FOREIGN SERVICE INSTITUTEs P AN1S D BASleeOURSEUNITS 1-15o E PAR T M E N T O F S T A T ESPANISDUNITS 1-15BASteeOURSEROBERT P. STOCKWELL -- ~ . OONALD BOWENISMAEL SILVA-FUENZALIDAFOREIGN SERVICE INSTITUTEWASHINGTON, o.c.1961o E PAR T M E N T o F S T A T EForsalebytheSuperintendent of Documents, U.S. Government PrintingOfficeWashington 25, D.C. - Priceper set of2Volumes, $7.50SPOKENSPANISH PREFACEForei nService Instttute - Sanish Basic Course was first printedin1957. The ForeignServiceInstitute Schoo of wo dhave preferredtorevise the text for this secondprintinr, but therequirements of daytodaytraininghave forced a postponement of thetask. The revisions contemplated have affectedprimarilythe pedapogical designrather thanthe analysis of Spanishstructure. Inanycase the book remains thoroughlyuseful anduseable.This book was preparedspecificallytotrainofficers of the Forei?nService and of other UnitedStates Government agencies who are involvedinforeignaffairs and who need tolearnto speakSpanish.The course isdesignedtobe taught by anative speaker of Spanishwho has receivedtrainingspecificallyinthe use of suchmaterials and who teaches under the supervisionof ascientificlinguist.Spanishclasses at the ForeignService Institute normallycontainsixstudents who receive sixhours ofclass drill dailyand are expectedtodoat least two hours adayof preparation, mostlypracticewithtapes. Withthis schedule average at the Institute require approximately two totwo and ahalfdays toassimilate one Unit thoroughly. The Institutebelievesthat the text canbe useful inotherteachingcontexts, with the important provisos that the instructionbe carefullysupervisedby an expe-riencedprofessional person, preferablywith traininginlinpuistics, and that full use be required ofthetapes.The tape recordings which accompanythis text are not availablefromeither the Government Printinr Gffice or the ForeirnServiceInstitute. Inquiries reEardingtapes shouldbe addressedto:Canter for AppliedLinguistics1346 Connecticut Avenue, N. \..Washington6, D. C.0.1PRrFACESPOKEN SPANISHThe text and accompanyingtape recordings are alsoused inpart-timetrainingpr0Rrams inWashingtonand overseas. Althoughtheyare not designedfor this purpose, theyare alsousedoccasionallyfor indi-vidual self-study.This manual has beenprepared and reviewed bymembers of fifteendifferent Spanish-speakingcountriesrepresentinp- everymajor dialect area of the Hispanic world. W'lile itisbroadlyrepresentative of generalLatin-AmericanSpanish, itisreadilyadaptable toanyparticular area.ForeignService Institute - Spanish Basic Course was originallypreparedbythe Spanishstarf of theForeign-Service Institute u n d ~ r the supervisionof thelinguists whose names appear onthetitlepage. Inadditionthefollowinpmembers of the Spanishsta!f have made special contributions tothe book:Linguisticsta!f:JackL. UlshRichard BeymDorothyRauscherInstructional star!:GuillermoSegredaHugoMontero U.0.2SPOKENSPANISH INTRODUCTIONThe materials inthis book have beendevelopedtopresent Spanishas a spoken Ianguage, andthe skills ofunderstandingandspeakingare accordinglyemphasized. The methodof presentationwill likelybe newtostu-dents acquaintedwithmore traditional methods of language teaching. Inorder tounderstandthematerials, onemust first understandthe methoduponwhichtheyarebuiIt.Method ofTeachingThe method is knownas GUIIEDIMITATION. It may appear tobe new, but actually it has beenusedbya con-siderable number of teachers for manyyears, thoughitsgreatest popularityhas come since the secondWorldWar.Its goal 1s toteachone tospeakeasily, fluently, withvery littleaccent, andto do thiswithout c'Onsciouseffort, just as one speaks his own language without conscious effort.There are two veryimportant aspects of this method. First, learninga relativelysmall bodyof materialsowell that it requires very Iittleeffort toproduceit. This is OVERLEARNING. If a student overleans everydialogand drill as he goes throughthis book, hewill almost certainlyexperience rapidprogress inlearningthe language.The secondaspect is learningtoauthenticallymanipulate the sounds, sequences, andpatterns of the lan-guage. The important implicationhereis thereaIityofboththemodel andthe imitation. The model (teacher,recording, etc.) must provide Spanishas people reaIIyspeak it inactual conversations, andthe student must behelpedtoanaccurate imitation. Aboveall, the normal tempoof pronunciationmust be the classroomstandard;slowing downis, inthiscontext, distortion.The complete course consists ofsixtyunits, eachrequiring sorne tencIass andIaboratoryhours plus out-side studytomaster. The course 1s a six-hundred-hours coursewhichmaybestudiedintensivelyover a periodof about sixmonths, or maybe spreadat therateof a unit a week over a periodof sixtyweeks (four collegesemesters). Either a native speaker or a teacher withvery littleaccent inhis Spanishis necessaryas themodel for imitation.PronunciationThe first twounits are focusedpr1marilyonpronunciationproblems. Drills onother aspects of the lan-guage are deliberatelypostponedbecause of the importance of developinggoodpronunciationhabits fromtheverybeginningof the course. Pronunciationis extremelyimportante It isthebasis of all real fluency. A personis readilyable tounderstandanyth1nghe canmeaningfullysayhimself, ifthe correlationbetweenthewayheheara it andthewayhe says itis reasonablysimilar. Probablythe more similar, the greater the ease of com-prehension.0.3INTRODUCTION SPOKENSPANISHThe basis of the student's imitationis of course the teacher, whose pronunciation, ifhe is a nativespeaker of an acceptable dialect of his own country, is the ultimate source of authority. The fundamentalclassroomprocedure for learningnewmaterial throughout this book (except the readingmaterials) isrepetitionbythe student indirect immediate imitationafter the teacher. The imitative repetitionmayat first be doneinchorus after the teacher, andsubsequentlybyeachindividual, or it maybe individualizedfromthe start.Ineither case the student shouldwait for the teacher's modelo Imitatingafter another student too frequentlyresults incompoundingthe errors ofboth. If a personis fortunate enoughtobeginstudyinga secondlanguagebefore the age of eight or ten, the powers of imitationare normallysufficient toinsure excellent results inpronunciationwithout resortingtotechnical explanations of what happens tovarious parts of the vocal appara-tus. Ifoccasionallyanindividual has managedtoretainthis gift that all of us hadinchildhood, somuchthebetter, but most adults needmore specific guidancebasedon an awareness of the particular problems ofproducingparticular sounds. The drills andexplanations inthe first two units are devotedtothe specificproblems an Englishspeaker withhis Englishhabits of pronunciationwill have inaccuratelyimitatingthesounds and sequences of sounds of Spanish.Aids toListeningIf speakers of Englishwere not sohighlyliterate, it might be possibletoteacheffectivelywithout ref-erence toanywrittensymbolization, but most students are muchmore comfortableif some kindof representationof what theyare imitatingisalsoavailable for visual reference. There is, of course, a traditional writingsystemfor Spanishwhichis usedinall parts of the Spanishspeakingworld. It is a veryadequate systemforitspurpose, whichmight be statedas providingvisual cues for persons who alreadyspeakthe language. Forpedagogical purposes, a respelling, or phonetic representationof Spanishis alsoprovidedas a means ofre-mindingthe student of important features of the pronunciationwhichthe traditional spellingsystemdoes notprovide, suchas significant sounddistinctions, wordgroupings, intonationpatterns, etc. The phonetic sym-bolizationmayat first lookunfamiliar andsomewhat foreboding, but this veryunfamiliarityis a healthyre-minder that none of the English sounds (whichare soeasilyassociatedwiththe familiar letters of the alpha-bet) areexact duplications of the Spanish sounds tobe mastered. This is also, of course, true inthe re-spellingwhen familiar symbols are used: the appearance of the letter t does not meanthe familiar English t-soundis indicated. -The intonations are markedinthe respellingby a systemof dots andaccents placedat relativeheightsover thevowels. The patterns recordedinthis wayare not necessarilythe onlypossibilities inspoken Spanish,but theyareall normal patterns whichhave beenthoroughlyandwidelytested.0.4SPOKENSPANISH INTRODUCTIONThe symbolizationinthe respel11ngwill allowfor a consistent interpretationof the pronunciationofanydialect areaof the Spanishspeakingworld. For example, the Iftl symbol is tobe interpretedas a soundsimilar tothe 's' of 'sink' inSpanishAmerica, but as the 'th' of 'think' inCentral Spain. other regionalpronunciat10nfeatures are similarlymarked.The acquisitionof a goodpronunciation1s first ofall the result of careful listeningandimitationpluswhatever help canbe obtainedfrominitial pronunciationdrills anddescription, andfromthe cues providedforcontinuingreference bythe aids tolistening. It iswell to remember that a sizeableinvestment inpronunciationpracticeearlyinthe coursewill payhandsome dividends later; correct pronunciationsafelyrelegatedtohabitleaves one's full attentionavailable for other problems of learningthe language.Everyunit (after thefirst two) is organizedinthe same way: part one is thebasic dialogwitha fewpertinent notes; part twois grammar drills anddiscussion; part threeis a set of recombinationnarratives anddialogues; part four, beginningin Unit 16, is readings.BasicDialogsTne basicdialogs are the core of eachunit. These dialogs are recreations of thereal situations a stu-dent is most likelytoencounter, andthe vocabularyandsentences are those he is most likelytoneed. Thedialogs are set ina mythical countrycalledSurlandia, whichis descr1bedas a typical LatinAmericanrepublic,insofar asitispossible toextract common features fromso diverse anarea. Tofurther provide informationincontext, manyof the notes suggest regional differences inboththe language andthe culturethat will beencounteredinvarious areas of LatinAmerica andinSpain.Inthe first part of thebook newvocabularlyis introducedmainlyinthebasic dialogs. Occasionally, inthe illustrations of grammar points, newwords are introducedinorder tofill out patterns neededto do theexercises. Newwords are always clearlyindicatedbyplacingthemona line themselves, indentedbetweenthelines that are complete sentences. Since eachnewwordis introducedinthis fashion onlyonce, the studentshouldtake pains tobe sure he learns eachwordasit is presented. Careful pains have beentakentoseethateachwordintroduced will reappear manytimes later inthe course, tohelpthe student assimilate eachwordina varietyof contexts.The student shouldverycarefullylearnboththeliteral meanings of eachindividual wordor phrase that isgivenon anindentedline andthe meaningthat appears inthe full sentences. It shouldnot be cause for con-cern ifthe meaningincontext is strikinglydifferent fromtheliteral meaning. Inthe constructionof eachdialog, the Spanishwas writtenfirst, andthe correspondingEnglishisits closest equivalent andnot a literaltranslation. It is therefore not at allsurprisingifthe Spanish does not seemto 'follow' the English.0.5INTRODUCTION SPOKENSPANISHThe student shouldlearnthebasic dialogs byheart. Iftheyare committedperfectlytorotememory, thedrillswill goeasilyandrapidly. Roughlyhalf of the estimatedtenhours that are spent inclass oneachunit shouldnormallybe devotedtothebasic dialogs.Drillsand GrammarEachunit caninsome ways be likenedtoa musical theme withvariations. Thebasicdialogs are the theme,andthe drills provide thevariations. Patterns of the structure of the language whichhavebeenlearned inthebasic sentences are expandedandmanipulatedinthedrills.There are four kinds of drills ineachunit (threebefareUbit 6). Of these, two are designedtosystem-aticallyvaryselected basic sentences withinthe structure andvocabularythe student has alreadylearned. Andtwo are orientedtowardthe structureof the language toprovide a systematic coverage ofall important patterns.All of thesedrills are plannedtobe easilyandrapidlyanswered. They canbe done orallyandw1thonlythe teacher's book open. The methodof conductingthedrill is clearlyshownbythe format of thetext, and allanswers are available for the teacher's convenience andfor the student torefer towhen studyingoutside ofclass. If a drill is foundtobe hard, the difficultyprobablyreflects inadequacyinthemasteryof the dia-loga andearlierdrills. The drills are not problems tobe workedout likemathematics, andtheabilityto dothem, not tofigure them, isindicatedbythe nature of the course. There are notricks inthem, andtheyarenot intendedas tests.Patterndrills are presentedina format whichprovidesbothpractice andexplanation. First appears apresentationof thepatterntobe drilled, thenvarious kinds ofdrills, andfinallya more detaileddiscussionof thepattern.The presentationconsists of a listingofbasic sentences (anda fewnewsentences whennecessary) whichillustratethe grammar point tobe drilled. Thenthereis anextrapolationwhich shows the relationships in-volvedinthepatternina two-dimensional chart, whichis further explainedbya short note or two. This pre-sentationshouldprovide sufficient clues toenable the student tounderstandanduse thepatterncorrectlyinthedrills that follow.These drills aremainlyexercises makingsubstitutions, responses, andtranslations, highlightingthegrammar points covered. Theyare devisedfor oral answers tooral stimuli.After the drills thereis a more detaileddiscussionof thepatterndrilled. These descriptions arewrittenina condensedandsomewhat technical fashion. While aneffort was made tokeepthese discussions0.6SPOKENSPANISH INTRODUCTIONclear andreadable, it has tobe recognized that a descriptionof a language is a technical subject, andsim-plificationcanonlybe attainedbysacrificingaccuracyor at a cost of a great manymore words thanspaceallows. The student who works throughthese discussions bya careful readingwill findthat he is acquiringaset