essay-paper.com · Web view2 days ago · Página 1 (Page 1) E. SPAÑOL 101: OTOÑO (FALL) 20. 2. 1. LOS . LUNES. Y . LOS . MIÉRCOLES (MONDAYS . AND . WEDNES. DAYS) Profesora: April

Página 1 (Page 1) ESPAÑOL 101: OTOÑO (FALL) 2021

LOS LUNES Y LOS MIÉRCOLES (MONDAYS AND WEDNESDAYS)Profesora: April Koch Office Hours: MW 10:30-11:30 A.M.Correo electrónico: [email protected] T 2:00-3:00 P.M. and(for homework and exams) 9:15-10:15 [email protected] (for other business) Th 9:15-10:15 P.M.

TAREA (HOMEWORK) PARA CAPÍTULO 1 (WITH SOME MATERIAL FROM CHAPTER 2)

1. The homework packets give you the assignments, point value, exam dates, vocabulary lists, grammar explanations, readings, and information about the oral activities. Although I go over the assignments in the homework packets during our Zoom classes, it is also your responsibility to read the homework packets on your own. Bring the requested pages from your current homework packet to our Zoom classes.

2. The date for each day of class refers to what you are to have completed before you attend the Zoom class that day. Submit all homework electronically by 6:00 A.M. at [email protected] It is your responsibility to make sure that your homework is sent and not left in Draft or late due to slow Wi-Fi. Submit only the assignments due. Do not submit your entire homework packet.

3. Submit your homework as a Word document that I can edit or paste it into the e-mail field . Do not send me PDF’s, Google Docs, scanned images, or handwritten work . Include in your subject line your full name and class (SPAN 101 MW) . Type your name on each assignment and exam. For both exams and homework, submit both the answers and the complete exercises (the directions, questions, and other text).

4. I have bolded the date for each day of class, written assignments to hand in ( entrega ), point value, announcements of exams and oral activities (also highlighted in yellow) , the texts that we are using (¡Arriba! or “este paquete de tarea”), and the request to print out pages. The information that is not bolded refers to what you are to study (estudia) for each class.

5. Assignments from ¡Arriba! refer to the textbook, and assignments from “este paquete de tarea” refer to this homework packet.

6. For you convenience, the page number is indicated at both the top and the bottom of each page in this homework packet. Pages 2-4 indicate the assignments by date, pp. 4-27 give you vocabulary lists and grammar explanations, pp. 28-50 give you the assignments to hand in, and p. 51 gives you the information about your first oral activity.

7. Please refer to the instructions, p. 7 of your syllabus to register for MyLab Spanish. I don’t assign exercises from MyLab Spanish. Your use of MyLab Spanish is voluntary.

8. You cannot use losing your homework packet as an excuse for not doing the homework.

mailto:[email protected]

1Página 2Tarea para el 25 de agosto (el miércoles)/Homework for August 25 (Wednesday):Estudia (study) Vocabulario: saludos y despedidas (greetings and farewells), p. 4, Vocabulario, p. 5, el abecedario español (the Spanish alphabet), p. 8, Vocabulario: objetos en el salón de clase, pp. 18-19 y los sustantivos y los artículos (nouns and articles), pp. 25-26en ¡Arriba!Estudia “El abecedario español”, pp. 5-7, “Vocabulario: saludos y despedidas”, p. 8, “Vocabulario: los colores y objetos en el salón de clase”, p. 9, “Informal vs. formal: tú vs. usted”, p. 10, “El acento tónico y el acento ortográfico”, p. 11, “Los artículos definidos e indefinidos”, p. 12, “El género (gender)”, pp. 13-14 y “La pluralización de los sustantivos (nouns)”, p. 15 en este paquete de tarea. Print out these pages for class.

p. = abbreviation for “página” (page) pp. = abbreviation for “páginas” (pages)

Tarea para el 30 de agosto (el lunes)/Homework for August 30 (Monday):Estudia Vocabulario: ¿De qué color es? (What color is it?), p. 19 y los pronombres personalesy el presente de indicativo de “ser” (subject pronouns and the present tense of “ser”), pp. 12-14 en ¡Arriba!

Estudia “Vocabulario: Los colores y objetos en el salón de clase”, p. 9, “El uso de los colores”, pp. 16-17, “Los pronombres personales (the subject or personal pronouns)”, p. 18, “La conjugación (conjugation) del verbo ser”, p. 19 y “El uso del verbo ser”, p. 20 en este paquete de tarea.

Entrega (hand in) los ejercicios (exercises) “Seis países” (Six Countries: 1 pto.) y “Cuatro palabras bellas” (Four Beautiful Words: 1 pto.), p. 28, “Los objetos en el salón de clase” (2 ptos.), p. 29, “Los artículos definidos” (1 pto.) y “Los artículos indefinidos” (1 pto.), p. 30, “¿Tú o usted?” (1 pto.), p. 31 y “Dos (2) diálogos” (4 ptos.), p. 32 en este paquete de tarea.

pto. = abbreviation for “punto” (point) ptos. = abbreviation for “puntos” (points)

Tarea para el primero de septiembre (el miércoles)/ Homework for September 1 (Wednesday) :Estudia las formas, la posición y el acuerdo de los adjetivos (adjective forms, position, and agreement), pp. 28-29, Vocabulario: características y nacionalidades, p. 41 y el presente del verbo “tener”, p. 67 en ¡Arriba!

Estudia “Vocabulario: adjetivos”, p. 21, “Más adjetivos”, p. 22, “La descripción del pelo (hair) y los ojos (eyes)”, p. 23, “Vocabulario: las nacionalidades y los países”, p. 24 y “La conjugación del verbo “tener”, p. 25 en este paquete de tarea. Print out these pages for class.

Entrega los ejercicios “Los pronombres personales” (1 pto.), p. 33, “Berta” (1 pto.), p. 34, “Los colores de los objetos en el salón de clase” (2 ptos.), p. 35 y “Otro diálogo” (3 ptos.), p. 36 en este paquete de tarea._____________________________________________________________________________

September 6 (Labor Day): No class

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Tarea para el 8 de septiembre (el miércoles)/Homework for September 8 (Wednesday):Estudia las formas, la posición y el acuerdo de los adjetivos, pp. 28-29, vocabulario: características y nacionalidades, p. 41 y los números 0-100, p. 10 en ¡Arriba!

Estudia “Los número 0-100”, p. 26 en este paquete de tarea. Print out this page for class.

Entrega los ejercicios “Armando y Dolores” (1 pto.) y “Los cuatro amigos” (1 pto.), p. 37, “Del singular al plural” (1 pto.) y “¿Cómo eres? (What are you like?)” (1 pto.), p. 38, “¿Qué necesitas? ¿Qué tienes?” (1 pto.) y “Preguntas” (2 ptos.), p. 39, “Las nacionalidades: primera práctica” (1 pto.) y “Tener” (1 pto.), p. 40, “Mi vida” (5 ptos.), p. 41 y “La clase de historia de la profesora Dávila” (4 ptos.), p. 42 en este paquete de tarea.

Tarea para el 13 de septiembre (el lunes)/Homework for September 13 (Monday):Estudia los números 0-100, p. 10 y los días de la semana; los meses del año; las estaciones (the days of the week; the months of the year; seasons), pp. 21-23 en ¡Arriba!

Estudia “Los días de la semana, los meses y las estaciones”, p. 27 en este paquete de tarea. Print out this page for class.

Entrega los ejercicios “La clase de arte maya” (4 ptos.), pp. 43-44, “En la clase de matemáticas” (1 pto.), p. 45, “Los problemas de matemáticas” (2 ptos.) y “Los días de la semana” (1 pto.), p. 46, “Los meses de los días festivos” (1 pto.) y “Las fechas” (1 pto.), p. 47, “Las nacionalidades: segunda práctica” (1 pto.), p. 48, “La mujer” (5 ptos.), p. 49 y “El niño” (5 ptos.), p. 50 en este paquete de tarea.

PRIMERA ACTIVIDAD ORAL (10 PTOS.) FOR STUDENTS WITH LAST NAMES THAT BEGIN WITH THE LETTERS A-M. (SEE P. 51 IN THIS HOMEWORK PACKET FOR DETAILS.)

Tarea para el 15 de septiembre (el miércoles)/Homework for September 15 (Wednesday):Vamos a repasar para el examen. (We are going to review for the exam.)

PRIMERA ACTIVIDAD ORAL (10 PTOS.) FOR STUDENTS WITH LAST NAMES THAT BEGIN WITH THE LETTERS N-Z. (SEE P. 51 IN THIS HOMEWORK PACKET FOR DETAILS.)

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Tarea para el 20 de septiembre (el lunes)/Homework for September 20 (Monday):I MUST RECEIVE YOUR CHAPTER 1 EXAM (100 PTOS.) BY 6:00 A.M.In class, we are going to cover the verb “estar”, pp. 45-46 and the vocabulary ¿Qué haces? (What do you do?), p. 59 in Chapter 2 in ¡Arriba! You are going to learn to use the verb “gustar” with infinitives to say what you like to do. ¿Qué te gusta hacer? (What do you like to do?) See the next homework packet for details. The vocabulary to study for the day is below.

