Survival Spanish

8/3/2019 Survival Spanish

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First Printing, June 2003Copyright © Alvaro Alvarez Carvajal- Lucia Ribeiro, 2003Este trabajo fue realizado por Alvaro Alvarez Carvajal bajo el patrocinio deKennesaw State University.Especial Agradecimiento a Lucia Ribeiro, Directora, Centro de Recursos delas lenguas extranjeras, Kennesaw State University por ayudar en la creaciónde este manual. La venta, reproducción, copia y ejecución pública,radiodifusión y/o distribución parcial o total no autorizados previamenteestán prohibidos por la ley sobre derechos de autor.No part of this publication may be reproduced , stored in or introduced intoa retrieval system, or transmitted, in any form, or by any means (electronic,mechanical, photocopying, recording, or otherwise), without the prior writtenpermission of the copyright owner.

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Indice de Contenidos(Index Table)

Bienvenidos(Welcome) 4

LECCIÓN 1La Pronunciación(About Pronunciation) 5

El AlFABETO ESPAÑOL(The ABC) 8

First Lesson in Survival! 9

Aprendiendo sin Stress(How to Learn Without Stress!) 10

Presentaciones(Introductions) 11

Asking & Understanding Questions 12

LECCIÓN 2Información sobre los Estudiantes( Information About Students) 14

Expresiones Utiles(Useful Expressions) 16

Ingresar(Admitting) 17

Información Cultural(Cultural Information) 19

Los Números(The Numbers) 20

“Let’s Talk about .... GENDER” 22

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LECCIÓN 3

Empecemos... let’s begin 25

El Cuerpo Humano = The Human Body 27

LECCIÓN 4El Tiempo(“Time frame” reference expressions) 29

LAS CITAS Y LAS FECHAS(Appointments And Dates) 32

LECCIÓN 5

En la Escuela(At School) 35

Mas expresiones útiles(More Useful Expressions) 48

Conectando Palabras y Frases(Connecting words and phrases together) 49

Comuniquemos .... Let’s communicate! 54

Un Poco de Gramática(About Grammar) 56

LECCIÓN 6Los Verbos más comunes(The Most Common Verbs in Spanish) 58

Ser / Estar 59

Useful Expressions 60

Useful Commands 61

Grammar Tips 63

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Bienvenidos!Welcome to the study of Spanish! The growing number of Spanish-speakingstudents in our schools indicates a real need for a more authentic,

personalized service from educators. We hope that this manual and theaccompanying CD, being a great source of vocabulary, basic expressions, andgrammar, will help you have a great start in the language. LEARNINGSPANISH IS FUN!!!

In this course, you will be exposed to a magical world of Spanish. The basicsof the language will be introduced along with some grammatical concepts.However, the main focus of this course is laid on the terminology andexperiences that are applicable to the teaching profession. Anyway, it isadvisable that you apply the same concepts to help you enlarge your

vocabulary and broaden the scope of the Spanish grammar as you progressat your own pace.

No attempt has been made for this manual to be a complete grammar text,but you will find a lot of useful information! Relax and don’t be afraid to tryto speak Spanish, and most of all . . . HAVE FUN!!!

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Lección 1

La Pronunciación …

Just like in English, there are five vowels in Spanish. However, in Spanishthese vowels are pronounced only in one way. They are short and crisp,without breath, and spoken at the front of the mouth. The mouth issomewhat tenser when speaking Spanish, and the corners of the mouth tendto “smile”!

A = as in “a” in father I = as in “ee” in keep

E = as in “ei” in eight O= as in “o” in shot

U = as in “oo” in spoon

There are no “short” or “long” vowels in Spanish!!! And neither is there an“uh” sound as when many “gringos” try to say “chips and salsuh”! Thereshould be two a’s. Salsa!

Pronounce:

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Plasma gas mapa rata banana salsa

Pepe bebé excelente sed venga le en

* a written accent mark tells you to say that vowel louder

ir crisis repita idea isla irrita pila

como tomo hola olé oso bobo

Cuba uva burro útil uso tuvo

Most of the consonants are pronounced just like those in English... with

some exceptions that we will practice. But remember ... keep the sounds tothe front of the mouth and speak with the lips fairly tense in order toimitate a perfect Spanish accent.

C = has two sounds: like an “s” before “e” and “i”;& like a “k” before “o”, “u”, and “a”.

cinco centro catarro cuatro color

D = pronounced much softer than an English “d”. In the middle orend of a word it is pronounced more like a “th”.

donde verdad edad sed derecho codo

G = also has two sounds: like an “h” before “e” and “i”;

& like a “g” as in “go” elsewhere.

Argentina meningitis gringo gato

H = is always a silent letter! Never make the “h” sound!

Hola hoy ahora hospital

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J = is always a hard “h” sound

Jorge ojo jarabe traje oreja

Ll = two “l”s combined make one sound, similar to an English “y”

rodilla amarillo calle tobillo costilla

Ñ = the letter “ñ” makes the sound similar to the “ny” in the Englishword “canyon” or like “nio” in “onion”

Año uñas niño niña muñeca

R = the single “r” makes the sound like the “dd” in “ladder”

Cara doctor mira oreja para

Rr = a strongly trilled sound. Practice it! (Single “r” is also trilled ifit begins a word)

río Ramón arroz carro hierro

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EL ALFABETO ESPAÑOL

Learn the pronunciation of each letter of the Spanish alphabet and try tospell out words and names. Do not forget to ask people to spell words for you!