of analytical tools that will be useful throughout the remainder ofhis career of interest inlanguage.The student may notice slight differences inthe respellingusedinthe aids tolisteningandinthe gram-mar charts anddiscussions. The respellinguseful as a guide topronunciationfor anEnglishspeakingstudent,records more details thana respellingtobe usedingrammar discussions where comparisons are made Spanishforros, not betweenEnglishandSpanishpronunciation.ConversationThe conversationsectionof eachunit is designedtohelpbridge the gapbetweenthemore or less mechanicalstimulus-response activityof thedrills andthe skill of free conversationwhichisthe ultimate aimof thecourse. These recombinationmonologues anddialogs extendtheabilitiesof the student intoever more naturalsituations. The narrativeissnanecdote type descriptionof anevent or situationwhichisthen'recast as adirecteddialoginwhichthe teacher acts as a prompter for students who take theparts as theactcrs. The promp-ter graduallywithdraws his helpsothat inthe endthe conversationis carriedonfreely.ReadingsBeginningwithunit 16readingmaterials areintroducedfor outsidewithperhaps some classroomdiscussionof the questions provided. These readings canalsobe usedtoprovide content informationfor oralsurmnaries.Up throughunit 30the readings tell s continuedstoryabout an American familylivinginSurlandia, ex-pandingonmatters of interest hintedat inthebasic dialogs. These require no newvocabularlyexcept for easyandobvious cognate loanwords that canreadilybe guessed. Fromunit 31through60the readings aremuchlongeranddo introduce a considerable number of newwords. This vocabularyis introducedthroughbasic sentences whichsummarize the content of the following reading.The readings are designedtoprovide informationofinterest andvalue about the culturewhichthe Spanishlanguage reflects andtoprovide insight intothepractical problems anAmericanislikelytoencounter inad-justingtolifeina Hispanic area.0.7SPOKENSPANISH1.11.21.211.221.232.12.22.212.222.232.242.252.262.272.282.292.32.312.31.12.13.23.213.21.13.223.233.34.14.24.214.21.14.21.24.22Tableof ContentsBasie Sentenees - Useful phrases ................................................Dr"i11s inpronuneiation.............................................................Vowe1 eontrast inweak-stressedsyl1ab1es ........................................The stress systeminSpanish.....................................................The intonationsysteminSpanish.................................................Basie sentenees - Usefu1 phrases ...................................................Dr"i11s onpronuneiation...........................................................Typiea1errors fromEng1ishvoweinfluenee insimilar-soundingwords ..............................................Voieedstop eonsonants ............................................................Vibrants /r/ and /rr/ inSpanish..................................................Vowel nuclei inSpanish.............................................I..a.tera1/1/ inSpanish...........................................................Voiceless stops ..........................................................Voieeless spirants ...............................................................Nasals andpalatals ......................................................Conclusion...........................................Dr"il1s andgr8.IIlIIlB.r ................................................................Pat terndri lIs .................................................................Some demonstratives ................................................................Basie sentenees - White's arrival inSurlandia......................................Ilrills andgr8.IIlIIlB.r ................................................................Patterndrills ....................................................................Gender of singular nouns andadjeetives ............................................Replaeement drills ................................................................Variationdrills ............................................................Conversation stimu1us ............................. ~..............................Basie sentenees - White meets Mo1inaat the Embassy...............................Dr"i 11s andgrammar .................................................................Patterndr111s ............................................................Number innouns andadjeetives ...................................................The irregular verb / e str/ ......................................................Rep1aeement dri11s .CONTENTS1.11.61.61-161-232.12.82.82.102.152.182.202.212.232.272.312.322.322.323.13.83.83.83.193.263.314.14.84.84.84.164.280.9CONTENTS4.234.3SPOKEN SPANISHVariation ~ i l l s ...................................................Conversationstimulus ......................................................5.15.25.215.21.15.225.235.36.16.26.216.21.16.226.236.246.37.17.27.217.21.17.21.27.227.237.247.38.18.28.218.21.18.21.28.228.238.248.30.10Basie sentenees - Whi te' s first dayat work...........................Dr-ills andgranunar ............................................................Pattern ~ i l l s ...................................The irregular verb / sr/ .......................................................Replaeement ~ i lIs ...............................................................Variation ~ i l l s .............................Conversationstimulus ...............................Basie sentenees - White andMalina have lunehtogether...........................Dr-ills andgr8JIlIIlar ...........................................................Pattern ~ 1 1 1 s .............................................Present tense forms of regular / -r/ verbs ......................................Replaeement ~ i l l s ........................................................Variation ~ i l l s .................................................Review~ i l l - Use of definiteartie1es withtit1es ......................Conversation stimulus .....................................................Basie sentenees - White andMolina lookfor an apartment ............................Dr-i 118 andgranunar ..................................................................Pattern ~ i l l s ...............................................................Present tense forros of regular/-r/ verbs ........................................The demonstratives / ste, se, akl/ .............................................Rep1aeement ~ i l l s .........................................................Variation ~ i l l s .........................................................Review~ i l l - The distributionof /sr/ - estr/ ..................................Conversationstimulus ........................................................Basie sentenees - Molina tel1s White about his neighbors' apartment ...............Dr-ills andgraIIJIllar .......................................................Patterndrills .Present tense forros of regular /r/verbs .........................................Tb.e obligatoryeontraetions ..................................................Replaeement drills .................................................................Variation ~ i l l s ..............................................................Review drill - Noun-adjeetive agreement ...........................................Conversation stimu1us ..............................................................5.15.55.55.55.155.215.266.16.66.66.66.196.256.296.307.17.67.67.67.147.287.347.397.408.18.68.68.68.158.228.288.348.36SPOKENSPANISH9.19.29219.21.19.21.29.229.239.249.310.110.210.2110.21.110.21.210.21.310.2210.2310.2410.311.111.211.2111.21.111.21.211.2211.2311.2411.312.112.212.2112.21.112.21.212.21.312.21.4Basie sentenees - White goes toMolina's apartment ...........................D:rills andgrammar ..........................................................Patterndrills .................................The irregular verblabrl andregular I-dol forms:inthe present perfeet eonstruetion.................................Possessives - ful1 forms ........................................................Replaeement drills .............................................................. "Variationdrill .Review drill - Adjeetive position..........................................Conversationstimulus .....................................................Basie sentenees - Molinaexplains where he sends his laundry...................D:rills andgra.IIlIIlB.r ...........................................................Patterndril1s ................................................................Personal Ial .. .Di.rect eliticpronouns ..........................................I -dol forms funetioningas modifiers ...........................Replacement drills ..............................................Variationdrills .Review drill - Theme elassinpresent tense forms ........................Conversationstimulus ........................................................Basie sentenees - Whi te interviews a maid................................D:rills and graIImlar ....Patterndrills ................................................................Possessives - shortenedforms ...................................................The negative partiele wi thverbs ............................... , ..........Replacement dril1s .............................................................Variationdril1s ............................................................Review drill - Unemphatie 'sorne, any' fromEnglish............................Conversation stimulus ..................................Basie sentences - No water inWhitets apartment ................................D:ril1s andgrarnmar .............................................................Patterndrills .....................................................Subjeet pronouns ..............................................................Pronouns after phrase relators ..............................................Components of l)hrases ..........................................................Statement intonationpatterns - Normal andeontrastive statements ............CONTENTS9.19.69.69.69.199.339.399.459.4710.110.610.610.610.1510.2710.3210.3810.4210.4311.111.511.511.511.1511.2011.2611.3211.3312.112.612.612.612.1112.1712.210.11CONTENTSSPOKENSPANISH12.2212.2312.2412.313.113.2132113.21.113.21.213.21.313.21.413.2213.2313.2413.314.114.214.2114.21.114.21.214.21.314.2314.2414.315.115.215.2115.21.115.21.215.21.315.2215.2315.2415.3AlAl.1Al.20.12Replaeement drills .........................................................Variation dri11s .................................................................Reviewdril1- Adjeetive agreement inremote position.............................Conversation stimu1us ..............................................................Basie sentenees - White andMo1ina go toa party.....................................Drills andgranlIDar ..............................................................Patterndrills .................................................................../--ndo/ forms andthe present progressive eontruetion............................Possessive eonstruetions wi th/de/ ................................................Nomina1izedpossessive eonstruetions ...............................................Questionintonationpatterns - lnformationquestions ..............................Rep1aeement dri1ls .................................................................Variationdrills ...........................................................Reviewdri11 - P1aeement of negative partie1e........................................ConversationstiJnulus .Basie sentenees - Co1one1 Harris talks about his fami1y's arrival ..................Dri11s andgrarnrnar ..................................................................Patterndri11s ....................................................................Present tense forms of the irregular verbs /ir, dar, ber/ ........................The periphrastie future eonstruetion...........................................Questionintonationpatterns - Yes-no questions ....................................Variationdrills ..................................................................Reviewdri11 - Theme e1ass in/-do/ forros of verbs ..................................Conversation stimulus ..............................................................Basie sentenees - Mrs. Harris goes through eustoms ..................................Drills andgrarnrnar ...................................................................Patterndri11s ......................................................................lndireet e1i ticpronouns - one objeet ................................................lndireet eliticpronouns - two objeets ..............................................Questionintonationpatterns - Yes questions .......................................Replaeement drills ................................................................Variationdrills ..................................................................Reviewdri11 - Possessive eonstructions ...........................................Conversationstimu1us .Appendix l ..........................................................................Vocabulary ...........................................................Index.............................................................................12.3312.3912.4512.4513.113.513.513.513.1513.2113.2713.3313.3913.4513.4614.114.714.714.714.1814.2614.3714.4314.4415.115.515.515.515.1115.2315.2715.3315.3815.39Al.lAl.lAI.39SPOKENSPANISH UNITl1.1 BASIC SENTENCES. Useful phraaes.ENGLISH SPELLING AID TO LISTENING SPANISH SPELLING,,Goodmorning.bwenozd"1s.l.Buenosdas.,,Goodmorning, sir.bwenozd1aslseQy6rtBuenosdas, seor.,,Good afternoon, ma-am.. bwenastardslseQy6rat Buenestardes, seora.,,Good evening, miss.

