DOCSLIB.ORG

In the Present Tense

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
In the Present Tense The ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: The Big BooK of Big Book SPANISH VERB DRILLS :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: The Only Verb Drill Book You’ll Ever Need! The Packed into these 24 chapters are dozens Big Book of verb grids and exercises! Everything you need to drill different types of of ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Of –ar, –er and –ir verbs, such as stem-changing verbs, SPANISH VERB DRILLS SPANISH VERB in different tenses and moods. Handy conjugation charts visually demonstrate verb use and rules. SPANISH Exercises include: • Verb grids • Correcting sentences VERB • Selecting the correct verb • Crosswords • Fill-in-the-blank exercises ::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::::::: • Word matches DRILLS Just for fun, we’ve added some fake verbs By Hanna Harb for students to find and define! ISBN 978-0-7560-1094-2 10000 Grids and Exercises 9 7 8 0 7 5 6 0 1 0 9 4 2 The Big Book of Spanish Verb Drills Charts, grids, exercises and activities for drilling at all proficiency levels Written by Hanna Harb Managing Editor Liliana Cabral-Aguirre Page Layout Juli Phillips Cover Artist Jenna Winter ISBN: 978-0-7560-1251-6 SKU:BX2533 Printed in Roseville, Mich. 1001GRA ©2011 Teacher’s Discovery, Inc., a division of American Eagle Company, Inc. These materials are protected by copyright law. For each purchased copy of this work, a limited license is granted each year to allow reproduction [of activity pages and masters] to one teacher for use with that teacher’s class(es). Chapter • To give students practice conjugating different types of -ar, -er and -ir verbs in different tenses and moods. • To be the only verb drill book you will ever need! Each of the 24 chapters has conjugation charts that demonstrate how to use different types of –ar, –er and –ir verbs, such as stem-changing verbs, in different tenses and moods. Exercises include verb grids, correcting sentences, selecting the correct verb, crosswords, fill-in-the- blanks and word matches. Included for fun are fake verbs for students to find and define! Rules and explanations help reinforce usage, review and comprehension. All levels 1 AR Present Tense • Completion of verb chart: 10-15 minutes, depending on the number of verbs in that chapter. • ComprehensionChapter activities: 15 minutes each. No additional materials necessary. • Choose your topic from the table of contents. • Choose the activities and charts from the chapters that fit your lesson the best. Make a copy of the chosen pages for each student in your class. • Discuss the rule that applies to the verb group chosen, as a class. Show an example or two on the board. • Students fill in the charts with the correctly conjugated forms of the verbs given, individually. • Students then complete the comprehension activities for homework. Added Suggestions: Have students create a binder of their completed verb charts, as a tool to keep and use1 in all their future Spanish courses. AR Present Tense Challenge your students to Spot the Fake Verb! On pages: 19-hollisterse, 37-ipoder, 72-anteater, 90-itoner, 100-sludgir, 109-eracer, 115-adogcanse, 136-rocnrolse, 141-biguitar, 154-madagascar, 183-tremblar, 209-afrienduer, 250-lavender, 285-seminar. Table of Contents Chapter 1 — Present Tense -AR Verbs 1.1 Regular -AR Verbs in the Present Tense ....................................2 1.2 Stem-changing -AR Verbs (e-ie) in the Present Tense. .8 1.3 Stem-changing -AR Verbs (o-ue) in the Present Tense ........................ 13 1.4 Stem-changing -ARChapter Verbs (o-ue and e-ie) in the Present Tense ...................17 1.5 Reflexive -AR Verbs in the Present Tense ..................................23 1.6 -UAR Verbs in the Present Tense ........................................27 1.7 -IAR Verbs in the Present Tense. 31 Chapter 2 — Present Tense -ER Verbs 2.1 Regular -ER Verbs in the Present Tense ...................................35 2.2 Stem-changing -ER Verbs (e-ie) in the Present Tense. 41 2.3 Stem-changing -ER Verbs (o-ue) in the Present Tense ........................44 2.4 Stem-changing -ER Verbs (o-ue and e-ie) in the Present Tense ..................47 Chapter 3 — Present Tense -IR Verbs 3.1 Regular -IR Verbs in the Present Tense. 