A eMeBe eNeCe eÑeCHe ODe PeE Cu (Q)EFe eReGe eRReHache eSeI TeJota UKa VeEle Doble –VeELLe Equis

I Griega

Zeta

Practice spelling these names aloud:

Ricardo Jiménez, Elena Figueroa, Pepe Luis Galdós

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First Lesson in Survival!

Here are some very basic expressions you want to memorize:

Por Favor = Please

Otra Vez = Again

¿Habla Inglés? = Do you speak English?

¿Cómo se llama usted? = What’s your name?

¿Cómo está usted? = How are you?

Repita = Repeat

Más despacio = Slower

No entiendo = I don’t understandGracias = Thank you

De Nada = You are welcome

Muy bien = Very good (well)

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Aprendiendo sin Estrés

(How to Learn Without Stress!)

1. Take control!!! Practice all the expressions and “automatic” responses, youhave written and memorized, even if you are uncertain they quite “fit”. Theywill be your backbone of defense and help you get control of any situation.

2. Remember to keep handy a sheet of most commonly used phrases for yourparticular field. This will help if you get stuck.

3. Listen to your Spanish students without being afraid to NOT UNDERSTANDEVERY SINGLE WORD!!! This is very liberating while learning a newlanguage. You will gradually increase your speed of comprehension if you areconsistently exposed to Spanish.

4. Experiment with some new phrases that you pick up. Commit to using themthe next time you come in contact with a Spanish-speaking student, and youwill truly learn them.

5. Use “Spanglish”! Remember that your Spanish students will probably knowsome key English words, or recognize them just as you recognize someSpanish words!

6. Don’t forget the comfort level you feel in the classroom, and TRY toremember how to achieve that level of comfort in a real-life situation.7.

7. TRY to pronounce correctly!!! Pronunciation DOES MATTER, and it is soimportant that sometimes the wrong pronunciation can cause total

misunderstanding and confusion. Learn the rules and be confident!

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Presentaciones

Introductions / Personal Pronouns

Yo = I Nosostros = WeUsted = You Ustedes = You

Él = He Ellos/ Ellas = TheyElla = She

*There is also a form “Tú” used in informal situations and when saying “you”to friends and family members.

Yo soy = I am.... (John, Mary, the teacher, etc.)

Usted (abbrev. “Ud.”) es = You are

¿Es Ud.? = Are you?

Nosotros somos = We are...

Él es = He is.... Ella es = She is....

Ellos son = They are....

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Mi = my mis = my (for more than one)

Su = your, his, her sus = your, his, her (for more than one)

Él es mi . . . Ella es mi . . . Ellos son mis . . .He’s my . . . She’s my . . . They’re my . . .Padre = father madre = mother padres = parentsHijo = son hija = daughter hijos = childrenHermano = brother hermana = sister hermanos = siblingsPrimo = cousin prima = cousin primos = cousinsTío = uncle tía = aunt tíos = uncle and auntAbuelo = grandfather abuela = grandmother abuelos = grandparents

Esposo = husband esposa = wife

Asking & Understanding Questions

¿Tiene una pregunta? – Do you have a question?

This question itself might get you scared. Don’t worry, and don’t let the FOFtake over!!! If you know by ROTE the following question words, you at leastknow the directions that the question or statement will be taking. Thequestion words Who, When, Where, Why, How, How much, and What arevery important!

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¿Qué? = What?

¿Cuál? = Which?

¿Cuándo? = When?

¿Cómo? = How?

¿Quién? = Who?

¿Por qué? = Why?

¿Cuánto(s)? = How much (how many)?¿Dónde? = Where?

¿De quién? = Whose?

Notice the upside-down question marks before each interrogative word.They signal that a question will be asked. It is “user-friendly” to someonewho is reading in the language!

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Lección 2

Información sobre los estudiantesInformation About Students

El estudiante / La estudiante = the student

Su familia = his/ her/your family

Su pariente = his/her/your relative

Su nombre completo = his/her/your full name

Señor = Mr.

Señora = Mrs.

Señorita = Miss or Ms.

Apellido(s) = last name(s)

Su dirección = his/her/your address

Su calle = his/her/your street

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Su ciudad = his/her/your city

Su zona postal = hi/her/your zip code

Su número de apartamento = his/her/your apartment number

Su número de teléfono = his/her/your telephone number

Su fecha de nacimiento = his/her/your date of birth

Su edad - his/her/your age

Su número de licencia = his/her/your license number

Su sexo = sex (masculino / femenino)

Lugar donde estudia/trabaja = his/her/your study/workplace

Su estado civil = his/her/your marital status

Soltero (a) = Single Separado (a) = Separated

Casado (a) = Married Viudo (a) = Widower (widow)

Divorciado (a) = Divorced

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Expresiones útiles

¿Tiene usted ....? = Do you have ....?

un problema = a problem?

dolor de estómago = a stomachache

dolor de cabeza? = a headache

¿Qué problema tiene ... (usted, él, ella)?

What problem do you have, does he have, does she have?

¿Por cuánto tiempo? For how long?

¿Cuándo empezó? When did it begin?

¿Cuándo pasó? When did it happen?

¿Qué pasó? What happened?

¿Sabe ...? Do you know ...?

¿Entiende? Do you understand (process)?

¿Estudia? Do you study?

¿Mucho o un poco? A lot or a little?

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Ingresar (Admitting)

El ingreso – Admission to the school

Inscripción, Matrícula - Registration

La admisión – Admission

Usted tiene que . . . . . You have to ...