¿Qué haces? (What do you do?) ¿Qué haces? (What do you do?)Los infinitivos (The infinitives) Los infinitivos (The infinitives)abrir to open practicar (un deporte to practice (a sportasistir a to attend (e.g., a class, o instrumento) or instrument)

a concert, a party, preparar to prepareetc.) recibir to receive

ayudar to help regresar to returnbailar to dance tomar to drink, to takebuscar to look for trabajar to workcaminar to walk vender to sellcomer to eat ver to seecomprar to buy viajar to travelcomprender to comprehend, to understand visitar to visitcreer to believe vivir to livedeber to owedeber + infinitive to ought to do something Otros infinitivos (Other infinitives)decidir to decide These are not in your textbook.descansar to rest beber to drink desear to wish, to want cocinar to cookenseñar to teach correr to runescribir to write nadar to swimescuchar to listen (to) tocar to touch, to knock,estudiar to study to play (a musicalhablar to speak, to talk instrument)leer to read usar to usellegar to arrive usar la computadora to use the computermandar to sendmandar mensajes to send textde texto messages Adjetivos (Adjectives)mirar to look at, to watch complicado/a complicated

difícil difficultexigente demandingfácil easy

obligatorio/a obligatoryOtras palabras y expresiones (Other words and expressions)¿Qué te gusta hacer en tu tiempo libre? What do you like to do in your spare time?Me gusta + infinitive I like + infinitive

¿Te gusta + infinitive? Do you like + infinitive? 4Página 5

TAREA PARA EL 25 DE AGOSTOEL ABECEDARIO ESPAÑOL (THE SPANISH ALPHABET)

The Spanish alphabet has 27 letters. There are five vowels and 22 consonants.

La letra El nombre Modelos La pronunciación(The letter) (The name) (Models) (The pronounciation)

a a alma (soul) Like the letter “a” in father.

b be bolígrafo (pen) Like the letter “b” in English.

c ce Carlota, Before the letters “a”, “o”, or “u”,cola (tail), cuna (cradle) like the “k” in English.

cena (dinner), cien (100) Before the letters “e” and “i”, like the letter“s” in English. In many parts of Spain,like the letters “th” in English. This isknown as the “theta”.

chicle (chewing gum) The “ch” is like the “ch” inchocolate. This sound used to be represented by the letter “che”, which was removed from the Spanish alphabet.

d de dulce (sweet) Like the letter “d” in English.

e e elefante (elephant) Like the letter “e” in “egg”.

f efe fuego (fire) Like the letter “f” in English.

g ge gaviota (seagull), Before the letters “a”, “o”, or “u”,gorila (gorilla), like the “g” in “garland”, “goal”, andgusano (worm) “guber”, respectively.

gente (people), gira (tour) Before the letters “e” and “i”, likethe “h” in English.

guerra (war), guión (script) Before the letters “ue” and “ui”, like“guest” and “geese” in English, respectively.

vergüenza (shame, Like the “gw” in English. The two dots embarassment), lingüística over the “u” are called “la diéresis” in (linguistics) Spanish and the “diaresesis” or “dieresis”

in English.

h hache hilo (thread) The “h” is silent.

I i imperio (empire) Like the letter “e” in “key”.

j jota jabón (soap) Like the letter “h” in English.

(The alphabet is continued on the page 6.)

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TAREA PARA EL 25 DE AGOSTOEL ABECEDARIO ESPAÑOL (THE SPANISH ALPHABET)


k ka Kenia (Kenya) Like the letter “k” in English.The letter “k” does not occur a lot inSpanish. The words that begin with “k”are taken from other languages.

l ele lápiz (pencil), libro (book) Like the letter “l” in English.

ella (she), caballo (horse) The double “l”, like the “y” in English.This used to be known as the letter“elle”, which was removed from theSpanish alphabet.

m eme mono (monkey) Like the letter “m” in English.

n ene no (no) Like the letter “n” in English.

ñ eñe español (Spanish) Like the “ny” in English in “canyon”.The mark over the “n” is called a “tilde”.

o o oso (bear) Like the letter “o” in “note”.

p pe Pedro, perla (pearl) Like the letter “p” in English.

q cu queso (cheese), quince (15) Like the “q” in English. It is usedbefore the letters “ue” and “ui”.

r ere rey (king), rueda (wheel) The letter “r” is trilled when it is thefirst letter of a word.

perro (dog), carro (car) The double “r” is trilled.

alrededor (around), The letter “r” is trilled when it follows theEnrique, Israel letters “n”, “l”, or “s”.

caro (expensive), pero (but) The single letter “r” is not trilled when it follows any other letter.

s ese sol (sun) Like the letter “s” in English.

t te tiburón (shark) Like the letter “t” in English.

u u uva (grape) Like the letter “u” in “tune”.

v uve or ve verruga (wart) Like the letter “b” in English.

(The alphabet is continued on page 7.)6

Página 7TAREA PARA EL 25 DE AGOSTO

EL ABECEDARIO ESPAÑOL (THE SPANISH ALPHABET)


w doble uve or webmaster (webmaster) Like the letter “w” in English.doble v The letter “w” does not occur a lot in

Spanish. The words that begin with “w”are taken from other languages.

x equis éxito (success), The “x” between two vowels is examen (exam) pronounced like the “x” in English.

It sounds like the letters “ks”.

extraño (strange), Before a consonant or at the beginning of

xilófono (xylophone) a word, the “x” is usually pronounced like the “s” in English.

México, mexicano, The “x” in México, and mexicano(Mexican) Xavier and in the name “Xavier” is pronounced

like the “h” in English.

y ye or yogur (yogurt) Like the letter “y” in English.i griega

z zeta zapato (shoe) Like the letter “s” in English. In manyparts of Spain, like the letters “th”in English. This is known as the “theta”.

7Página 8 TAREA PARA EL 25 DE AGOSTO

VOCABULARIO: SALUDOS Y DESPEDIDASSaludos (Greetings) Despedidas (Farewells)Buenos días. Good morning. Adiós. Good-bye.Buenas tardes. Good afternoon. Hasta luego. See you later.Buenas noches. Good evening. Hasta mañana. See you tomorrow.¿Cómo está usted? How are you? (formal) Hasta pronto. See you soon.¿Cómo estás? How are you? (informal) Nos vemos. See you. or We’llHola. Hello, Hi. see each other.¿Qué pasa? What’s happening?¿Qué onda? What’s happening? (in México)¿Qué tal? How are you? (informal) This does not mean “What’s up”?

Respuestas (Answers, responses) Títulos (Titles)De nada. You’re welcome. el señor Mr.¿De verdad? Really? el Sr. (abbreviation) Mr.Encantado/a Pleased to meet you, Delighted. la señora Mrs., Ms.If you’re male, use the masculine “Encantado” la Sra. (abbreviation) Mrs., Ms.when you meet someone, and if you’re female, la señorita Missuse the feminine “Encantada” when you meet someone. la Srta. (abbreviation) Miss

Gracias. Thank you. Otras palabras (Other words)Igualmente. Likewise. or Nice to meet you too. el the (masculine)Lo siento. I am sorry. la the (feminine)Perdone. Excuse me. la clase the class¡Fenomenal! Phenomenal! el salón de clase the classroomMás o menos. So-so. la prueba the quizMucho gusto. Nice to meet you. la universidad the universityBien. Well. el/la profesor/a the professorMuy bien. Very well. el/la estudiante the studentMal. Poorly. el actor the actorMuy mal. Very poorly. la actriz the actressTodo bien. All’s well. el/la cantante the singer

el/la artista the artistPresentaciones (Introductions) Expresiones para la clase¿Cómo se llama usted? What’s your name? (formal) (Expressions for the class)Literally, you are asking: How do you call youself? ¿Cómo se dice…? How do you¿Cómo te llamas? What’s your name? (informal) say…?Literally, you are asking: How do you call yourself? ¿Cómo se escribe…? How do you Me llamo… I call myself… write..? Mi nombre es My name is… ¿Qué significa…? What does…mean?Soy… I am… No comprendo. I don’t understand.¿Y tú? And you? (informal) No sé. I don’t know.

¿Y usted? And you? (formal) Otra vez, por favor. Again, please.Repita, por favor. Repeat, please.

