his or hers?' . suyas had to be either 'his' or 'hers'. How would
you ask him 50. Suppose that the aboye conversation was such that you
knew that (Ask him �De-qui�n?) a way for you to ask him to clarify
suyas? the conyersation: Las mesas suyas llegaron ayer, what would be
about Jos�, and this someon~ else said to you at one point in 49. If
you were talking with someone else about Mar�a and sometimes (No):
Without the rest of the conyersation, it would be impossible. talking
about? suyos acaban de-llegar, could you tell whose books they are as
you passed them you heard only this one sentence: Los libros 43. If you
walked past two people speaking Spanish in the hall, and (De-usted. ) 47.
In which case, if he did mean 'yours', he would say =d=e_- __ (By
asking �De-qui�n?) how would you get him to be more specific? 36.
Assuming that you didn't want to guess that it meant 'yours', 366
SPANISll
= Page 380 =
22.7 (ours) 66. What is the meaning of: El nuestro? ('our son' or tour
son' ) El hijo de-nosotros? 65. What do you suppose is the meaning of:
( 'our son' or lour son' ) 64. What is the meaning of: El hijo
nuestro? (El de-nosotros ... ) 63. Shorten this one: El hijo de-nosotros
lleg� ayer. (El de-usted ... ) El hijo de-usted lleg� esta ma�ana. 62.
Shorten the underlined portion of this sentence: (El nuestro lleg� esta
ma�ana.) 61. Say 'Ours (i.e. son) arrived this morning.' (Los mios
llegaron esta ma�ana.) 60. Say 'Mine (i.e. sons) arrived this morning.'
(Las nuestras llegaron ayer.) yesterday'? 59. If talking about your
daughters, how would you say: 'Ours arrived (Ours arrived yesterday.) Los
nuestros llegaron ayer. 58. If talking about books, what would this mean
in English?: (Las mias llegaron ayer.) yesterday'? 57. If talking about
your tables, how would you say: 'Mine arrived (Los mios llegaron ayer.)
yesterday'? 56. If talking about your books, how would you say: 'Mine
arrived (El m�o lleg� ayer.) yesterday'? 55. If talking about your son,
how would you say: 'Mine arrived 367 SPMISH
= Page 381 =
22.8 (conmigo) but: 'withme'is con �l, con usted, con nosotros, etc, you
can say: 78. You may now recall that we also listed a notable
exception, (-mi) but instead: A- ? me-gusta. That is, you don't say: A-
yo me-gusta, but we don't find: ~ ~, ella, usted, etc., prepoaition we
find: 77. You may recall froID an earlier unit that we aaid that after
a (El nuestro lleg� ayer.) 76. Using ~-, say: 'Ours (son) arrived
yesterday.' (La de-nosotros lleg� esta ma�ana.) 75. Using nosotros, say:
'Ours (daughter) arrived this morning.' (la de-e 110s) 74. Using ellos,
say: 'theirs' (daughter ). (la suya) 73. Using !!:!.-, say: 'theirs'
(daughter) . (la suya) 72. Using ~-, say: 'yours' (daughter ). (la de-
usted) 71. Using usted, say: 'yours' (daughter) . (el nuestro) 70. Using
the word nuestro, say: 'ours' (son). (el de-nosotros) 69. Us ing the
word nosotros, say: 'ours' (son). el nuestro or el de-nosotros el hijo
nuestro or el hijo de-nosotros, and 68. As you have already assumed,
you can say either: 368 SPANISH
= Page 382 =
22.9 S�nchez)'. Say both of them. 88. There are two ways of saying 'That
son of theirs (Mr. and Mrs. (Ese-hijo suyo) or (Ese-hijo de-�l) 87.
There are two ways of saying 'That son of his'. Say both of them. (Ese-
hijo nuestro) or (Ese-hijo de-nosotros) or both of them. 86. There are
two ways to say 'That son of ours'. Say either one (Ese-hijo mto .�.
85. Say 'That son of mine .�. (Esa-hija mta ..� daughter of mine ...
'? Make a guess. de-mt in the meaning of 'mine', how would an adult
say 'That 84. No~ this is what we are leading up to: If only children
say (Los mtos ... 83. And in 'Mine (books) are on the table'? (La mta
��� ) 82. And in 'Mine (mother) brought me a cake'? (El mto ��. )
'father') in 'Mine brought me sorne money'? but only one way to say
'mine'. How would you say 'mine' (meaning 81. That is, there are two
ways to say 'ours', 'yours', 'his', etc., (La mta ��. ) 'mine (silla)
is here.' say 'mine' in a sentence like this one?: 80. Therefore, if
we exclude 'baby talk', what is the only way to (mta) La silla est�
aquL What you will hear is (make a guess): La silla 'de-mt' est� aqut.
but a child say: Therefore, you won't have much of an opportunity to
hear anyone What you can find is: de-mt, but it is considered 'baby
talk'. de-yo. you don'tfind: 79. The word de is also a preposition, and
as with other prepositions 369 SPA..'USH
= Page 383 =
22.10 102. Say 'That chair is mine.' (Ese-librn es m�o.) 101. Say 'That
book is mine.' (Estos-libros son m�os.) 100. Say 'These books are mine.'
(Jos� y Maria son amigos m�os.) 99. Say 'Jos� and Mar�a are friends of
mine.' (Maria es una amiga m�a.) 98. Say 'Mar�a is a friend of mine.
' (Jos� es un amigo m�o.) 97. Say 'Jos� is a friend of mine.' (Un
amigo m�o acaba de-llegar.) 96. Say 'A friend of mine (male) has just
arrived. ' (Esa-se�orita es una amiga m�a.) you say 'That young lady
(se�orita) is a friend of mine'? 95. lf in referring to a girl, the
word 'friend' is amiga, how would (Ese-se�or es un amigo m�o.) is a
friend of mine'? 94. lf 'a friend' is un amigo, how would you say
'That man (se�or) (Esa oficina mia es mala. ) 93. And how would you
say 'That office of mine is bad'? (Esa-oficina mla ... ) 92. How would
you say 'that office of mine ... '? (Una silla mia ... ) 91. How
would you say 'A chair of mine ... '? (Un libro mio ... 90. And how
would you say 'A book of mine ... ? (Ese-libro mio ... ) 89. How
would you say 'That book of mine ... '? (Ese-hijo suyo.) and (Ese-hijo
de-ellos.) 370 SPANISH
 = Page 384 =
22.11 112. Is this correct for 'tlle ir house'?: la casa suyas
circumstances as 'of mine', 'of his', etc. 111. M�o, suyo, etc. can
also be translated into English under certain 110. There is no alternate
to la m�a (or el m�o, etc.) or from la casa de-�l to la de-�l, and
so forth. 109. These constructions can be shortened from la casa suya
to la suya, ella, usted, etc. following de-o reconstructed into:
~l~a~c~a~s~a~~d~e~- , with �l, 108. Constructions like: la casa suya
(nuestra) may be And so forth. nuestras suy~ (las casas bonit~) ... las
casas m�as nuestra suy~ (~casa bonit~) �.. la casa m�a position, they
act just like bonit- 'pretty'. 107. r'ree forms are used after the no un
they refer too In this Part 4. Summary. (Esos-libros son nuestros.) or
(Esos libros son de-nosotros.) 106. Say 'Those books are ours.' two
ways. (Ese-libro es nuestro) or (Ese-libro es de-nosotros.) 105. Say
'That book is ours.' two ways. (Esa-mesa es suya) or (Esa-mesa es de-
ella.) 104. Say 'That table is hers.' two-ways. (Esa-silla es suya) or
(Esa-silla es de-�l) other, or both of them. 103. There are two ways
to say 'That chair is his.' Say one or the (Esa-silla es m�a.) 371
SPANISH
= Page 385 =
22.12 visas. voy a tr-abajar en la secci�n de going to work in the
visa section. Pues, como soy nuevo, supongo que Well, since l'm new, 1
suppose l'm la secci�n de visas the visa sect ion supongo 1 suppose
como soy nuevo since l'm new como s ince Jones Quito? y �qu� trabajo
va a-hacer- en Quito? And what wor-k ar-e you going to do in trabajo
wor-k; job Nancy le-pregunta:) �l supo que iba a Quito hace solamente
tres semanas. Entonces (En el di�logo de la Unidad 21 Jones acaba de-
decirle a-Nancy que New Mater-ial. Review. DIALOG (No; should be suyo.)
115. ls this corr-ect for- ' their- son'?: el hijo suyos (No; should be
nuestra. ) 114. ls this correct for Tour daughter-'?: la hija nuestr-as
(Yes.) 113. 1s this correct for tour children' ?: los ni�os nuestros
(No; should be suya. ) 372 SPAN1SH
= Page 386 =
22 .13 Bueno, con su-permiso .�. Well, if you'll excuse me .�. permiso
permission Gracias. Thank you. Jones pues, ojal� que tenga mucho �xito.
Well, 1 hope you have a lot of success. mucho �xito much success ojal�
que tenga 1 ha pe you have ojal� 1 hope Tengo que-aprender lo m�s que
pueda. 1 have to learn as much as 1 can. lo m�s que pueda the most
that 1 can aprender learning (n.f.) lecciones. lessons. Por eso me-dedico
tanto a mis- That's why 1 work so hard on my �Ya lo creo! 1 should
say so! so much por eso me-dedico tanto that's why 1 dedicate myself
me-dedico 1 dedicate myself por eso that's why; for that reason Jones
espa�ol todo el tiempo. Spanish all the time. Entonces, va a-tener que-
hablar Then, you're going to have to speak todo el tiempo all the time
va a-tener que-hablar you're going to have to speak hablar speaking
(n.E.) SPANISH 373
= Page 387 =
22.14 'Jos� called me last night' Jos� me-llam� anoche. etc. '1 called
Nora last night' Llam� a-Nora anoche. Ti1e'"ref o re: llamar. The
dictionary would define llamar as the idea of 'calling'. The verb used
by Spanish speakers to say 'my name is .�. ' etc. is and in me-llamo
do have a strong resemblance to English. the most remote and 'wildest'
sense. However, the se- and me- in se-llama The se- in se-cay� and in
se-lastim� has no English meaning except in �C�mo se-llama usted? and
Me-llamo Nancy. most recent reflexive verb that you have learned occurred
in: 'reflexive verbs', and the se- is one of these reflexive prefixes.
The You have already learned to say: se-cay� and se-lastim�. These are
other times there is no Engl ish counterpart. reflexive prefix corresponds
to something that has meaning in English, but Certain actions are expressed
with a reflexive prefix. Sometimes this l. Reflexive verbs Practice and
Observations Nos-vemos dentro de poco. We'll see you in a little while.
dentro within nos-vemos we'll see each other Usted lo-tiene. Okay.
Certainly. lo-tiene you have it (my permission) Jones la pr6xima clase.
the next class. Quiero ver a una amiga m�a antes de 1 want to see a
friend of mine befare antes de la pr�xima clase befare the next class
la pr�xima clase the next class una amiga m�a a friend of mine ver
seeing (n.f.) 374 SPAlHSH
= Page 388 =
22.1~ 'We got up at 7:00' Nos-levantamos a las siete. As you would
expect, ~- is used with 'we': 'Maria got up early' Marta se-levant�
temprano. 'He got up at 9:00' Se-levant� a las nueve. Examples: '1 got
up at 10:00' Me-levant~ a las diez. reflexive prefixes. The idea of
'getting up' is expressed with the verb levantar and the 2. getting up
.�. ' prefixes, and (2) to use them when you should. is (1) to learn
which actions are expressed in Spanish with these reflexive they do or
do not resemble English is not important. The important thing vaguely
resemble your English '-self', but at times they don't. Whether The
reflexive substitutes are a good case in point: at times they going.
simply learn to say it the way the native speaker does, and keep
correspond to each other, rejoice! When and where they don't, correspond
to your own. When and where the two languages do 4. Under no
circumstances should you expect a foreign language to tener que-o this
is true, for instance, of de- in acabar de- and ~- in something about
Spanish to your own English is a hopeless taskj about Spanish to
English. At other times, trying to relate can sometimes find some
advantage in relating certain things 3. You, as a student involved in the
learning of another language, studies another language. actual words that
he uses to express certain thoughts until he 2. Frequently, the native
speaker of a language is not aware of the but the words used to
express these parallel thoughts are different. (as English and Spanish)
have similar thoughts in their minds, l. To a large extent, people
belonging to closely related cultures should like to pursue further as
follows: In her mind whe is saying 'My name is Maria.' This is a
point which we is probably not aware that she says 'myself' when she
says me-llamo Marta. An interesting observation is that Marta, as a
native speaker of Spanish, do you call yourself?' and when you ask
somebody �C�mo se-llama usted? you are really saying 'How Nancy-Said: me-
llamo Nancy, she was really saying '1 call myself Nancy', Me- can mean
'myself' and ~- can mean 'yourself'. Therefore, when 375 SPANISH
= Page 389 =
22.16 8. 1 didn't go to class this morning because 1 didn't get up at
8:00. 7. lbis morning 1 didn't get up until 8:00. 6. This morning 1
got up at 6:00. 5. Did you get up early? 4. At what time (i.e. hour)
did you get up? 3. When did they get up? 2. When did Nora get up?
l. When did you get up? Practice saying these in Spanish; Practice 2.
(These are the same utterances of Practice 3.) 15. Maria y su-esposo
se-levantaron temprano. 14. �Qui�nes se-levantaron temprano hoy? 13. Hoy
nos-levantamos tarde y llegamos tarde. 12. Ayer nos-levantamos temprano y
llegamos a la clase temprano. 11. Esta-ma�ana Nancy y su-esposo se-
levantaron tarde. 10. Esta-ma�ana Jos� no se-levant� hasta las nueve y
lleg� tarde. 9. Esta-ma�ana no fui a clase porque me-levant� tarde
('late'). 8. No fui a clase esta ma�ana porque no me-levant� a las
ocho. 7. Esta-ma�ana no me-levant~ hasta las ocho. 6. Esta;na�ana me-
levant� a las seis. 5. �Usted se-levant� temprano? 4. �A qu� hora se-
levant� usted? 3. �Cu�ndo se-levantaron ellos? 2. �Cu�ndo se-levant� Nora?
1. �Cu�ndo se-levant� usted? What do the following mean? Practice 1.
(Check with Practice 2 if in doubt.) 'She got up early' Se-levant�
temprano. 'They got up early' Se-levantaron temprano. Se- (like ~-) is
used for everybody but me- and nos- 376 SPANISH
= Page 390 =
22.17 10. Creo que vamos a-levantarnos tarde, despu�s de las nueve. 9.
�A qu� hora van a-levantarse ustedes ma�ana? 8. �Ma�ana? Pues, pienso
levantarme antes de las siete. 7. �Oiga, Bill! �A qu� hora piensa
levantarse maffana? �Por favor! �Acabamos de-levantarnos� 6. �Hola, Jones!
�?uiere ir a clase conmigo? �Por favor! �Acabo de-levantarme! 5. �Hola,
Jos~! �c6mo est�? 4. C�mo no. Puedo levantarme antes de esa-hora. 3.
�Usted puede levantarse antes de las siete? 2. Tengo que-levantarme
temprano. l. �A qu� hora tiene que-levantarse usted? What do these
mean?: Practice 3. (If in doubt, check with Practice 4.) would be
attached to the end. -- In phrases where the neutral form of a verb
is used, me-, nos-, or se- 3. Neutral forro of � getting up ..� '
15. Marta and her husband got up early. 14. 'Who-all' got up early
today? 13. Today we got up late and we arrived late. 12. Yesterday we
got up early and we arrived at the class early. 11. This morning Nancy
and her husband got up late. 10. This morning Jos~ didn't get up until
9:00 and he arrived late. 9. This morning 1 didn't go to class because
1 got up late. 377 SPANISH
= Page 391 =
22.18 7. No me-qued� m�s tiempo porque era tarde. 6. Pero, �por qu� no
se-qued� m�s tiempo (more time, Le. 'longer')7 5. Solamente me-qued� por
dos horas. 4. �Cu�ntas horas se-qued� usted en la fiesta? 3. Jos� se-
qued� seis horas. 2. Me-qued� en Colomb ia por (' for' ) dos a�os. l.