Escribir = write firmar = sign dar = give

Mostrar = show tener = have llenar = fill out

Su nombre completo = your complete name

Su dirección = your address

Su número de teléfono = your phone number

Su tarjeta de vacuna = your vaccination card

Su fecha de nacimiento = your date of birth

Su lugar de nacimiento = your place of birth

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El nombre de su esposo (a) = name of husband/wife

Su pariente más cercano = your closest relative

Los nombres de sus padres = parent’s names

Esta forma/planilla = this form

Este documento = this document

Su número de identidad = Identification number

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Información Cultural

Information about the Culture

Have you ever wondered why it seems that Spanish-speakers have longnames? Well, there is a reason! In the Latin culture, one often takes boththe father’s last name and the mother’s maiden name! This cultural aspecthas caused a lot of confusion for English-speakers who do not know whichname they should use to address a person. Here are two examples:

José Manuel López García is “Sr. López”

María Elena Ramírez Fuentes is “Srta. Ramírez”

How would you address “Sr. Ramón Vizcaya Colón”?And “Sra. Isabel Teresa Martínez Gómez”?

Algunas situaciones en la escuela y en el aula

Some situations at school and in the classroom

El/La Director(a) de la escuela = Principal

La secretaria = The Administration Office

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La sala = the room / area

La sala de espera = the waiting room

El salón de clases = Classroom

El / La ayudante = Assistant

El examen = Exam

El/Los cursos = Courses

El almuerzo = Lunch

La merienda = Break/Snack

La mesa = the front desk

El piso 2, el piso 3 = the second floor, third floor

La planta baja = the ground floor

Los números

0 = cero 11 = once1 = uno 12 = doce

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2 = dos 13 = trece3 = tres 14 = catorce4 = cuatro 15 = quince (pron. “keen-say”)

5 = cinco 16 = dieciseis6 = seis 17 = diecisiete7 = siete 18 = dieciocho8 = ocho 19 = diecinueve9 = nueve 20 = veinte10 = diez

21 = veintiuno22 = veintidos

30 = treinta

40 = cuarenta

50 = cincuenta

60 = sesenta

70 = setenta

80 = ochenta

90 = noventa

100 = cien

101 = ciento uno

102 = ciento dos

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200 = doscientos

300 = trescientos

400 = cuatrocientos

500 = quinientos

600 = seiscientos

700 = setecientos

800 = ochocientos900 = novecientos

1000 = mil

”Let’s Talk about.... GENDER”

Every Spanish noun (book, shelf, floor, door, table, child, etc.) has aGENDER. It means that the noun for an object or an idea is either

MASCULINE or FEMININE.

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That’s a rather strange concept for English-speakers; since most inanimateobjects are neutral... we call them “IT”. This isn’t the case in Spanish, aswell as in many other romance languages.

What you’ll have to remember is that GENDER DOES NOT MEAN SEX!!!It’s not a biological term in a language. It’s a linguistic term!!! So it does notmean that the door (la puerta) bears some female characteristics, but theword for door (la puerta) has a feminine gender. Usually nouns ending in –aare feminine. The book (el libro) is not a male in the least but it islinguistically masculine. Usually nouns ending in –o are masculine. Now is thisconcept becoming a little clearer? So does it really matter anyway? Well, yes and no. Sometimes a gender error won’t interfere at all with yourspeech, but sometimes it can be crucial. Also, it is important to learn thecorrect gender (each noun has a correct gender), since all the adjectivesdescribing the nouns will match in gender.

So here are some key words we will learn... The words below are theequivalents to the Definite Article “the”. They precede most nouns:

EL LOS LA LAS

Libro libros mesa mesasPiso chicos pared cosasHombre lápices mujer sillas

But here are a few exceptions (this is not a perfect world!!!)

Día* = el día mano* = la mano

Mapa* = el mapa foto* = la foto Problema* = el problema

These are the indefinite articles (a, an, some)

UN = a UNOS = some UNAS = some

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Obviously, as you refer to a living, biologically male or female person, thenthe gender will certainly match the person:

El profesor / La profesora Los profesores / Las profesoras

El gerente / La gerente El médico / La médica

El comerciante / La comerciante El enfermero / La enfermera

El cirujano / La cirujana El director / La directora

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Lección 3

Empecemos.... let’s begin

Some Basic Vocabulary For Teachers

Algunas expresiones útiles(Some useful expressions)

When Speaking to When Speaking to the

One Child Whole Class English Equivalent

Abre tus libros Abran sus libros Open your books

Cierra tus libros Cierren sus libros Close your booksEscribe Escriban Write

Escucha Escuchen Listen

Estudia la lección __. Estudien la lección ___. Study lesson ___.

Siéntate Siéntense Sit down

Ve a la página ___. Vayan a la página ___.

Go to page ___.

Entrega la tarea Entreguen la tarea Turn in your homework

Presta atención. Presten atención. Pay attention.

Cállate Cállense Be quiet.

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Ve a la pizarra Vayan a la pizarra Go to the board.

No corras. No corran. Don’t run.

No empujes. No empujen. Don’t push.

Levanta la mano. Levanten la mano. Raise your hand(s).

Vuelve a tu asiento Vuelvan a sus asientos. Go back to your seat(s).

Otras palabras útiles(Other useful words)

1. Dictado Dictation2. Presente Present, Here3. Ausente Absent

Let’s See How Much You Remember!

Match the items in column A with the items in column B.