Buenasnoches, seorita.,how komo + cmo,"are (to be) esta +estar.(. est (estar),you stet1' .. usted,, areyou? kom2estal,!std... C6mo estusted?, ,(1) am (lo he)Astar'' estoy(esta-),wellbyeh''bien,thanugrayas.J gracias,and 1''y, ,I'm fine. thanb. How areyou?est6ybyeQlgryasl*ustedt Estoy bien, gracias. y l1Sted?UNO 1.1UNIT 1veryVery well, thanks.helIo, hiwhat suchHU How goes it? (1)(it) goes(to golto ron(it) goesHowareron gettingalong?Fine, thanks.withthepermission(2)Excuseme.no, notCertainly.excuse (to excuse)(3)Excuseme.1.2, ,

, ,

, ,01'' ketl+, . .komoleb'',byelJlgrys'', ,kampirm1s6.1.,nd.l.,.komon6'', ,

,dispenseme.l-SPOKEN SPANISHmuyMuy bien, graciasholaqu talHola! Qutal?va (ir)le vaCmoleva?Bien, gracias.conel permisoCon permiso.noCmo no.dispense (dispensar)DispnsemeSPOKEN SPANISHit (1) regret (to regret, to feel)much, lots, toomuchI'mverysorry.That'sokay.many (f.pI.) (4)Thanksalotoof, fromnothingYou'rewelcome.thereis,thereare(there to be)Don'tgiveitathought. (5)(1) want (to want)topresenttopresent toyou, ,