Me-qued� aqui dos a�os. What do these mean: Practice 5. (lf in doubt,
check with Practice 6.) 'staying' or 'remaining' is also a reElexive
verbo In Unit 6 you learned �Usted piensa quedarse aqui7 The idea oE
4. 'Staying' or 'remaining'. 10. I think we're going to get up late,
aEter 9:00, 9. wnen are 'you-all' going to get up tomorrow? 8.
Tomorrow? Well, 1 plan to get up before 7:00. 7. Hey, Bill! When do
you plan to get up tomorrow? Please! We've just gotten up! 6. Hi,
Jones! Do you want to go to class with me? Please! l've just gotten
up! 5. Hi, Jos�! How are you! 4. Df course. lean get up before that
time. 3. Can you get up before 7:00? 2. I've got to get up early. l.
At what time do you have to get up? Practice saying these in Spanish.
Practice 4. (These are the same utterances of Practice 3.) 378 SPANISH
= Page 392 =
22.19 word order for 'two more houra'.) 15. 1 want to atay here two
more houra. (Be aure you use the Spaniah 14. Oid you have to stay there
a long time? 13. oid you have to atay there for a long time? 12.
Tomorrow l'm going to remain here for two hours. 11. Tomorrow l'm going
to remain here two houra. 10. But 1 stayed there only for one year. 9.
Jones atayed in Colombia for a long t�De. 8. How long did Jones atay?
7. 1 didn't stay longer because it was late. 6. But, why didn't you
stay longer? 5. 1 only stayed for two hours. 4. How many hours didyou
stay at the party? 3. Jos6 stayed six hours. 2. 1 remained (stayed) in
Colombia for two years. l. 1 remained (stayed) here two years. Practice
saying these in Spanish. Practice 6. (These are the same utterances of
Practice 5.) 15. Yo quiero quedarme aqu! dos horas m!s. 14. �Usted tuvo
que-quedarse ah1, mucho tiempo? 13. �Usted tuvo que-quedarse ah! por
mucho tiempo? 12. Ma~ana voy a-quedarme aqu1 por dos horas. 11. Ma~ana
voy a-quedarme aqu1 dos horas. 10. Pero yo me-qued6 ah! s610 por un a~o.
'a long time') 9. Jones se-qued6 en Colombia por mucho tiempo (much
t�De, i.e. 8. �Cu!nto tiempo ('how long') se-qued6 Jones? 379 SPANISH
= Page 393 =
22.20 8. What do 'you-all' plan to bring to the party? 7. Why do 'you-
all' plan to get up so early? 6. When do 'you-all' plan to get up?
At 7:00? 5. But, why are 'you-all' going to speak with him? 4. \oIhe
n do 'you-all' plan to speak with him? 3. When do 'you-all' plan to
write us? (Did you hear ... to him (her) , during practice 77) ,
2. \oIhat do 'you-all' plan to write to him (her)? 1. What do 'you-all'
plan to write? a. ~: 'And what do you plan to do with them?' Practice
saying these in Spanish. Practice 8. (These are the same sentences of
Practice 7.) (There are eight variations.) d. Modelo: Pues, como soy
nuevo ..�. (There are seven variations.) c. Modelo: �Ustedes ya saben a-
d�nde van? (There are five variations.) Note: Girls would say estoy
segura �.. b. Modelo: Estoy seguro que vamos a-llevarlos. (There are
eight variations.) a. Modelo: Y, qu� piensan hacer ustedes con ellos?
modelo Listen carefully, and if in doubt, check with Practice 8. each
one you will hear several other sentences which are similar to the The
following sentences have be en taken from the Jialogs. After Pr ac t
ice 7. (Recorded ) Part l. VARIATIONS 380 SpAJ.'nSH
= Page 394 =
22.21 6. Well, since Jos� is new ... 5. Well, since we're new �.. 4.
Well, since 1 can't go ... 3. Well, since Jos� doesn't want to go ��.
2. Well, since 1 don't know Spanish ... lo Well, since I'm new, 1
don't know. d. Model: 'Well, since I'm new ... , -Did you say
(correct1y) entienden in #7? -Did you remember to use lo-que in # 6 and
#7? Observations on 'c' model: 7. 'You-all' already understand what he
said? 6. 'You-all' already know what he said? 5. 'You-all' already know
who is the teacher? 4. 'You-all' already know when is the party? 3.
'You-all' already know where they (girls) are going? 2. 'You-al1' already
know where they are going? lo 'You-all' already know where you want to
gol c. Model: 'You-all' already know where you're going?' -Did you
remember to use ~ after seguro(-~)? -Did you say segura in #s? -Did
you say (correctly) levantarse in #4? -Did you remember to use
levantarnos in #3? Observations on 'b' model: 5. Nora is sure that
we're going to finish today. 4. Jos� is sure he 's going to get up
late. 3. 1 'm sure we're going to get up late. 2. 1'm sure we're
going to arrive late. this sentence. ) -- (Remember: quedarse has to
use -nos instead of -se in lo I'm sure we're going to stay here. b.
Mode1: '1'm sure we're going to take them.' 381 3PANISU
= Page 395 =
22.22 body but mi- and nuestro-.) practice with Practice 9, remember
that ~-. like ~-, refers to every- (lf, after listening to a few you
are puzzled by the similarity of this 'Theirs or mine?' This is similar
to Practice 9, except that you are expected to ask, Practice 10.
(Recorded) 5. trabajo 10. clase 15. ni�a 4. casas 9. permiso 14. amigos
3. casa 8. visas 13. amigas 2. carros 7. secci�n 12. amiga 1. carro
6. trabajos 11. amigo mio. Repeat this exercise until you feel
'comfortable' with it. between the thing being talked about and the
corresponding form suyo or The purpose of thLs exercise is to begin to
develop an association is still 'yours or mine?' Remember: Even tnough
the forms change in Spanish, the meaning casa ... �La suya o la mta?
carros ... suyos o los m�os? �Lo~ Example: carro ... �El suyo o el
mio? expected to ask in Spanish: 'Yours or mine?' You will hear the
noun read in the form listed below. You are then singular form and
others in their plural forms. Sorne are masculine and others are
feminine; similarly, sorne are in their The following is a list of
nouns that you have used in recent lessons. Practice 9. (Recorded) -Did
you remember ~- in #8? -Did you change nuevo to nueva in #77 -Did you
use (correctly) somos in #5? Observations on 'd' model: 8. Well, since
we don't have to go ... 7. We11, since Marta is new ��. 382 SPANISH
= Page 396 =
22.23 is it that you said? 18. They did what we to1d them too 19.
What is it that you want? ~. What 16. He said that he wants this.
17. He wants a11 that (todo lo-que) we have. daughter. 14. The younger
son. 15. The older son or the younger one? 11. Rea11y? What age are
they? ~. What age is he? 13. The younger son? 9. What's the name of
the older daughter? lQ. What's the name of the older ta1king before or
after 5:007 8. Which is older. the son or the daughter7 5:00. 6. Do
you know if Jos� finished? 7. Do you know if Jos� finished understands.
4. 1 finished studying at 10:00. 5. 1 finished ta1king before 1. I'm
sure. 2. l'm sure that 1 understand. 3. l'm sure that Jos� How wou1d
you say the fo11owing utterances? ~. APPLICAT10NS know of any that you
are not sure of. Listen to the fo11owing utterances. Be sure to 1et
your instructor Part 2. Comprehension Of course. say this phrase in
Spanish. 'A of mine' one, put it into the b1ank space of the fo11owing
construction: The same nouns of Practice 9 wi11 be used here. As you
hear eqch Practice 11. (Recorded) 5. departamento 10. piso 15.
apartamento 4. semanas 9. cosas 14. calle 3. hija 8. problemas 13. pats
2. hijo 7. problema (m) 12. caf� 1. ni�o 6. c6nsu1 n. descanso Be
sure you imagine yourself asking: 'TheL:s or mine?' 383 SPANISH
= Page 397 =
22.24 10. Voy tener que-hablar todo el tiempo. 9. Ojal� que usted tenga
mucho suceso. 8. �Qu� hora est�? �Las 5:00? 7. �Cu�l? �La hija mayora?
6. Si, se�or; yo lo-supo hace poco. 5. Voy a-aprender lo m�s que puedo.
4. Ojal� que Jos� tengo mucha suerte. 3. Vaya-trabajar en el secci6n de
visas. 2. Quiero que usted traiga eso dentro 5 minutos. l. Por eso
quiero saber que �l me-dijo. Rewrite the sentences correctly. Part 2.
(Each of the following sentences contains one and only one error.) my
book. 30. Please, 1 want you to finish this within an hour. so hard
('me-dedico tanto') on my lessons. 29. That's why 1 work so hard on
success. ~. 1 hope 'you-all' have a lot of success. 28. That's why 1
work or within a month? ~. Within a year?! ~. Well, 1 hope you have a
lot of you in (within) a week. 23. We'll see you within an hour. 24.
Within a week ~. We'll see you in (within: dentro de) a little while.
~. We'll see 384 SPANISH
= Page 398 =
22.25 1 asked you if you know if Jos� liked the party. --How's that?
C: Do you know if Jos� liked the party? --Yes, of course. 1 like it
a loto You. --Who (l ikes)? B: Do you like this class? --Naturally! 1
hope both of them have a lot of success. 1 hope Marta and Nora are
successful too. (i.e. 'have success too') --Thanks. 1 hope you have a lot
of success too. A: 1 hope you have a lot of success. short
conversations: Part 4. Be prepared to be engaged by your instructor in
the following 10. �Usted piensa hablar espa�ol dentro de dos meses? 9.
�Puede usted decirme qu� hora es? 8. �Usted lleg6 a esta ciudad hace
poco o hace mucho? Dtganos lo m�s que pueda ue sus-hijos. y c6mo se-
llama, etc. -cu�l es el mayor, -qu� edad tienen, -cu�ntos tiene, 7.
�Tiene hijos? Si usted tiene hijos, por favor dtganos: 6. �Usted trabaja
todo el tiempo? 5. �C6mo le-dice usted a un amigo '1 hope you have a
lot of success?' 4. �Cu�les leccion�s va a-estudiar la pr6xilna semana?
3. �Sabe usted d6nde va a-trabajar el pr6xilno a�o? 2. �Tiene usted
amigos en Washington? l. �Tiene usted un amigo en este pats? concerning
your own life. Part 3. Be prepared to produce some sort of answer to
these questions 385 SPANISH
= Page 399 =
22.26 END OF UNIT 22 --Tomorrow7 Gee! Tomorrow 1 have to get up as
early as 1 can. And tomorrow ... do you have to get up early7
--SometUnes. E: Do you have to get up early? --Sure. 1 have to talk as
much as 1 can. Well, in the class. --Me? Talk? .. Where? D: Do you
have to talk a lot? --Oh, thanks. Now 1 understand. Yes, he liked it
a loto Liked! (That) if he liked the party! --That if he what? 386
SPAllrSH
= Page 400 =
23.1 11. Complete this one: Trabaj� en ese-departamento 10 a�os. (que)
10. Complete this sentence: Hace cinco meses llegu�. purposes, we can
say there is no difference. whatever between the two sentences.
Therefore, for all practical 9. In fact, it would be practical1y
impossible to define any difference (No, no important difference.) b.
Hace dos dias que llegu� aqui. a. Llegu� aqui hace dos dias. two
sentences? Make a guess. 8. Is there an important difference in meaning
between the following (que) What has been added? 'Hace~s meses que yo
estudi� eso.' 7. Observe what happens if the hace ... part is in front
of yo estudi�. ('1 studied that three months ago.') Yo estudi� eso hace
tres meses. 6. What is the meaning of this sentence? (hace) 5. The
idea of 'ago' is expressed with the word ? (Hace dos a�os.) 4. Say,
'Two years ago.' (Hace tres semanas.) 3. Say, 'Three weeks ago.' (Hace
solamente tres semanas.) 2. Say, 'Only three weeks ago.' (Pues, hace
poco.) 1. Say, 'Well, a short while ago.' Part l. INTRODUCTlON UNIT 23
387 SPAIUSH
= Page 401 =
23.2 be: �Cu�nto tiempo ? 22. 'How long ��� � is �Cu�nto tiempo ��� ,
so that 'How long ago?' would (�Cu�nt~ a�os hace que escribieron esto?)
�Cu�nt- __ a�os escribieron ? 21. Ask, 'How many years ago did they
write this?' (�Cu�ntas semanas hace ~ termin�?) �Cu�nt- hace termin�? 20.
Ask, 'How many weeks ago did you finish?' (�Cu�nt~ affos hace ~ naci�?)
�Cu�nt- hace naci�? 19. Ask, 'How many years ago were you born?'
�cu�ntos dtas hace gue lleg�? 'How many days ago did he arrive?' 18.
Questions involving 'time ago' are constructed with cu�nt- and hace. he
called me.') (Yes. In fact, this translation 'sounds' more normal than
'Three minutes ago me-llam�. as 'He called me three minutes ago'? 17.
Would it be all right, then, to translate Hace tres minutos gue a
'better' translation.) concerned, 'a' sounds a little more natural than
'~'; therefore, perhaps ~ is (As far as Spanish is concerned, there is
no difference. As far as English is b. Two hours ago 1 went. a. 1
went two hours ago. 16. How would you translate Hace dos horas que fui?
(Hace seis meses.) 15. Say, 'Six months ago.� (Hace seis horas ~ me-
dijeron eso.) 14. Say, 'They told me that six hours ago.' Start with
hace. (Hace dos semanas ~ me-trajeron el carro.) 13. Say, 'They brought
me the car two weeks ago.� Start with hace. (Hace 10 a�os ~ trabaj� en
ese-departamento.) 12. Say the sentence in # 11 starting with Hace �...
(hace) 388 SPANISH
= Page 402 =
23.3 34. Say, 'Tell me ... ' (Me-Io-hicieron. ) 33. Say, 'They made it
for me.' (Maria me-lo-dijo.) 32. Say, 'Maria told me so.' (Le. 'She
told it to me.') (Me-la-prepararon.) 31. Say, 'They prepared it for me.'
(Jos� me-lo-termin�.) 30. Say, 'Jos� finished it for me.' (Jos� me-10-
mand6.) 29. Say, 'Jose sent !KJ (to me)' 2d. Thus, 'Jos� brought!El (to
me)' is: 'Jos� (me)- !Sil-trajo.' (_1_) '---=J them in this order: ---
f2I 27. Whenever both are to be used in the same sentence, Spanish
places sentence. the last two, the.c::::7 alld the ( ) are included in
the""Same constructionS-like '1 sold it for him or 'Re sent it to me'.
In '1 finished it', but we have purposefully avoided having you say 26.
Up to now, you have said things 1ike '1 sold the car for him' and
Part 2. <,Cu�nto tiempo hace que aprendi� espa�ol?) �.------------------_?
25. Finally, ask, 'How long ago did you learn Spanish?' (�Cu�nto tiempo
hace que se-levant�?) � tiempo que se- ? 24. Ask, 'How long ago did
you get up?' (�Cu�nto tiempo hace ~ se-levan~?) �Cu�nt- hace se - ? 23.