A B

Escriban._____ 1. Sit down.Va a la pizarra.___ 2. Don’t run.Vayan a la página.___ 3. Listen.Entreguen la tarea.___ 4. Go back to your seats.Presten atención.___ 5. Write.

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Escucha.___ 6. Open your books.Levanta la mano.___ 7. Don’t push.No corras.___ 8. Go to the board.Estudien la lección.___ 9. Study the lesson.

Siéntense.___ 10. Go to page ___.Cállense.___ 11. Turn in your homework.No empujes.___ 12. Dictation.Vuelve a tu asiento.___ 13. Absent.Presente.___ 14. Pay attention.Dictado.___ 15. Here.Ausente.___ 16. Be quiet.Abran sus libros.___ 17. Raise your hand.

El Cuerpo Humano = The Human Body

Los huesos = the bones

El pelo = the hair

La cara = the faceLa cabeza = the head

Las orejas = the outer ears

El oído = the inner ear

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Los ojos = the eyes

La boca = the mouth

La lengua = the tongue

Los dientes = the teeth

Los labios = the lips

La nariz = the nose

La barbilla = the chin

El cuello = the neck

El pecho = the chest

La espalda = the back

Los hombros = the shoulders

El brazo = the arm

La mano = the hand

Los dedos = the fingers

La cintura = the waist

La cadera = the hip

El estómago = the stomach

Los pulmones = the lungs

El corazón = the Heart

La pierna = the leg

El pie = the foot

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Lección 4

“Time frame” reference expressions:

• 60 segundos = un minuto• 60 minutos = una hora• 24 horas = un día• 7 días = una semana• Los días de la semana son:

o El lunes Mondayo El martes Tuesdayo El miércoles Wednesdayo El jueves Thursdayo El viernes Fridayo El sábado Saturdayo El domingo Sunday

Los meses del año son:Enero JanuaryFebrero FebruaryMarzo MarchAbril AprilMayo May

Junio JuneJulio JulyAgosto AugustSeptiembre SeptemberOctubre OctoberNoviembre NovemberDiciembre December

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¿ A qué hora? At what time?

José tiene una clase a las once menos cuarto.

Telling at what time something is going to happen or when one has anappointment is not that difficult. There are several ways to do this, andhere are some of them:

At = A las (except with 1:00 hour where you say “a la”)

Examples:

6:00 = a las seis 8:00 = a las ocho4:00 = a las cuatro 1:00 = a la una

After = y

Examples:

5:10 = a las cinco y diez

9:25 = a las nueve y veinte y cinco

11:05 = a las once y cinco

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Before = menos or para

Examples:

4:50 = a las cinco menos diez O diez para las cinco3:35 = a las cuatro menos veinte y cinco O veinte y cinco para las cuatro

Quarter past the hour = y cuartoHalf past the hour = y mediaQuarter before = menos cuarto or cuarto para

In the morning = de la mañana

In the afternoon = de la tardeIn the evening = de la noche

LA HORA Y LOS DIAS DE LA SEMANATIME AND DAYS OF THE WEEK

A la una ... at one o’clockA las dos ... at two o’clock

A las tres ... at three o’ clockA las tres y cuarto ...at three-fifteenA las tres y media ...at three-thirtyA las cuatro menos cuarto ...at 3:45

Translate:Su clase es a las tres el miércoles.Su clase es a las dos menos cuarto el lunes.

Su clase es a la una y media el jueves.Su clase es a las cinco el viernes.Su examen es a las cuatro menos veinte el martes.Su cita es a las diez y diez el sábado.Su reunión es a las once menos cuarto el martes.

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LAS CITAS y LAS FECHAS

Appointments and dates

Some critical vocabulary:

Hoy = Today

Ayer = Yesterday

Mañana = Tomorrow

Esta semana = This week

La semana que viene = Next week

La semana pasada = Last week

Este mes = This month

El mes que viene = Next month

Este año = This year

El año que viene = Next year

Por .... = for .....

Por diez días . . . for ten days

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Por dos semanas . . . for two weeks

Por una hora . . . for an hour

Por treinta minutos . . . for thirty minutes

Cada ... = each (every)

Cada cuatro horas . . . every four hours

Cada cinco horas . . . every five hoursCada seis horas . . . every six hours

. . . . . veces al . . . . . = times per

dos veces al día . . . two times per day

tres veces al día . . . three times per day

cuatro veces al día . . . four times per day

Antes de . . . = before

Antes de comer = before eating

Antes de dormir = before sleeping (bed)

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Después de . . . = after

Después de comer = after eating

Después de dormir = after sleeping

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Lección 5

En la escuela (At School)

La señorita Soto habla con los niños en la clase. Primero ella toma lista.

Srta. SOTO ___Buenos días, niños. ¿Cómo están?

NIÑOS ___Buenos días, señorita.

Srta. SOTO ___(Toma lista ) José Jiménez.

JOSÉ ___Presente.

Srta. SOTO ___Ana Rodríguez.

CARLOS ___Ausente…

(Después de tomar lista )

Srta. SOTO ___(a Carlos ) ¿Necesitas lápiz y papel?

CARLOS ___No, señorita, pero necesito una pluma y el libro de

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lectura.1

Srta. SOTO ___Simpre debes traer el libro de lectura a la escuela,

Carlos.

JUAN ___Señorita, ¿escribo la fecha en la pizarra?

Srta. SOTO ___Sí, Juan. Raúl, ¿qué fecha es hoy?

RAUL ___Hoy es el veinticinco de septiembre, señorita.

CAMILO ___¿Que páginas leemos hoy, señorita?