,mucho , .losyentom6cho .J.,muchas, .muchaZ9Xys'',nad.J.,

, ..., ,kyero.J. kreor.J.,presntar.J.,presentarle lo siento(sentir)muchoLo sientomucho.Est bien.muchasMuchasgracias.denadaDenada.hay(haber)No haydequiero (querer>presentarpresentarleUNIT i1.3UNIT 1tothe (m. sg.)tothel'dliketopresent Mr. Molinatoyou.the rtunida-a'',kIJgreso'', ,tr!pikl'',t'mik'',andurAs.!.,

,aspita-l'',kantrato.J.FAMILIAR ENGLISHPRONUNCIATION, ,afis.J. - ,

,ka1)gr!:s.J., ,

,tamik-l-,

,kanvrseyS'in.J.,haspitil.J.,kantralkt.J.,pasibil.J.ENGlJSHSPELLJNGofficedoctoropportunitycongressconferencetropicalatomicHondurasconversationhospitalcontractpossibleOCHOSPOKEN SPANISH, ,,

rdmint bombardment,,, pronto, ,,

approximate,,,

phosphorous, ,, ,kost''-cost,, , bl;eI)ki'' blank,, ,

Kansas,, ,

pass,, , klals''class,, ,grayas gr;es'' grass,, , last,, ,

Spanish,, ,

absoluteUNIT 2From theseexamples it is nodoubt clear that manywordswhichlook easy, becausetheyseem verymuchlikeEnglishwseat yourself(to sit down)Sitdown.If'hiteThanks.like, asWill myapartment belikethis one?justthesame(equal)UNOAID TO LISTENING, , , . . ,. . , ,syenta+, , sentarse.J.,syentate+,komo+, , , . . , .baserlm*apartamentolkomQestet, ,t6+ igwal+SPANISH SPELUNGpasa(pasar)tu(tuyo)MolinaPasa adelante. Estsentucasa.sienta(sentar)sintate(sentarse)Sintate.WhiteGracias.comoVaasermi apartamentocomoste?igualito(igual)9.1UNIT 9MalinaJust exactly"aHarranged(totoarrange)WhiteThis ISa11 verynicely flXeduposti11tobuyMalinaI sti11havetobuyalot ofthings.thesodathewhiskeythewhis key with s oda,todt>.t., ,arreglado.t. arreglar.t., , ". lO

,k6mprar.t., , , .t6db1lneestokomprarlmuchask6sas.t.,l-sod.t., . .el-w1 s k1.--kon-s6c!a'',JSPOKENSPANISHMalinaIgualito.todoarreglado(an-eglar)WhiteEsto esttodomuybienarreglado.todavacomprarMalinaTodavanecesitocomprarmuchascosas.la sodael whiskeyel whiskeycon sodaQuieresun whiskeycon soda?theideaWhiteGoodidea.9.2,lR-i.deAJ. laideaWhiteBuenaidea.DasSPOKEN SPANISHwhothegirlthepictureWho'sthatgirl in thepicture?howprettyShes ureispretty.thesweetheart, thefanceMolmaThat 'smy fiance. You'llhavetomeet her.(she) does(to do, tomake)studying(to study)(she)isstudyingWhiteWhatdoesshedo? lsshestudying?working(to wark)TRES,

, . .. , .ke-bon1t-!-, .

,

, , . . , , , ,st4yar+, .

, ,.,.

, ,trbhand+ UNIT 9quienlamuchachalafotoQuin esesamuchachadelafoto?qubonitoQu bonita!lanoviaMolinaEsmi novia. Tienesqueconocerla.hace (hacer)estudiando(estudiar)est estudiandoIf' JuteQuhace? Est estudiando?trabajando(trabajar)9.3UNIT 9(she)lSworkingthesecretaryMolina she'sworking asa secretary.theweddingto haveaweddingsoonWhiteArewegoing to haveaweddingsoon?(we)have(to have)decided(to decide)(we)'vedecidedthedateMolinayesbutwehaven't set thedateyet.theman, ..es ta-trabahnd.a., ,

, .. ., ,. , .

, , , ,

,

, ,. ..,. .s11

,l-ombr''SPOKEN SPANISHest trabajandola secretariaMolinaNo. Est trabajando comosecretariia.la bodatenerbodaprontoWhiteVamosatener boda pronto?hemos(haber)decidido(decidir)hemosdecididola fechaMolina peronohemosdecidido lafechatodava.elhombreCUATROSPOKEN SPANISH

Boy,chis is agoodwhiskey!drinking(todrink)(you)are drmkingWhat areyoudrinking?thelIbre'MolinaA 'cubalibre'.toyouthe(3)theo, thematter 01John, whatdoyou saywego seeabout yourapartment?(we) return(to return)We'llcomebacklateroCINCO, ".,.ombri, , ,

, , .itu1 ,1-1J.J.,.,. ,., ..nas.rmana(s) Iks actaz . , . , ./ksad"o,.,. ,.,.

Is61I,.,. , . , . 1561tero ItrbahaC}j i,. ,. ,..n6s.amlgozffilosIs61teros/trbahanaQhli.J.Unas hermanas mascasadasviven all.Unas hermanassuyascasadasviven all.Unhijosuyocasado vivealh.Unhjo suyo soltero viveall.Unhijb suyosolterotrabajaalH.Unhijomosolterotrabaja all.Unos amigos mossolterostrabajan all.TREINTA YCUATROSPOKENSPANISH,, . ,.E1 . ,2 nosotros ,3 kI)kyem ,4 !:lO ,5 prke . ,6,7 eOMos E A quhora vaairusted alaeropuerto?1 fiesta?2 nosotros __?3 Conquin?4- yo ?5 Porqu?6 venir ?7 ellos ?TREINTA YCINCOUNIT 14,. ". ., ..

,. ,.. , ., . . . , ,.. , .,... , ,., , .

, ,. , , . , ".., , .

, ,. . " . ..

Aquhoravaairustedala fiesta?Aquhoravamosairnosotrosala fiesta?Conquin vamosair nosotrosala fiesta?Conquinvoyairyo a lafiesta?Porquvoy air yo ala fiesta?Porquvoyaveniryoala fiesta?PorquvanavenireHosala fiesta?14.35UNlT 14 SPOKENSPANISH, ,..aoyos+ , , , . /' ."-acyos+, , . . ,.adyds+. .

, ,.. ,muybyn, ,.. , .

,,,, . . . ,________.

--------------463_________boy 5 adyds __- _________ayke -- 71 muybyn 2FF Hastaluego, vamos ahablar despus.____estudiar __1 Muybien, _2 - __ ------_.. ahora.3 _4 ,_voy _5 Adis, _6 -, tengoque _7 __, hayque _MuybIen, vamos ahablar despus.Muybien, vamosahablarahora.Muybien, vamosaestudiar ahora.Muybien, voyaestudiarahora.Adis, voyaestudiarahora.Adis,tengoqueestudiarahora.Adis, hayqueestudiar ahora.14.36TREINTA Y SEISSPOKEN SPANISH14.23 Varation drills,.. , .A1 Aretheycoming bycar?2 Aretheycoming byplane?3 Arethey comingin theevening?4 Aretheycomingin themocning?5 Aretheycomingin theafternoon?6 Aretheycoming rightaway?7 Aretheyeomingsomeotherday?TREINTA YSIETE, . ., .byenen.en.awtot, . .. ,byenen.en.abyont,.. ., .byenen.enlanochet, ... ,.byenenenlamaQyanat,.. ., .byenen.enlatard"et,. .,. , . , Vienen en barco?Vienen en auto?Vienen en avin?Vienen en la noche?Vienen enlamaana?Vienen enla tarde?Vienen en seguida?Vienenotro da?UNIT 1414.37UNIT 14, , ,B1 No, they'recoming byboat. -2 No, they'recomingby .car.3 No, they'recominginevening.4 No, they'recomingin themorning.5 No, they'recommgintheafternoon.6 Yes,they'recomingfocyou.7 Yes, they'recomingfor meo14.38, , ,no1 , , , , , ,no+ , ,.51+SPOKEN SPANISHNo, van avenirpor avin.No, vanavenir porbarco.No, vanavenirporauto.No, vanavenirpor lanoche.No, van avenirporlamaana.No, van avenir por la tarde.S 9 vanavenirpor usted.S, vanavenir porm.TREINTA YOCHOSPOKEN SPANISHUNIT 14Tres. Dosvarones yunania.1 Four. Threeboysandagirl.2 Five. Onehoyand {our girls.3 Three. Thewife, themother-in-lawandthechild.4 Six. Thewifeandfivechildren.5 Two. Mr. andMrs. Molina.6 Tvo. JohnandJoseph.7 Three. Mr. Molina, Josephandrnyself.TREINTA Y NUEVE, ,. ,. ..