Ask, 'How long ago did they get up?' (�Cu�nto tiempo hace?) 389 SPANISR
= Page 403 =
23.4 l 2 l 2 2 l . . � me-Io- �.. or -melo but never lo-me . 48.
Thus far, you have always seen in the foregoing examples: (Tiene que-
tra�rmelo.) 47. And this one?: 'He has to bring it to me.' (Acaba de-
tra�rmelo.) 46. And this one?: 'He has just brought it to me. ' (Va a-
tra�rmelo ma�ana.) 45. How about this one?: 'He's going to bring it to
me tomorrow.' (Jos� puede tra�rmelo ma�ana.) 44. How would you say 'Jos�
can bring it to me tomorrow' 7 (Jos� quiere tra�rmelo ahora.) 43. How
would you say 'Jos� wants to bring it to me now'? (Quiero que me-Io-
mande ma�ana POt' la tarde. ) 42. Say, '1 want you to send it to me
tomorrowafternoon.' (Quiero que me-Io-escriba por la ma�ana.) 41. Say, '1
want you to write it for me in the morning.' ( Quiero que me-Ia-
traiga. ) 40. Say, '1 want you to bring her to me. , ( :;Juiero que
me-Ia-recomiende.) 39. Say, '1 want you to recommend her to me.' (Quiero
que me-Io-recomiende. ) 38. How would you say '1 want you to recommend
it to me. '7 (Quiero que me-Io-traiga.) 37. How would you say '1 want
you to bring it to me. '7 (Tr�igamelo. ) 36. And now say, 'Bring it
to me. ' (Digamelo.) 35. Now try saying, 'Tell me so.' (Le. 'Tell it
to me.') (D�game. .. ) 390 SPANISH
= Page 404 =
23.5 51. How would you say, 'Jos� sent it to him.'? ('to him') What
is the meaning of se-? Jos� se-lo-trajo. 'Jos� brought it to him.' Jos�
me-lo-trajo. 'Jos� brought it to me.' 50. Observe: Part 3. (�Los
ejercicios? Jos� tiene que-tra�rmelos.) i. The exercises? Jos� has to
bring them to me. (�Las lecciones? Jos� tiene que-mand�rmelas.) h. The
lessons? Jos� has to send them tq.me. (�Las lecciones? El profesor me-
las-mand�.) g. The lessons? The teacher sent them to me. (�Los
ejercicios? Mar�a me-los-prepar�.) f. The exercises? Mar�a prepared them
for me. (�Las frases? Jos� me-las-escribi6 anoche.) e. The sentences?
Jos� wrote them for me last night. (�El carro? S�nchez me-lo-vendi6.) d.
The car? S�nchez sold it to me. (�Las cartas? Marta me-1as-escribi6.) c.
The 1etters? Marta wrote them for me. (�Los libros? G6mez me-los-trajo.)
b. The books? G�mez brought them to me. (G6mez me-lo-trajo.) a. G6mez
brought it to me. Observe this as you say the following: -- alwaYS-be
secon~ anything else (such as me-) will be first. (or los-, 1a-, 1as-)
is going to be used in your sentence, it-Wil1 49. The sequence is
always me + lo, never lo + me. In fact, if 10- 391 SPANISH
= Page 405 =
23.6 he say that in Spanish? 63. Suppose your boss asked you, 'Did you
send it to me?', how would (Se-lo-mand�.) 62. Say, '1 sent it to him.'
meanings. 'to him', or 'to her'. Later, we will practice wit~the other
61. For a while, we will concentrate on the meaning of se- as 'to
you' , ( se-) -1- -2- ( X - ): ~-, nos-, and _?_. 60. There are,
then, only three words that can occur in position No. 1 for you.
'versatility' of ~- should make learning Spanish that much easier 59.
The truth is that this is a great simplification. Therefore, the to
believe tha~this is going to be a problem. It isn't. 58. The fact that
se- stands for so many things leads many students stands for many more
meanings than any one English word does. to appreciate now, this se- is
obviously a versatile 'word': it 'yourself' (just as ~- can mean
'myself'). As you are beginning 57. As you recall from Unit 22, with
reflexive verbs se- can mean (nos-) 56. This means that se- can stand
for anybody but me- and ? 1 2 Anyone else in position No. 1 is
represented by ~- __ . TT - -l-T you may find me- in position No. 1
(me- ) or even nos (nos- ), TT 55. In the sequences with which you
have been working (i.e. - ), (Maria se-lo-llev6.) 54. Say, 'Maria took
it to him.' (Maria se-lo-mand6.) 53, Say, 'Maria sent it to him.' (Jos�
se-lo-vendi6.) 52. How would you say, 'Jos� sold it for him.'? Make a
guess. (Jos� se-lo-mand6.) 392 SPANISH
= Page 406 =
23.7 su-libro. S~. Jones, h�game el favor de-darme Mr. Jones, please
give me your book. me h�game el favor de-darme do me the favor of
giving dar idea of 'giving' (n.f.) h�game el favor do me the favor
h�game do me Profesor est�n en la clase, hablando.) di�logo nuevo,es un
poco m�s tarde. El profesor y el se�or Jones (Nancy acaba de-decirle a-
Jones que iba a-ver a-una amiga. En este- New Material. Review. dialog
of this Unit.) 71. (More practice with these combinations will follow
after the (s1 m�ndeselo.) 70. Reply, 'Yes, send it to him.' (S1,
m�ndeselo.) 69. Reply, 'Yes, send it to her.' (�Quiere que se-lo-mande?)
68. Ask, 'Do you want me to send it to her?' (�Quiere que se-lo-mande?)
67. Ask, 'Do you want me to send it to you?' (Se-lo-mand� ayer.) 66.
Say, '1 sent it to you yesterday.' (�Cu�ndo me-lo-mand6?) 65. Ask, 'When
did you send it to me?' (S1, se-lo-mand�.) 64. Reply by saying 'Yes, 1
sent it to you.' (�Me-lo-mand6?) 393 SPANISH
= Page 407 =
23.8 Muy bien. Lo que Ud. diga. O.K. Whatever you sayo Jones �Claro!
Profesor �En serio? Are you serious? serio serious Jones por favor.
please. Muy bien. Ahora, �brame la puerta, O.K. Now, open the door for
me, la puerta the door �brame open for me abra open (command form)
abrir idea of 'opening' (n.f.) Profesor Se-Io-di en este mismo momento. 1
gave it to you this very minute. en este mismo momento in this same
moment mismo momento same moment mismo same Jones �Cu�ndo me-Io-di�? When
did you give it to me? Profesor Le-di el libro. 1 gave you the book.
Jones Gracias. �Qu� hizo Ud.? Thank you. What did you do? Ud.
(abbreviation of usted) Profesor Muy bien. Aqu� lo-tiene. Very well. Here
you have it. Jones 394 SPAiUSH
= Page 408 =
23.9 'It's been five months since he left.' a. Hace cinco meses que
sali�. venient to translate the hace part of a sentence as follows:
Since English has no direct counterphrase, it is at times also con-
befitting English more than representing Spanish. ago ' That is, our
translation as 'Five days ago �.. ' is a loase one dtas is closer to
'It makes five days ... ' than it is to 'Five days Unit comes from
the verb hacer. Therefore, the structure of Hace cinco The hace with
which you have practiced in the introductLon to this 1. Time ago.
Practice and Observations exercise. �c�lmese! Es un ejercicio nada m�s.
Don't get excited! It's just an nada m�s nothing more c�lmese command
form of calmarse calmarse idea of 'calming down' (n.f.) Profesor see me?
�Se-la-abrt! �No me-vi�? 1 opened it for you! Didn't you see no me-vi�
you didn't see me vi� saw (he-form) �Le-abrt la puerta! I opened the
door for you. ! Jones �Qu� hizo? What did you do? Profesor (Despu�s
de-abrir la puerta.) (After opening the door.) 395 SPANISll
= Page 409 =
23.10 How long ago did you send it to him? 4. How long has it been
since you sent it to him? More than three months ago we sent it to
him. 3. It's been more than three months since we sent it to him.
Nine days ago he sent it to me. 2. It's been nine days since he sent
it to me. Seven years ago 1 went to Mexico. 1. It 's been seven
yea�;s since 1 went to Mexico. doubt, check with Practice l.) Spanish
the same way. Practice saying these in Spanish. If in Practice 2. (Each
of the following pairs of sentences may be translated into la. Hace mucho
tiempo que la-vi. 9. Hace solamente una hora que la-vi. 8. �Cu�nto
tiempo hace que Ud. vio a-Maria? 7. Hace solamente un minuto que vi a-
Jos�. 6. Hace m�s de seis a�os que Jos� hizo eso. 5. Si, se�or; hace
dos semanas que vi a-Maria. 4. �Cu�nto tiempo hace que Ud. se-Io-mand�?
3. Hace m�s de tres meses que se-Io-mandamos. 2. Hace nueve dias que me-
lo-mand�. l. Hace siete a�os que fui a M�jico. If in doubt, check with
Practice 2.) Practice l. (Practice saying each of the following two ways
in English. 'It' s been five days. , c. Hace cinco dias. 'How long has
it been since he left?' b. �cu�nto tiempo hace que sali�? 396 SPAI'lISH
= Page 410 =
23.11 this fluency requires a lot of work, most of it repetitious
and�boring. how something works but in making it work fluently for you.
To acquire many other 1anguage-learning situations, the problem is not in
knowing Becoming f1uent in the use of combinations is a problem. As in
so 2. Verb clitics: combinations. Hace siete horas que sali6. Example:
�Cu�ntas horas hace que Jos� sali6? the number for these time e1ements.
question so that you can use it in your answer. Always reply using
siete as of each question is great, listen carefully for the time
element used in the You wi11 hear an 'hace question' addressed to you.
Since the similarity Practice 3. (Recorded) A long time ago 1 saw her.
10. It's been a long time since I saw her. Only an hour ago I saw her.
9. lt's been only an hour since I saw her. How long ago did you see
Maria? 8. How long has it been since you saw Maria? On1y a minute ago
I saw Jos�. 7. It's been on1y a minute since I saw Jos�. More than six
years ago Jos� did that. 6. It's been more than six years since Jos�
did that. Yes, sir; two weeks ago I saw Maria. 5. Yes, sir; it's been
two weeks since I saw Maria. 397 SPANISH
= Page 411 =
23.12 5. tor you. 4. for him. 3. for them. 2. tor USo 1. Jos� sent
it for me. Group c: (mand6) 5. to her. 4. to them. 3. to you. 2. to
uso 1. Jos� sent it to me. Group B: (mand6) 5. to them. 4. to her.
3. to him. 2. to uso 1. Jos� brought it to me. Group A: (trajo)
allowed. re-working this exercise until you can do all sentences in the
time allowed in the recording between the number and the right answer.
Keep to say the following sentences in Spanish within the very short
space This is a "look-say-listen" exercise with controlled timing. Try TT
establish firmly that ~- occupies only position No. 2 ( ?-l~). especially
~-. At the same time, this exercise should help you 1"T the meanings
of the clitics that can occupy position No. 1 (? - ) This exercise is
designed to help you acquire a "feeling" for Practice 4. (Recorded) 398
SPANISll
= Page 412 =
23.13 Si, tr�igamelo. Example: �Ud. quiere que se-lo-traiga?
Replyaffirmatively.) Practice 6. (Recorded) (You will hear the la
questions of Practice 5. la. Do you want me to finish it for you now?
9. Do you want me to receive it for you now? 8. Do you want me to
sell it for you now? 7. Do you want me to take it to you now? 6. Do
you want me to write it for you now? 5. Do you want me to tell it
to you now? 4. Do you want me to bring it to you now? 3. Do you
want me to do it now? 2. Do you want me to tell it to you? 1. Do
you want me to bring it to you? Practice 6. ) Practice 5. (Be
prepared to ask these questions. lf in doubt, consult 5. to her. 4. to
uso 3. for her. 2 ��.��� for me. 1. S�nchez sold it to me. Group D:
(vend i�) SPAHISH 399
= Page 413 =
23.14 the house for me. 4. Please, don't take that to the office for
me; take it to 3. Please, don't come to my office; come to my house.
2. Now, don 't speak to me in English; speak to me in Spanish. 1.
Now, speak to me in Spanish. b. Model: Now, open the door for me,
please. 6. Please get up earlier. (Did you remember to use -se at the
end of levantar?) 5. Please get up at five. 4. Please ask me that
latero 3. Please ask me that. 2. Please speak with Jones. lo Please
write me a letter. a. Model: Please ( 'do me the favor of-' ) give
me your book. these in Spanish.) Practice 8. (These are the same
sentences of Practice 7. Practice saying (There are eight variations.) e.
Modelo: Despu�s de-abrir la puerta. (There are five variations.) d.
Modelo: Es un ejercicio nada m�s. (There are seven variations.) c.
Modelo: Se-lo-di en este mismo momento. (There are six variations.) b.
Modelo: Ahora, �brame la puerta, por favor. (There are six variations.)
a. Modelo: H�game el favor de-darme su-libro. modelo Listen carefully,
and if in doubt, check with Practice 8. each one you will hear several
other sentences which are similar to the The following sentences have
been taken from the dialogs. After Practice 7. (Recorded) Part 1.
VARIATIONS 400 SPANISH
= Page 414 =
23.15 8. 1 told Jos� so after arriving 1ast night. ('1 told Nora so'
= '1 told it to Nora' = Se-lo-dije a-Nora) 7. 1 told Nora so after
arriving this morning. 6. Marta told me so after speaking with the
teacher. 5. After speaking with the teacher. 4. After seeing Marta. (Did
you remember to use a- in front of Jos�?) 3. After seeing Jos�. 2.
After learning Spanish. (Remember: don't forget to use de- in despu�s
de-) l. After 1earning the 1esson. e. Mode1: After opening the door. 5.
l'm going to learn just a little. 4. We have to study just an
exercise. 3. The teacher told me that it W�S just an exercise. 2. lt's
just a child. l. lt's just a book. d. Model: lt's just an exercise.
7. 1 sent it to you this very minute. 6. 1 sent it to you a moment
ago. S. 1 told you so ( Le. '1 told it to you' ) this very minute.
4. 1 wrote it for you this very minute. 3. 1 wrote it for you a
moment ago. 2. 1 brought it to you this very minute. 1. 1 gave it to
you this morning. c. Model: 1 gave it to you this very minute. 6.
Please, don't get up so late; get up earlier. affirmative part requires
lev�ntese.) (Remember: negative commands require no se-levante; the 5.
Please, don't get up before 7:00; get up at 7:30. 4Q1 SPA..'lISH
= Page 415 =
23.16 you know if Jos� is going to get up late also? up? A moment
ago? 24. 1 'm going to get up (levantarme) later tomorrow. 25. Do 22.
When did he get up? Did he get up this very minute? 23. When did they
get the table? 21. When did he fall (or, fall off)? Did he fall
'right this minute'? 19. What happened to S�nchez? Did he fall off the
couch? 20. Did he fall off 16. What happened? 17. What happened to him?
~. What happened to Jos�? to Jos�? ~. Did you send it to Jos�? !2.
Yes, 1 sent it to him yesterday. you bring it to Nora? (Don't forget
to use se-.) ll. Did you send your car 11. Did you bring the book to
"ora? (Don't forget to use ~-.) 12. Did (i.e. 'so') this morning. 8.