Srta. SOTO ___Hoy deben leer las páginas trece, catorce y quince.

CAMILO ___¿Leemos en voz alta?

Srta. SOTO ___No, con la vista…¡Silencio, niños!

Después de la hora de lectura los niños trabajan en grupos .

JULIAN ___Señorita, Alicia y yo necesitamos lápices rojos, azules

y amarillos.

Srta. SOTO ___Muy bien. Deben colorear los rectángulos con azul,

los círculos con anaranjado, los Cuadrados con rosado

y los triángulos con marrón.

1 Spanish uses prepositional phrases that correspond to the English adjectival use of nouns reading book-

libro de lectura.

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JULIAN ___¿Abro la ventana, señorita?

Srta. SOTO ___Sí, por favor.

JULIAN ___Necesito ir al baño, señorita.

Srta. SOTO ___Debes esperar un momento, Julián.

JULIAN ___¿Borro las palabras de la pizarra, señorita?

Srta. SOTO ___No, todavía no. Todos deben copiar el vocabulario en

el cuaderno de ejercicios.

(Entra el secretario )

SECRETARIO ___Señorita Soto, llaman a José Jiménez por

teléfono.

Srta. SOTO ___Gracias. (A los niños ) ¡Esta es la hora delrecreo!

¡Ah! ¿Quiénes comen hoy en la cafeteria?

Levanten la mano.

At School

Miss Soto speaks with the children in the classroom. First she calls theroll.

MISS SOTO: Good-morning, children. How are you?CHILDREN: Good-morning, teacher (miss)

MISS SOTO: (calls the roll ) Jose Jimenez

JOSE: Here!

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MISS SOTO: Ana Rodriguez.

CARLOS: Absent…

(After calling the roll )

MISS SOTO: (to Carlos ) Do you need a pencil and paper?

CARLOS: No, teacher (miss), but I need (a) pen and the

reading book.

MISS SOTO: You must always bring the reading book to school,Carlos.

JUAN: Teacher (miss), shall I write the date on the

board?

MISS SOTO: Yes, Juan. Raul, what’s the date today?

RAUL: Today is September 25th , Miss.

CAMILO: What pages do we read today, teacher, (miss)?

MISS SOTO: Today you must read pages 13, 14, and 15.

CAMILO: Shall we read aloud?

MISS SOTO: No, silently. . . Silence, children!

(After reading time the children work in groups.)

JULIAN: Teacher, Alice and I need red, blue and yellow

pencils.

MISS SOTO: Very well. You must color the rectangles (with)

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blue, the circles (with) orange, the squares (with)

pink, and the triangles (with) brown.

JULIAN: Shall I open the window, Miss?

MISS SOTO: Yes, please.

JULIAN: I need to go to the bathroom, teacher.

MISS SOTO: You must wait a moment, Carmen.

JULIAN: Shall I erase the words on the board, teacher

(miss)?

MISS SOTO: No, not yet. Everybody must copy the vocabulary

into the workbook.

(The secretary comes in.)

SECRETARY: Miss Soto, they want Jose Jimenez on the phone.

MISS SOTO: Thank you. (To the children) It’s recess time.Ah!, who is eating in the cafeteria today? Raise

your hands!

VOCABULARY

COGNATES

la cafetería cafeteria el rectángulo rectanglela clase class el, la secretario (-a) secretaryel grupo group el silencio silence

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LET’S PRACTICE

Rewrite the following sentences, according to the new elements.Make all the necessary changes.

1. Necesito un lápiz rojo. (Plumas)

_________________________________________________________

2. Ella debe traer los libros a la escuela. (Nosotros)

_________________________________________________________

3. Necesito el libro azul. (Azules)

_________________________________________________________

4. Colorea el círculo con el lápiz Amarillo. (Tizas)

_________________________________________________________

5. Escriban en el cuaderno de ejercicios. (El pizarrón)

_________________________________________________________

6. ¿ Leen Los niños la página quince? (Tú)

_________________________________________________________

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CONVERSATION

Answer the following questions based on the dialogue:

1.¿Con quién habla la señorita Soto?

_________________________________________________________

2.¿Pasa lista la señorita Soto?

_________________________________________________________

3.¿Qué necesita Carlos?

_________________________________________________________

4.¿Quién escribe la fecha en la pizarra?

_________________________________________________________

5.¿Qué páginas deben leer los niños?

_________________________________________________________

6.¿Deben los niños leer en voz alta?

_________________________________________________________

7.¿Con qué color deben los niños colorear los rectángulos?

(¿los triángulos?)

_________________________________________________________

8.¿Desea Julián abrir la ventana?

_________________________________________________________

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9.¿Qué necesita Julián?

_________________________________________________________

10.¿Dónde deben copiar los niños el vocabulario?

_________________________________________________________

11.¿Quién entra en la clase?

_________________________________________________________

12.¿A quién llaman por teléfono?

_________________________________________________________

Some additional questions:

13.¿Necesita Ud. el lápiz o la pluma?

_________________________________________________________

14.¿Qué fecha es hoy?

_________________________________________________________

15.¿Pasa Ud. siempre lista?

_________________________________________________________

16.¿Lee Ud. en voz alta o con la vista?

_________________________________________________________

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MAESTRO -No, todavía no debes borrar la pizarra. Debes esperar unmomento.

CARLOS -

_________________________________________________________

MAESTRO -Sí, necesitas repasar el vocabulario después de la hora derecreo.