51 3.2 Stem-changing -IR Verbs (o-ue and e-ie) in the Present Tense. 57 3.3 Stem-changing -IR Verbs (e-i) in the Present Tense .......................... 61 3.4 Stem-changing -EÍR Verbs (e-i) in the Present Tense .........................65 3.5 -UIR Verbs in the Present Tense ........................................67 Chapter 4 — Mixture of Present Tense -AR, -ER, -IR Verbs 4.1 Regular -AR, -ER, -IR Verbs in the Present Tense ............................ 71 4.2 Some Irregular Verbs in the Present Tense. 76 4.3 Regular and Some Irregular Verbs in the Present Tense .......................79 4.4 Mixed -AR, -ER, -IR Reflexive Verbs in the Present Tense .....................84 4.5 Stem-changing -AR, -ER, 1-IR Verbs (o-ue) in the Present Tense .................89 4.6 Stem-changing -AR, -ER,AR -IR Verbs Present (e-ie) in the Present Tense Tense ..................94 Chapter 5 — Verbs Changing to J and Z in the Present Tense 5.1 Verbs Changing to J and Z in the Present Tense. 99 Table of Contents Chapter 6 — Irregular Verbs Changing to -GO in the Present Tense 6.1 Irregular Verbs Changing to -GO in the Present Tense ....................... 104 Chapter 7 — -CER, -CIR Verbs Changing to -ZCO in the Present Tense 7.1 -CER, -CIR Verbs Changing to -ZCO in the Present Tense .................... 108 Chapter 8 — Reflexive Verbs in the Present Tense 8.1 Reflexive Verbs Chapterin the Present Tense .................................... 112 Chapter 9 — Commands: tú, usted, ustedes 9.1 Command Rules: tú, usted, ustedes ..................................... 118 9.2 -AR, -ER, -IR Verbs with Regular Command Forms ......................... 121 9.3 Commands of Stem-changing -AR, -ER, -IR Verbs .......................... 127 9.4 Verbs with Irregular Command Forms ...................................131 9.5 Commands of Reflexive Verbs. 134 9.6 Commands of Verbs Ending in -CAR, -GAR, and -ZAR ...................... 140 9.7 Commands Changing to -ZCA, -GA, -JA, -YA, and -ZA ..................... 146 9.8 Commands of All Verbs ............................................. 152 Chapter 10 — Commands: nosotros(as) 10.1 Command Rules: nosotros(as) ........................................ 157 10.2 -AR, -ER, -IR Verbs with Regular Command Forms ........................ 160 10.3 Commands of Stem-changing -AR, -ER, -IR Verbs ......................... 163 10.4 Verbs with Irregular Command Forms .................................. 165 10.5 Commands of Verbs Ending in -CAR, -GAR, and -ZAR ..................... 166 10.6 Commands Changing to -ZCA, -GA, -JA, -YA, and -ZA .................... 168 10.7 Commands of All Verbs ............................................. 173 Chapter 11 — Preterite -AR Verbs 11.1 Rules and Irregular Verbs1 in the Preterite Tense ........................... 176 11.2 Regular -AR Verbs inAR the Preterite Present Tense ................................ Tense 178 11.3 Stem-changing -AR Verbs (e-ie) in the Preterite Tense ...................... 182 11.4 Stem-changing -AR Verbs (o-ue) in the Preterite Tense. 187 Table of Contents 11.5 REVIEW – Stem-changing -AR Verbs in the Preterite Tense ...................191 11.6 Verbs Ending in -CAR, -GAR, and -ZAR in the Preterite Tense ................ 197 11.7 -AR Reflexive Verbs in the Preterite Tense ...............................203 Chapter 12 — Preterite -ER Verbs 12.1 Regular -ER Verbs in the Preterite Tense ................................207 12.2 Stem-changingChapter -ER Verbs (e-ie) in the Preterite Tense ...................... 212 12.3 Stem-changing -ER Verbs (o-ue) in the Preterite Tense. 215 12.4 Stem-changing -ER Verbs in the Preterite Tense, Review .................... 218 12.5 Double Vowel Verbs in the Preterite Tense ...............................223 Chapter 13 — Preterite -IR Verbs 13.1 Regular -IR Verbs in the Preterite Tense. 226 13.2 Stem-changing -IR Verbs (e-i and o-u) in the Preterite Tense .................232 13.3 Stem-changing -IR Verbs (e-i) in the Preterite Tense .......................235 13.4 Stem-changing -EÍR Verbs in the Preterite Tense – Cont.. .238 13.5 -ÑIR Verbs in the Preterite Tense. 