Did you tell him so? 9. When did you tell him so? 10. 1 told him
about it 6. Did you bring it to him today or yesterday? L. Did you
say so (i.e. 'it')? (lo) to you? 4. Who brought it to her? 5. Who
brought it (~) to them7 l. 1 did that yesterday. 2. 1 did that a
month ago. l. Who brought it How would you say the following
utterances? Part l. APPLlCATIONS Be sure to let your instructor know of
anything you are not sure of. Listen to the following conversational
exchanges between two persons. Part 2. GOlllprehens ion. what you are
saying. response before you hear the correct answer, and be sure to
keep in mind are to raise the question 'You-all's or ours?' Be sure
you make your You will hear a friend of yours say 'the (something or
other)'. You be said suyos is exactly the same as when su- would be
said ~-. but mi- and ~-. You will also remember that the only time
suyo would You will recall that suyo is like ~- in that it stands for
everybody Practice 9. (Recorded) 402 SPANISH
= Page 416 =
23.17 10. Por favor, �qu� es que Ud. quiere? 9. S�, se�or. G�mez me-
mand� todo que le-dije. 8. �Cu�ndo levantaron? �Hace mucho tiempo? 7.
�Habla espa�ol? s�, a-m� gusta mucho. 6. Por eso lo-dije a-Jos�. 5. El
profesor quiere que nosotros se-levantemos temprano. 4. Jos� habl� conmigo
despu�s hablar con ella. 3. Mand� dos sillas al profesor. 2. Voy a-
estudiar lo m�s que puedo. l. Me-dijo Jos� quiere ir con nosotros.
Rewrite each sentence correctly.) Part 2. (Each of the following
sentences contains one and only one error. 403 SPANISH
= Page 417 =
404 SPAN1SH
Part 3. (Be prepared to produce some sort of answer to these questions
concerning your own life or your own opinions.)
l. �Cu�les lecciones estudi� la semana pasada?
2. �Estudi� mucho o poco?
3. �Cu�les lecciones va a-estudiar la semana pr�xima?
4. �C�mo se-dice: 'la semana pr�xima' o 'la pr�xima semana'?
5. �C�mo le-dice Ud. en espa�ol a un amigo 'as much as 1 can'?
6. �Ud. quiere que terminemos esta-clase ma�ana?
7. �Ud. naci� en los Estados Unidos? �En qu� parte?
8. �D�nde va a-vivir despu�s de terminar su-estudio de espa�ol?
9. �D�nde va a-trabajar la pr�xima semana?
10. �D�nde va a-trabajar el a�o pr�ximo?
11. �A-d�nde fue ayer?
12. �A-d�nde piensa ir la pr�xima semana?
13. �Cu�ntas semanas hace que usted lleg� aqu�?
14. �A cu�l pa�s va? �Cu�ndo supo esto?
15. �Cu�nto tiempo va a-quedarse en ese-pa�s?
Part 4. (Be prepared to be engaged by your instructor in the followLng
conversations):
A: What did you do?
--1 gave her my book.
When did you give it to her?
--1 have just given it to her.
B: Did you send (-mand�) it to them?
--Yes, 1 sent it to them.
Why did you send it to them?
--Because 1 had to send it to them.
23.18
= Page 418 =
23.19 END OF UNIT 23 Okay. Thanks. --1 said that he sent them to him
yesterday. When? --l'm not sure. But 1 think he was going to send them
to him. To whom did he send them? Did he send them to S�nchez? --Oh,
yeso He sent them yesterday. The ones we wrote yesterday. --Which ones?
c: Do you know if Jos� sent those letters? SPANISH 405
= Page 419 =
406 SPANISH
= Page 420 =
24.1 (2) 2. Jos� quiere que yo se-lo-mande. l. Jos� quiere que se-lo-
mande. la. �Cu�l quiere decir Jos� wants ME to send it to him? Jos�
quiere que yo se-lo-mande.) (Jos� quiere que se-lo-mande, o 9. Diga ahora
Jos� wants me to send it to him. (Quiero que Jos� se-lo-mande.) 8. y
ahora diga 1 want Jos� to send it to him. (Quiero que Jos� me-lo-
mande.) 7. Muy bien. Ahora diga 1 want Jos� to send �t to me. (2) 2.
Quiero .que me-lo-mande? l. Ouiero que m�ndemelo? 6. �C6mo se-dice 1
want you to send it to me? ( ... quiero ... ) 5. �c6mo se-dice ��� 1
want .�. ? (Marta me-lo-mand6.) 4. Diga en espa�ol Marta sent it to
me. (Marta se-lo-mand6.) 3. Diga en espa�ol Marta sent it to him. (Jos�
me-lo-dijo.) 2. �C6mo se-dice Jos� told me so? (Jos� me-la-trajo.) l.
�C6mo se-dice Jos� brought it to me? Part 1. INTRODUCTION UNIT 24
SPANISH 407
= Page 421 =
24.2 (a. ) b. Hay en su-oficina. a. Est5n en su-oficina. office'? 22.
For example, which of the following two means 'They are in his function
is different. 21. Even though they may be pronounced the s ame , their
grammatical fact, 'their' also sounds the same. between 'there're' and
'they're' in informal speech. In 20. A large number of speakers of
English do not differentiate less formally 'there're'. Spanish still says
~. 19. Quite often, instead of saying distinctly 'there are' we say (Hay
dos en mi-clase.) 18. Now say 'There are two in my class.' Spanish
your lips should be drawn back slightly. word 'sigh' or 'sky'. Of
course, to approximate native 17. lf pronounced correctly, ~ should rhyme
with the English (No. ) 16. ls the h in ~ pronounced? (No. ) 15. ls
the h in ~ pronounced? (No.) 14. ls the ~ in hija, or ahora, or hizo
pronounced? (Hay cinco estudiantes en la clase.) 13. Say 'There are five
students in the class.' ( 'There are .�. ') 'There are five chairs in
the class.' Hay cinco sillas en la clase. 12. What does ~ appear to
mean in this sentence? ('There are .�� ') 'There are three students
here.' Hay tres estudiantes aqu1. 11. What does ~ appear to mean in
the following sentence? ~.~. 408 SPANISH
= Page 422 =
24.3 ('ls there �.� �) 'ls there a table in your office?' �Hay una mesa
en su-oficina? 32. What does ~ appear to mean in this sentence? ('There
is .�� �) 'There is a chair in my office.' Hay una silla en mi-
oficina. 31. What does ~ appear to mean in the following sentence? ~.
(�~o hay colombianos en su-clase?) 30. Try this one: 'Arent't there
Colombians in your class?' (No hay colombianos en mi-clase.) 29. Try this
one: 'There aren't Colombians in my class.' (No hay once. sino doce.)
'There aren't eleven, but (rather) twelve.� 28. Make a guess with this
one: (�Hay once o hay doce?) 27. Ask this one: 'Are there eleven or
are there twelve?' (�llay catorce aqui?) 'Are there fourteen here?' 26.
Ask this question in Spanish: (Hay catorce aqui.) 25. Say 'There're
fourteen here. (Hay ��� ) but 'There're' ('there are') is:----?- 24.
'They're' ('they are') is (Ellos) est�n ���� or (Ellos) ~ ��� , (b. )
b. There're two American girls in my class. a. They're two American
girls in my class. americanas en mi-clase? 23. As another example, which
is the correct translation of Hay dos SPANISH 409
= Page 423 =
24.4 (No s� nada.) would say: ~? _ 43. Therefore, if you wanted to
say '1 don't know anything', you construction. nothing.' In Spanish, the
double negative is the appropriate usage is rejected in favor of '1 don't
know anything' or '1 know know nothing'. in more formal situations this
"double negative" 42. Though it may be all right at times to say in
English '1 don't casa~a. que~arse. etc.) opposite of algo is nada. (The
d in nada is 'soft' as in 41. The opposite of 'something' is �
nothing'. In Spanish. the Part 4. Double negative. (Hay un estudiante en
mi-oficina que quiere hablar con usted.) who wants to talk with you. '
40. Now say the complete phrase: 'There's a student in my off ice (Hay
un estudiante en mi-oficina ..� ) 39. Say 'There's a student in my
office �.. � (�No hay algo f�cil en esta-lecci�n?) 38. Ask 'Isn't there
something easy in this lesson?' (�Hay algo f�cil en esta-lecci�n?) 37.
Ask 'Is there something easy in this lesson?' (�Hay algo que usted no
entendi�?) something that you didn't understand?' 36. If algo means
'something' (Unit 13). how would you say 'Is there (Hay una palabra que
no entiendo.) 35. Say 'There is a word that 1 don't understand.� (Hay
una frase ��. ) 34. Say 'There is a sentence ... � ('there is') and'
? � 33. As you have observed, ~ has two meanings in English: 'there
are' 410 SPANISH
= Page 424 =
24.5 anything. ' ) (�'�ot much; both translate either as '1 know nothing'
or '1 don't know No s� nada? 53. lf Nada s� is admissible, does it
mean something different froro (b. and c.) c. Nada s�. b. No s� nada.
a. S� nada. 52. Which of the following are admissible (i.e. 'real')?
and, therefore, not admissible. negative word) in front of the verb, the
sentence is not real word in front of it. lf there is no negative
word (~ 51. A negation in Spanish is admissible if the verb has a
negative on. ) would be advisable to review quickly 46-50 before going
(If you made any error s between numbers 46 and 50, it (No quiero
mandarle nada.) 50. And finally, '1 don't want to send him anything.'
(No me-mand� nada.) 49. And 'He didn't send me anything.' (No dijimos
nada.) 48. And 'We didn't say anything.' (No escribimos nada.) 47. Say
'We didn't write anything.' (No mand� nada.) 46. Say '1 didn't send
anything.' No s� nada. 45. And '1 don't know ~thing' is '1 don't know
nothing': No hay colombianos en mi-clase. for 'There aren't ~ Colombians
in my class' is: 'anywhere', etc. do not exist in Spanish. Therefore,
the Spanish 44. In fact, the word 'any' and its composites 'anybody',
'anything' , SPANISH 411
= Page 425 =
24.6 nunca. ) (Jos� nunca tiene que-salir temprano or Jos� no tiene que-
salir temprano 64. Change the above sentence to the negative two
different ways. (Jos� siempre tiene que-salir temprano.) 63. Say 'Jos�
always has to leave early.' (No quiere salir temprano nunca or Nunca
quiere salir temprano.) 62. Change the sentence in 61 to the negative
two different ways. (Siempre quiere salir temprano.) Say 'He always wants
to leave early.' 61. !he word 'always' is siempre. 1ts opposite 'never'
is nunca. Part 5. (Or: No puedo decirles nada. Nada puedo decirles.) (
No les-puedo decir nada or Nada les-puedo decir.) 60. Say '1 can't tell
them anything' two ways. (No quiero decirles nada or Nada quiero
decirles.) 59. Say '1 don't want to tell them anything' two ways. (No
voy a-decir nada or Nada voy a-decir.) 58. Say 'l'm not going to say
anything' two ways. (No me-pregunt� nada or Nada me-pregunt�.) 57. Say
this in Spanish two ways: 'He didn't ask me anything.' (Either No me-
mand� nada or Nada me-mand�.) Me-mand� nada. 56. Change the following
sentence to an admissible one: (Either No escribimos nada or Nada
escribimos.) 55. How would you change the sentence in number 54 to a
real one? (No.) Escribimos nada. 54. ls this sentence admissible? 412
SPANISH
= Page 426 =
24.7 �Ah, si? �C6mo es? Really? What's he like? Jones Si. Hoy tuvimos
al se�or Hern�ndez. Yeso TGday we had Mr. Hern�ndez. Bill instructor?
instructor on you? �Oiga, Bill! Le-cambiaron su- Hey, Bill! Did they
change your �Le-cambiaron �. ,? Did they change on you �.� ? � ��.
cambiaron .�. ? Did they change, .. ? cambiar 'changing' n.E. Jones New
ijaterial. Review. DIALOG (�No hay nunca problemas aqui? or �Nunca hay
problemas aqui?) 70. And finally, say 'Aren't there ever any problems
here?' (No, nunca hay problemas or, No, no hay problemas nunca.) 69. Now
say 'No, there never are any problems.) (No, no hay problemas.) 68. Say
'No, there aren't any problems.' (Siempre hay problemas.) 67. Say 'There
are always problems.' (Nunca hay un estudiante bueno en mis-clases.)
'There never is a good student-rn my classes.' 66. Without using the
Spanish word No, say (Siempre hay un estudiante bueno en mis-clases,) c
las ses . ' With this in mind, say 'There is always a good student in
my but it is usually placed in Eront oE the verb (see #61 and #63).
65. The word siempre may occur in almost any location in a sentence,
413 SPANISH
= Page 427 =
24.8 '1 don't understand what he said.' No entiendo lo-que dijo. a.
Non-interrogative 'what': In Unit 21 you worked with lo-que in the
meaning of: l. More practice with �.� lo-que ��� Pract ice and
Observations �Y el suyo? And yours? tiene fama de ser bueno. he has a
reputation of being good. de ser bueno of being good tiene fama he has
fame, a reputation fama fame Como Ud. sabe, As you know, como as Creo
que va a-ser muy bueno. 1 think he's going to be very good. Bill �qu�
le-pareci�? how did he strike you? parecer n.f. of 'seem' Pues, por lo
menos, Wel1, at least, por lo menos at least Jones Pues, todavta no s�.
Es muy pronto. Well, 1 don't know yet. It's too soon. todavta st ill;
yet Bill 414 SPANISH
= Page 428 =
24.9 'people', and that the second one stands f~hings'. this series, try
to keep in mind that the first clitic stands for you can produce the
answer before the voice on the tape does. In Answer st, Be sure you
work this practice often enough until You will hear the following
questions addressed to you by a friendo Practice 3. (Recorded) 2. More
practice with two clitics. these sentences with fluency. The sentences of
Practice 1 appear in this Practice. Be prepared to say Practice 2.
(Recorded) (answer: lo-que appears in 1, 2, 5, 6, 7, 10) la. 1 told
them what you told me. 9. He didn't tell me when he was going. 8. Did
Jos� say that? 7. 1 want to send him all that we have here. 6. What
1 don't know is 'when'. 5. 1 don't know what he said. 4. What's that?
3. 1 think that he's here. 2. Is this what you want? l. What is it
that you want? pract ice. ) Which of the following sentences use lo-
que? (Answers follow this Practice 1. 'He wants all that we have.'
Quiere todo lo-que tenemos. c. 'that 'in ��� all that (we) ��� ' 'What
is it that he wants?' �Qu� es lo-que �l quiere? b. 'that' in 'What is
it that. �� ?' 415 SPANISH
= Page 429 =
24.10 that me-, ~-, or ~- will be used with any form of this verb,
as in: caerse, like levantarse and quedarse, is a reflexive verbo This
means 3. ~. You: Si, se-la-mand� ayer por la tarde. Your boss: �Ud. me-
mand� esa-carta? Example: Use two clitics in your reply. and specify that
you did it 'yesterday afternoon' (i.e. ayer por la tarde). You will now
hear your boss ask you some questions. Reply affirmatively, Practice 6.
(Recorded) This is in effect a continuation of the previous practice.
Practice 5. (Recorded) in a fluent, natural manner. Work this exercise
often enough until you can reply to the questions masculine and feminine
as well as plural and singular. will be similar, but you will now have
to differentiate between !he part occupied by 'it' will be specified as
a noun. Your answer Similar questions will be asked again with one
important difference. Practice 4. (Recorded) la. (Do you want me to give
it to you?) 9. (Do you want me to open it for you?) 8. (Do you want
me to change it for you?) 7. (Do you want me to receive it for you?)
6. (Do you want me to seU it for you?) 5. (Do you want me to
recommend it to you?) 4. (Do you want me to defend it for you?) 3.
(Do you want me to write it for you?) 2. (Do you want me to send it
to you?) l. (Do you want me to bring to you? ) 416 S PAN ISH
= Page 430 =
24.11 'Jos~ and 1 dropped the book.' A-Jos~ y a~l se-nos-cay� el libro.