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TAREA PARA EL 25 DE AGOSTOVOCABULARIO: LOS COLORES Y OBJETOS EN EL SALÓN DE CLASE

¿De qué color es? (What color is it?) Personas (People)amarillo/a yellow el hombre the mananaranjado/a orange la mujer the womanazul blueblanco/a white Descripciones (Descriptions)gris gray barato/a cheapmarrón, pardo/a brown caro/a expensivede color café brown grande bigmorado/a purple pequeño/a smallnegro/a blackrojo/a red Adverbios (Adverbs)rosado/a pink aquí here mañana tomorrowverde green hoy today

Objetos en el salón de clase Verbos (Verbs)(Objects in the classroom) hay there is, there areel bolígrafo or necesitar to needla pluma the pen the conjugation of “necesitar”: necesito, necesitas,la calculadora the calculator necesita, necesitamos, necesitanla computadora the computerla computadora portátil the laptop ser to be

computer the conjugation of “ser”: soy, eres, es, somos, sonel cuaderno the notebookel diccionario the dictionary tener to haveel diccionario en línea the online the conjugation of “tener”: tengo, tienes, tiene,

dictionary tenemos, tienenel lápiz the pencilel libro the book Expresiones para la clase: tú/Uds.el mapa the map (Expressions for the class: tú/Uds.)el marcador the marker Abre (Abran) el libro. Open the book.la mesa the table Cierra (Cierren) el libro. Close the book.La mochila the backpack Contesta (Contesten) en Answer in Spanish.el papel the paper español.la pizarra the chalkboard Escribe (Escriban). Write.la pizarra blanca the whiteboard Escucha (Escuchen). Listen.la pizarra interactiva the interactive whiteboard Estudia (Estudien). Study.la puerta the door Lee (Lean). Read.el reloj the clock, the watch Repite (Repitan). Repeat.la silla the chair (The eight verbs in parenthesis are for Uds. la tableta the tablet Use these verbs when you address more

el teléfono celular the cell phone than one person.)el teléfono inteligente the smart phonela tiza the chalk 9Página 10

TAREA PARA EL 25 DE AGOSTOINFORMAL VS. FORMAL: TÚ VS. USTED

tú (you) informal usted (you) formalYou use the informal address (tú) You use the formal address (usted)when you are talking to: when you are talking to:

un/a amigo/a (a friend) un/a desconocido/a (an unknown person, stranger)

un/a compañero/a de clase (a classmate)

tu (your) novio/a (your una persona profesional (a professional person); boyfriend/girlfriend) e.g., un/a profesor/a, un/a médico/a (doctor/a), etc.

tu esposo/a (your husband/wife) una persona mayor (an elderly person)

un miembro de tu familia(a member of your family)excepción (exception) tu abuelo/a (your grandfather/grandmother)

una mascota (a pet)

unas expresiones informales unas expresiones formales¿Cómo te llamas? ¿Cómo se llama usted?¿Cómo estás? ¿Cómo está usted?¿Qué onda?¿Qué pasa?¿Qué tal?¿Y tú? ¿Y usted?

unas abreviaturas (some abbreviations)usted = Ud. (you, singular) señor = Sr. (Mr., sir)ustedes = Uds. (you, plural) señora = Sra. (Mrs., Ms., ma’am)

señorita = Srta. (Miss)When to Use the Definite Article with Titles (señor, señora, señorita, profesor/a, doctor/a)

When you are referring to the titled person in third person singular, use the definite article(el, la, los, las) with the title.

Modelos: La señora Guzmán es inteligente. (Mrs. Guzmán is intelligent.)El profesor Fuentes es paciente. (Professor Fuentes is patient.)Los señores Ruíz son cubanos. (Mr. and Mrs. Ruíz are Cuban.)

When you are addressing a titled person directly, you do not use the definite article.

Modelos: Buenos días, señorita Castro. (Good morning, Miss Castro.)

¿Cómo está Ud., Sr. Lorca? (How are you, Mr. Lorca?)

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EL ACENTO TÓNICO Y EL ACENTO ORTOGRÁFICO

I. El acento tónico (the natural stress: when no written accent is used)A. When a word ends with “n”, “s”, or a vowel, the natural stress (el acento tónico)

is on the second to last syllable.

Modelos: aprenden (they learn) martes (Tuesday) libro (book)

B. When a word ends with any other letter, the natural stress (el acento tónico) is on the last syllable.

Modelos: caminar (to walk) universidad (university)

II. ¿Cuándo necesita una palabra el acento ortográfico?(When does a word need the written accent?)A. When the two rules of natural stress (presented above) are broken, the word

needs the written accent (el acento ortográfico), which will always be over the stressed vowel.

Modelos: página (page) bolígrafo (pen) fácil (easy)

B. We use the written accent (el acento ortográfico) to distinguish identically-spelled words with different meanings.

Modelos: tu (your) tú (you) si (if) sí (yes)

C. Interrogative words have written accents (when used to ask questions).

Modelos: ¿Cuándo? (When?) ¿Quién? (Who?) ¿Qué? (What?) ¿Dónde? (Where?)

¿Dónde vives? (Where do you live?)

Sabemos donde vives. (We know where you live.)The word “donde” has no written accent because it is not being usedto ask a question.

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TAREA PARA EL 25 DE AGOSTOLOS ARTÍCULOS DEFINIDOS E INDEFINIDOS

Los artículos definidos (The definite articles): el, la, los, lasBoth the singular and plural mean “the” in English.The definite articles are adjectives. They agree with the nouns that they modify in number and gender.

Masculine FeminineSingular el laPlural los las

Modelos: el libro (the book) la mesa (the table)los libros (the books) las mesas (the tables)

Los artículos indefinidos (The indefinite articles): un, una, unos, unasThe singular means “a” in English.The plural means “some” in English.The indefinite articles are adjectives. They agree with the nouns that they modify in number and gender.

Masculine FeminineSingular un unaPlural unos unas

Modelos: un libro (a book) una mesa (a table)unos libros (some books) unas mesas (some tables)

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TAREA PARA EL 25 DE AGOSTOEL GÉNERO (GENDER)

El género (gender)Nouns in Spanish are masculine or feminine. How do we know the gender of a noun?A. Los sustantivos masculinos (The masculine nouns)

1. Nouns for male people are masculine.

Modelos: un hombre (a man) el niño (the little boy)un muchacho (a boy) el profesor (the male professor)un turista (a male tourist) el amigo (the male friend)un artista (a male artist) el médico (the male doctor)

2. Almost all of the nouns that end with the following letters are masculine:-o -r -l -ma

Modelos: un libro (a book) el drama (the drama)un diccionario (a dictionary) el enigma (the enigma)un marcador (a marker) el problema (the problem)un árbol (a tree) el tema (the theme)un papel (a paper) el idioma (the language)

But there are exceptions.

Modelos: una foto (a photo) la trama (the plot)una mano (a hand) la yema (the yolk)

B. Los sustantivos femeninos (The feminine nouns)1. Nouns for female people are feminine.

Modelos: una mujer (a woman) la niña (the little girl)una muchacha (a girl) la profesora (the female professor)una turista (a female tourist) la turista (the female tourist)una artista (a female artist) la artista (the female artist)

2. Almost all of the nouns that end with the following letters are feminine:-a -ión -ad

Modelos: una mesa (a table) la canción (the song)una puerta (a door) la universidad (the university)una nación (a nation) la posibilidad (the possibility)

But there are exceptions.

Modelos: un mapa (a map) el día (the day)

un planeta (a planet) el avión (the plane)

(This explanation is continued on page 14.)13

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TAREA PARA EL 25 DE AGOSTOEL GÉNERO (GENDER)

C. The nouns that end with the following letters can be masculine or feminine:-e -z

Modelos: una clase (a class) la leche (the milk)un café (a coffee or café) la luz (the light)un té (a tea) la voz (the voice)un lápiz (a pencil)

D. If a feminine word begins with a stressed “a” (with a natural or written accent),use “el” only in the singular form to facilitate pronounciation, but the word isstill feminine.

Modelos: el agua (the water) las aguas (the waters)el águila (the eagle) las águilas (the eagles)

E. So what do you do if you are in doubt about the gender of a word?1. Apply the rules that we just covered.2. All the nouns on the vocabulary lists in my homework packets and in

all textbooks are accompanied by the definite articles “el” or “la” toindicate the gender.

3. Look up new words in a dictionary (hard copy or online.)

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TAREA PARA EL 25 DE AGOSTOLA PLURALIZACIÓN DE LOS SUSTANTIVOS

(THE PLURALIZATION OF NOUNS)

1. When a words ends in a vowel, add -s.

Modelos: la mesa (the table, singular) las mesas (the tables, plural)una clase (a class, singular) unas clases (some classes, plural)el libro (the book, singular) los libros (the books, plural)

2. When a words ends in a consonant, add -es.

Modelos: un reloj (a clock, singular) unos relojes (some clocks)el papel (the paper, singular) los papeles (the papers, plural)la ciudad (the city) las ciudades (the cities)el país (the country) los países (the countries)

A matter of extreme importance! Do you like to eat tamales? The singular form ofthis delicious food is “tamal”, not “tamale”. Only the plural form (tamales) has the “e”.

3. When a word ends in “z”, remove the “z” and add -ces.

Modelos: un lápiz (a pencil, sinuglar) unos lápices (some pencils, plural)la luz (the light, singular) las luces (the lights, plural)

4. When a word ends in -án, -és, -ín, or -ón, there is no accent in the plural form becausewe are no longer violating the stress rule.

Modelos: un imán (a magnet, singular) unos imanes (some magnets, plural)el interés (the interest, singular) los intereses (the interests, plural)el jardín (the garden, singular) los jardines (the gardens, plural)una canción (a song, singular) unas canciones (some songs, plural)

5. The plural of the following words on our vocabulary list:

Singular Pluralla computadora portátil las computadoras portátilesla pizarra blanca las pizarras blancasla pizarra interactiva las pizarras interactivasel teléfono celular los teléfonos celularesel teléfono inteligente los teléfonos inteligentes

Note that both the noun and the adjective that modifies the noun are plural.