241 13.6 -LLIR Verbs in the Preterite Tense .....................................242 13.7 -UIR Verbs in the Preterite Tense. .243 Chapter 14 — Mixture of Preterite Tense -AR, -ER, -IR Verbs 14.1 Stem-changing -AR, -ER, -IR Verbs in the Preterite Tense ....................245 14.2 Regular -AR, -ER, -IR Verbs in the Preterite Tense .........................249 14.3 Irregular Verbs in the Preterite Tense. 254 14.4 Reflexive -AR, -ER, -IR Verbs in the Preterite Tense ........................259 14.5 -AR, -ER, -IR Verbs in the Preterite Tense – Mixture .......................264 Chapter 15 — Imperfect Tense 15.1 Imperfect Tense Rules 1..............................................269 15.2 -AR, -ER, -IR Verbs ARin the Imperfect Present Tense – Part Tense 1. 270 15.3 -AR, -ER, -IR Verbs in the Imperfect Tense – Part 2 ........................273 15.4 All Verbs in the Imperfect Tense ......................................275 Table of Contents Chapter 16 — Future Tense 16.1 Future Tense
Load more

Recommended publications
  • EL CARDENALITO Er Lengua Y Literatura 3GRADO COLECCIÓN BICENTENARIO
    EL CARDENALITO er Lengua y Literatura 3GRADO COLECCIÓN BICENTENARIO Hugo Chávez Frías Comandante Supremo de la Revolución Bolivariana Nicolás Maduro Moros Presidente de la República Bolivariana de Venezuela Corrección, Diseño y Diagramación EQUIPO EDITORIAL COLECCIÓN BICENTENARIO Coordinación de la Serie Lengua y Literatura Magaly Muñoz Pimentel República Bolivariana de Venezuela © Ministerio del Poder Popular para la Educación Autora Magaly Muñoz Pimentel Cuarta edición: Abril, 2014 Convenio y Coedición Interministerial Ilustración Ministerio del Poder Popular para la Cultura Rosanna Gallucci Fundación Editorial El perro y la rana / Editorial Escuela Sandel Revete Maikol Escorihuela ISBN: 978-980-218-292-3 Sebastián León Depósito Legal: If51620113722479 José Torrealba Tiraje: 562.500 ejemplares Arturo Mariño SOFÍA Y PABLO EN 3ER GRADO Sofía Margarita y Pablo Vicente son vecinos y tienen casi la misma edad; Sofía le lleva a Pablo exactamente tres meses, ni un día más, ni un día menos. Para más casualidad, estudian en el mismo salón y muchas veces hacen las tareas juntos. Este año empiezan el 3er grado y están más emocionados que otros años porque van a estrenar El CARDENALITO 3er grado, y eso les parece lo máximo; lo estuvieron hojeando y lo encontraron interesante y divertido. EL CARDENALITO les gusta mucho porque además de tener actividades para leer y escribir, tiene cuentos, poemas, adivinanzas, canciones; hasta tiene la historia de Palomo, el caballo de Simón Bolívar, y explica qué cosas jugaba el niño Simón cuando estaba pequeño como Sofía y Pablo. También les gusta que cada parte del libro tenga un color diferente: el amarillo para las actividades de lectura y escritura; el azul para los cuentos; el rojo para los poemas; el verde para los juegos de palabras; el anaranjado para las canciones; el morado para las lecturas interesantes y el fucsia para las biografías de los autores y las autoras.
    [Show full text]
  • It's Better to Know! Learn the Signs. Act Early. Photo Novella
    It’s Better to Know! Learn the Signs. Act Early. Learning About Developmental Milestones All of us want our children to be happy and healthy. We want what is best for them. This story is about my family as we learn that “It’s Better To Know” about developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, and act. Milestones offer important clues about a child’s development. The developmental milestones you will learn about in this fotonovela will give you a general idea of what to expect as your child grows. Not reaching these milestones, or reaching them much later than other children, could be a sign of a developmental delay. Trust your instincts. If you have concerns about your child’s development, the best thing to do is talk with your doctor. It’s Better To Know! was produced by the Organization for Autism Research with funding provided by the Department of Health and Human Services, Centers for Disease Control and Prevention. www.cdc.gov/actearly iii He’s fine. He’s more interested in Hi Carlitos! his cow! C-a-r-l-i-t-o-s. He doesn’t always look at us when we call his name. I wonder why. Have you talked to How’s my baby boy the doctor about doing? that? He’s okay, mom, but he doesn’t always look up when No, why, should I? we call him. Remember the last time we took him for a well- baby check-up and 9-month developmental screening? I picked up this pamphlet in the waiting room.
