Lowerintermediate#1 Useyourmanners:I

LESSON NOTES Lower Intermediate #1 Use your Manners: I

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 1

1. GREGORIO: ¿Quién tomaría un vino conmigo?

2. MARIA: ¡Yo! Un buen vino tinto suena provocativo.

3. ANTONIO: Yo preferiría tomar un pisco.

4. ROSANA: Yo también. Gregorio y María ¿no toman pisco?

5. GREGORIO: Bueno... el pisco puede ser bien rico, mientras es pisco puro.

6. MARIA: Es verdad. No tomaría pisco acholado.

7. ANTONIO: Voy a pedir un pisco puro pues, para los verdaderos conocedores.

8. ROSANA: ¿Sirven comida en esta bodega?

9. GREGORIO: Creo que sí.

10. MARIA: ¿Qué comerían ustedes?

11. ANTONIO: Me gustaría comer unos panes con queso.

12. ROSANA: Comería algo así también, quizás con aceitunas.

ENGLISH

1. GREGORIO: Who would drink wine with me?

2. MARIA: I would! A good red wine sounds provocative.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 2 3. ANTONIO: I would prefer to drink pisco.

4. ROSANA: Me too. Gregory and María, don't you all drink pisco?

5. GREGORIO: Well... pisco can be really delicious, as long as it is pure pisco.

6. MARIA: It is true. I would not drink blended pisco.

7. ANTONIO: I am going to order pure pisco then, for the real connoisseurs.

8. ROSANA: Do they serve food in this wine bar?

9. GREGORIO: I think they do.

10. MARIA: What would you all eat?

11. ANTONIO: I would like to eat some bread and cheese.

12. ROSANA: I would eat something like that too, maybe with olives.

INFORMAL SPANISH

1. GREGORIO: ¿Quién tomaría un vino conmigo?

2. MARIA: ¡Yo! Un buen vino tinto suena provocativo.

3. ANTONIO: Yo preferiría tomar un pisco.

4. ROSANA: Yo también. Gregorio y María ¿no toman pisco?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 3 5. GREGORIO: Bueno... el pisco puede ser bien rico, mientras es pisco puro.

6. MARIA: Es verdad. No tomaría pisco acholado.

7. ANTONIO: Voy a pedir un pisco puro pues, para los verdaderos conocedores.

8. ROSANA: ¿Sirven comida en esta bodega?

9. GREGORIO: Creo que sí.

10. MARIA: ¿Qué comerían ustedes?

11. ANTONIO: Me gustaría comer unos panes con queso.

12. ROSANA: Comería algo así también, quizás con aceitunas.

ENGLISH

1. GREGORIO: Who would drink wine with me?

2. MARIA: I would! A good red wine sounds provocative.

3. ANTONIO: I would prefer to drink pisco.

4. ROSANA: Me too. Gregory and María, don't you all drink pisco?

5. GREGORIO: Well... pisco can be really delicious, as long as it is pure pisco.

6. MARIA: It is true. I would not drink blended pisco.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 4 7. ANTONIO: I am going to order pure pisco then, for the real connoisseurs.

8. ROSANA: Do they serve food in this wine bar?

9. GREGORIO: I think they do.

10. MARIA: What would you all eat?

11. ANTONIO: I would like to eat some bread and cheese.

12. ROSANA: I would eat something like that too, maybe with olives.

VOCABULARY

Spanish English Class Gender

conmigo with me pronoun

sonar to sound, to ring verb

provocativo, -a provocative adjective feminine

preferir to prefer, to rather verb

pisco, Peruvian pisco brandy noun masculine

conocedor, -a expert, connoisseur adjective, noun

adverb, conjunction, mientras as long as, while preposition

aceituna olive noun feminine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 5 ¿Quién quiere ir conmigo? Sonaría raro hablar el español sin

aprender la fonética. "Who wants to go with me?" "It would sound strange to speak Spanish without learning the phonetics."

Las manzanas se ven muy Yo preferiría ver solo una provocativas. exhibición.

"The apples look really provocative." "I would rather see just one exhibition."

Ellos prefieren viajar en avión. A mí me gusta tomar un poco de

pisco cuando hace frío. "They prefer to travel by plane." "I like to drink a bit of pisco when it's cold out."

Él es conocedor del vino. Compré mi comida para toda la

semana en el supermercado. "He's a wine connoisseur." "I bought my food for the whole week at the supermarket."

A ella le gusta comer las aceitunas con queso.

"She likes to eat olives with cheese."