15Página 16

TAREA PARA EL 30 DE AGOSTOEL USO DE LOS COLORES

1. Los adjetivos (The adjectives): As adjectives, they agree with the nouns that they modify in number and gender.

singular pluralmasc. fem. masc. fem. Englishamarillo amarilla amarillos amarillas yellowanaranjado anaranjada anaranjados anaranjadas orangeblanco blanca blancos blancas whitemorado morada morados moradas purplenegro negra negros negras blackpardo (brown) parda pardos pardas brownrojo roja rojos rojas redrosado rosada rosados rosadas pink

Modelo: Hay dos relojes morados, veinte mesas negras y una puerta amarilla en mi clase de español. Las computadoras son anaranjadas y los bolígrafos son rosados.(There are two purple clocks, twenty black tables, and a yellow door in my

Spanish class. The computers are orange, and the pens are pink.)

verde verde verdes verdes green

Modelo: Los lápices son verdes. La pizarra es verde y las sillas son verdes. (The pencils are green. The chalkboard is green, and the chairs are green.)_____________________________________________________________________________gris gris grises grises gray

Modelo: Hay unos lápices grises en mi oficina. Hay una calculadora gris en mi carro.(There are some gray pencils in my office. There is a gray calculator in my car.)

_____________________________________________________________________________marrón (brown) marrón marrones marrones brown

Modelo: Hay unas computadoras marrones en la mesa y un cuaderno marrón en la silla.(There are some brown computers on the table and a brown notebook on the

chair.)_____________________________________________________________________________azul azul azules azules blue

Modelo: El cuaderno en el escritorio es azul. Los cuadernos en las mesas no son azules. (The notebook on the desk is blue. The notebooks on the tables are not blue.)

(This explanation is continued on page 17.)16

Página 17

TAREA PARA EL 30 DE AGOSTOEL USO DE LOS COLORES

2. La sintaxis (The syntax)Generally, descriptive adjectives like colors follow the noun.

Modelo: Las calculadoras grises son para Enrique, pero el diccionario azul es para María.(The gray calculators are for Enrique, but the blue dictionary is for María.)

3. Los sustantivos (The nouns)There are colors that are nouns that are used to describe with the expression “de color…”

de color café (brown), de color naranja (orange), de color púrpura (purple), de color rosa (pink), de color violeta (violet)

When you use the noun as a color, it does not change in number or gender.

Modelo: La puerta es de color café, pero los relojes son de color naranja. La mesa es de color rosa.(The door is brown, but the clocks are orange. The table is pink.)

Literally, you are saying: The door is of the color brown, but the clocks are of the color orange. The table is of the color pink.

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Página 18

TAREA PARA EL 30 DE AGOSTOLOS PRONOMBRES PERSONALES (THE SUBJECT OR PERSONAL PRONOUNS)

Singular Pluralyo I nosotros we (either all masculine or bothprimera persona masculine and feminine)singular nosotras we (all feminine)(first person primera personal pluralsingular) (first person plural) X + yo = nosotros/as____________________________________________________________________________tú you (informal) vosotros you (informal: either all masculinesegunda persona or both masculine and feminine)singular vosotras you (informal: all feminine)(second person segunda personal plural (second person plural)singular) “Vosotros/as” is used only in Spain.

You do not need to know “vosotros/as” for Miramar College.

____________________________________________________________________________Usted you (formal) ustedes you (This is the plural of “you” for(Ud.) both formal and informal in the restsegunda persona of the Spanish-speaking world. This singular is what we use for the plural of (second person of “you”.)singular)____________________________________________________________________________él he (masculine) ellos they (either all masculine or bothella she (feminine) masculine and feminine)tercera persona ellas they (all feminine)singular tercera persona plural(third person (third person plural)singular)__________________________________________________________

What about the subject pronoun “it”?

The word for the subject pronoun “it” does not exist in Spanish. To indicate that the subject is “it”, you use third person singular of the verb. Use third person plural of the verb for the plural of “it”.

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TAREA PARA EL 30 DE AGOSTOLA CONJUGACIÓN (THE CONJUGATION) DEL VERBO “SER”

Los pronombres personales la conjugación el significado (The subject pronouns) (the conjugation) (the meaning)

yo (I) soy I am___________________________________________________________________

tú (you, informal/singular) eres you are__________________________________________________________________usted (Ud.) es you are(you, formal/singular)él (he) es he isella (she) es she is_________________________________________________________________nosotros (we, all somos we aremasculineor both masculine and feminine)nosotras (we, all somos we arefeminine)__________________________________________________________________vosotros (you sois you areinformal, plural: allmasculine or both masculineand feminine)vosotras (you informal, sois you areplural, all feminine)Used only in Spain, notat Miramar College_________________________________________________________________ustedes (Uds.) son you are(you, plural)ellos (they, all masculine or son they areboth masculine andfeminine)ellas (they, all feminine) son they are

Basically, it all comes down to: soy, eres, es, somos, son.

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EL USO DEL VERBO “SER”

We use “ser” for:

1. Descriptions of the physical appearance and the personality (ser + adjective)

Modelos: Soy alta. (I am tall.)Eres inteligente y cómica. (You are intelligent and funny.)

2. Origin (ser + de/from…)

Modelos: Soy de Venezuela. (I am from Venezuela.)Marta es de San Diego. (Marta is from San Diego.)

3. Nationality (ser + adjective for the nationality)

Modelos: Carlos es mexicano. (Carlos is Mexican.)Lola y yo somos francesas. (Lola and I are French.)

4. Possession (ser + noun)

Modelos: Es mi libro. (It is my book.)Son los libros de Juan. (They are Juan’s books.)

5. Identification (ser + noun)

Modelos: La Sra. Martínez es la profesora de la clase.Mrs. Martínez is the professor of the class.

Somos amigos. (We are friends.)

6. Profession (ser + noun)

Modelos: Soy profesora. (I am a professor.)Somos pilotos. (We are pilots.)

7. Time

Modelo: Son las dos. (It’s two o’clock.)

20Página 21

TAREA PARA EL PRIMERO DE SEPTIEMBREVOCABULARIO: ADJETIVOS

Características físicas Características para la personalidad(Physical characteristics) (Characteristics for the personality)activo/a active aburrido/a boring romántico/a romanticalto/a tall interesante interesting tímido/a shy, timidbajo/a, chaparro/a short (in height) fascinante fascinating(“Chaparro/a” is used in México.) bueno/a goodgrande big malo/a badbonito/a pretty extrovertido/a extroverteddelgado/a thin introvertido/a introvertedfeo/a ugly idealista idealisticfuerte strong realista realisticgordo/a fat inteligente intelligentgrande big optimista optimisticguapo/a handsome pesimista pessimisticjoven young paciente patientmoreno/a dark (skin, hair) impaciente impatientpequeño/a small simpático/a kind, nicepelirrojo/a red-headed antipático/a unfriendly, unkind (not in the book)rubio/a blond trabajador/a hardworkingviejo/a old perezoso/a lazy

flojo/a lazy(“Flojo/a” is used in México.)

Otros adjetivos (Other adjectives) Do not use these four adjectives to describe the physicalappearance or personality of a person.ideal ideal pobre poornuevo/a new rico/a rich

Preguntas (Questions)¿Cómo eres? What are you like? (informal)¿Cómo es usted? What are you like? (formal)¿Cómo es…? What is he or she like?¿De dónde eres? Where are you from? (informal)¿De dónde es usted? Where are you from? (formal)

Otras palabras (Other words. These words are not in the chapter in the textbook.)el antónimo the antonym con with porque becauseel sinónimo the synonym pero but también also, too

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Página 22TAREA PARA EL PRIMERO DE SEPTIEMBRE

MÁS ADJETIVOSThese adjectives are not in the textbook. You are welcome to use them in your homework.

Más adjetivos para el aspecto físico (More adjectives for the physical appearance)atractivo/a attractivebello/a, hermoso/a beautifuldébil weakflaco/a skinnymusculoso/a muscular

Más adjetivos para la personalidad (More adjectives for the personality)agresivo/a aggressivearrogante arrogantcínico/a cynicalcobarde cowardlycómico/a, gracioso/a funnyegoísta egotistical, selfishextraño/a, raro/a strangefilosófico/a philosophicalintelectual intellectuallisto/a clever, smart*loco/a crazy, insanesarcástico/a sarcasticserio/a serioussofisticado/a sophisticatedtestarudo/a stubborntranquilo/a calm, tranquilpícaro/a, travieso/a mischievousvaliente brave

*When used with the verb ser, the adjective listo/a means “clever” or “smart”, but when used with the verb estar, listo/a means “ready”.

Modelos: Teresa es muy lista. Teresa is very clever/smart.Teresa está lista. Teresa is ready.

22Página 23

TAREA PARA EL PRIMERO DE SEPTIEMBRELA DESCRIPCIÓN DEL PELO (HAIR) Y LOS OJOS (EYES)

I. La descripción del pelo* (The description of the hair)A. You can use the verb “ser” to describe hair with the following adjectives:

rubio/a (blond), moreno/a (brunette), pelirrojo/a (redheaded), canoso/a (gray-haired), and calvo/a (bald). The adjective modifies the person/s.

Modelos: Soy rubia. (I am blond.) Antonio y Héctor son pelirrojos. (Antonio and Héctor are redheaded.)

B. You can also describe hair using the verb “tener” with the word “pelo” (hair) and the following adjectives: rubio (blond), castaño (brown), negro (black), rojo (red), canoso (gray-haired), largo (long), corto (short), rizado (curly), lacio or liso (straight), and ondulado (wavy). Because “pelo” is masculine/singular, the adjective used with it will always be masculine/singular.

Modelos: Tienes el pelo castaño. (You have brown hair.)Tengo el pelo largo y rizado. (I have long and curly hair.)

II. La descripción de los ojos (The description of the eyes)A. You can describe the eyes with the verb “tener” with the following adjectives:

marrones (brown), pardos (brown), azules (blue), grises (gray), negros (black), verdes (green), grandes (big), pequeños (small). Because the word “ojos” is masculine/plural, the adjective used with it will always be masculine/plural.