    [Show full text]
  • An Automatic Part-Of-Speech Tagger for Middle Low German
    An automatic part-of-speech tagger for Middle Low German Mariya Koleva, Melissa Farasyn, Bart Desmet, Anne Breitbarth and Véronique Hoste Ghent University Syntactically annotated corpora are highly important for enabling large-scale diachronic and diatopic language research. Such corpora have recently been developed for a variety of historical languages, or are still under development. One of those under development is the fully tagged and parsed Corpus of Historical Low German (CHLG), which is aimed at facilitating research into the highly under-researched diachronic syntax of Low German. The present paper reports on a crucial step in creating the corpus, viz. the creation of a part-of-speech tagger for Middle Low German (MLG). Having been transmitted in several non-standardised written varieties, MLG poses a challenge to standard POS taggers, which usually rely on normalized spelling. We outline the major issues faced in the creation of the tagger and present our solutions to them. Keywords: historical linguistics, part-of-speech tagging, conditional random fields, feature selection, normalization 1. Introduction Corpora of historical texts annotated with different levels of grammatical information, such as parts of speech, (inflectional) morphology, syntactic chunks, clausal syntax, provide an important resource for studies of diachronic syntactic variation and change (e.g. Kroch et al. 2000, Rögnvaldsson & Helgadóttir 2011). They enable the automatic extraction of syntactic information from historical texts (more than is manually possible), and allow making statistically valid observations. Apart from reducing the amount of time required for data retrieval, an important advantage is that they make research testable and replicable. The Corpus of Historical Low German (CHLG) (Breitbarth et al.
    [Show full text]
  • Pequeñeces Quá Mi Por Los Tu¬ Amigo El Britano, Lanzaba Una Buená Mejora Aquella Exclamación
    AftO XV. — ^UÜERO 4=743 Domingo, 5 de Abril de 1925 "r Domingo y 5. — EI día dura 13 horas 30 mi¬ En el nutos. conjunto de preocupaciones que for¬ Santoral — Ramos. — man el Santos Vicene y tejido de la vida diaria, al alcance de un Zenón. cerebro no perteneciente a la minoría selecta, están los problemas de actualidad.Romanones Oficinas y talleres: Valentín Sanz, IS Anuncios y reclamos, según tarifas Apartado de Correos, n.° S7 Suscripción: 2'00 pesetas TELEFONO NUMERO DIARIO DE LA 415 MAÑANA.—SANTA ORUZ DE TENERIFE.—ISLAS CANARIAS [(FRANQUEO CONCERTADO) DESDE MADRID "—This is the best thing in the museum! don Pedro Pacheco, a quién, lo mis¬ (¡Esto es io mejor del mu¬ ACTUALIDADES seo 1) mo que a los fiemás familiares del Propaganda para la vi¬ Y finado, enviamos nuestro pésame, ya sabe el señor Salaverría por sita del Teide Pequeñeces quá mi por los tu¬ amigo el britano, lanzaba Una buená mejora aquella exclamación. Y allí no tenía ristas científicos 1 Del .fárrago de novelas y novelu- que bajar ila vista y hozar; sino que concurso Según se nos informa, por el pre¬ íUhos que he leifi'o en mi vida lite- admiraba y contemplaba con los ojos sidente de la sociedad "Automóvil ' -raria. me acuerdo de sus pasajes .muy altos.,, Club de Tenerife", don Juan Rodrí¬ En la Guia del turista " científico, más interesantes o de' sus escenas JUAN FRANCHY guez López, cuya gestión al frente que con motivo, de la Asamblea ge¬ más sugestivas Pero hay una, so¬ Madrid. de dicha asociación, merece los ma¬ neral de la Unión Interncional de mbre todas, que podría recitar casi de yores plácemes, se ha ofrecido al¬ Geodesia y Geofísica, celebrada en memoria y cuyos episodios tengo quitranar en el verano del año ac¬ Madrid en Octubre último, acaba de presentes, aún en sus más mínimos De La tual, tíos kilómetros de la carretera publicar ol Comité español, se han Laguna de este detalles.