'Jos& and Marta dropped the book.' A-Jos~ ya-Maria se-les-cay� el libro.
prefixed by ~==---- And, as with gustar, the name of the person who
drops something is Se-me-cayeron los libros. '1 dropped the books.' Se-
me-cay� el libro. '1 dropped the book.' dropping: agrees with how many
things are dropped, not with who does the 'Oropping' is the one with
two clitics. As with gustar, the verb Etc. Nos-caimos. 'We fe11(down).
Me-caL '1 fe11(down)' which the verb reflects who is falling down:
'Falling down' is the one with one clitic. It is also the one in has
two. ference is simply that one of them has only one clitic, the other
become automatic for you, the easiest identification of the dif- Until
auch time as the meaning and the usage of these two verbs 5.
Oifferentiating 'falling' from 'dropping'. with '7' representing the person
doing the dropping. se + 7 + caer or -les- represents the person who
drops something. The 'formula' ia PLUS ~-, -nos-, -le-, or -les-o As
with gustar, -~-, -nos, -le, !he closest idea to 'dropping' is expressed
in Spanish with caerse 4. Oropping something. Se-cayeron. 'They
fell(down).' Nos-caimos. 'We fe11(down).' Me-cai de una bicicleta. '1 fe11
off a bike.' and El ni�o se-cay� del sof�. (Unit 11) 417 S PAN ISH
= Page 431 =
24.12 (b) A-Jos� se-le-cay� el libro. 5. (a) Jos� se-cay� esta ma�ana.
(d) Esta ma�ana se-cayeron en la sala de clase. (c) Esta ma�ana nos-
calmos en la sala de clase. (b) Esta mat'ana se-cay� en la sala de
clase. 4. (a) Esta ma�ana me-ca� en la sala de clase. (c) Se-les-cay�
algo �nportante. (b) Se-nos-cay� algo �nportant e. 3. (a) Se-me-cay� algo
�nport ante. (b) A-Mar�a se-le-cayeron las s i11as. 2. (a) A-Jos� se-le-
cay� la silla. (b) Se-me-cayeron los 1 ibros. 1. (a) Se-me-cay� el
libro. Practice 9. Learn the meaning of the following. If in doubt,
consult Practice 8. others are 'dropping' something.) (Answers: 'falling'
occurs in 1, S, 6, 7, 9, 11, 13, and 14. The 5. la. 15. 4. 9. 14.
3. 8. 13. 2. 7. 12. 1. 6. 11. 'dropping'. Correct answers are listed
after the exercise. After each number below, write 'f' for 'falling' or
'd' for 'droppi�g'. --- it has one clitic, it means 'falling'; if it
has two c1itics, it means therefore, do not worry about meaning. S�nply
listen to the verb: if these sentences invo1ve vocabu1ary that is
unknown to you at this t�ne; which mean 'fa11ing' and which invo1ve
'dropping' something. Al1 of Listen to a series of sentences with the
objective of identifying Practice 7. (Recorded) 418 SPANISR
= Page 432 =
24.13 (d) ~o dropped the book? She (did)? (e) She (emphasis or
elarifieation) dropped the book. (b) ! dropped the book. (Emphasis on �
l' .) 6. (a) ! fell down today. (Emphasis on � l' .) (b) Jos�
dropped the book. 5. (a) Jos� fell down this morning. (d) This morning
they fell down in the elassroom. (e) This morning we fell down in the
elassroom. (b) This morning he fell down in the elassroom. 4. (a) This
morning 1 fell down in the elassroom. (e) They dropped something
important. (b) We dropped something important. 3. (a) 1 dropped something
important. (b) Marta dropped the ehairs. 2. (a) Jos� dropped the ehair.
(b) 1 dropped the books. l. (a) 1 dropped the book. Learn to say
these in Spanish without having to refer to Praetiee 8. These are the
English equivalents of the sentenees of Praetiee 8. Praetiee 9. (d) �A-
qui�n se-le-cay� el libro? �A-ella? (e) A-ella se-le-cay� el libro. (b)
A-mt se-me-eay� el libro. 6. (a) Yo me-eat hoy. 419 SPANISH
= Page 433 =
24.14 5. What's Unit 12 like? Dif f icul t or easy? 4. What's Carlos'
friend like? lnte 11 igent? 3. What's the secretary like? Pretty? 2.
What's the instructor like? Good? 1, What's he like? ls he tall? b. ~:
Really? What's he like? 6. They change the teacher for uso (or, 'on us'
. ) 5. They changed the classroom for uso (or, 'on us' .) 4. Yes,
they changed my car on me. (or, 'for me'.) 3. Yes, they changed my
class for me. (or, 'on me'.) 2. Did they change your class on you?
(or, 'for you?') 1, Did they change your car for you? (or, 'on you?')
a. Model: 'Did they change your instructor on you? these in Spanish.
These are the same sentences of Practice 10. Practice saying Practice
11. f. Modelo: Tiene fama de ser bueno. e. Modelo: Creo que va a-ser
muy bueno. d. Modelo: �Qu� le-pareci6? c. Modelo: Pues, todav�a no s�.
b. ~: �Ah, si? �C6mo es? a. Modelo: �Le cambiaron su-instructor? Listen
carefully, and if in doubt, consult Practice 11. each one, you will
hear several which are similar to the modelo The following sentences
have been taken from the dialogo After Practice la, (Recorded) Part l.
VARIATIONS 420 SPAN1SH
= Page 434 =
24.15 6. But this les son has a reputat ion of being easy. 5. Lesson
twelve has a reputation of being difficult. 4. Jos� has a reputation of
being a very good student. 3. Jos� has a reputation of being very
intelligent. 2. Jos� has a reputat ion of being tallo 1. Maria has a
reputation of being pretty. f. Model: He has a reputation of being
good. 5. 1 believe Maria is going to be a very good teacher. 4. 1
think Jos� is going to be a good student. 3. 1 think this lesson is
going to be very easy. to be very big. 2. 1 believe (i.e. '1 think')
that this building is going (Did you remember to use ~ in creo que
��� ? l. 1 think this lesson is going to be very important. e. Model:
1 think he's going to be very good. struck her as being easy.) 5. But
to Nora, this lesson seemed easy. (i.e. This lesson seemed difficult to
Jos�.) 4. This les son struck Jos� as difficult. (i.e. This lesso~
think of this lesson?) 3. How did this lesson strike you? (i.e. What
did you think of the book?) 2. How did the book strike you? (i.e.
What did you l. How did the secretary strike you? d. Model: How did
he strike you? 7. Well. 1 don't know how to speak well yet. 6. Well, 1
don't know how to speak much yet. 5. Well, 1 can't speak much yet. 4.
Well, 1 can't speak Spanish yet. 3. Well, 1 can't talk yet. 2. Well,
1 don't understand the lesson yet. l. Well, 1 don't understand yet. c.
Model: Well, 1 don't know yet. 421 SPANISH
= Page 435 =
24.16 sentence correctly. Each of the following sentences contains one
error. Rewrite each Part 2. didn't you see me? ~ Who fell down? ~. 1
did, didn't you see me? you see me? ~. Who brought Jos�? 24. 1 did
(i.e. '1 brought him'), ~. Who opened the door? 22. 1 did (i.e. '1
opened it'), didn't (Did you use la?) there are four. 20. There is a
Colombian in ours. in my class. 18. How many are there in yours (la
suya)? ~. In mine !L. ~. How many students are there in your class?
There are six down. 14. Where did you fall? ~. 1 fell down in my
office. drop them? (�Cu�ndo se-le-cayeron?) ~. 1 dropped them when 1 fell
!l. As you know, 1 dropped the cups (tazas). When did you ~. ('To Jos�
it seemed easy, too.') .!Q.. But Nora thought it was difficult. struck
me difficult') 9. Jos� (A-Jos� ... ) thought it was easy. too. it seem
to you ��. ) easy? ~. No, it seemed difficult to me. (or, 'It 6. How
did this lesson strike you? L. Did it strike you (i.e. Did find out
that you were going to Colombia? 4. When did he find out that he was
going to Chile? 5. When did you find out that she was American? ~.
Did you find it out this morning? l. When did you find out that he
was Colombian? When did you ~. How would you say the following
utterances? Part l. APPLICATIONS not sure of. persons. Be sure to let
your instructor know of anything you are Listen to the following
conversational exchanges between two Part 2. Comprehens ion. 422 SPANISH
= Page 436 =
24.17 10. Mi profesor nuevo tiene fama ser muy bueno. 9. Puedo terminar
nunca mis lecciones. 8. Creo que es mucho pronto. 7. Por el menos, creo
que va a-ser muy bueno. 6. Termin� estudiar en este mismo momento. 5.
8t, se-le-cay� las tazas esta ma�ana. 4. Marta se-cay� pero no se-la-
cay� la taza. 3. Yo s� nada. 2. 8t, Jos� lo-rne-mand� ayer. l.
�Cu�ntos semanas hace que Ud. lleg�? ~PANI~H 423
= Page 437 =
24.18 Yes, in yours. --In mine? How many Colombians are there in your
class? --Fine, ask me! you something. Very well! �.� Say, 1 want to ask
(preguntar) --Fine! And you? A: Hi, Jones! How're you doing?
conversations: Be prepared to be engaged by your instructor in the
following Part 4. 15. �Ud. quiere cambiar su-carro, o hace poco que lo-
cambi6? 14. �Ud. tiene fama de ser inteligente? 13. �Hace mucho tiempo que
Ud. estudi6 en la universidad? 12. �Hace mucho tiempo que Ud. naci6? 11.
�Cu�ntos dtas hace que a-usted se-le-cay6 algo? 10. �A-usted se-le-cay6
algo ayer? �No? �A-usted no se-le-cay6 nada? que se-cay6? 9. �Usted se-
cay6 ayer? �Cu�ndo se-cay6? �Hace mucho o poco tiempo �De Texas? 8. �Es
usted casado (casada)? �De d6nde es su-esposa (esposo)? y femenino? �Cu�nto
tiempo hace? 7. �Hace mucho tiempo que Ud. estudi6 el concepto de
masculino espa�ol tambi�n? 6. �Su-esposa (o su-esposo, o su-amigo) est�
aqui estudiando 5. �Usted puede hablar mucho espa�ol? 4. �Cu�nto tiempo
hace que Ud. lleg6 a Washington? 3. �Cu�nto tiempo hace que Ud. est�
aqut estudiando espa�ol? 2. �Cu�les Unidades estudi6 Ud. la semana
pasada? l. �Cu�ntos dtas hace que Ud. estudi6 la Unidad catorce?
concerning your own life or your own opinions. Be prepared to produce
some sort of answer to these questions Part 3. 424 SPANISH
= Page 438 =
24.19 END OF UNIT 24 after arriving in (~-) Chile --No, 1 can 't. l'm
going to have to finish leaving? Are you going to finish studying
before --Yes! Two weeks more and l'm in Chile! Two weeks?! lt's very
soon. --Within two weeks. C: Say, Jonesl When do you plan to leave?
tell you more. Well, 1 think it's too 800n. Next week 1 can And yours?
At least, he struck me(as) pretty good. --Re's pretty good (bueno).
What's the new teacher like? this morning. --Yes, you're right. They
changed him changed your teacher on you. B: Say, 1 understand(:) they
have just (acaban de) Yes, there are two in mine. Are there any in
yours? --There aren't any Colombians in my class. 425 SP~~H
= Page 439 =
426 SPANISH
= Page 440 =
25.1 ( �.� ~ mi-apartamento.) are both !hus, ' ��� ~ my apartament'
and ' ��� through my apartment' does not c1early differentiate between
'by' and 'through'. 9. As you are beginning to suspect, and correctly
so, Spanish ( .�� ~ mi-apartamento.) ('The inspector walked) through my
apartment.' 8. Row wou1d you say the under1ined portion of this sentence?
( ��� ~ mi-apartamento.) --'- ��� through my apartment.' 7. Por is a1so
used where Eng1ish uses 'through'. Say (Pas~ ~ su-apartamento ayer.) 6.
Say '1 passed by his apartment yesterday.' (Pas6 ~ mi-oficina esta-
ma~ana.) 'happening'.) Say 'Re passed by my office thia morning.' 5.
Pasar is the idea of 'passing' (and sometlines the idea of (Me-gusta ir
~ avi6n.) 4. Say '1 like to go by p1ane.' (Va a-salir ~ avi�n.) Say
'Re's going to leave by plane.' 3. !he word for 'airp1ane' iB avi6n. (
��� ~ Pardo Baz�n.) (!he book was written) by Pardo Baz�n. 2. Say the
under1ined portion in Spanish. !he word for 'by' is ~. Part 1. Por.
INTRODUCTION UNIT 25 427 SPAN1SH
= Page 441 =
25.2 (Por eso Nora no fue a la fiesta.) 21. Say 'On account of that.
Nora didn't go to the party.' (Por eso no fue.) 20. Say 'That's why
he didn't go.' (No lo-hizo por eso.) 19. Say 'He didn't do it because
of that.' (Por eso no quiero ir.) 18. Say 'That's why 1 don't want to
go.' (on account) of that' or ' of that'. truth of the matter is that
Spanish is saying 'because por eso as 'that's why' or 'for that reason'.
The 'because of'. For example, in Unit 22 you learned 17. Por is also
used where Eng1ish says 'on account of', ('1 trave1ed to Washington by
train.') -viaj� a-Washington por tren. 16. Tren is 'train'. What does
this mean? ('H. did it through the love of God.') -aern�ndez lo-hizo
par-el amor a Dios. 15. Amor is 'love' and Dios is 'God'. What does
this mean? ('Sanchez traveled by sea.') -srnchez viaj6 por mar. 14. Mar
is 'sea'. What does this mean? ('1 sent it by plane.') 13. What does
this mean? Lo-mand� por avi�n. ('He did it through compassion.') Lo-hizo
por compasi�n. 12. Compasi�n is 'compassion'. What does this mean? ('Last
year 1 trave1ed through Mexico.') mean? El a~o pasado viaj� por M�jico.
11. Viajar is the n.f. of the idea of traveling. What does this
'through' � apartamento wou1d define wether the meaning is 'by' or 10.
Of course, the context in which you would say ��� por mi- 428 SPANISR
= Page 442 =
25.3 (�Para cu�ndo dijo usted? �Para hoy?) 32. Say 'For when did you
say? For today?' (�Cu�ndo salieron para Chile 31. Say 'When did they
leave for Chile?' (Por favor, preparen la pr6xima lecci6n para ma~ana.)
30. Say 'Please prepare the next lesson for tomorrow.' (Este-libro es
para Bill.) uses 'for'.Say 'This book is for Bill.' 29. Except as noted
later on, para is used where English Part 2. Para (Bill no entendi6
nada por no estar aqui ayer.) being here yesterday.' 28. Say 'Bill
didn't understand anything on account of not (Bill no entendi6 nada.) 27.
Say 'Bill didn't understand anything.' (Por no estudiar, Bill no sabe la
lecci6n de-hoy.) doesn't know today's lesson'? 26. How would you say 'On
account of not studying, Bill (Nora no fue a la fiesta por su-pap�.) of
her dad'? 25. How would you say 'Nora didn't go to the party because
(�Quiere pasar por su-oficina ahora?) 24. Say 'Do you want to pass by his
off ice now?' (por) Spanish says all of these with of pity', or 'out
of pity' or even 'through pity'. between 'doing something because of
pity' or 'on account 23. There is ver y little difference in meaning
in English (S�nchez no puede salir ahora por el tiempo.) account of the
weather.' 22. 'Weather' is el tiempo. Say 'S�nchez can't leave now on
429 SPANISH
= Page 443 =
25.4 (Estudi� espa~ol por cuatro meses.) 44. Say '1 studied Spanish for
four months.' (por tres minutos) Say 'for three minutes'. for how long
something goes on, use ~ (not para). 43. Whenever for is followed by a
period of time indicating your Spanish will sound awkward. not as easy
to remember. You must remember these, or These circumstances are easy to
describe, but they are 42. Under three circumstances, para conflicts with
~. Part 3. Por/Para (Para aprender m�s, Ud. tiene que estudiar m�s.) 41.