Modelos: Tienes los ojos marrones. (You have brown eyes.)Eduardo tiene los ojos verdes. (Eduardo has green eyes.)Tengo los ojos pequeños. (I have small eyes.) Carlota tiene los ojos azules. (Carlota has blue eyes.)

B. Two other expressions for the description of the eyes are: de color avellano(hazel) and de color café (brown). Used in this context with the words “de color”, the two masculine nouns “avellano” and “café” will always be singular.

Modelos: Tengo los ojos de color café. (I have brown eyes.) Lola tiene los ojos de color avellano. (Lola has hazel eyes.)

*Another word for “the hair” is “el cabello”.

23Página 24

TAREA PARA EL PRIMERO DE SEPTIEMBREVOCABULARIO: LAS NACIONALIDADES Y LOS PAÍSES

Las nacionalidades (The nationalities) Los países (The countries)(Note that the nationalities (Note that the countriesare not capitalized in Spanish.) are capitalized in Spanish.)argentino/a Argentine Argentina Argentinachileno/a Chilean Chile Chile colombiano/a Colombian Colombia Columbiacubano/a Cuban Cuba Cubadominicano/a Dominican la República Dominicana the Dominican Republic ecuatoriano/a Ecuadorian Ecuador Ecuadorespañol/a Spanish España Spainestadodunidense the nationality for los Estados Unidos the United States

the United Statesmexicano/a Mexican México Mexicopanameño/a Panamanian Panamá Panamaperuano/a Peruvian Perú Perupuertorriqueño/a Puerto Rican Puerto Rico Puerto Ricosalvadoreño/a Salvadoran El Salvador El Salvadorvenezolano/a Venezuelan Venezuela Venezuela

Otras nacionaliades (Other nationalities) Los países (The countries)alemán, alemana German Alemania Germanybrasileño/a Brazilian Brasil Brazilcanadiense Canadian Canadá Canadachino/a Chinese China Chinacoreano/a Korean Corea Koreafrancés, francesa French Francia Franceinglés, inglesa English Inglaterra Englanditaliano/a Italian Italia Italyjaponés, japonesa Japanese Japón Japanfilipino/a Filipino las Filipinas the Philippinesportugués/ Portuguese Portugal Portugalportuguesa

Los lugares (The places) Las personas (The people)la capital the capital el/la amigo/a the friendla ciudad the city el/la muchacho/a the boy/girlel estado the state el/la niño/a the little boy/girlel país the country los padres the parents

24


LA CONJUGACIÓN DEL VERBO “TENER”

Los pronombres personales la conjugación el significado (The subject pronouns) (the conjugation) (the meaning)

yo (I) tengo I have___________________________________________________________________

tú (you, informal/singular) tienes you have__________________________________________________________________usted (Ud.) tiene you have(you, formal/singular)él (he) tiene he hasella (she) tiene she has_________________________________________________________________nosotros (we, all tenemos we havemasculineor both msculine and feminine)nosotras (we, all tenemos we havefeminine)__________________________________________________________________vosotros (you tenéis you haveinformal, plural: either allmasculine or both masculineand feminine)vosotras (you informal, tenéis you haveplural: all feminine)Used only in Spain, notat Miramar College_________________________________________________________________ustedes (Uds.) tienen you have(you, plural)ellos (they, all masculine or tienen they haveboth masculine andfeminine)ellas (they, all feminine) tienen they have

Basically, it comes down to: tengo, tienes, tiene, tenemos, tienen.

25Página 26

TAREA PARA EL 8 DE SEPTIEMBRELOS NÚMEROS 0-100

cero zero diez 10 veinte 20 treinta 30uno 1 once 11 veintiuno 21 treinta y uno 31dos 2 doce 12 veintidós 22 treinta y dos 32tres 3 trece 13 veintitrés 23 treinta y tres 33cuatro 4 catorce 14 veinticuatro 24 treinta y cuatro 34cinco 5 quince 15 veinticinco 25 treinta y cinco 35seis 6 dieciséis 16 veintiséis 26 treinta y seis 36siete 7 diecisiete 17 veintisiete 27 treinta y siete 37ocho 8 dieciocho 18 veintiocho 28 treinta y ocho 38nueve 9 diecinueve 19 veintinueve 29 treinta y nueve 39

cuarenta 40 sesenta 60 ochenta 80 cien 100cuarenta y uno 41 sesenta y uno 61 ochenta y uno 81cuarenta y dos 42 sesenta y dos 62 ochenta y dos 82cuarenta y tres 43 sesenta y tres 63 ochenta y tres 83etc. etc. etc.

cincuenta 50 setenta 70 noventa 90cincuenta y uno 51 setenta y uno 71 noventa y uno 91cincuenta y dos 52 setenta y dos 72 noventa y dos 92cincuenta y tres 53 setenta y tres 73 noventa y tres 93etc. etc. etc._____________________________________________________________________________

“Uno” becomes “un” before a masculine singular noun and “una” before a femininesingular noun.

Modelos: un bolígrafo one pen una pluma one pen un cuaderno one notebook una mesa one table un profesor one professor (male) una profesora one professor

(female) veintiún libros 21 books veintiuna mesas 21 tables treinta y un 31 papers treinta y una puertas 31 doors papeles ochenta y un 81 pencils ochenta y una 81 computers

lápices computadoras

Use “ciento” for compound numbers from 101-199.

Modelos: ciento diez 110 ciento setenta y cuatro 174

Note that the following numbers have written accents: dieciséis, veintiún, veintidós, veintitrés, veintiséis

26Página 27

TAREA PARA EL 13 DE SEPTIEMBRELOS DÍAS DE LA SEMANA, LOS MESES Y LAS ESTACIONES

Los días de la semana (The days of the week) They are not capitalized.Singular Pluralel lunes Monday los lunes Mondaysel martes Tuesday los martes Tuesdaysel miércoles Wednesday los miércoles Wednesdaysel jueves Thursday los jueves Thursdaysel viernes Friday los viernes Fridaysel sábado Saturday los sábados Saturdaysel domingo Sunday los domingos Sundays

You don’t use the definite article with the day of the week with the words:hoy (today) or mañana (tomorrow).

Modelos: Hoy es lunes. (Today is Monday.)Mañana es martes. (Tomorrow is Tuesday.)

When you refer to an activity for a day of the week or you want to indicate that you do something “on” a particular day, use the definite article. Don’t use “en”.

Modelos: El examen es el viernes. (The exam is on Friday.)Los sábados visito a mis padres. (On Saturdays I visit my parents.)

Los meses (the month) Las estaciones (seasons)They are not capitalized. They are not capitalized.enero January julio July el invierno winterfebrero February agosto August la primavera springmarzo March septiembre September el otoño fallabril April octubre October el verano summermayo May noviembre Novemberjunio June diciembre December

La fecha (the date)To give the date: el + el día del mes (the digit or the written word) + de + el mes

Modelos: el 17 de febrero or el diecisete de febrero February 17el 25 de agosto or el veinticinco de agosto August 25

When it is the first of the month, you use “el primero”. You don’t use the digit.

Modelo: el primero de noviembre November 1

You can also give the date with all digits. Note that in Spanish the day of the month

goes before the month.

Modelo: 14/02 (or 14-02) = el 14 de febrero February 14

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Página 28

TAREA PARA EL 30 DE AGOSTOSEIS PAÍSES (SIX COUNTRIES: 1 PTO.)

PARA ENTREGAR (TO HAND IN)

Spell the following countries in Spanish. The Spanish alphabet is on p. 8 in ¡Arriba! andpp. 5-7 in this homework packet.

Modelos: Paraguay pe – a – ere – a – ge – u – a – ye México eme – e con acento – equis – i – ce - o

1. Guatemala ______________________________________________________

2. Venezuela ______________________________________________________

3. Bolivia ______________________________________________________

4. España ______________________________________________________

5. Perú ______________________________________________________

TAREA PARA EL 30 DE AGOSTOCUATRO PALABRAS BELLAS (FOUR BEAUTIFUL WORDS: 1 PTO.)


Using a dictionary, find out how to say in Spanish four words that you think are beautiful. For each word, in the first blank, write the word in Spanish followed by the meaning of the word in English in parenthesis. In the second blank, spell the word in Spanish. The Spanish alphabet is on p. 8 in ¡Arriba! and pp. 5-7 in this homework packet.

Modelo: nube (cloud) ene – u – be - e

1. ______________________________ _______________________________

2. ______________________________ _______________________________

3. ______________________________ _______________________________

4. ______________________________ _______________________________

28Página 29

TAREA PARA EL 30 DE AGOSTOLOS OBJETOS EN EL SALÓN DE CLASE (2 PTOS.)


A. Identify the classroom objects below in Spanish using the definite articles (el, la, los, las). When there is more than one item, you need the plural. The classroom objects are on p. 19 in ¡Arriba! and p. 9 in this homework packet.

chairs laptop dictionariescomputer

Modelo: las sillas 1. ____________________ 2. _____________________

papers table clocks

3. _____________________ 4. ____________________ 5. _____________________

B. Identify the classroom objects below in Spanish using the indefinite articles (un, una, unos, unas). When there is more than one item, you need the plural.

notebooks map smart phone

Modelo: unos cuadernos 1. ____________________ 2. _____________________

calculators pencils door

3. ____________________ 4. ___________________ 5. _____________________

29


LOS ARTÍCULOS DEFINIDOS (1 PTO.)PARA ENTREGAR (TO HAND IN)

For each noun, write the appropriate definite article (el, la, los, las) in Spanish, based on the gender and number of the noun. The definite articles are on pp. 25-26 in ¡Arriba! and p. 12 in this homework packet.