    [Show full text]
  • Narrative Genres Narrative Text 1
    Moorgate Primary School English: INTENT Grammar, Punctuation and Writing Genres Criteria for Fiction and Non-Fiction Genres This is a suggested overview for each genre, giving a list of grammar and punctuation. It is not a definitive list. It will depend on the age group as to what you will include or exclude. For each genre you will work on vocabulary such as prefixes, suffixes, antonyms, synonyms, homonyms, etc. Where possible, different sentence structures should be taught. This will be developed through the year and throughout the Key Stage. Narrative Genres Narrative text 1. Adventure and mystery stories – past tense First or third person 2. Myths and legends – past tense Inverted commas 3. Stories with historical settings – past tense Personification 4. Stories set in imaginary worlds – past or future tense Similes 5. Stories with issues and dilemmas – past tense Metaphors 6. Flashback – past and present tense Onomatopoeia 7. Traditional fairy story – past tense Noun phrases 8. Ghost story – past tense Different sentence openers (prepositions, adverbs, connectives, “- ing” words, adverbs, “-ed” words, similes) Synonyms Antonyms Specific nouns (proper) Semicolons to separate two sentences Colons to separate two sentences of equal weighting Informal and formal language Lists of three – adjectives and actions Indefinite pronouns Emotive language Non-Fiction Genres Explanation text Recount text Persuasive text Report text Play scripts Poetry text Discussion text Present tense (This includes genres Present tense Formal language Exclamation
    [Show full text]
  • The Shared Lexicon of Baltic, Slavic and Germanic
    THE SHARED LEXICON OF BALTIC, SLAVIC AND GERMANIC VINCENT F. VAN DER HEIJDEN ******** Thesis for the Master Comparative Indo-European Linguistics under supervision of prof.dr. A.M. Lubotsky Universiteit Leiden, 2018 Table of contents 1. Introduction 2 2. Background topics 3 2.1. Non-lexical similarities between Baltic, Slavic and Germanic 3 2.2. The Prehistory of Balto-Slavic and Germanic 3 2.2.1. Northwestern Indo-European 3 2.2.2. The Origins of Baltic, Slavic and Germanic 4 2.3. Possible substrates in Balto-Slavic and Germanic 6 2.3.1. Hunter-gatherer languages 6 2.3.2. Neolithic languages 7 2.3.3. The Corded Ware culture 7 2.3.4. Temematic 7 2.3.5. Uralic 9 2.4. Recapitulation 9 3. The shared lexicon of Baltic, Slavic and Germanic 11 3.1. Forms that belong to the shared lexicon 11 3.1.1. Baltic-Slavic-Germanic forms 11 3.1.2. Baltic-Germanic forms 19 3.1.3. Slavic-Germanic forms 24 3.2. Forms that do not belong to the shared lexicon 27 3.2.1. Indo-European forms 27 3.2.2. Forms restricted to Europe 32 3.2.3. Possible Germanic borrowings into Baltic and Slavic 40 3.2.4. Uncertain forms and invalid comparisons 42 4. Analysis 48 4.1. Morphology of the forms 49 4.2. Semantics of the forms 49 4.2.1. Natural terms 49 4.2.2. Cultural terms 50 4.3. Origin of the forms 52 5. Conclusion 54 Abbreviations 56 Bibliography 57 1 1.
    [Show full text]
  • Dissertations, Department of Linguistics
    UC Berkeley Dissertations, Department of Linguistics Title Reflexivization: A Study in Universal Syntax Permalink https://escholarship.org/uc/item/3sv079tk Author Faltz, Leonard M Publication Date 1977 eScholarship.org Powered by the California Digital Library University of California INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph end reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will finda good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap.