Say 'In order to learn more, you have to study more.' (Voy a-estudiar
m�s para saber m�s.) 40. Say 'l'm going to study more in order to know
more.' (Para llegar temprano ��� ) 39. How would you say 'In order to
arrive early ��� ? (Para hablar espa~ol ��� ) 38. How would you say
'In order to speak Spanish ��� '? 'Bill quiere estudiar mucho para
hablar mucho.' such cases it means 'in order to' as in: 37. Para will
also appear before the n.f. of verbs. In (�Este-libro es para mi?) 36.
Say 'Is this book for me?' (No, para �l no; para mi.) 35. Say 'No,
not for him; for me.' (No, para Bill no; para Nora.) 34. Say 'No, not
for Bill; for Nora.' (No, para ma~ana no; para la pr�xima semana.) 33.
Say 'No, not for tomorrow; for next week.' 430 SPANISH
= Page 444 =
25.5 (para) 6. It's not for you; it's for me. (para) 5. It's a
present for my daughter. (por) 4. We stayed there for three weeks.
(para) 3. For tomorrow? (para) 2. For when do you want this? (para) l.
This i5 for our use (Ce. 'for us'.) now. ) sentences. (Do not bother to
translate these sentences Indicate whether para or ~ would be used in
the following Use ~ in the last two circumstances. 2 ���� and in the
meaning of 'in exchange for,' 1, �.� with expressions indicating how
long, for 'for' except: understand the difference thus faro Remember, use
para following exercise to see if you are positive that you 49. Before
going into the third circumstance, check the ( ��� por �se.) ('He sent
me this one) for that one, , 48, How wou1d you say this one? ( ���
por �se.) ('1'11 give you this one) for that one.' sentence? How would
you say the underlLned part of the o owing 47. When indicating in
exchange for use ~ (not Pfri�' (Habl� espa�ol por seis a�os.) 46. Say
'1 spoke Spanish for six years.' (por mucho tiempo) 45. Say 'for a
long time' (Le. 'for much time') 431 SPANlSH
= Page 445 =
25.6 or in behalf of his wife. he did so por su-esposa, that is, in
the place of his wife, 55. In the preceding case, Bill baked a cake
para su-hijo, but (por ��� ) or por ella? to bake their son's cake
for her, would you use para ella 54. However if Bill's wife is ill,
and Bill finds it necessary (para ��� ) would you use por su-hijo or
para su-hijo? 53. If Bill's wife bakes a cake for their son on his
birthday, going to give it to him. ��� para Jones means that, whatever
you prepared, you are 52. � �� por Jones means that you took his
place and prepared it � b) Lo-prepar� para Jones. a) Lo-prepar� por
Jones. two sentences: 51. There is a difference in meaning between the
following 'in the place of __ X __ ' and 'for the sake of X '. 50.
The third circumstance involves the use of for meaning (por) 12. Nobody
knew anything for six hours. (por) 11. He was here for a long time.
(por) 10. He never studied for more than three hours. (para) 9. He left
for Guatemala this morning. (por ��� ) 1 didn't go. 8. Por that reason
(i.e. 'on account of that') ���� (por) 7. He gave me this one for
that one. 432 SPANISH
= Page 446 =
25.7 (Lo-hizo para ella.) benefit)? 65. And how would you say 'He made
it for her' (i.e. for her (Same as 63.) 64. And how wou1d you say 'He
did it in her place'? (Lo-hizo por ella.) 63. How wou1d you say 'He
did it for her sake'? (Hernandez did it for the sake of his
fatherland.) Hern�ndez lo-hizo por su-patria. appropriate trans1ation for
the following? 62. If patria means 'fatherland', what wou1d be the most
Jos~ lo-hizo por su-mam�. as in ---- sake of X' or 'in beha1f of X'
instead of 'in place of X' , 61. Sometimes you wil1 want to translate
por X as 'for the (~ Jones) do you work 'para Jones' or .~ Jones'? 60.
If Jones is il1, and you have to rep1ace him at his desk, (Use .~
Bi11'.) place of Bil1? 59. How would you indicate that you were writing
the 1etter in a 1etter to be sent to Bi11.) (No. � ���para Bi11'
indicates that you were writing of Bi11? Bi11', does this mean that you
were writing it in place 58. If you sat down at a typewriter and
wrote a letter 'para (por) say, ~ or para el seffor Smith? for him,
that is in his place, yesterday. Which wou1d you 57. Suppose your boss
was absent yesterday and that you worked (a.) b. Trabaj~ ~ el seffor
Smith. a. Trabaj~ para el seffor Smith. wou1d you say? to say that you
worked for your boss, Mr. Smith, which 56. Trabajar is the n.f. of the
idea of working. If you wanted SPANISH 433
= Page 447 =
25.8 (por) Pas� el parque. 5. '1 passed by the park. ' (por) Se-
quedaron en M�xico seis semanas. 4. 'They stayed in Mexico for six
weeks.' (por) Pas6 mi-oficina esta-ma�ana. 3. 'He passed by my office
this morning.' (para) Esta-carta es m�. 2. 'This letter is for me.'
(por) Pienso trabajar m�s ma�ana la tarde. l. '1 intend to work more
tomorrow afternoon.' venience. plan to review this Introduction at your
earliest con- If you are not correct every time, perhaps you should
your choice. blank. Select which one would be used, and then check The
space to be occupied by ~ or para is left in The following sentences
are translated into Spanish. 68. Check your accuracy. for' . c ���� in
phrases expressing the idea of 'in exchange 'for the sake of'; b ����
in phrases indicating 'in place of' or a �.�� in phrases indicating for
how long; learn to master the following uses of ~ for 'for': semblance
of accuracy in your speech, especially if you mendable for you to use
para. This will increase the resemblance of ~ to 'for'.) When in doubt,
it is recom- they should use para. (This might be because of the 67.
For some reason, English speakers will often use ~ where (Sali6 para
Chile.) 66. Say 'He left for Chile.' 434 SPANISH
= Page 448 =
25.9 (para) � cu�ndo quiere esto? 15. 'For when do you want this?'
(por) eso no s� nada. 14. '!hat's why 1 don't know anything.' (para;
para) Hice esta-torta mi-hijo su-cumpleaaos. 13. '1 baked this cake for
my son for his birthday.' (para) ser un buen amigo. 12. 'In order to
be a good friend.' (por) Jos� no fue al Per� su-pap�. 11. 'Jos� didn't
go to Peru because of his dad.' (para) Pensamos salir Caracas ma�ana.
10. 'We plan to leave for Caracas tomorrow.' (por) Pienso ir Caracas.
9. '1 intend to go by way of Caracas.' (por) Escrib1 el informe Bill.
8. '1 wrote the report for (in place 00 Bill. ' (para) Prepare la
Lecci�n 6 ma�ana. 7. 'Prepare Lesson 6 for tomorrow. , (por) Manej� el
parque. 6. '1 drove through the park. , 435 SPAN1SH
= Page 449 =
25.10 �verdad? Ud. quiere decir que es exigente, You mean she's hard,
don't you, exigente demanding Ud. quiere decir you mean �No me diga!
You don't say! Jones Pues, le-aconsejo que estudie mucho. Well, 1 advise
you to study a loto le-aconsejo 1 advise you counseling' aconsejar n.f.
of 'advising, Bill �r���? And ��� ? Jones ~. ~. s�, La clase m�a la-
tuvo hace Yeso My class had her a month Bill Precisamente. �La-conoce?
Exactly. Do you know her? Jones �No es la se�ora Mart�nez? lsn't it
Mrs. Mart�nez? BHl El m�o no es malo tampoco. Mine isn't bad either.
malo bad Jones �el suyo?'. Esta-conversaci�n contin�a abajo ('below').)
nuevo profesor de Bill, y Bill acaba de-preguntarle a-Jones 'Y, (En el
di�logo de la Unidad 24, Bill Y Jones est�n hablando del New Material.
~. DlALOG 436 S PAN ISH
= Page 450 =
25.11 instead of an interrogative, as in these pairs: in those clauses
where the interrogative word is a relator This arrangement is observed
--though not as rigidly-- even �Sabe Ud. cu�ndo lleg6 Ana? 'Do you know
when Ana arrived?' No s� d6nde est� Jos�. '1 don't know where Joe is.'
Observe: est� Jos�. --- will say ' ��� where Joe is.', but Spanish
will say ��� d6nde English changes but Spanish remains unchanged. Thus,
English However, when such a question is imbedded in another sentence,
'Where is Jos�?' �D�nde est� Jos�? begin with an interrogative word, as
in: ~. English and Spanish share equal word order in questions that Hoy
no, and so on. forth: Usted no, �l no. Similarly, 'not today' would be
It would be the same with 'Not you.' or 'Not him.', and so (Nosotros
no.) How would you say 'Not us'? Make a guess. !l. In Unit 20 you
learned that 'Not 1.' (or, 'Not me.') is Yo no. l. More on word order.
Practice and Observations �Ya lo-creo! �Exigent1sima! 1 should say so!
Very hard! exigent lS imo very demanding Bi11 437 SPANISH
= Page 451 =
25.12 15. �Cu�ntas horas estudi� su-hija? 14. �Cu�ntos affos estudi� aqu�
su-pap�? 13. �Cu�nto tiempo estudi� Maria? 12. �Cu�ndo la-vi� Jos�? 11.
�D�nde vi� Jos� a-Alicia? 10. �D�nde cambi� G�mez el carro? 9. �D�nde
se-le-cay� el libro a-Nora? 8. �Cu�ndo se-le-cay� el libro a-Nora? 7.
�Cu�ndo se-cay� Jos�? 6. �Cu�ndo sali� Maria? 5. �Cu�ndo fue Maria? 4.
�D�nde la-vi� Jos�? 3. �D�nde lo-cambi� Hern�ndez? 2. �Qui�n es ese-
se~or? l. �D�nde est� Jos�? Answer: No s� d�nde est� Jos�. 9uestion:
�D�nde est� Jos�? Example: Practice 2.) unchanged. (If you are doubtful
about the meaning of any, consult an answer starting with No s� ��� ,
and keep the Spanish word order You will hear the following questions
addressed to you. Produce Practice l. (Recorded) G6mez sali� cuando sali�
Jos�. 'G�mez left when Jos� left.' Queremos comer donde comi� Washington.
'We want to eat where Washington ate.' 438 SP~I~
= Page 452 =
25.13 escribir ��.�.��.���. escribiendo 'writing' comer comiendo 'eating'
-er and -ir verbs use -iendo: preguntar ���� EEeguntando 'asking' -ar
verbs use -ando for '-ing': has a form that strong1y resembles Eng1ish '-
ing'. ~. As you have begun to observe in a few isolated sentences,
Spanish 2. Spanish usage of -ing'. , 15. 1 don't know how many hours
my daughter studied. 14. 1 don't know how many years my father studied
here. 13. 1 don't know how long (how much time) Maria studied. 12. 1
don't know when Jos� saw her. ll. 1 don't know where Jos~ saw Alicia.
10. 1 don't know where G�mez changed the caro 9. 1 don't know where
Nora dropped the book. B. 1 don't know when Nora dropped the book. 7. 1
don't know when Jos~ fell down. 6. 1 don't know when Maria left. 5. 1
don't know when Maria went. 4. 1 don't know where Jos� saw her. 3. 1
don't know where Hern�ndez changed it. 2. 1 don't know who that man is.
1- 1 don't know where is. Jos~ to use the proper Spanish word order.
the same sentences as those answers of Practice l.) Be sure doubt,
listen to the answers given in Practice l. These are Practice saying
the following sentences in Spanish. (If in Practice 2. SPANISH 439
= Page 453 =
25.14 mi-mam�?) mother. (Did you remember to use a- in front of 9 ����
that your aunt is in the kitchen helping your 8, ��� that your uncle
is at his home studying Portuguese. with her friends. 7 ���� that your
sister is in the living room speaking 6. � �� that your brother is in
the garage fixing the caro a friendo 5. � �� that your father is in
his office speaking with 4. � �� that you're in the class 1earning
Spanish. 3. � �� that Nora is also in the kitchen cooking. 2. � ��
that you're in the kitchen cooking. 1. � �� that you're in your office
writing a letter. Be prepared to te11 your teacher: in Spanish before
you hear the correct version on the tape. Look-say-listen. Get each one
of the fo11owing thoughts said Pract ice 5. (Recorded) 7. sala 'living
room' reparar n.f. 'repairing' durmiendo 'sleeping' 'garage' 10. ling(iista
'linguist' 6. hermano 'brother' ayudar n.e 'helping' 4. aprender n.f.
'learning' 9. tLa launt' cocinar n.f. 'cooking' portugu�s 'Portuguese' 2.
cocina 'kitchen' 8. tLo 'unc1e' new words used in the answer appear
be1ow: always be �D�nde est� (Jos�)? Learn what the answer means. Any
You will hear a question and its answer. The question wi11 Practice 4.
(Recorded) tape. their '-ing' form before you hear the correct conversion
on the You wi11 hear a series of verbs in their n.f. Convert them to
Practice 3. (Recorded) 440 SPANISH
= Page 454 =
25.15 (b) Es necesario ir. 'It's necessary to go.' l. (a) Quiero ir. '1
want to go.' querer you can find two constructions: also in the
category of commands. As in the case of the verb S imilarly. 'lt' s
necessary for you to-:-_-:-_' is c lass if iable 'Le-aconsejo que
(command form)' commands. Therefore: Advising someone to do something is
also in tha category of you recognized estudie as the command formo
estudie mucho ('Well, 1 advise you to study a lot.'). We hope In the
dialog of this Unit you learned Pues, le-aconsejo que 3. More on
commands. Voy a-terminar temprano. '1 am going to finish early.' Voy
esta-noche. '1 aro going tonight.' existing actions. For example: employs
'1 am going ��� ' to refer to the future, not to always expressed in
Spanish as ~ ��� : one normally The above clarifies why the phrase '1
~ going ��� ' is Hablo en el Club ma~ana. '1 speak at the Club
tomorrow.' What is said is Thus, Spanish does not say 'l'm speaking at
the Club tomorrow.' (~) + -ndo exist ing act ions one is speaking:
Spanish except to portray actions ~h exist a~he time ~. The combination
of estar plus the -ndo form is not used in ~ ��� 7) sleeping. (Did
you remember to use ~ in ~ 10. � �� that you think your linguist is
in his office 441 SPANlSH
= Page 455 =
25.16 13. Es necesario vivir cerca de-aquL *12. Es necesario decir eso.
*ll. Es necesario defender a-Nora. *10. Es necesario hacer esto hoy. *9.
Es necesario venir a mi-of ic ina. *8. Es necesario ir ma�ana. *7. Es
necesario salir temprano. *6. Quiero entender esta-lecci�n. 5. Qui.e ro
escribir esta carta. *4. Quiero ver (c.f.=vea) a-S�nchez. 3. Quiero
aprender espa�ol. 2. Quiero abrir la puerta. *1. Quiero ir. Group A.
(Sentences with irregular verbs are marked "*".) in the time and space
alloted for you. necessary for you to go'). Be sure you can make a
correct response Your response is to change this to '1 want ~ to go'
(or. 'It's Each of these means '1 want to go' (or, 'It's necessary to
go'). a pause for you to respond, followed by the correct response.
formo You will hear each of the following sentences, followed by This is
a quick review of the correct verb endings in the command Practice 6.