CARLOS - _________________________________________________________

MAESTRO -Hoy es el 10 de mayo. (a todos los niños) ¿Quiénesnecesitan ir al baño? Levanten la mano, por favor.

SITUATIONAL EXERCISES

What would you say in the following situations? (Please reply in Spanish)

1. Greet your students and ask them how they are.2. You are talking to your Spanish teacher. Ask him/her what pages you should

study. Also ask if you should read aloud.3. Ask one of your students if he/she needs to go to the bathroom. Ask the

rest of the class who’s eating in the cafeteria. Tell them to raise theirhands.

4. Tell your students to color the squares brown, the circles blue, the trianglesorange, and the rectangles pink.

5. You are in your Spanish class. The teacher calls your name. Answer. Theteacher then calls the name of a student who is not there. Answer for him.Then tell your teacher you need (a) pen and (some) paper.

6. Ask your teacher if you should erase the words on the board.

VOCABULARY EXPANSION

A. Terms that refer to color or coloring:

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1. morado(-a) purple 4. oscuro(-a) dark2. gris gray 5. sombrear to shade3. claro(-a) light

B. Interrogative words:1. cuándo when 5. cuántos (as) how many2. cómo how 6. qué what3. quién (-es) who 7. dónde where4. por qué why

C. Other people who work at a school: 1. el(la) director(-a) principal2. el(la) vicedirector(-a) vice principle3. el(la) enfermero(-a) nurse

Do you remember the words used in the VocabularyExpansion?

A. Write the questions that originated the following answers:

1. Bien , gracias. ¿Y usted?

____________________________________________________________________

2. Los niños estudian ciencias sociales los Lunes .

_________________________________________________________

3. Los niños comen en la cafetería.

____________________________________________________________________

4. Irma borra la pizarra.

____________________________________________________________________

5. Deben colorear los cuadrados.

____________________________________________________________________

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6. Necesito seis lápices .

_________________________________________________________

7. No aprende porque no presta atención .

_________________________________________________________

B. Complete the following sentences, using the words you have justlearned in the correct form:

El color rojo y el azul forman (form) el color _______________________.Nosotros coloreamos los rectángulos y ______________________ loscuadrados.

No necesito un lápiz azul claro. Necesito un lápiz azul ________________.

El color Negro y el color blanco forman el color _____________________.

La secretaria trabaja con el director y con el _______________________.

La ________________trabaja en el hospital.

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Más expresiones útilesMore Useful Expressions

Here are some expressions that you will find helpful to memorize. Try tomake a commitment to use them, so that they become an automatic part of your Spanish.

¿Dónde está ...? Where is ...?

Necesito ... I need ...

Quiero ... I want ...

Tengo ... I have ...

Tiene ... You (have)/he/she (has)

Estoy tratando de ... I am trying to

Es importante ... It is important

Es necesario ... It is necessary

Hay que ... One has to ...

Hay ... There is, there are

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La maestra dice que ... The teacher says that ...

El maestro quiere ... The teacher wants ...

¡Lláme a la casa! Call home!

Conectando Palabras y Frases(Connecting Words and Phrases

Together)

As your knowledge of Spanish vocabulary increases, you are able to connectthe words into simple phrases. If you learn the following connectors well, you will combine simple sentences into more sophisticated ones!

But Pero

Because PorqueBecause of A causa deIn order that (to) Para

Between EntreAnd Y

Unless A menos que

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Nevertheless Sin embargoAnyway De todos modosThen Entonces

… then (as in a sequence of steps) Luego

First of all PrimeroUsually… Por lo generalAlways SiempreNever Nunca O jamas

Therefore Por esoThat is…… Es decirPerhaps A lo mejor

Verbos útiles To read = leer to write = escribir

To see = ver to hear = oír

To walk = caminar to run = correr

To look at = mirar to know (how to) = saber

To eat = comer to drink = beberTo say, tell = decir to explain = explicar

To shop = ir de compras to buy = comprar

To clean = limpiar to wash = lavar

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To cook = cocinar to sew = coser

To leave = salir to go = ir

To work = trabajar to rest = descansar

To sleep = dormir to live = vivir

To travel = viajar to visit = visitar

Can you determine what these mean?

YO compro = Usted compró =

YO viajo = Usted viajó =

YO leo = Usted lee =

YO no trabajo = Ella trabaja =

YO limpio = Él limpia =

YO coso = Ella cose =

YO lavo = Usted lava = YO salgo = Usted sale =

YO duermo = Usted duerme =

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*** Note that the “yo” forms almost always end in “-o”, “-oy” or “-go” in thepresent tense. Some exceptions: Saber = Yo sé, Conocer = Yo conozco.

Expressing More Ideas...

All of these expressions make your language more sophisticated. Expand your communication in Spanish! Try them right away!

I’m going to ...... = Voy a .......................(Use any infinitive or name a place!)

I have to .......... = Tengo que ...............(Use any infinitive here!) I need ............... = Necesito .................(Use any infinitive or name and object!)

I want ............... = Quiero .....................(Use any infinitive here!)

I can ................. = Puedo .....................(Use any infinitive here!)

I should ............ = Debo .......................(Use any infinitive here!)

I like ................. = Me gusta .................(Use any infinitive here or a singleitem that you like!)

I’d like .............. = Me gustaría ..............(Use any infinitive here or a singleitem you would like!)

Note: To make any of these expressions negative, simply say “no” beforethe verb, e.g., No puedo = I can’t ; No voy a ... = I’m not going to ....; etc.