,,. , ",.. , '. , , , . . , ,., Cuatro. Tresvaronesyunania.Cinco. Un varnycuatro nias.Tres. La esposa, la suegra y elnio.Seis. Laesposaycincohijos.Dos. El seorylaseora deMolIna.Dos. Juany Jos.Tres. ElseorMolina, Josy yo.14.39UNIT 14"O bllpena1 That 'sagoodbuilding tolive in.2 This is agood section tolive in.3 This isagood restaurant tocometofordinner.4 It'sworthwhileto studyinthisschool.5 It'sworthwhiletoworkinthatschooL6 It'snot worth thetroubleto speakanymore.7 It'snot worth thetroublegoingthere.14.40SPOKEN SPANISHVale lapenavivir en esebarrio.,bllapenaVale lapena viviren eseedificio.,bllapen Ibihr Vale lapenaviviren estebarrio.,bllpen /kmr ln.strrstrn+ Vale lapenacomer en esterestorn.,Iestd'yrVale lapena estudiar en estaescuela.Itrbhr Ins eskwlaJ Vale lapenatrabajar en esaescuela., , . .I No valelapenahablarms., , ..I No valelapenairall.CUARENTASPOKEN SPANISH, .,....EUNIT 14Mi carro est asu disposici6n.1 You'rewelcometomyhouse.2 You'rewelcometomyapartment.3 You'rewelc ometomy room.4 You'rewelcometomyplanee5 You'rewelc ometouse mys hower.6 You'rewelcometouseourkItchen.7 You'rewelcome touseourliving-room.CUARENTAY UNO, . ,.. ..

, .,.... , .,....

, . ,.. , .,.... , . ,.. Mi casa est asu disposic In.Mi apartamento est asu dis-posicin.Mi cuarto estasu disposicin.Mi avin est asu disposicin.MI ducha esta su disposic in.Nuestracocina est asu dis-posicin.Nuestra sala est asu disposicin.14.41UNIT 14,. ,..F lzmchachazSPOKENSPANISHLasmuchachaslosestn esperando.14.421 Theyoungladesarewaitingforyou.2 Theladiesarewaiting far you.3 TheboysarewaitingfOl' you.4 Thegentlemen arewaitingEor USe5" They'rewatingfor uso6 MaryandJ osepharewaitngfor meo7 TheAmerican girlsarewaitingfOl' me., . ,..

, . ,..1(s) seQyoraz ,. ,..

, . ,..

,. ,.. , . . , .

, . ,..

Lasseoritaslosestn esperando.Lasseoraslosestn esperando.Losmuchachoslosestn esperando.Los seoresnosestn esperando.Ellosnosestn esperando.Maray Josmeestnesperando.Lasamericanasme estn esperando.CUARENTA Y DmSPOKEN SPANISH14.24 Revltw dnll - ThemecIassnl-dol forms oC vtrbsUNIT 141 I'vetalkedandeaten aloto2 I'vegone upanddowna lot"3 rvestudiedand translatedveryliule,4 rvedancedandgoneoutveryliule5 I'vestudiedandlearnedaHule.6 I'vewashedandswept everything.7 I'veeatenanddrunk toomuch8 I'vetakenandbrought back theCSf.9 I've arrangedandswept the room.10 I'vebought andbrought everythmg11 rveworkedandlivedthereCUARENTA Y TRES, , .

,.., ,. ,

, ,.,

, . ,. , , .

, , . , ,. , ,. , , . , ,.

Hehablado ycomidomucho.Hebajado y subidomucho.Heestudiado ytraducidomuypoco.He bailadoy salidomuypoco.Heestudiadoyaprendidounpoco"He lavado y barridotodo_Healmorzadoy bebido demasiado,He llevado ytrado elauto.Hearregladoy barrido el cuarto,Hecompradoytradotodo.Hetrabajadoy vividoah14.43UNIT 14 SPOKENSPANISH14.3 CONVERSATIONSTIMULUSNARRArlVE 11 JoseintroducesColonelHarristohisfiance.2 TheColone1arrivedMondayfromtheStates.3 He 'sgoing tobeherea longtime.4 He's goingto work with theEmbassy.Jos, dgaleal Coronel queqUIerepresentarleaSUnovia, la seoritaDel Valle. A Carmendgale'Carmen, el Coronel Harris:Coronel, dgalea la seoritaquetanto gusto.,. ., , , .

, ., ,.lt1ls, . . , , , . , . . .

DIALOG 1, , , . , . .nobya IlsQy6rl. , ,

, .

Joslepresentael CoronelHarriaa sunovia.El Coronellleg el lunesdelosEstadosUnidos.Elvaa estar aqumucho tiempo.Va atrabajarconla Embajada.Jos; Coronel, quieropresentarleami novia, la seoritaDelValleo Carmen, elCoronel Harris.Coronel: Tanto gusto, seorita.CUARENTA YCUATROSPOKEN SPANISHCarmen, dgalealCoronel queencantada.Jos, dgaleaCarmenqueelCoronel lleg el lunesde losEstadosUnidos.Carmenj diga 6 ah9 y pregn-telealCoronel si vaaestaraqumucho tiempo"Coronel j contstelequeUd. creequesL Quevaa trabajarconlaEmbajada"1 TheColonePsiamilyisarrivingtomocrow.2 Theairpoft, isn't it quiteadistance?3 eshaHanhour !rom herebycar, moreorless.4 Buthedoesn9t knowhowhe 9Sgongto (do)manage.CUARENTAY CINCO,eI)kntad+, , ./dls, . .stad'osunds+, , , ,., . , . ,. . ,kreokes1+ b6yatrbharlkn, NARRAT/VE 2, . " .

, ''''" .

, ,. ., msmns+, ". ,., UNIT 14 Encantada.Jos; ElCoronel lleg el lunesde losEstadosUnidos.Carmen: Ah, s? Va aestaraqu mue ho tiempo?Coronel: Creoque si. Voyatrabajarconla Embaja-da.La famita del Coronel llegamaana.Elaeropuertol) no estmuylejos?Estamediahora deaqu en auto,ms o menos.Pero l no sabecmo vaahacer.14.45UNIT 145 He'sgot somanythingsto do.6 J osesays his carisat theColonel'sdisposaL7 'Thanksamillion', saystheColoneL8 Joseisn'tgoingtobe at theEmbassytomorrow. TomorrowisSaturday.9 But theColonelcancallhim athome10 TheColone 1saysthat ifheneeds_ him, he'llcall him.Clll'men} al Coronel sivinoconsufamilIa,Coronel, contsteleque no Quesufamiliamaana Pregnte leaJos, a proposito, SIelaeropuertoestamuylej0514A6 . ,. .

, .. . ..

,mQynsbd+, ,prQlkrnellpwd"e0\lmarlQ. .alaks+, ,. , .

DIALOG 2, . , . ..., .

, ,. .no mifmllya , ,. ,. ostamuylehosl

SPOKEN SPANISHTiene tantascosasque hacer.J osdice ques ucarro estaladisposicin del coronel.Unmilln degracias-dice elCoronel.JosnovaaestarenlaEmbajadamaana. Maanaessbado.Pero elCoronelpuede llamarloalacasa.ElCorone 1diceque si lo necesita,lollamaoCarmen; Vinoustedcon su familla?No Mi familia llegamaana A posito, Jose. testamuylejoselaeropuerto?CUARENTAYSEISSPOKENSPANISHJos'>contestelequeno, queamediahora deaqu en auto,mso menos.Coronel, dgalequeUd. no sabeCOi 10 vaahacer. Quetienetantascosasquehacermaana,Jos, dgaleque sucarro est aladisposicin del.Coronel,dgalequeunmilln degracias. Pregntele si l vaaestarer.. la Embajada maana.Jos,dgalequeno, quemaanaesshad09 Pero puedellamarloa su casa, dlgale.Coronel, dgalequemuy bien, quesilo necesitalollama. Y quemuchas gracias.CUARENTA Y SIETE, , ,. ,.,n01msl>mns

, , , ,. , , stedba, . . .,. . ,.