Modelos: la tiza los bolígrafos

1. _______ mujer 6. _______ calculadoras

2. _______ silla 7. _______ papel

3. _______ lápices 8. _______ días

4. _______ mesas 9. _______ clases

5. _______ pizarra 10. _______ pluma

TAREA PARA EL 30 DE AGOSTOLOS ARTÍCULOS INDEFINIDOS (1 PTO.)


For each noun, write the appropriate indefinite article (un, una, unos, unas) in Spanish, based on the gender and number of the noun. The indefinite articles are on p. 26 in ¡Arriba! and p. 12 in this homework packet.

Modelos: un papel unas pizarras blancas

1. _______ mapas 6. _______ teléfonos celulares

2. _______ universidad 7. _______ computadora portátil

3. _______ libros 8. _______ reloj

4. _______ hombre 9. _______ amigas

5. _______ diccionario 10. _______ puertas

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Página 31

TAREA PARA EL 30 DE AGOSTO¿TÚ O USTED? (1 PTO.)


Indicate whether you would use the tú or usted address for the following people with whom you are talking. Tú and usted are explained on p. 10 in this homework packet.

Modelo: un esposo (husband) tú

1. un amigo __________

2. una profesora de matemáticas ___________

3. un compañero de clase (classmate) ___________

4. una mujer desconocida (unknown) ___________

5. una hermana (sister) __________

6. una médica __________

7. un primo (cousin) __________

31Página 32

TAREA PARA EL 30 DE AGOSTODOS (2) DIÁLOGOS (4 PTOS.): PARA ENTREGAR (TO HAND IN)

Write two dialogues in Spanish including the following information (Use the appropriate vocabulary on p. 8 in this homework packet. Do not use anything other than that vocabulary. If you use an expression with “bien” or “mal”, do not use another expression with “bien” or “mal”.

Diálogo 1: Los dos amigos (friends) (2:30 P.M.)

Gonzalo: Says hello. ____________________Gives the appropriate greeting for the time. _______________________Asks how Orlando is. _______________________

Orlando: Indicates how he is. _______________________And you? _____________________

Gonzalo: Indicates how he is (using a different response). _______________________

Orlando: Says farewell. _______________________

Gonzalo: Says farewell (using a different farewell expression). _____________________

Diálogo 2: La estudiante Cecilia y la profesora Ruiz (8:30 P.M.)

Cecilia: Gives the appropriate greeting for the time. ________________________Gives her name. ____________________________Asks the name of the professor. ___________________________

Profesora Ruiz: Gives her name (using a different expression). __________________________

Cecilia: Pleased to meet you or Nice to meet you. _______________________

Profesora Ruiz: Likewise. ________________________Asks how Cecilia is. _________________________

Cecilia : Indicates how she is (using a different response than the two you have already used). ______________________

And you? _____________________

Profesora Ruiz: Indicates how she is (using a different response than the three you have already used). ______________________ Says farewell (using a different farewell expression than the two you have already used). _____________________________________

Cecilia: Says farewell (using a different farewell expression than the three you have already used). ______________________________________

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LOS PRONOMBRES PERSONALES (1 PTO.)PARA ENTREGAR (TO HAND IN)

Indicate the subject pronouns in Spanish for the following people. The subject pronouns are on p. 12 in ¡Arriba! and on p. 18 in this homework packet.

Modelo: María ellaun hermano/brother (You are addressing him.) tú

1. Juan ________________

2. Mis amigos y yo ________________

3. Luis y Gustavo ________________

4. un amigo (You are addressing him.) _________________

5. Carmen, Susana, Rita, Berta, Lorena y Miguel ________________

6. Elena y yo (In this case, “yo” refers to a woman.) ________________

7. una profesora (You are addressing her.) ________________

8. Margarita _______________

9. unos médicos (You are addressing them.) _______________

10. Carolina y Lucía _______________

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Página 34

TAREA PARA EL PRIMERO DE SEPTIEMBREBERTA (1 PTO.)


Complete the following paragraph with the appropriate form of the verb “ser”, which is conjugated on p. 12 in ¡Arriba! and on p. 19 in this homework packet.

Hola. Mi nombre _________ Berta. Yo _________ de México. Mi madre (mother) y

yo _________ mexicanas, pero mi padre (father) _________ cubano. Mis padres _________

profesores de matemáticas en la Universidad Nacional Autónoma de México (UNAM). La

universidad _________ muy grande. Tengo dos hermanos (brothers). Se llaman Roberto y

Alfonso. Ellos _________ muy extrovertidos. Yo también (also) _________ extrovertida.

Mis hermanos y yo _________ estudiantes de la UNAM. Nuestras (our) clases _________

muy interesantes. Tú también _________ estudiante de la UNAM, pero ustedes _________

estudiantes de la Universidad de Miramar en San Diego, California. San Diego _________ una

ciudad (city) muy bonita.

34Página 35

TAREA PARA EL PRIMERO DE SEPTIEMBRE LOS COLORES DE LOS OBJETOS EN EL SALÓN DE CLASE (2 PTOS.)


A. Identify the classroom objects below in Spanish using the definite articles (el, la, los, las) with adifferent color (the adjective) for each object. Use your imagination for the colors. When there is more than one item, you need the plural. Don’t repeat the colors used in my models. The classroom objects and colors are on p. 19 in ¡Arriba! and on pp. 9, 16 (the adjectives for the colors) in this homework packet.

markers chair clocks

Modelo: los marcadores 1. ____________________ 2. ____________________ grises __________________________ __________________________

book doors

3. ____________________ 4. ____________________ __________________________ __________________________

B. Identify the classroom objects below in Spanish using the indefinite articles (un, una, unos, unas) with a different color (the adjective) for each object. Use your imagination for the colors. Do not repeat any of the colors that you used above or in either model. When there is more than one item, you need the plural.

paper pencils backpack

Modelo: un papel 1. ____________________ 2. _____________________ blanco _________________________ ___________________________

pen laptop computers3. ____________________ 4. ____________________ _________________________ _________________________

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OTRO DIÁLOGO (3 PTOS.)PARA ENTREGAR (TO HAND IN)

Write a dialogue in Spanish including the following information (Use the appropriate vocabulary on pp. 8-9 in this homework packet. Do not use anything other than that vocabulary. The alphabet is explained on p. 8 in ¡Arriba! and on pp. 5-7 in this homework packet.

Las dos amigas en la clase de español (10:00 A.M.)

Verónica: Gives the appropriate greeting for the time. _________________________Asks what’s happening? _________________________

Leticia: Asks Verónica how to say a… (select a classroom object) in Spanish. _______________________________________

Verónica: Gives Leticia the word in Spanish for the classroom object. ____________________

Leticia: Asks Verónica how you write “cuaderno” in Spanish._______________________________________

Verónica: Spells out the word “cuaderno” (in Spanish). _______________________________________

Leticia: Thanks her. _______________________

Verónica: You’re welcome. _______________________

Leticia: Asks Verónica what…(select a word in Spanish) means in English?______________________________________

Verónica: Says she doesn’t know. _____________________Says she is sorry. ___________________.

Leticia: Says farewell. ______________________

Verónica: Says farewell (using a different farewell expression). _____________________

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TAREA PARA EL 8 DE SEPTIEMBREARMANDO Y DOLORES (1 PTO.)PARA ENTREGAR (TO HAND IN)

Brother and sister Armando and Dolores are opposites. Compare them using the appropriate antonyms in Spanish. Watch out for number and gender agreement. The adjectives are on pp. 28-29, 41 in ¡Arriba! and on p. 21 in this homework packet.

Modelos: Armando es introvertido, pero Dolores es extrovertida.

1. Dolores es baja, pero Armando es ___________________. 2. Armando es delgado, pero Dolores es __________________. 3. Armando es trabajador, pero Dolores es ___________________. 4. Dolores es bonita, pero Armando es ____________________. 5. Dolores es joven, pero Armando es ___________________.

TAREA PARA EL 8 DE SEPTIEMBRELOS CUATRO AMIGOS (1 PTO.)


Luis, Carmen, Susana, and Rafael are best friends. Although they have a lot in common, they are also different. Compare them using the appropriate antonyms in Spanish. Watch out for number and gender agreement. The adjectives are on pp. 19, 28-29, 41 in ¡Arriba! and onp. 21 in this homework packet.

1. Luis y Rafael son interesantes, pero Carmen y Susana son ___________________.2. Carmen y Rafael son estudiantes buenos, pero Luis y Susana son estudiantes

_________________.3. Luis y Rafael son antipáticos, pero Carmen y Susana son ___________________.4. Carmen y Rafael tienen los ojos grandes, pero Luis y Susana tienen los ojos

_________________.5. Luis y Rafael son pobres, pero Carmen y Susana son ___________________.6. Carmen y Susana son optimistas, pero Luis y Rafael son ___________________.

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TAREA PARA EL 8 DE SEPTIEMBREDEL SINGULAR AL PLURAL (1 PTO.)