    [Show full text]
  • NOTA: Las Canciones Que Dicen (Pista) Es Porque Solo Esta El
    NOTA: Las Canciones Que Dicen (Pista) Es Porque Solo Esta El Audio, Si Queres Una De Estas Canciones Asegurate De Saber La Letra Ya Que No Va A Aparecer En La Pantalla... A.Q.M Resistire ABEL PINTOS Aventura Cactus La Llave Por Una Gota De Tu Voz Todo Esta En Vos ABUELOS DE LA NADA Costumbres Argentinas Lunes Por La Madrugada Mil Horas Sin Gamulan ADELE Make You Feel My Love Set Fire To The Rain Someone Like You Turning Tables AGAPORNIS Donde Están Corazon Por Amarte Asi Si Te Vas Tan Solo Tu Todo Esta En Vos AGUSTIN ALMEYDA En Tí Nunca Mas ALCIDES Violeta ALEJANDRO FERNANDEZ Amor Gitano - Beyonce - Alejandro Fernandez - Canta Corazon Me Dedique A Perderte (Salsa) Me Dedique A Perderte Que Lastima Si Tu Supieras Te Voy A Perder ALEJANDRO FILIO Vienes Con El Sol ALEJANDRO LERNER Amarte Asi Despues De Ti Mil Veces Lloro Todo A Pulmon Volver A Empezar ALEJANDRO SANZ Amiga Mia Aprendiz Corazon Partido Cuando Nadie Me Ve El Alma Al Aire Pisando Fuerte Quiero Morir En Tu Veneno SI TU ME MIRAS Una Noche - Corrs Y Alejandro Sanz Viviendo De Prisa Y Si Fuera Ella Y Solo Se Me Ocurre Amarte ALEKS SINTEK Duele El Amor Te Soñe ALEX UBAGO A Gritos De Esperanza Aunque No Te Pueda Ver Dame Tu Aire Me Arrepiento Por Esta Ciudad Que Pides Tu Sabes Siempre En Mi Mente Sin Miedo A Nada - Alex Ubago Y Natali ALEXANDER ACHA Te Amo ALEXANDRE PIRES Amame Usted Se Me Llevo La Vida AMAR AZUL El Polvito Yo Me Enamore AMARAL Como Hablar Dias De Verano El Universo Sobre Mí Si Tu No Vuelves - Amaral Y Chetes (Miguel Bose) Sin Ti No Soy Nada Te Necesito ANDREA BOCELLI
    [Show full text]
  • Greek Grammar Review
    Greek Study Guide Some Step-by-Step Translation Issues I. Part of Speech: Identify a word’s part of speech (noun, pronoun, adjective, verb, adverb, preposition, conjunction, particle, other) and basic dictionary form. II. Dealing with Nouns and Related Forms (Pronouns, Adjectives, Definite Article, Participles1) A. Decline the Noun or Related Form 1. Gender: Masculine, Feminine, or Neuter 2. Number: Singular or Plural 3. Case: Nominative, Genitive, Dative, Accusative, or Vocative B. Determine the Use of the Case for Nouns, Pronouns, or Substantives. (Part of examining larger syntactical unit of sentence or clause) C. Identify the antecedent of Pronouns and the referent of Adjectives and Participles. 1. Pronouns will agree with their antecedent in gender and number, but not necessarily case. 2. Adjectives/participles will agree with their referent in gender, number, and case (but will not necessary have the same endings). III. Dealing with Verbs (to include Infinitives and Participles) A. Parse the Verb 1. Tense/Aspect: Primary tenses: Present, Future, Perfect Secondary (past time) tenses: Imperfect, Aorist, Pluperfect 2. Mood: Moods: Indicative, Subjunctive, Imperative, or Optative Verbals: Infinitive or Participle [not technically moods] 3. Voice: Active, Middle, or Passive 4. Person: 1, 2, or 3. 5. Number: Singular or Plural Note: Infinitives do not have Person or Number; Participles do not have Person, but instead have Gender and Case (as do nouns and adjectives). B. Review uses of Infinitives, Participles, Subjunctives, Imperatives, and Optatives before translating these. C. Review aspect before translating any verb form. · See p. 60 in FGG (3rd and 4th editions) to translate imperfects and all present forms.