, ,.no1pr, . ,

, ,. .muybyn, . UNrr 14Jos. No, amediahoradeaquien auto, mso menos.Coronel: No scmo voyahacer.Tengo tantascosasquehacer mdana.Jos: Mi carro est a su dispo-sicin.Cc:onel: Unmillin degracias.Usted vaa estar enla Llnbajadamaana?Jos:maana es sbado. Peropuedellamarmeami casa.Cc:onel: Muy bien. Si lo necesito,lollamo.. Muchasgracas.14.47UNIT 141 Hiswife, three e hildrenandhls mother-in-Iawarecoming.2 Hiswholefamily.3 He'sgoingtohaveto rent ahouse.4 But hedoesn't knowif it'sworth thetrouble.5 Theysay that housesherecost a loL6 ButCarmenlives intheBellavista section,7 Andthe housesthereareveryniceandinexpensive o8 TheColonel isgoingto talktohls wife (aboutit) to seewhatshesayso14,48NARRAr/VE 3,. ".bynnsuseQyorattres1hosl. .1suswgrAtodasufamly+, , . .btnerlkelkilarunaksa", ",. "..prQellnosabelsibalelapn+, . ., , .

mch, . ,.. , . oheC.).j ah1so, ,.ilskasas,aCDJl.lsonmuyhonl. tas. .1harts, ,parbr SPOKENSPANISHVJenen su seora, treshijosy susuegra.Toda su familia.Vaatenerquealquilaruna casa.Perol no sabe si vale lapena.Dicenquelas casasaqu cuestanmucho"PeroCarmen viveen el barrioBellavista.y lascasasall sonmuy honitasybaratf\sElCoronelvaahablar con suesposaparaverqudice ellaoCUARENTAY OCHOSPOKEN SPANISHCarmen, pregntelealCoronelsi vienetoda sufamilia"Coronel, contsteleques, quesu seoray treshijos oQuetambin vienesu suegraoCarmen, dgalequeentoncesvaatenerquealquilar unacasa.Coronel, dgaleque Udunosabesi vale lapena, Quedicenqueaqu lascasascuestanmuchooCarmen, dgale queen elbarrioBellavIsta, donde Ud, vive,haycasasmuybaratas y bonitasCoronel, digale que Ud_vaahablarcon su esposaparaverquella,CUARENTAYNUEVEDIALOG3, . . . ,byenetodasufam11yat, ,.,s11, ,..tmbyembyenem1swgr, . ,'" .,..nOSelSlbalelapn+ ,. ,. , .laskasaskwestanmuch6+,. , ,. , , . ,boyablar/knm*sposa/parbr/keU;\fIT lL Vienetoda su familia?CoroneL S, mi seoray treshijos. Tambinvienemi suegra. Entoncesvaatenerquealquilar unacasanCoronel: No s sivale lapena.Dicenqueaqu lascasas cuestanmucho..Carmen Ene 1barrioBe llavista,dondeyoVIVO, haycasasmuybaratasybonitasCoroneL Voyahablar conmiesposaparaver qudiceella14..49SPOKENSPANISH15.1 BASIC SENTENCES. Mrs. Harrisgoes throughcustoms.Mr. andMrs. HarrisandMolinaare going tothecustomsofficewhilethemother-in-law and children stay behiDd and wait for them.UNIT 15ENGLI&.H SPELLINGrigorous,strictthecustomsofficeMrs. HarrisAretheyvery strictat thecustomsofficehere?sureMolinaNo, I'msurethat they won't bother you.thebaRgageMrs. HarrisRight here. Mybaggageisberenow.whichClerkWhichis it?{VeenUNOAID TO LISTENlNG , ,

,

, ,kwals.!., SPANlSHSPELLINGrigurosolaaduanaSra. HarrisSonmuy rigurosos enla aduana aqu?seguroMolinaNo. Estoy seguro dequeano lavanamolestar.el equipajeSra. HarrisAqu, seor. Ya est aqu mi equipaje.culEmpleadoCul es?verde15.1UNIT 15thetrunkMrs. Harns ( )It'sthesegreen suitcasesandthissmalltrunk. 1have(tohave)thekindness,goodnessbesokindasto, pleaseClerkPleaseopenthetrunk first.Thisthing- what is it?thegifttodeclareMrs. HarnsIt'ssornegifts. Everything'sdeclared.the listClerkOh, yeso Here it is onthe listothe overnightcase, handbag15.2 , . . .

, ,.,..

, , ".alsiSPOKEN SPANISHel balSra. HarrisSonestasmaletasverdesy estebalpequeo.tenga(tener)labondadtengala bondaddeEmpleadoTengalabondaddeabrir el balprimero.Esto, ques?el regalodeclararSra. HarrisSonunosregalos. Todo est declarado.lalistaEmpleadoAh, s. AqU estenlalista.elmaletnnosSPOKEN SPANISH(for) metoexamine, inspectMrs. Harris (2)Thishandbag, aren't you going tocheckit?necessaryClerkNoma'am, it'snot necessary.toyou(it) lacks(tolack)MolinaAreyoumissinganything, Mrs.Harris?completeMrs. HarrisNo, everything's here.(Later, inthe lobby)totake care of,assistthe immigrationMolina (3)DidtheytakegoodcareofyouinImmigration?TRES, , , ,

,

UNIT 15merevisarSra. Hnrrist.:stemaletn, no me lo va arevisar?necesarioEmpleadoNo seora, no esnecesario.lefalta(faltar)MolinaNolefalta nada, seora?completoSra. HarrisNo. Todo estcompleto.atenderlaMolinaLahanatendido bienenInmigracin?15.3UNIT 15tocomplainmyseH(to complainoneself)Mrs. Harris1 can't complain.kind, nice, courteousThey'vebeenverynicetome.for usthat (he)maycarry(to carry)Harris1'11 golookfOl' ataxiandsomeonetocarrythesuitcasesfOl' uso(I) said(tosay)last nightthecartofitMolinaAs1 saidlast night, there'sroominmycarfOl' all ofusand the luggage.great Oarge)thehelp15.4, , ,

, , , , ,d,l--koch-!-". . ..kabmstodoS , ,

, SPOKENSPANISHquejarme (quejarse)Sra. HarrisYonome puedo quejar.amableConmigo hansido muy amables.nosque lleve(llevar)HarrisVoyabuscar untaxi y aalguienquenos lleve lasmaletas.dije(decir)anncheel cochecaberMolinaComoledijeanoche, enmicochecabemostodos y el equipaje.gran(grande)laayudaCUATROSPOKEN SPANISHtoustolend, toprovideHarrisYou'rebeingagreat help touso Thanksalot,Molina., ,prestar-l. IJNIT 15nosprestarHarrisNosestprestandounagranayuda.Muchasgrac ias, Molina.15.10 Notes onthe basicsentences(1) It is perhapsworthcallingtoyour attentionthefact that inthisSpanishutterancethenurnber oftheverb(plural) rigorouslyagreeswiththe nurnber ofthesubject(plural) eventhoughthesubject is positioned after theverbo InEnglishthe 'logical' subject is plural, but thegrarnrnatical subject isit, whichissingularandrequiresthesingularverbforrnis. Thesarnesituationoccursbelow, 'It'ssornegifts'.(2) Theoccurrenceof both direct andindirect clitics inthesarnephrasewill be exarninedcloselyinUnit 20. In the rneanwhileaHthat needbepointedout isthatthe indirect clitic is thefirst ofthetwo. Note, however, that no equivalenttothe indirect /me/ appears intheEnglishtranslation.(3) Noticethat theSpanishpresent perfect construction /n-a tend ido/ istranslatedbytheEnglishpast tense 'didtheytakegoodcareof' inthissentence.This isa not infrequent translationpattero.15.2 DRILLS AND GRAMMAR15.21 Pattero drills15.21.1 Indirect cliticpronouns- oneobjectA. PresentationofpatterolLLUSTRAT10NSCINCO, ,12, .3 S, me gusta.Meconvienemsel primero.Qutepasa?15.5UNIT 15What doyon need(1ack)?We liketheroom.It lookssmaH tousoWhat doyou aHthink?Doesit Iook aH right to you?15.6, .4 keteflt Qute falta?5 Legusta elcuarto?6Cmoleva?7Nosgustael cuarto.8Nos parecepequeo.,. .9 kelespari Qu lesparece?, . ,10 lspreiebyent Lesparecebien?EXTRAPOLATlONI--sg pI1 me nos2 fam te2-3 le lesNOTESa. Indirect cliticpronouns inflectfor personandnumber, but not fargender.SPOKEN SPANISHSEISSPOKEN SPANISH15.21.11 Suhstitution drill - Number substitutioD,1, . . .2 nsfaltanlaskamsas,3 ,4 ,5 nzgustanla71egmbrs, ,6 , ,7, , . . .mfaltanlaskamisas, , . , . . .mgustanla7.1egmbrs , ,

UNIT 15Megustalacasa.Nosgustalacasa.2 Nosfaltanlas camisas.Mefaltanlascamisas.3 Leseledificio.Legusta eledificio.4 Lefaltaundlar.Lesfaltaundlar.5 NosgustanlasMegustanlaslegumbres.6 Lesconvienemsel otro.Leconvienemselotro.7 Me vamuybien.Nos vamuybien.SIETE15.7UNIT 1515.21.12 RespoDsedrill,. . ,.1,2, . . .3, .4 lzbbyent oml, [grande] 5, [pkeQy6] 6, [barat6s] 7, s tan8,

, ,lfltalasopa,l7bLye'n, .