(Recorded) (4) Ojal� que and after (as in Unit 22) (3) Es necesario que
__ (2) Le-aconsejo que (1) Quiero que as well as in the following
softened cornmands: In s urnma ry , the cornmand form is found in
direct cornmands vaya. ~ to go.' (b) Es necesario que Ud. 'It's
necessary for 2. (a) Quiero que Ud. vaya. '1 want ~ to go.' 442
SPANISH
= Page 456 =
25.17 manner. This is a continuation of Practice 7. Respond in exactly
the same Pract ice 8. (Recorded) to respond by supplying the '1 advise
you ��� � sentence. The instructor's voice will give you the first
sentence. You are to him, 'lt's necessary to stay here. 1 advise you
to stay here.' talking to someone, and that you are his superior. You
are saying For the sake of sorne realism in this drill, imagine that
you are your response~ill change to 'Le-aconsejo que �.. ' -ar and
-er/-ir verbs are in a mixed arder, and the front part of This is the
same kind of practice as the preceding one except that Practice 7.
(Recorded) *11. Es necesario estar (est�) aqu1 a las ocho. 10. Es
necesario cambiarlo hoy. 9. Es necesar io hablar con Hern�ndez. 8. Es
necesario levantarse a las seis. 7. Es necesario terminarlo temprano. 6.
Es necesario quedarse aquL 5. Es necesario trabajar m�s. 4. Es necesario
preguntarle eso a-G�mez. 3. Quiero preparar esta-lecci�n. 2. Quiero llevar
el carro al garage. l. Quiero estudiar m�s. Group B. 15. Es necesario
vender el carro hoy. *14. Es necesario traerlos ma�ana. 443 SPANISH
= Page 457 =
25.18 5. That's why 1 didn't go to class. 4. Whatever you sayo 3.
lt's very important. 2. Do you know them? l. Exactly. Do you know him?
b. Model: Exactly. Do you know her? etc. ?) *(Did you remember to use
the plural forms malos, buenos, grandes, *8. Mine arentt important
either. *7. Mine (plural) aren't hard either. 6. Mine (one) is not hard
(demanding) either. *5. Mine ( ) are not big either. *4. Mine ( ) are
not good either. *3. Mine (plural) are not bad either. 2. Mine isn't
big either. l. Mine isn It good either. a. Model: Mine isn't bad
either. in Spanish These are the same sentences of Practice 9. Practice
saying these Pract ice 10. d. Modelo: �Ya lo-creo! i Ex igent �s ima!
C. Modelo: Quiere decir que es exigente, �verdad? b. Modelo:
Precisamertte. �La-conoce? a. Modelo: El m�o no es malo tampoco. Listen
carefully, and if in doubt, consult Practice 10. each one, you will
hear several which are similar to the modelo The following sentences have
been taken from the dialogo After Practice 9. (Recorded) Part l.
VARlATIONS 444 SPANISH
= Page 458 =
25,19 10. It 's complicated, very complicatedl 9, It 's modern, very
modern! 8, It' s Eamous, very famous! 7, It' s difE icul t, very
difficult! 6, It's easy. veryeasy! S, Small, very small! 4, 1 studied a
loto very much! 3, 1 should say so! l'm sure, very sure! masculine,) 1
should say so! Very important! 2, (This and the rest oE these sentences
refer to something 1, 1 should say so! It's big, very big! d, Madel:
1 should say so! Very hard (demanding)! 10. You mean in the Visa
Section. don't yqu, 9, You mean this ver y minute, don't you, 8, You
mean it's only an exercise, don't you, don't you, 7, You mean Mr,
Hern�ndez has a reputation of being hard, don't you. 6, You mean the
teacher has a reputation oE being hard, S, You mean the lessons are
hard (difEicult), don't you, 4, You mean the exercises are hard
(diEEicult). don't you. 3, You mean the teachers are hard, don't you,
2, You mean the (lady) teacher is hard. don't you, 1, You mean the
teacher is hard (demanding), don't you, e, Hodel: You mean she's hard.
don't you, lO, Didn't you see me? 9, U's only an exercise, 8, All the
time, 7, Only three weeks ago, 6, Exactly, I'm sure oE that, 445
SPANISH
= Page 459 =
25.20 ".preguntarle-eso al profesor.) placement of eso irnmediately after
the verb, as in (Note: the desired word order in #19, #20, & #21 is
the if not, the~you are going to have many problems tomorrow, tomorrow.
25. 1 advise you to study tonight's lesson well, because then we want
(queremos) him to come see us (use ~- before ~) you to tell your
teacher that if he can't come to our ho~e tonight, prepare all the
exercises of this lesson for tomorrow. 24, 1 want teacher that. ~. 1
want you to ask the teacher if we have to 21. 1 want to ask the
teacher that. 22. 1 want you to ask the -le on decir~?) 20, 1t's
necessary for you to tell S�nchez that. 19. 1t's necessary to tell that
to G�mez. (Did you forget to use S�nchez this ver y minute. 18. 1t's
necessary to tell him that. 16. 1 want you to see S�nchez now. 17. 1
advise you to see drop a book too? ~. No, 1 didn't drop anything.
book? 13. Nora dropped the book near the classroom. ~. Did you 11. When
did the child fall down? 12. Where did Nora drop the ing to fix the
caro ir: aprender ���� ~- -r.) .!..2.. 1 'm in the garage learn- ~.
Yes, l'm in the kitchen learning t; cook. CAPre�der is like use a-
before-su-mam�? And how about a- before mi-tLa in #6?) portuguese.' 8.
Are you helping your mother? CDid you remember to 7. 'Where's your
uncle?'-- 'He's in the living room studying 6,'Where are you?' '1'm in
the kitchen helping my aunt.' wants ME to go. don't want my son t;
sell it for me. ~. Of course. My wife (husband) to send it to me. 3.
My son wants to sell it for me. 4, But 1 1. Jos� wants to send
(mandar) it to me. 2. 1 don't want Jos� How would you say the
following utterances? Part 1. APPL1CATIONS Be sure to let your instructor
know of anything you are not sure of, Listen to the following
conversational exchanges between two persons. Comprehension. 446 SPAN1SH
= Page 460 =
25.21 �Hace mucho tiempo? �Dos semanas? l. �Cu�ndo vino Ud. a esta-escuela
('school')? concerning your own life. Be prepared to produce sorne sort
of answer to these questions Part 3. la. Es necesario que ustedes se-
levante m�s temprano. 9. Le-aconsejo que Ud. venir a mi-oficina pronto.
8. Es necesario que Ud. tr�igalos maffana. 7. Le-aconsejo vaya hoy. 6.
Mi-ling�ista est� en su-oficina durmando. 5. Estamos en la cocina ayudar
a mi-t�a. 4. No s� cu�ndo Nora quiere salir. 3. �Qui�n, la seffora
Mart�nez? �Es dur�simo! 2. �Este-ejercicio es por maffana? l. s�, fui a
Miami para tren. sentence correctly. Each of the following sentences
contains one error. Rewrite each Part 2. 447 SPANISH
= Page 461 =
25.22 -- Yeso It's a Spanish book. Spanish book (un libro de espa�ol).
Because 1 want to know if it's a Then, why did you ask me? Of
course! 1 know (:) it's a book! It's a book. Yeso That-thing. -- What?
This? What' s that? A: conversations. Be prepared to be engaged by your
instructor in the following Part 4. la. �Hace mucho tiempo que le-
cambiaron su-profesor? mucho', �qu� quiere decir Ud.? �Que el profesor es
duro? 9. Cuando Ud. le-dice a su-amigo 'Le-aconsejo que estudie 8. �Usted
naci6 en Ohio? 7. �D6nde est� Ud.? �Est� en la clase hablando espa�ol?
6. �Su-profesor tiene fama de algo? Por favor, conteste con 'El mio (o,
la mia) ��� ' �Es bueno? �Es malo? �Es duro? 5. �C6mo es su-profesor?
�Cuidado! (i.e. 'careful!') aprendi6? 4. �Qu� aprendi6? �Puede Ud. decir
en espa�ol lo que 3. �Aprendi6 algo en esta-Unidad? �F�cil? �Dificil?
�Dura? �Facilisima? 2. �Qu� le-pareci6 esta-Unidad? SPANISH
= Page 462 =
25.23 END OF UNIT 25 -- Really? l'm going to ask him right this
minute. Not me. But Carlos had him last week. But l'm not sure. Do you
know him? He struck me as tough. How does he strike you? 1 don't know.
lt's too soon. ls he (any) good? teacher ���� 1 don't know. The new
class is fine, but the What's the new class like? C: -- She learned a
long time ago. (Remember: aprender ��� ~- r). Really? When did Mar1a
learn to cook? -- With Mar1a. l'm glad. With whom? -- Yeso She's
learning. Don't tell me! ls she learning to cook? -- She's in the
kitchen. Where is Alicia? B: pretty good. Not too good (muy bueno), but
What's it like? SPAN1SH ~9
= Page 463 =
450 SPANISH
= Page 464 =
Eng1ish-Spanish Page 459 Spanish-English Page 453 VOCABULARIES 451 SPANISH
= Page 465 =
452 SPANISH
= Page 466 =
"'i'C\iTciild o ! - carefu1! caerse(me) - dropping cuatro - four ~y6
del - he fe11 off of �� cuAnto - how many/much caerse - (nf) falling
cuando - when cabeza - head (f) �C,�A1? - which; which one :::cre�.a
que era - 1 thought it was (e) cre�a - (I) thought �Ya 10 creo! - 1
shou1d say so! ��� , creo- - 1 believe biie�Os d�.as - good morning
believing bueno - we1lo �� ; good creer - (nf) thinking; adjectives) very
cosa - thing bien - well; (before cont inuaremos We'll continue ~te -
sufficient continuar - (nf) continuing bailar - dancing contento - happy
C�nsul General - Consu1 General (B) conocer - knowing Csomebody) conmigo
with me ayudar - (nf) he1ping con - with la de-ayer - yesterday's
comprensi6n - comprehension (f) ayer - yesterday complicado - comp1icated
avi�n - p1ane; airp1ane completo - complete aS - thus; so compasi6n -
compassion (O aqi � - here �Como no! - Sure! �9 aprender - (nf)
1earning 0010 ? - How's that? apartamento - apartment -�c6mo se dice ���
? - How do you say ��� ~ - year c�mo - how antes before como -
since; as anoche - 1ast night colombiano - Co1ombian amor 10ve (m)
cocinar (nO cooking amigo(-a) friend cocina kitchen ;;;er icano( -a) -
American club - club Cm) allA - there; over there kind(O al toe -a) -
tall clase - c1ass(room); algo - something ~! - Of course! me-alegro
l'm glad ciudad - city (O alegrarse cinco five al to the ��� de- -
near to ~a ~s�.? - Rea1ly? cerca - c10se; nearby ahora - now catorce
- fourteen agricultura - agriculture (f) cas;da(-o) - married aconsejar
(nf) advis ing casa house aceptar - (nf) accepting carro - car
something �Caramba! - Gee! a~r de---r - Rave just done capital - capital
(city) (f) abra - (cf) cambIar - (nf) changing abrir (nf) opening calle
- street (O ahril - April (m) """'CIli�es e - Don't get excited! a - a
preposition calmar (A) 453 SPAN1SH
= Page 467 =
edad - age (O reputation of-' tiene fama de-- - Has a (E) fama - fame
f�cil - easy ing' durmiendo - ing form of 'sleep- (F) durante - during
""""iOs dos (somos) both of us (are) hito - success dos - two existir
- (nO existing de-d6nde - from where exigente - demanding; hard to
exclusivo - exclusive ad6nde - to where; where ��� e8t�diar (nf)
studying M�nde where esto - this thing doce - twelve this Dios - God
este - a demonstrative: dIfIcil - difficult EStadOs Unidos - United States
diez - ten estado - state --ese:-d icho - that saying this dicho
saying (m) esta a demonstrative: """'iiiedio d la noon (m) estar - (nf)
being dla day (m) Es que ��� - It's that ��� despu~s de----r -
after----ing esposo - husband despu�s - later; afterwards esposa - wife
(m) espa�ol - Spanish (lang.) descanso - rest; class break that reason
Estado por eso that' s why; for Departainento de State Department eso
that thing meses �se that one dentro de dos - within two months that
dentro within;in ese - demonstrative: de + el escuela - school del -
cont ract ion of them (cO defienda los escribl todos - 1 wrote all of
defei1der - (nf) defending; e '5"CrIb ir (nf) writing a ��� eso- -
that thing; that me dedico tanto - 1 work so hard that self esa a
demonstrative: dedicarse - (nf) dedicate one- entonces then dlgame tell
me �Entendi6? Did you "? one says .s.s"::e~d"'i-c"::e"::"""::"""::"""";";'"'-
_ Entiendo - 1 understand �c�no se dice .. ?- How do you say ��� ?
ing Don't tell me! entender (nf) understand- no me diga - You don't
say!; tat t, 'on' decir (nf) saying' with Engl ish 'in', 'd'eCidir -
(nO deciding at times equates dar (nf) giving en a preposition; ellos -
they ( D) ella - she el - the CtiOCOlate chocolate (m) ejercicio
exercise chica young girl edif icio - buildir,g 454 SPAllISH
= Page 468 =
or esta-: morning invitaci�n - inyitation (f) ma�ana - tomorrow; with ~
ingl�s - English ~ar - (nf) sending imposible - impossible malo - bad
-er/-ir yerbs -iendc - '-ing' ending for (M) (1) llevar - (nf) taking
llegar (nO arriving la de-hoy - 'today's' me-llamo - my name's ~ -
today se-llama _ her/your name's li'OSPital - hospital (m) llamarse hora
- hour; time �Hola! - A greeting; 'Hi!' (LL) hijo - son hija -
daughter hermano - brother ~ - there is/are lo que Ud. diga - Whatever
you say hasta - until lo - it; him hace? TI�g"{�ista - linguist (m/O
�Cu�nto tiempo - How long ago? libro - book 3 semanas levantarse -
(nf) getting up iia'Ce solamente - Only 3 weeks ago lejos - far hace +
(time) - ago lecci�n - les son (O haga - (cf) her hacer - (nf)
doing; making tute: you; himj hablar - (nf) talking le - ind.obj.
substi- cabeza) (H) se lastim� (la - He hurt his head lastimarse �Qu�
l�st ima! - What a shame! nos/les gusta - We/they 1 ike l�stima - shame
me/le gusta - l/he 1 ikes gustar the (f) muchas gracias- - Thanks a lot
(f) 'it'; 'her'j gracias thanksj thank you la - obj. substitute: garage
- garage (m) ( L) (G) ( K) frase - sentence (f) fiesta - party June
(m) �Los felicito! Congratulations! young (m/f) felICitar de- (J) H�game
el favor - Please-- -por-favor - Please favor yaya - (cO off it!, etc.
evay) ... a-----r - going to (do) ~stidie! - Drop dead!; Get iba- l/he
was going famoso - famous ir (nO going 455 SPANlSH
= Page 469 =
porgue - because "Por qu� no? - Why not? nunca - never �Por qu�- -
Why? n6mero - number of; out of nueve - nine behalf of; because nuestro
- our the sake of; on novec ientos 900 on account of; for nosotros -
we through; during; nos - us by; pass by; nombre - name ~ - for (two
years); """'iiiedTa noc he - midnight (O se puede decir - one can say
noche - night (E) se puede - one can �No? - lsn' t it? puede - he
can no - no poder - (nf) being able; can ni�a - girl child diff.)