    [Show full text]
  • CHAPTER SEVENTEEN History of the German Language 1 Indo
    CHAPTER SEVENTEEN History of the German Language 1 Indo-European and Germanic Background Indo-European Background It has already been mentioned in this course that German and English are related languages. Two languages can be related to each other in much the same way that two people can be related to each other. If two people share a common ancestor, say their mother or their great-grandfather, then they are genetically related. Similarly, German and English are genetically related because they share a common ancestor, a language which was spoken in what is now northern Germany sometime before the Angles and the Saxons migrated to England. We do not have written records of this language, unfortunately, but we have a good idea of what it must have looked and sounded like. We have arrived at our conclusions as to what it looked and sounded like by comparing the sounds of words and morphemes in earlier written stages of English and German (and Dutch) and in modern-day English and German dialects. As a result of the comparisons we are able to reconstruct what the original language, called a proto-language, must have been like. This particular proto-language is usually referred to as Proto-West Germanic. The method of reconstruction based on comparison is called the comparative method. If faced with two languages the comparative method can tell us one of three things: 1) the two languages are related in that both are descended from a common ancestor, e.g. German and English, 2) the two are related in that one is the ancestor of the other, e.g.
    [Show full text]
  • Academic Plan - Flamingo Spanish School 4 Weeks Program A1 to B2
    Academic Plan - Flamingo Spanish School 4 weeks program A1 to B2 Basic Spanish Level A1: Week 1 Objective Grammar Vocabulary Orthography Culture Introduce yourself ● ● Greetings Greetings ● ● Subjects Pronouns ● Farewells ● The alphabet Unit 1 Spelling names ● Countries in South America ● ● Verb “llamarse” ● Useful expressions ● The vowels The Class Ask and give personal ● Numbers information ● ● Subject Pronouns ● Introduce someone ● Verb “ser” simple present Unit 2 (identification, origen and ● Countries ● Ask and say the nationality nationality) Identify people Demonyms The accent Cognates ● Decir que idioma(s) habla ● Demonyms ● ● ● Languages ● Say what language you ● Verb “estar” (Place) ● speak ● Verb “hablar” ● Verb “ser” (occupation or profession) ● Ask and say the occupation or profession ● The questions ● Places where people work ● Ask and answer where a ● Indefinite article Unit 3 Parts of the day Intonation in questions The occupations better person work Number and gender of the ● ● ● ● paid in Latinoamerica Occupations ● Ask and answer where a noun ● Numbers person lives ● Regular verbs * occupation or profession ● Ask and answer the time ● Present of indicative ● Interrogative pronouns ● Identify kinship ● Article determined: gender Unit 4 relationships and number Identify the gender of Verb ser. Present of ● ● Relationships Sound /r/ Do not be confused The family objects indicative (possession, ● ● ● destination, purpose) ● Express destiny, purpose and possession ● Prepositions (de, para) Week 1 Objective Grammar Vocabulary Orthography Culture ● Adjectives: gender and number Unit 5 ● Make physical and ● Adverbs of quantity (muy, personality descriptions bastante, un poco, nothing) Description of ● Adjectives ● The letter “hache” ● The Latin American family ● Express possession ● Verb “tener”. Present of people indicative ● Possessive adjectives ● Determined article ● The impersonal form “hay” ● Hay / está ● Express existence ● Interrogative pronouns (cuánto / s, cuánta / s) ● Foods Unit 6 Interact in a restaurant ● Intonation ● ● Verb “estar”.
    [Show full text]
  • ¿Qué Sucede En La Corte?
    U N C O C I L L A • I C I A D I U N J R • O F O I F C A L La presidente de las cortes de California les da la bienvenida Bienvenido a las cortes de California. Todos los días, personas de todas las edades vienen a la corte por razones diferentes. Puede que la corte esté ayudando a una familia a resolver un problema. A veces la corte necesita saber lo que vio o experimentó una persona y así tener la información que necesita para ayudar a la familia a resolver el problema. Las escuelas también visitan las cortes para aprender cómo funcionan. Uno de mis trabajos como Presidente de las Cortes Presidente de las Cortes de California es asegurar que todas las personas que de California vengan a la corte, sin importar quiénes sean, reciban la Tani G. Cantil-Sakauye ayuda e información que necesiten. Escribimos este libro especialmente para los jóvenes, para que cada uno de ustedes pueda aprender más sobre las cortes y cómo funcionan. Este libro está lleno de información. Esperamos que también sea muy divertido. Está lleno de actividades que ayudan a explicar diferentes tipos de casos de la corte y palabras nuevas que se usan en la corte. Puedes trabajar en el libro mientras estés en la corte y también te lo puedes llevar a tu casa. Recuerda que tú eres importante para mí y para las personas que trabajan en la corte. Si estás confundido o quieres saber más sobre cualquier cosa que pasa cuando estás en la corte, no dudes en hacer preguntas.
    [Show full text]