, .

SPOKENSPANISH--------------------------------------------------------------1 Le gustalacervezao el cubalibre? Me gustalacerveza.2 Lesgusta el apartamentoo la casa? Nosgusta elapartamento.3 Lefalta lasopaolaensalada? Lefaltalasopa.4 Lesvabienomal? Les vabien.(grande) 5 Qutepareceel aereopuerto? Me parecegrande.(pequeo) 6 Qu les pareceeledificio? Nos parecepequeo.(baratos) 7 Qulesparecenlostrajes? Les parecenbaratos.(doce) 8 Cuntassemanaslefaltan? Me faltandoce.15.8 OCHOSPOKEN SPANISH,9,

UNIT 15,10, 11,[bwen-!-] 12131415, ., .legustelapartamentot

, ,. ,lbabyen.akJ. t, ,no-!- lezgstlabyo"n-!-, ,legstalakasa-!-, ,no'-!- mpar!iebwen-!-, , ,S1-!-, , ltmuybyn-!-(muy bien) 9 Cmolesva? Nosvamuybien.(el avin)10 Les barco? No, lesgustae1 avin.(lacasa) 11 Legusta elapartamento? No, legustala casa.(buena) 12 Teparecemalalalavandera? No, me parecebuena.13 Legustalaescuelade lenguas? S, megustamucho.14 Lesparecebienalassiete?S, nos parecebien.15 Levabienaqu?S, levamuy bien.NUEVE15.9UNIT 1515.21.13 Translation drill1 Thesuils seeminexpensivetouso2 He likesthissuburbverymucho3 1 don't likethat name.4, Doessheneed(lack)anything.5 Don't youlikethe house?6 Onthe contrary, 1 like it verymucho7 Besides, it seems inexpensive touso8 We're thirteendollarsshort.9 How's it goingwithyouall?10 What dotheythinkofthe laundryonthecomer?11 Doesshe bkethe newbuilding?12 It doesn't sUlt me, lt'Stooexpensive.13 Doebthe other onesuit you?15.10, . ,16strahe7 , , .lfaltalgot, . , ,no le(,us t. lakas at, ,alkantraryt mssttmucha+,. ,.n6sfaltan , .komole , ,lo( us t 9-9 12" 1 YOm'Jet ot, , ,8nelotrotSPOKENSPANISHLostrajes nos parecen baratos.Legustamucho estebarrio.Nome gustaese nombre.Lefaltaalgo?Nolegusta lacasa?Al contrario, me gustamucho.Adems,nos parecebarata.Nosfaltantrecedlares.Cmoles\a?Qu les parece lalavanderadelaesquina?Legustael edificionuevo?Nome conviene, es muycaro.Leconvieneel otro?DIEZSPOKEN SPANISHB. DiscussionofpatternUNIT 15Asstatedin Unit 10, cliticsarepronoun formswhichoccurwith verbs. Cliticsareofthreekinds, direct (presentedin Unit10), indirect (presented here), and reflexive(to bepresentedinUnit 24).Theselectionof thecliticdepends ontheverbitaccompanies. Sorneverbsmayappear only withdirectclitics, sorneonly withindirect, sorneonlywith reflexive,andsornewithvariouscombinations. Thereissorneoverlap; sorneverbsmayappearwith direct or indirect ( /lo-aydo/vs/le-aydo/, /lo-espro/ vs/le-espro/ ,/lo-(l)ymo/vs/le-(J)ymo/), andsorneverbs havea differentsemanticcontentwhenused withdirect orindirectclitics (/pselo/'Passit'vs /k-le-psa t f'What'sthematter withhim').Thepresentationin thissectionhasbeenofconstructionswhereasingleclitic, anindirect, appearswithaverbo Thecliticwill often betranslatedby 'to -'; forexample, /m/= 'to me',thoughsometimestheEnglishsentencemustberearrangedforthisto beuue: /:'Doestheroompleaseyou?' 01' 'Istheroompleasingtoyou?' ormorefreely, 'Do youliketheroom?'15.21.2 Indirect cliticpronouns- twoobjects (indirect cliticpronounobject and direct nounobject)A. PresentationofpatternILLUSTRATIONSONCEWill youlendme Y01r pencil?Who sendsyou thenewspapers?What ha'sMariobroughtyou?,. .6 Medijeronqueseran dos.Meprestastulpiz?Quintelimpia elapartamento?Quintemandalos peridicos?Ledoytres, uno depropina.QulehatradoMario?15.11UNIT 15 SPOKENSPANISHAlguienque IWSllevelasmaletas.Theytoldus it wouldbetwo.Who cleansyourapartment for you?SomeonetocarrythesuitcasesfOl' them.8910Nosdijeronqueserian dos.Quinles limpia el apartamento?Alguien queles llevelasmaletas.15.12EXTRAPOLATIONsg pi1 me nos2famte2-3 le lesNOTESti. Thisisarepetitionof theforms presentedin the precedingdrillpoint, appearinghereinadifferent construction.DOCESPOKEN SPANISH15.21.21 Substitution drill- Item translation substitutionProblem:~ ,...hwanlmmandalospery6diks(her)Answer:Problem:Juanmemandalos peridicos.(her)Answer:Juanlemandalosperidicos.TRECEUNIT 1515.13UNIT 15/ ,.1 ",(him) , .. ; .(me) , . , .(her),1"/(them)

,. " .(you)

1 El nostrae laropa.SPOKEN SPANISH15.14(him)(me)(her)(them)(you)El letrae laropa.F:I me trae laropa.El letrae laropa.F.l les trae laropa.El letrae laropa.CATORCESPOKEN SPANISH UNIT 15QUINCE(us)(him)(me)(you)(them)2

2 Ellalesescribe los nombres.(us)(him)(me)(you)(them)

.,..El'\J ales.es krlLe Ilozn6mbrs+Ellanos escribe los nombres.Ellaleescribe los nombres.Ellame escribe los nombres.Ellaleescribe los nombres.Ellalesescribe los nombres.15.15UNIT 15 SPOKEN SPANISH, . ., .3 Iledamperms(them)(me)(her)(yonpi)--------------------------------------------3 Ellos ledanpermiso. ,. ., .eC\JozIlect amperms 15.16(tbem)(me)(her)(us)(roo pi)Elloslesdanpermiso.Ellosmedanpermiso.Ellos ledanpermiso.Ellos nosdanpermiso.Elloslesdanpermiso.DIECISEISSPOKEN SPANISH UNIT 15DIECISIETE(her)(him)(them)(you)

___________t___________t4 Mehan revisadolasmaletas.(her)(us)(him)(them)(you)

,11.