-------- ni�o - boy child - little (a little es necesario lt 's
necessary - floor necesario - necessary � intend ing' nada m�s - Just
�.� ; only form of ' planning', "d"e"nada You're welcome piensa with a
n.f., he- nada - nothing; anything pero - but nac�/naci� - was/were
born permitir - (nf) permitting nacer con su permiso Excuse me permiso
- permission (N) �Ah, perd�n! - Oh, pardon me! perd�n peque�a - small
muy bien - very well �Qu� pas�? - What happened? mucho gusto - Glad to
know you passing momento pasar - (nf) happening; en este mismo - 'this
ver y minute' parte - part (E) momento - moment parecer - (nf) seem;
strike molestando - bothering para - for; in order to molestar palabra
- word moderno - modern pats - country (m) minutos - minutes mil -
thousand (P) mi- - a possessive: my mesa - table mes - month (m) otra(o)
- another por lo mews - at least once - eleven ~s de+No. - less than
ojal� - 1 hope menos - less 'Rey! ' menor - younger getter: 'Say!' or
mejor - better �Oiga! - an attent ion- me - to me; me ofrezca - (cE)
mayor - elder; older ofrecer - offering mayo - May (m) QfI';ina -
office m�s de+No. - more than ocho - eight m�s - more o - or marzo -
March (m) mar - sea; ocean (m) (O) 456 SPANISR
= Page 470 =
tuve que (llevar) - had to (take) tuve (tiempo) - had (time) reparar
(nf) repairing tener - (nf) having recibir (nf) rece1v1ng temprano -
early en realidad - to be honest tarde - late; afternoon (f) realidad
""""tan (f�ciles) - so (easy) tIe�e raZ�n - You're right tan - so
raz6n tampoco - either; neither tambi�n - also (R) (T) supongo - '1
suppose' qui�nes - 'Who-all' suponer quiere decir - means her; your;
their querer idea of want ing su - a possessive: his; maining Siliera(-
o) unmarried; single staying; re- solo - only quedarse (nf) idea of
sof� - couch (m) iQu�+noun! - What a ��� ! sino but (rather) ing?
silla - chair �Qu� tal? How're you do- siete - seven what siempre -
always an interrogative: SI - yes ' ��� what .�� ' si - if English
'that' --;;:Enserio? - Are you serious? frequently serio - serious of a
sentence; ser - (nO being to other parts - young lady; Miss ~ta relate
a clause sel'\ora - Mrs. word used to sel'\or - sir; mister a
structural se siente - he feels (better) sentirse (Q) - I'm very sorry
lo-siento mucho sorry 1 regret it; 1 'm marker: Well �� --�;;::sren t
o pues a hes itat ion sentir - six puerta door seis - '1 m sure'
pr6xima - next estoy seguro(a) 1 - sure Es muy pronto - 'It's too
soon' seguro - section (O pronto - soon secci6n salga (cf) profesor -
teacher (nf) leaving problema - problem (m) salir living room preparar
(nO preparing sala (class)roOOl; pregunte (cO (nf) knowing
pregunt�/pregunt� - I/He asked saber preguntar - (nf) asking precisamente
- precisely (8) SPAJ:�ISH 457
= Page 471 =
vivo/vive _ l/he-form: lives vivir (nO living visas - visa viajar {nO
traveling �Verdad? - lsn' t it? �~veras? - Really? vea - {cO �No me
vi�? _ 'Didn't you see me? nos vemos - 'We'll see you' ver (nO seeing
venga - {cO venir (nO coming vender - (nO selling a veces - at times
C'f) veces - t�ne (frequen- var�n .- male child (V) usted - you usar
(nO using urgente - urgent tario dent ��� es universi- he's a univ.
stu- ��ivers itario of a univers ity un/una - a (U) triste - sad tres
- three tren - train (m) treinta - thirty traer - (nf) bringing
trabajo - work (m) �trabaja ��� ? - 'Do you work ��� ? tr'a'iiajar - (nf)
working tomar - (nf) taking todos them """"[I'OS e s cr i b 1) - (1
wrote) all of todos - al! 'tOdav1a - yet do - uncle mucho tiempo - a
long time todo el tiempo - al! the time tiempo - time; weathli}r da -
aunt terminar - (nf) finishing tercer - third 458 SPAN1SH
= Page 472 =
form: Naturally! - �Claro! --was born, I/he - nac i;nac i� CifCOurse! -
�Claro! born course book - libro (m) country - pa1s (m) quite a bit -
bastante couch - sof� (m) ~ cooking (nf) cocinar better - mejor We'll
continue ��� Cont inuaremos �.� , 1 bel ieve - �.. , creo continuing -
(nf) continuar believing - (nO creer Consul General - C6nsul General
being - (nf) ser; estar Congratulations! - �Los-felicito! ~e doing s. -
antes de- -r comprehension - comprensi�n before - antes compl icated -
complicado �;�;Cause - porque complete - completo bad - malo compassion
compasi�n (O (cf) venga (B) coming (nO venir; COlOOtbian - colombiano
club - club aunt - tLa classroom - sala de clase at - en; a so (cf)
pregunte Cl'3SS break - hora de descan~ asking - (nf) preguntar class -
clase as - como; tan city ciudad (f) arriving (nO llegar chocolate -
chocolate April - abril male child - var�n apartment - apartamento girl
child - ni�a other - otro(-a) --�;oy ch ild - ni�o another - otra(-o)
child and - y ~ing - (nf) cambiar American - americano(-a) chair -
silla always - siempre careful! - �Cuidado! also - tambi�n car - carro
ilieady - ya capital - capital all - todo(s) one can - se-puede
airplane - aVlon agriculture ag~;cultura ~(~n~f~)~~~~~~~� - poder - -
�Cu~nto tlempo ace?-rdea of being able, How long ago? , h can long
time ago - hace mucho . tiempo (x time) ago - hace (x tiempo) (C) ~ ~
- edad (O afterwards despu�s but( rather): - sino afternoon - tarde (O
but - pero something) building - edificio - despu�s de~ brother -
hermano ~r(doing after - despu�s bringing - (nO traer advise - (nf)
aconsejar bothering - \nf) molestar accept - (nO aceptar of us(are) -
los dos (somos) ~h a - un/una both (A) 459 SPANISH
 = Page 473 =
fI�IShing - (nf) terminar Hey! - �Oiga! Fine! - bien here - aqu� he
feels better - se-siente mejor as a possessive - su- feeling better -
(nf) sentirse after a preposition- ella f"eeling indirect object - le- ~
- lejos ~rect object - la- famous - famoso her fame - fama help - (nf)
ayudar falling down - caerse (de) head - cabeza having to - tener que
(F) having - (nf) tene-r---- just done s. - acabar de-----r ~e have
existing (nf) existir hard - dif�cil exercise ejercicio l'm happy -
Estoy contento(-a) E:XC\iSe me! - Con su-permiso ~ - contento excuse What
happened? - �Qu� pas6? ex~e - exclusivo happening - (nf) pasar down!)
excited! (calm (H) Don't get - �C�lmese! exc l.ted exactly - prec
isamente thing) (cf) vaya enough - bastante going to (do some- - voy
a------r E�gIISh ingl�s was going iba/�bamos, etc. eleven - once going
(nf) ir elder - mayor God - Dios either - tampoco (see ~) eight - ocho
Glad to know you - Mucho gusto easy - f�cil l'm glad - me-alegro ear1y
- temprano being glad - alegrarse glad (E) giving (nf) dar young lady
- sel'lor ita girl child - nUla during - durante; por young girl -
chica dropping - caerse(me) girl drI�"king (nf) tomar getting up (nf)
levantarse door - puerta Gee! - �Caramba! doing - (nf) hacer garage -
garage difficult - dif�cil demanding - exigente (G) defending - (nf)
defender deciding - (nf) decidir """"�rOp dead! - �No fastidie! friend -
amigo(-a) dead fOi:irteen - catorce ~ - dta four - cuatro daughter -
hija ~ - para; por """'t"iieone dancing - la que baila floor - piso
dance - (nf) bailar five - cinco (D) 460 SPAN1SH
= Page 474 =
month - mes (m) momento kitchen - cocina minute - en este mismo ~very
What kind7 - �Qu� clase? moment - momento kind modern - moderno mister -
sei'lor (K) Miss - se!l.orita minutes - minutos exercise nada m�s
midnight media noche (f) 1t's just an - Es un ejercicio after a
preposition mi 1 have just---- - Acabo de-----r object - me-; ~ir./ind
just me June - junio ~ - mayo married - casado(-a) (J) March - marzo
How many ��� - Cu�ntos(-as) many - muchos it lo-/la- making - (nf)
hacer 1sn't it? - �Verdad?; �No? invitation - invitaci6n (E) (M)
intending - (nf) pensar meses in two months - dentro de dos love - amor
(m) in - en living room sala i�Iposs ible impos ible living (nf) vivir
Tf - si alIttle (difficult)- un poco (dificil) 1 - yo little - pequei'lo
linguist - ling�ista (1) (1) like - (me)-gusta(n) liking at least - por
lo menos husband - esposo """""i'eS s t han - menos de cabeza less -
menos He hurt his head- Se-lastim6 la (cE) salga hurting - (nE)
lastimarse leaving - (nf) salir; How's that? - �c6mo? ---atTeast - por
lo menos say ��� ? least How do you - �c6mo se dice ��� ? -rearning
to do s. - aprender a-----r how - c6mo learn - (nO aprender house -
casa later - despu�s; m�s tarde ~Wh~a~t-=t~i=m=e~i=s~i=t~?- �Qu� hora es?
late - tarde hour - hora young lady - sei'lorita hospital - hospital
lady - sei'lora 1 hope - ojal� hope ( L) - su- hi-s-- tion after a
preposi-- �l knowing how - saber indirect object - le- knowing things -
saber ~rect object - 10- (being acquainted) him knowing people - conocer
Hi! - �Hola! knowing 461 SPAN1SH
= Page 475 =
saying (nf) decir; dicho getter our - nuestro(-a) as an attention- -
�Oiga! --a�Other - otro(-a) ~! other otra(-o) sad - triste or - o open
- (nO abrir (S) only - solo on - en You're right - tiene raz�n older
- mayor right office - oficina - hora de descanso ~ss break (cf)
ofrezca rest - descanso Off"e"ring - (nf) ofrecer; of--- ocean - mar
(m) has a reputation - tiene fama de reputat ion (O) repair - reparar
remaining (nf) quedarse mnnber - n�mero 1 regret it - Lo-siento now
ahora; ya regretting - (nO sent ir Mthing - nada receiving (nf) rec
ibir noon - mediod�a you're right - tiene raz�n no - no reason - por
eso ~hat nine hundred - novecientos reason raz�n (f) nine - veras?
nu~ve tonight - esta-noche �Really? - �Ah, s�?; �De last night - anoche
to be honest - en realidad night - noche (f) reality - realidad (f)
next - pr�ximo(-a) never - nunca (R) neither - tampoco necessary -
necesario (Q) close by - cerca near to - cerca��� (de) problem -
Problema Cm) near preparing (nf) preparar naturally! - �Claro! precisely
- precisamente My name is me-llamo el favor de """'beTng named -
llamarse please - por favor; H�game name - nombre (m) planning - (nf)
pensar plane - avi�n (N) permitting - (nf) permitir permission - permiso
~ - mi place) """'HciW m uc h. � � cu�nto passing by (a (nf) pasar
much mucho(-a) passing Mrs. - se�ora ~ - fiesta this morning esta-ma�ana
part parte (f) Good morning! - Buenos d�as Oh, pardon me! - �Ah,
perd�n! morning ma�ana pardon more than - m�s de more - mas (P) , 462
SPANISH
= Page 476 =
at times - a veces studying - (nE) estudiar times - veces (E) you?
What time is it? �Qu� hora es? ~id it strike - �Qu� le-pareci6~ along
time - mucho tiempo strike time - tiempo street - calle (E) thus - as�
staying (nE) quedarse three - tres Estado those - esos/esas State
Department - Departmento de thousand - mil (m) state - estado
(demonstrative:) - esto; este/esta Spanish - espa�ol this l'm ver y
sorry - Lo-siento mucho thirty - treinta 1'm sorry - Lo-s iento third
- tercer sorry :.:.l-,-::t.:;h:.::o:.::u:J;g<:h::t,-,~:..�t::....w=a.:;s.:.
� ..:...- Cre�a que era �� soon - pronto thinking - (nE) pensar; creer
son - hijo thing - cosa s oo;et'h ing - algo they - ellos/ellas so-so
- as�, as� these - estos/estas so(easy) - tan(f�cil) ~is/~ - hay so -
as � there - ah�; all�; all� small - peque�o(-a) then - entonces do
tion (-ing) durmien- aEter a preposi- - ellos/ellas SJ:'eeping - (nE)
dormir ind irect ob ject: - les- six - seis ---;:��:rect ob ject: -
los-/las- s ir - se�or them married) their - su- single - soltera (un-
the - el/los; la/las since - como (relator: ) - que she - ella
(demonstrative:) - eso; ese/esa ~ a shame! - �Qu� l�stima! that shame -
l�stima ~s a lot - muchas gracias seven - siete thanks - gracias Are
you serious? - �En serio? ten - diez serious - serio - proEesor(-a)(m/E)
~her sentence - Erase (E) tall - aUo(-a) sending - (nE) mandar talking
- (nE) hablar selling - (nE) vender taking - llevar you? table - mesa
How did it seem to �Qu� le-pareci�? seeming (nE) parecer (T) We'll see
you - Nos-vemos vea seeing (nE) ver; (cE) tion) sect ion - secc i6n
(E) Sure! (An aEEirma-- jC6mo no! sea - mar (m) """"""i'ID s ur e -
Estoy seguro school - escuela sure -' seguro One says - se-dice 1
suppose - supongo How do you say ��� ? �c6mo se-dice �� ? supposing
(nE) suponer (Don't tell me!) e iente) You don't saY! - �No me-diga!
suEficient - bastante; (sufi- 1 should say so! - �Ya lo-creo! success -
�xito 463 S PAN ISH
= Page 477 =
464 SPANISH
today - hoy which - cu�l
today' s - (la) de-hoy who - qui�n
tomorrow - ma�ana Why? - �Por qu�?
tonight - esta-noche Why not? - �Por qu� no?
train - tren (m) wife - esposa
ttmling (nO viajar with - con
~hme
twelve doce - conmigo
~ - dos within - dentro de
word - palabra
working - (nf) trabajar
(u)
work - trabajo
1 work so hard - Me-dedico tanto
uncle - t�o
~standing a �..
- (nf) .entender
writing (nO escribir
1 understand - Entiendo
Did you understand? - �Entendi6?
- (cO entienda (y)
United States - Estados Unidos
university year - a�o
university student - universitario(-a)
~ - s�
until - hasta yesterday ayer
urgent - urgente
yesterday's la de ayer
us
yet - todav�a
~irect
or indirect - nos- you
object
subject or after - usted/ustedes
after a preposition - nosotros a preposition
us ing (nO usar
direct object lo-/la-; los-/las-
ind hect ob ject - l.e/les-
~ - joven
(V)
younger - menor
your - su
very - muy; bien
visa - visa
(w)
wanting (nO querer
weather - tiempo
welcome
I
You re welcome - de nada
well - bien
\kIL .. - Bueno, ��� ;
Pues, ���
What - �Qu�?
at times lo que
whatever
(at times) - 10 que, as in
10 que Ud. diga
when - cu6ndo
where - d6nde
~e
��� to; to where- ad�nde
where ��� from; from - de d�nde
where
;, u. S. GOVERNMENT PRINTING OFFICE : 1967 0- 252-220 (207)
= Page 478 =