Change each sentence from singular to plural. The pluralization of nouns is explained onp. 26 in ¡Arriba! and on p. 15 in this homework packet.

Modelo: Es un libro interesante. Son unos libros interesantes .

1. Es una clase buena. ___________________________________________________

2. Es una calculadora cara. ___________________________________________________

3. Es un reloj grande. ___________________________________________________

4. Es una señora rica. ___________________________________________________

5. Es un mapa pequeño. ___________________________________________________

6. Es un lápiz barato. ___________________________________________________

TAREA PARA EL 8 DE SEPTIEMBRE¿CÓMO ERES? (WHAT ARE YOU LIKE?) (1 PTO.)


Answer the following questions in complete sentences in Spanish.

Modelo: ¿Eres alto/a o bajo/a? Soy baja.(Are you tall or short?)

1. ¿Eres optimista o pesimista? ____________________________________

2. ¿Eres extrovertido/a o introvertido/a? ____________________________________

3. ¿Eres idealista o realista? ____________________________________

4. ¿Eres trabajador/a o perezoso/a? ____________________________________

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TAREA PARA EL 8 DE SEPTIEMBRE¿QUÉ NECESITAS? ¿QUÉ TIENES? (1 PTO.)


Answer the following questions in complete sentences with the appropriate form of the underlined verbs in Spanish. Begin each answer with either “Sí,…” or “No, no…” according to the request in parenthesis.

Modelos: ¿Necesitas un lápiz número 2? (sí) Sí, necesito un lápiz número 2.¿Tienes una calculadora barata? (no, no) No, no tengo una calculadora barata.

1. ¿Necesitas una computadora nueva? (no, no) ___________________________________

2. ¿Tienes un teléfono celular caro? (sí) ___________________________________

3. ¿Necesitas dinero? (sí) ___________________________________

4. ¿Tienes una mochila pequeña? (no, no) ___________________________________

5. ¿Necesitas un diccionario español? (sí) ___________________________________

6. ¿Tienes plumas? (no, no) ___________________________________

TAREA PARA EL 8 DE SEPTIEMBRE PREGUNTAS (2 PTOS.)


Answer the following questions in complete sentences in Spanish using the appropriate form of the underlined verbs.

1. ¿Cómo te llamas?

2. ¿Qué necesitas? (Indicate two items. Do not repeat the items in my model.)

Modelo: Necesito un teléfono inteligente y más mascarillas (more face masks).

3. ¿Qué hay en tu casa (house) o apartamento? (Indicate two items with one adjective for each item. Do not repeat the items or adjectives used in my model.)

Modelo: En mi apartamento hay una mesa blanca y un reloj grande.

4. ¿Cómo es el padre (father) ideal? (Indicate two adjectives. Do not repeat the adjectivesused in my model.)

Modelo: El padre ideal es cómico y listo.

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Página 40TAREA PARA EL 8 DE SEPTIEMBRE

LAS NACIONALIDADES: PRIMERA PRÁCTICA (1 PTO.)PARA ENTREGAR (TO HAND IN)

Indicate in Spanish the nationalities of the people below using the verb “ser”, which is conjugated on p. 12 in ¡Arriba! and on p. 19 in this homework packet. The nationalities are on p. 41 in ¡Arriba! and on p. 24 in this homework packet. Gender information: When the subject is “yo”, go by your own gender for the nationality. When the subject is “tú”, “usted”, or “ustedes”, use the masculine ending for the nationality because there is no context in this kind of exercise to indicate the need to use the feminine ending for these three subject pronouns.

Modelo: Lola/Cuba Lola es cubana.

1. Gloria y Perla/Venezuela _________________________________________

2. Yo/México _________________________________________

3. Tú/Colombia _________________________________________

4. Ustedes/Perú _________________________________________

5. Carlos/la República Dominicana _________________________________________

6. Marta, Susana y Victoria/España _________________________________________

7. Usted/los Estados Unidos _________________________________________

8. Mis amigos y yo/Puerto Rico _________________________________________

9. Diana/Chile _________________________________________

TAREA PARA EL 8 DE SEPTIEMBRE“TENER” (1 PTO.)


What do we have? Complete the following paragraph with the appropriate form of the verb “tener”, which is conjugated on p. 67 in ¡Arriba! and on p. 25 in this homework packet.

Yo _______ un diccionario muy bueno. Ustedes _______ unos cuadernos azules.

Leticia _______ un libro fascinante sobre el arte mexicano. El libro _______ muchas pinturas

bonitas. Mis amigos y yo _______ mucho papel. Tú _______ un reloj muy grande. Ricardo y

Maribel _______ un mapa de México.

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TAREA PARA EL 8 DE SEPTIEMBREMI VIDA (5 PTOS.): PARA ENTREGAR (TO HAND IN)

Write a paragraph in Spanish about your life including the following information:

a greeting (Use a greeting, p. 5 in ¡Arriba! or on p. 8 in this homework packet.)

your name

the country you are from (in Spanish): There is a list of countries, p. 24 in this homework packet. If you want to use another country, you must look up how to write it in Spanish.

a description of yourself including five different adjectives for your physical appearanceand two different adjectives for your personality (Use only the appropriate vocabulary, pp. 28-29, 41 in ¡Arriba! or the appropriate vocabulary, pp. 21-23 in this homework packet. Use both “ser” and “tener”. Use “ tener ” for the hair and eyes only .)

a description of your Spanish professor (If you are female, describe a male professor. If you are male, describe a female professor.) including five different adjectives for your professor’s physical appearance and two different adjectives for your professor’s personality (Use only the appropriate vocabulary, pp. 28-29, 41 in ¡Arriba! or the appropriate vocabulary, pp. 21-23 in this homework packet. Do not repeat any of the adjectives that you used to describe yourself. Do not describe me. Make up a professor. Use both “ser” and “tener”. Use “ tener ” for the hair and eyes only.)

a description of the students in your Spanish class using two different adjectives for theirpersonality (Use only the appropriate vocabulary, pp. 28-29 in ¡Arriba! and the appropriate vocabulary, pp. 21-22 in this homework packet. Do not repeat any of the adjectives that you have already used to describe yourself or your Spanish professor.)

a creative sentence of your own

a farewell (Use a farewell, p. 5 in ¡Arriba! or on p. 8 in this homework packet.)

Modelo

(I underlined my physical adjectives and double-underlined my personality adjectives. Do not repeat the adjectives, greeting, country, my creative sentence, or farewell used in my model.)

Buenos días. Mi nombre es Susana. Soy de Nicaragua. Soy fuerte (strong) y musculosa. Tengo el pelo liso y ondulado con los ojos bellos (beautiful). Soy intelectual y filosófica. Mi profesor de español es extraño (strange) y loco. Tiene el pelo canoso con los ojos pequeños y grises. Es atractivo y flaco (skinny). Los estudiantes en mi clase son listos (clever) y traviesos (mischievous). Hay mucha tarea para la clase. Nos vemos.

41Página 42

TAREA PARA EL 8 DE SEPTIEMBRELA CLASE DE HISTORIA DE LA PROFESORA DÁVILA (4 PTOS.)


Complete the information about the reading in Spanish. Respond with just one word per blank unless I request a complete sentence (una oración completa).

Me llamo Margarita Dávila. Soy de Chile. Chile es un país muy bonito. Soy profesora de historia en Santiago, la capital de Chile. Hay 45 estudiantes en mi clase. Son fabulosos porque no usan los teléfonos celulares durante (during) la clase. Muchos de mis estudiantes son de otros (other) países. Ocho estudiantes son de Cuba, siete estudiantes son de la República Dominicana y cinco estudiantes son de los Estados Unidos. También hay una estudiante extrovertida de España y un estudiante introvertido de Argentina. Los otros estudiantes son chilenos. El libro de texto de la clase es La historia de Chile. Es un libro bueno, pero es muy caro. Hay mucha tecnología en mi salón de clase. Por ejemplo (for example), hay una computadora gris en cada (each) mesa, pero el salón de clase tiene problema. No hay muchas sillas. Ahora necesito escribir las instrucciones para la tarea en la pizarra.

1. La nacionalidad de Margarita: ___________________

2. El adjetivo para describir (to describe) el país de Margarita: ___________________

3. La ciudad de la ubicación (location) de la clase de historia: ___________________

4. La actividad fabulosa de los estudiantes: __________________________________________________________________________ (una oración completa)

5. El país de ocho estudiantes: ___________________

6. El número de estudiantes dominicanos: ___________________ 7. La nacionalidad de la estudiante extrovertida: ____________________

8. El problema del libro de texto de la clase: ___________________________(una oración completa)

9. El objeto en cada mesa: una ___________________

10. El color de este (this) objeto: ____________________

11. El problema del salón de clase: __________________________________________(una oración completa)

12. La ubicación (location) de las instrucciones para la tarea: la ___________________

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Página 43TAREA PARA EL 13 DE SEPTIEMBRE LA CLASE DE ARTE MAYA (4 PTOS.)


Complete the information about the reading in Spanish. Respond with just one word per blank unless I request a complete sentence (una oración completa).

Hola. Mi nombre es Susana Domínguez. Soy mexicana. Soy profesora de arte maya en la Universidad Autónoma de Chiapas en el estado de Chiapas, México. Hay treinta y cinco estudiantes en mi clase. Una de mis estudiantes se llama Estela. Es de Ecuador. Siempre (always) llega (arrives) a clase temprano y siempre tiene la tarea preparada. Hay un estudiante colombiano que (that) se llama Federico. Los padres de Federico son ricos. Son artistas. Hay una estudiante que se llama Perla. Es inteligente, pero siempre llega a clase tarde. ¡Qué horror! Perla es de El Salvador.