Some useful verbs to learn with these:

To write = escribir

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To send = enviar

To read = leer

To sign = firmar

To ask for = pedir

To eat = comer

To speak with = hablar con

To leave = salir

To give = dar

To receive = recibir

Now practice these expressions telling what someone else is doing:

You’re going to = Va a ...........

He’s/She’s going to = Va a ...........

You have to = Tiene que ............

He/ She has to = Tiene que ............

You need = Necesita .........

He/She needs = Necesita .........

Do you want? = ¿Quiere . ....?

Does he/she want? = ¿Quiere ...?

You can ( Can you?) = Puede .... (¿Puede...?)

He/ She can .... = Puede .... (¿Puede ...?)

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You should = Debe ...

He/She should = Debe ...

Do you like ....? = ¿Le gusta ...?

Does he/she like? = ¿Le gusta ...?

Would you like ...? = ¿Le gustaría?

Would he/she like? = ¿Le gustaría?

Note: You can make questions out of all those statements by simply raisingthe pitch of the voice: Example: You need to write. = Necesita escribir.Do you need to write? = ¿Necesita escribir?

Comuniquemos . . . Let’s communicate!This is really not that difficult! Just pay attention to the patterns andtheir meanings.

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VERB I You/ He/ She

Comer yo como Usted/El/Ella come

Beber yo bebo Usted/El/Ella bebe

Querer yo quiero Usted/El/Ella quiere

Poder yo puedo Usted/El/Ella puede

Vivir yo vivo Usted/El/Ella vive

Sentirse yo me siento Usted/El/Ella se siente

Pedir yo pido Usted/El/ella pide

Tomar yo tomo Usted/El/Ella toma

Necesitar yo necesito Usted/El/Ella necesita

Pesar yo peso Usted/El/Ella pregunta

The verb conjugation is just a matter of replacing the verb ending (-er, -ir,-ar) with either an “o” to say that “I am doing this action” or with an “e” oran “a” to say that “You are OR he/She is doing that action”! Right now, trythese:

I examine = he examines =

I eat = she eats =

I need = you need =

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Un Poco de Gramática

The preposition “a” means “at” or “to”. If you have the definite article “el”directly after it, you must form the contraction “al”. Example: Voy al

hospital. I’m going to the hospital.

The preposition “de”, meaning “from” and “of” combines with “el” to form thecontraction “del”. Example: Las órdenes del maestro son claras. Theteacher’s orders are clear.

We show possession in Spanish by using the preposition “de”, as in theexample above. There is no such device as the “ ’s” of English (the doctor’sorders). We must state this as : the orders of the doctor.

To make a sentence negative in Spanish, simply add “no” before the verb. Yono hablo español. I don’t speak Spanish.

The articles “el” and “la” are generally used more frequently in Spanish than“the” in English. For instance, if we speak of generic terms and generalideas, we always use the definite article. We also use it with titles whenspeaking ABOUT people rather than directly TO them.

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Example: Las madres son importantes. Mothers are important.

La cirugía es peligrosa. Surgery is dangerous.

El señor López está enfermo. Mr. Lopez is sick.

Remembering how to use verbs:

Look for / identify / remember correct endings of the INFINITIVE:

-ar; -er; -ir.

Drop the ending off the rest of the infinitive; this leaves the “root”.

Add the appropriate endings to the root. Sometimes you have to change the“stem” (vowel closest to the ending but not in the ending); or irregular “I” – yo forms: –oy; -go, like in estoy, vengo, traigo, etc.

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Lección 6

Los verbos más comunesThe Most Common Verbs in Spanish

To want - Querer (E:IE)

To like = Gustar (LIT., To please)

To do/ To make - Hacer

To be able - Poder (o:ue)

To know how - Saber (yo = “se”)

To go - IR (irregular! . . . voy, vas, va vamos, van)

To have - Tener (irregular, tengo, tienes, tiene, tenemos, tienen)

To be – ser or estar (both irregular)

(soy, eres, es, somos, son, estoy, estás, está, estamos, están)

The above verbs really express what we most often discuss: desire to dosomething, going somewhere, possession, obligation, existence of something,liking to, knowing how to, etc., and will be extremely helpful in yourprofessional Spanish as well!

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Note that there are two verbs meaning TO BE, “ser” and “estar”. The verb“estar” comes from Latin and has the meaning of “state”, or temporarycharacteristics. It generally describes your CONDITION and / orLOCATION, as well as being a helping verb when forming verb tenses (as in“I am washing”). The verb “ser” comes from the Latin root from which wehave the word “essence”, and is mainly used to express permanentcharacteristics, nationalities, professions, possession, time of day, etc.While the two verbs are not interchangeable, an error doesn’t usually meanmiscommunication. However, sometimes this difference can be very slightand might cause confusion.

Some common uses of “SER”

Él es mi hermano. He is my brother (possession).

Juan es mayor que yo Juan is older than I (permanent).

Yo soy técnico(a). I am a technician (profession).Son las tres y media. It is 3:30 (time).

Estudiar es importante. To study is important (general truth).

La varicela es una enfermedad. ChickenPox is a disease (generic).

¿Es usted mexicano(a)? Are you Mexican? (nationality)

Su clase es a las dos. Your class is at 2:00 (time).