Lehan revisadolasmaletas.Nos han revisadolasmaletas.Lehanrevisadolasmaletas.Leshanrevisadolasmaletas.Lehan revisadolasmaletas.15.17SPOKENSPANISH UNIT 1515.18(me)(bim)(you)(tbem)-----------------------------------------------------5 Luisaleslavalascamisas.(me)(Mm)(us)(you)(them), . ,.. .lW1sa/nzlabalaskamsas,. ,...lW1sallelabalaskamsas, . ,...lW1salle71abalaskamsasLuisame lavalascamisas.Luisalelavalascamisas.Luisanos lavalascamisas.Luisalelavalascamisas.Luisaleslavalascamisas.DIECIOCHOSPOKEN SPANISH15.21.22 Translation drills Paired sentences1 Whendoyou send them thenewspapers?Whendoyou sendthe newspaperstothem?2 Whathaveyou sentthem?What haveyou sent to them?3 Sheneversendsusanything.Shenever sendsanything tous.4 What hasJobn broughtyouaH?What hasJobo brought to you aIl?5 My sister always bringsmeaDew shirt.My sisteralwaysbringsanew shirttome.6 Mymother-in-lawalwaysgivesmewine.Mymother-in-lawalwaysgiveswineto me.DIECINUEVE, . , ..,

UNIT 15Cundo lesmanda Ud. losperidicos?Quleshamandado Ud. aellos?Ellanuncanosmandanada.Qulesha traido Juan aUds.?Mi herma siempremetraeuaacamisanueva.Mi sue8"a siempremeda vino.15.19UNIT 157 I'vegivenhimmypenoI've ~ i v e n mypentohim.8 TheMolinas haven'trentedhimtheapartment.TheMolinas haven'trentedtheapartmenttohim.9 1 writeherveryliule.1 writeveryliuletoher.10 Mygirl friendwrites mea lotoMygirlfriendwritesalottome.11 Whenareyougoingtowritehim.Whenare yougoingtowriteto him.15.20SPOKEN SPANISHYolehedadomi plumaal.LosMolinanole hanalquilado elapartamento.Yoleescribomuypoco aella.Mi noviameescribemucho.CundolevaaescribirUd?VEINTESPOKEN SPANISH1 Wben doesbegiveustbeirnames?2 Areyou going to belp ber wOI'k?3 Issbe going to rentyou (aIl) tbeboose?4 1 dont owebim anytbing.5 Howmucb doyouoweme?6 TheHarrises alwaysspeak toosinEnglisb.7 TheGarcashavent rented theapartment tohim.8 Theyregoingto writetome.9 Whydont youwriteto them.VEINTIUNOSeDteDce translations,

,. , . ,...

,. , ,. ., .

UNIT 15CundoDOS dalosDombres de ellos?Ud. leva aayudar atrabajar?Lesva aalquilarla casa?Yono ledebo Dada.CuDto medebeUd.?Los Harris siempreDOShablaD en LosGarcia nolehan alquilado elapartamento.Ellosmevanaescribir.PornolesescribeUd.?15.21UNIT 1510 Thegirlcleansthe furniturefOl' them.11 Thechauffer alwayscarriesthesuitcasesfor uso12 Mywifedoesn't washmy(the) shirtsfor me.13 Nobodysweepstheapartment fOl'them.14 Mr. Mirandahas b o u ~ h t thefurniturefromus.15 Ihavebought thesofabedfromthem.16 Amanhasbought thehousefromthem.B. Discussionof paltero~ . . , ... .nactyelle7tarrelapartamnt6SPOKEN SPANISHLamuchacha leslimpialosmuebles.Elchofer siemprenos llevalasmaletas.Mi esposano melavalascamisas.Nadielesbarre el apartamento.El Sr. Mirandanoshacompradolosmuebles.Yoleshecomprado el sofcama.Un seor leshacompradola casaaellos.In theearlier drillsections onindirectclitics, one indirect cliticappearedasthesinglepronounobject oftheverbo Inthe present drillsection,twoobjectsappear.Theycouldbothbeclitics, but sincecomplicatingchanges occuramongthecliticswhentwoappeartogether, adrill onsuchcombinedsequencesisreservedfor a later unit(Unit 20). In thissectiononepronounobject (expressedby anindirect clitic) andone nounobject appear, controlledbythesameverboNoticethat the indirect relationshipof SpanishisexpressedinEnglishwithobject pronouns intwopositions: aloneafteraverb: 'Hewrites usalettereveryday';orwiththerelater 'to': 'Hesentthebook to os'. Noticealso that the indirect cliticconstructionin Spanishtranslatesseveral English relators otherthan 'to';they seem to15.22 VEINTIDOSSPOKEN SPANISH UNIT 15meanquitedifferent things inEnglish, thoughthey areclassifiedassimilarbytheircommonparticipationintheSpanishindirect cliticconstruction: /L1etrelos'Hebringsthebooks tome'; /me0'yba Ilamalta!Hecarriesthe suitcaseforme';elkl'ro+/ 'He'sbuyinp;the car fromme'.To, for, andfromcanaIl betranslatedbytheSpanishindirect clitic.15.21.3 Questionintonationpatterns- Yes questionsA. PresentationofpatteroILLUSTRATIONS12, ,.

I, .pdemo7.Lerlot 16 I2 2 2 tTiene unlpiz?2 3 1 ITiene unlpiz?12 2 2 tPodemosverlo?12 3 11Podemos verlo?, ,3 e7muykarote7muykar61EXTRAPOLA TION1 2 22 tEs muycaro?1 2 31 IEs muycaro?Yes-noquestion/1222t/Yes question/12311/a. The /1231/ pattero signals, inappropriatecontexts, ayes-noquestioninwhicha 'yes' answer is more or lessexpected. Notethat it differs fromtheemfhatic orcontrastingstatement patteroof units 12 and 13( /1231.1- /) onlyintheextent andabruptness of thefinal fade-out. Thisdifference is transcribedby/ ,/ vsVEINTITRES 15.23UNIT 1515.21.31 Substitutioo drilI pattero aubatitutiooProblem:

Answer:, . .lpreiebarat I, .1 es talabwel tat, .2, . . . , .3 staoesokupaetot4es 1 talmwad"as tProblem: 1 2 2 2 tLe parecebarato?Answer: 1 2 31 ILeparecebarato?1 2 2 2 t1 Esta lavuelta?1 2 22t2 Legustalaidea?1 2 22 t3 Estdesocupado?1 2 22t4 Necesitaalmohadas?15.24,ta I, . . , . . .

, .1 2 3 1 IEstalavuelta?1 2 311j. Legustalaidea?1 2 3 11Estdesocupado?1 2 3 1 INecesitaalmohadas?SPOKEN SPANISHVEINTICUATaOSPOKEN SPANISH, . , . , .5 t6ctao1ahuntost todab1ahuntos I,,. .6 syempretrabahandot, .,. ,7,, .8, .9 enltn1danwebetUNIT 15VEINTICINCO1 2 2 2 t5 Todavajuntos?2 2 2 t6 Siempretrabajando?1 2 22 t7 Estenlacasa?1 2 22 t8 En laEmbajadaAmericana?1 2 22t9 EnlaAvenidaNueve?1 2 3 1 ITodavajuntos?2 3 1 ISiempretrabajando?1 2 3 1 IEstenla casa?1 2 3 1 IEnlaEmbajadaAmericana?1 2 3 1 IEnlaAvenidaNueve?15.25UNIT 151011" " . " . "ibebeblnot" Jo. b . I re" .ibeLebln ISPOKEN SPANISH1 2 2 2 t10 Ytienehambre?1 2 22t11 Ybebe vino?n. Discussionof pattero1 2 3 1 Iy tiene hambre?1 2 31IY bebevino?Ayes-noquestion, particularlyinaninformal situation, towhicha 'yes' answer is more or lessexpected, isfrequentlyutteredwiththe intonationpattern /1231 l.231Thestatementof 'yes' answercanhaveadditionalmeaning. ForinstanceI/mayreallymean, 'Can1borrowa pencil' if utteredin anappropriate context,suchaswiththehandofthe speakerextendedtowardthe personaddressed.As ageneralization, however, it is not inappropriateto saythat 'yes' istheanticipatedreplytosuchaquestion.15.26 VEINTISEISSPOKEN SPANISH15.22 Replacement drillsA 1esa __t2 kasat3 amaLles t4 traI)kllos t5___suiYoS t6 otelest7 akel tA Sonmuy rigurososenlaaduana?1 esa __?2 casa?3 ___amables?4 ___tranquilos?5 ___sucios?6 hoteles?7 aquel __?VEINTISIETEUNIT 15" .. , .. ,.sonmuyrrlqurosos/enesadwanat

, ,., .. ,.sonmuyamableslenEsakasat

Sonmuyrigurosos en esaaduana?Sonmuyrigurosos en esacasa?Sonmuy amablesenesacasa?Sonmuytranquilos en esacasa?Sonmuysuciosen esacasa?Sonmuysuciosen esoshoteles?Sonmuysuciosen aquelhotel?15.27UNIT 15B 1 bals23 su45 t6