Mi salón de clase tiene muchos mapas y hay una fotografía grande de las ruinas mayas de Palenque en la puerta, pero la clase necesita más mesas y no hay reloj. Ahora necesito explicar la tarea para el jueves. Es complicada. Con un marcador azul, escribo (I write) la tarea en la pizarra blanca. El sábado mis estudiantes y yo visitamos Palenque. ¡Vamos a entrar (We are going to enter) en el Templo de las Inscripciones! Es un templo muy misterioso.

1. El país de Susana Domínguez: ____________________

2. El estado de la universidad: ____________________

3. El número de estudiantes en la clase de arte maya: ____________________

4. La nacionalidad de Estela: ____________________

5. Dos actividades positivas de Estela: ______________________________________________________________________________________________ (una oración completa)

6. El país de Federico: _____________________

7. La profesión de los padres de Federico: ______________________

8. El adjetivo para describir a Perla: ____________________

9. La actividad negativa de Perla: ______________________________________________(una oración completa)

10. La nacionalidad de Perla: ____________________

(The questions about this reading are continued on page 44.)

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Página 44TAREA PARA EL 13 DE SEPTIEMBRE

LA CLASE DE ARTE MAYAPARA ENTREGAR (TO HAND IN)

11. La ubicación (location) de la fotografía grande de las ruinas mayas de Palenque:la ___________________

12. Dos aspectos negativos del salón de clase: ________________________________________________________________________________________ (una oración completa)

13. La actividad complicada para el jueves: la ____________________

14. El color del marcador: ____________________

15. El día de la semana de la excursión a Palenque: el ____________________

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TAREA PARA EL 13 DE SEPTIEMBREEN LA CLASE DE MATEMÁTICAS (1 PTO.)


Indicate in Spanish the number of items in the math class. Numbers are on p. 10 in ¡Arriba!and on p. 26 in this homework packet.

1. 47 ____________________________ estudiantes

2. 21 ____________________________ lápices

3. 11 ____________________________ teléfonos celulares

4. 61 ____________________________ sillas

3. 78 ____________________________ computadoras

6. 34 ____________________________ mesas

7. 59 ____________________________ calculadoras

8. 10 ____________________________ ventanas (windows)

9. 1 ____________________________ profesora

10. 0 ____________________________ diccionarios

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TAREA PARA EL 13 DE SEPTIEMBRELOS PROBLEMAS DE MATEMÁTICAS (2 PTOS.)


Write out the following math problems with the solutions in Spanish. Numbers are on p. 10in ¡Arriba! and on p. 26 in this homework packet.

Modelos: 10 + 2 = diez más dos son doce82 – 32 = ochenta y dos menos treinta y dos son cincuenta

1. 13 + 1 = _____________________________________________________________

2. 11 + 11 = _____________________________________________________________

3. 18 – 2 = _____________________________________________________________

4. 100 – 5 = _____________________________________________________________

5. 12 + 29 = _____________________________________________________________

6. 67 – 34 = _____________________________________________________________

____________________________________________________________________________TAREA PARA EL 13 DE SEPTIEMBRE

LOS DÍAS DE LA SEMANA (1 PTO.)PARA ENTREGAR (TO HAND IN)

Write in Spanish the day of the week that completes each list. The days of the week are on p. 21 in ¡Arriba! and on p. 27 in this homework packet.

Modelo: jueves, viernes, sábado

1. martes,______________________, jueves

2. viernes, _____________________, domingo

3. lunes, ______________________, miércoles

4. sábado, ______________________, lunes

5. miércoles, _____________________, viernes

6. domingo, _____________________, martes

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TAREA PARA EL 13 DE SEPTIEMBRELOS MESES DE LOS DÍAS FESTIVOS (1 PTO.)


Write in Spanish the months of the year when the following holidays are celebrated. The months are on p. 22 in ¡Arriba! and on p. 27 in this homework packet.

1. el día de San Valentín _____________________

2. el día de la Madre (Mother) _____________________

3. el día de Martin Luther King, Jr. _____________________

4. el día del Padre (Father) _____________________

5. el día de Acción de Gracias (Thanksgiving) _____________________

6. el día de la Independencia de los Estados Unidos _____________________

7. el día de la Independencia de México _____________________

8. la Navidad (Christmas) _____________________

9. el día de los Brujos (Halloween) _____________________

TAREA PARA EL 13 DE SEPTIEMBRELAS FECHAS (1 PTO.)


Write out the dates in Spanish. Dates are explained on p. 23 in ¡Arriba! and on p. 27 in this homework packet.

Modelo: October 12 el doce de octubre

1. May 19 _____________________________________

2. November 26 _____________________________________

3. January 13 _____________________________________

4. December 1 _____________________________________

5. March 30 _____________________________________

6. August 15 _____________________________________

7. tu cumpleaños _____________________________________(birthday)

_____________________________________________________________________________

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TAREA PARA EL 13 DE SEPTIEMBRELAS NACIONALIDADES: SEGUNDA PRÁCTICA (1 PTO.)


Indicate in Spanish the nationalities of the people below using the verb “ser”, which is conjugated on p. 12 in ¡Arriba! and on p. 19 in this homework packet. The nationalities are on p. 41 in ¡Arriba! and on p. 24 in this homework packet. Gender information: When the subject is “yo”, go by your own gender for the nationality. When the subject is “tú”, “usted”, or “ustedes”, use the masculine ending for the nationality because there is no context in this kind of exercise to indicate the need to use the feminine ending for these three subject pronouns.

Modelo: Felipe/México Felipe es mexicano.

1. Horacio/Ecuador ______________________________________________

2. Tú/Argentina ______________________________________________

3. Yo/Colombia ______________________________________________

4. Mónica/El Salvador ______________________________________________

5. Mi profesor y yo/Panamá ______________________________________________

6. Nora y Carmen/Puerto Rico ______________________________________________

7. Ustedes/España ______________________________________________

8. Las tres mujeres/Cuba ______________________________________________

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TAREA PARA EL 13 DE SEPTIEMBRELA MUJER (5 PTOS.)


Describe the woman in the photo below in a paragraph including her name (Su nombre es…), five different adjectives for her physical appearance and two different adjectives for her personality. (Use only the appropriate vocabulary, pp. 28-29, 41 in ¡Arriba! or pp. 21-23 in this homework packet . Use both “ser” and “tener”. Use “ tener ” for the hair and eyes only.)

End the paragraph with a creative sentence of your own.

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TAREA PARA EL 13 DE SEPTIEMBRE EL NIÑO (5 PTOS.)


You are the child in the photo below.

Describe yourself in a paragraph in first person singular including your name, five different adjectives for your physical appearance and two different adjectives for your personality (Use only the appropriate vocabulary, pp. 28-29, 41 in ¡Arriba! and the appropriate vocabulary, pp. 21-23 in this homework packet. Do not repeat any of the adjectives that you used to describe the woman on p. 49. Use both “ser” and “tener”. Use “ tener ” for the hair and eyes only.)

End the paragraph with a creative sentence of your own. Do not repeat the content of your creative sentence that you wrote about the woman on p. 49.

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PRIMERA ACTIVIDAD ORAL (10 PTOS.)PARA EL 13 Y EL 15 DE SEPTIEMBRE

You need a mic to do this activity.The students who will do this activity on Monday, September 13 are the ones with last names that begin with the letters A-M. Some of these students will do the activity at the beginning of the first half of class, and the others will do it at the beginning of the second half of class.

The students who will do this activity on Wednesday, September 15 are the ones with last names that begin with the letters N-Z. Some of these students will do the activity at the beginning of the first half of class, and the others will do it at the beginning of the second half of class.

If you are not there to perform the oral activity when I call on you, there is no make-up (regardless of excuse). Although there are no make-ups, I will drop one of the six oral activities that you will complete during this course. If you know in advance that you cannot attend class on the day of your scheduled oral activity, you can do it on the other day of the scheduled oral activity provided that you contact me by 5:00 P.M. on Sunday, September 12. If you attend class to do the activity and experience mic failure, first, try to fix the problem by quickly zooming out and zooming back in. If that doesn’t work, you can do only two of these activities (regardless of excuse) in Chat.

How to prepare for this oral activity:Study the skit below. You will be the student, and I will be the professor. You will see this guide when you perform the activity. Use only the vocabulary, p. 8 in this homework packet. Profesora (me): What is your name?

Estudiante (you): Answer the question.

Profesora (me): It is a pleasure to meet you.

Estudiante (you): Likewise.

Profesora (me): How are you?

Estudiante (you): Indicate how you are.And you?

Profesora (me): I’ll indicate how I am.I’ll ask you where you are from.

Estudiante (you): Indicate where you are from.

Profesora (me): I’ll say farewell.

Estudiante (you): Say farewell using a different expression than the one that I used.

Grading: I do not deduct for grammar or pronunciation errors. This oral activity serves to promote oral participation. I grade your performance using the following scale: 10/10 = You provided all of the required content.7/10 = You provided only partial content.0/10 = You couldn’t provide most of the content or didn’t do the activity.

(This is the last page of the homework packet.)

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