Some common uses of “ESTAR”

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¿Dónde está su mamá? Where is your mother? (location)

Yo estoy en la casa. I am at home. (location)

¿Está usted mejor? Are you better? (condition)

¿Está usted embarazada? Are you pregnant? (condition)

Está a la derecha. It is on the right. (location)

SOME OTHER USEFUL EXPRESSIONS

A la derecha = to the right encima de = on top of

A la izquierda = to the left debajo de = beneath, below

Arriba = upstairs, above, up abajo = downstairs

Aquí = here allí = there

En = on, in, at dentro de = within

Sobre = above, about de = from, of

Afuera = outside adentro = inside

Usted necesita volver dentro de un mes.

El maestro va a hablar con usted sobre su hijo.

Okay, let’s move to another section of very important words that you shouldbe able to use:

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¿Está (usted). . . .? Sí, (Yo) estoy . . . . .

aquí allí

locations: allá en Atlanta

en casa en el trabajo

en la escuela

conditions: bien mal

cansado (a) alegre

contento (a) enfermo (a)

confundido (a) casado (a)

divorciado (a) entusiasmado /a

Notice that the adjective takes the gender of the noun it modifies!

Some Useful Commands

*It won’t hurt to say “por favor” with all of these! It is polite, appropriate,and very commonly used!

Answer = Conteste

Ask (me, him/her, them)= Pregúnte (me, le, les)**

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Begin (now) = Empiece (ahora)

Call (me, him/her, them)= Lláme (me, le, les) (ya-may)

Carry (it, them) = Lléve (lo, los) (yay-vey)

Come (here) = Venga (aquí)

Check (it, them) = Revíse (lo, los)

Do (it) = Hága (lo)

Enter = Entre

Explain = Explique (ex-plee-kay)

Get (something) = Consiga (algo)

Go (to) = Vaya (a)

Make = Haga

Pick up (something) = Recoja (ray-ko-ha) algo

Read (it, them) = Léa (lo, los)

Repeat (slower) = Repita (más despacio)

Sign (it, them) = Fírme (lo, los)

Sit down = Siéntese

Speak (with) = Hable (con)

Tell (me, him/her, them)= Díga (me, le, les)

Turn over = Voltéese

Write (it) = Escríba (lo)

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**The written accent marks (é) over vowels in these words do not appear inwriting unless you add the pronouns on to them, but we put them in to remind you of the proper word stress!

Some Helpful Grammar Tips

The preposition “para”, meaning “for” and/or “in order to” is followed by aninfinitive or a noun. Examples:

Este antibiótico es para la infección.

La medicina es para controlar la tos.

Tome esta medicina para dormir bien.

The preposition “por” is used to say “for” when speaking about a length oftime. Examples: La medicina es por diez días.

The expression “Hace (insert a length of time) que . . .” is used to state forhow long something has occurred. Examples:

Hace dos días que tengo tos.

Hace tres semanas que Pepe no hace la tarea.

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Hace una hora que no habla.

The indirect object “le” means “to you”, “to him”, or “to her’

Voy a ponerle mas tarea.

Some verbs have irregular “yo” forms you have to learn:

Yo pongo (I put) Yo tengo (I have) Yo soy (I am) Yo estoy (I am)

Some verbs change the “o” to”ue” or the “e” to “ie” or “i”. These verbs, likeother changes made, must be memorized.

Examples: poder = yo puedo

sentirse = yo me siento

empezar = yo empiezo (I begin)

Tener = Ud. Tiene

The “se” at the end of an infinitive means that the verb is reflexive. Areflexive verb often, but not always, translates in to “myself” or “yourself”with the verb, and requires either me or se, respectively, meaning that thedoer of the action is receiving the action. Here are some examples:

Bañarse = to bath: Juan se baña. Yo me baño.Levantarse = lit, to raise oneself up, to get up: María se levanta.

Cortarse = to cut oneself: Es fácil cortarse con un cuchillo.

In affirmative commands, the reflexive pronoun se is attached to the

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command: example = ¡Siéntese! ¡Desvístase por favor! ¡Cálmese!

The Spanish endings –ando (for –ar verbs) and –iendo (for –er & -ir verbs)are the equivalent of –ing in English. These take the place of the –ar, -er, or–ir ending. The words with –ando and –iendo endings are called gerunds orpresent participles depending on a function they perform, and are usedmainly with the helping verb estar:

Estoy hablando = I am speaking.

¿Está Ud. Tomando aspirina? = Are you taking aspirin?

The Spanish endings – ado (again, for –ar verbs) and –ido (-er & -ir verbs) arethe equivalent of –ed (sometimes –en) in English. They are called pastparticiples, and they form the present perfect tense with the helping verbhaber:

Yo he comido. = I have eaten. ¿Ha tomado Ud? = Have you taken?

Yo he caminado. = I have walked. Ella ha recetado. = She has prescribed.

Usted se ha quebrado el brazo. = You’ve broken your arm.

Note that these past participles are often used as adjectives, and in thiscase their gender and number agree with those of the nouns modified.

Examples: Su hija tiene los ojos bonitos.

Su hijo tiene el pelo negro.

Su hijo tiene la vida complicada.

Su hija tiene las manos bien cuidadas.

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Commands are formed by taking the “yo” form of the verb, and replacing the“o” with an ending opposite to the associated with the infinitive ending. Inother words, -ar verbs change the “o” to “e”, while –ir and –er verbs changethe “o” to “a”. Examples:

Tomar = yo tomo becomes ¡Tome Ud.!

Comer = yo como becomes ¡Coma Ud.!

Tener = yo tengo becomes ¡Tenga Ud.!

We hope you have enjoyed learning Spanish with this manual. We aresure that you will enhance your knowledge by practicing the languagewith your students and colleagues. Do not be afraid!

GOOD LUCK!!!

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Survival Spanish