GRAMMAR

The Conditional Tense is formed with the endings '-ía, -ías and -ía' in the singular and with '- íamos, -íais and -ían' in the plural for all regular -AR, -ER and -IR verbs. The Conditional is used to 1) express a future time in the past; 2)to indicate a conjecture or possibility; 3) to show the softening of a statement; and 4) to show something hypothetical.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 6 See the following table for the complete conjugation of the verbs "tomar" (to drink, to take), "ver" (to see, to watch), and "vivir" (to live) in the Conditional Tense:

Persona Tomar, -AR Ver, -ER Vivir, -IR

Primera Sing.: yo tomaría vería viviría

Segunda Sing.: tú tomarías verías vivirías

Tercera Sing.: él tomaría vería viviría

Tercera Sing.: ella tomaría vería viviría

Tercera Sing.: usted tomaría vería viviría

Primera Pl.: nosotros tomaríamos veríamos viviríamos

Segunda Pl.: vosotros tomaríais veríais viviríais

Tercera Pl.: ellos/ ellas tomarían verían vivirían

Tercera Pl.: ustedes tomarían verían vivirían

CULTURAL INSIGHT

The liqueur "Pisco" is in the Brandy family and is roughly the South American answer to Italian "Grappa". Pisco is distilled from grapes. The Italian Grappa tradition uses the leftovers from their wine production, as does the harsh Chilean version. But in Peru, where any Peruvian will tell you that this liqueur originated, producers in the central valleys, such as Ica, produce Pisco before wine. This makes a gigantic difference in the quality of the liqueur. Peruvian Pisco has an extremely floral nose to it, which isn't washed away by the burning in the back of the palate, as seems to come with Chilean Pisco and some Italian Grappas. If you are looking for the best Pisco in the world, Peru has got it. Traditionally, it is enjoyed out of a cordial glass, or, for those who like cocktails, it can be made into a delicious Pisco Sour. This mixed-drink is a combination of Pisco with crushed ice, lemon-rind, and egg-whites. It is a

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 7 delicious and unique cocktail that is perfect for a warm day.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #1 - USE YOUR MANNERS : I 8 LESSON NOTES Lower Intermediate #2 Use your Manners: II

CONTENTS

2 Informal Spanish 2 English 3 Formal Spanish 4 English 4 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 2

1. JORGE: Tenemos que distribuir algunos quehaceres.

2. HELENA: Tú tienes razón. ¿Quién quiere escribir las cartas?

3. JOSE: Yo escribiría las cartas. ¿Quién llamará a la oficina en londres?

4. MARIANA: Yo llamaría la oficina en londres. Helena, ¿revisaría la página web?

5. HELENA: Preferiría llevar a cabo la publicidad.

6. MARIANA: Está bien. Jorge, ¿Tú revisarías la página web?

7. JORGE: Sí. La revisaré mañana.

8. HELENA: Bueno. Parece que todo está en orden.

9. JOSE: Estoy de acuerdo. Creo que estamos listos.

10. MARIANA: Estamos en contacto. ¡Hasta la próxima reunión!

ENGLISH

1. JORGE: We have to distribute some tasks.

2. HELENA: You are right, sir. Who wants to write the letters?

3. JOSE: I would write the letters. Who will call the London office?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #2 - USE YOUR MANNERS : I I 2 4. MARIANA: I could call the London office. Helena, would you review the web- page, ma'am.

5. HELENA: I would prefer to carry out the advertisement.

6. MARIANA: That is fine. Jorge, would you review the web-page, sir?

7. JORGE: Yes. I will revise it tomorrow.

8. HELENA: Good. It seems like everything is in order.

9. JOSE: I agree. I think that we are ready.

10. MARIANA: We'll be in touch. See you at the next meeting!

FORMAL SPANISH

1. JORGE: Tenemos que distribuir algunos quehaceres.

2. HELENA: Usted tiene razón. ¿Quién quiere escribir las cartas?

3. JOSE: Yo escribiría las cartas. ¿Quién llamará a la oficina en londres?

4. MARIANA: Yo llamaría la oficina en londres. Helena, ¿revisaría la página web?

5. HELENA: Preferiría llevar a cabo la publicidad.

6. MARIANA: Está bien. Jorge, ¿Usted revisaría la página web?

7. JORGE: Sí. La revisaré mañana.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #2 - USE YOUR MANNERS : I I 3 8. HELENA: Bueno. Parece que todo está en orden.

9. JOSE: Estoy de acuerdo. Creo que estamos listos.

10. MARIANA: Estamos en contacto. ¡Hasta la próxima reunión!

ENGLISH

1. JORGE: We have to distribute some tasks.

2. HELENA: You are right, sir. Who wants to write the letters?

3. JOSE: I would write the letters. Who will call the London office?

4. MARIANA: I could call the London office. Helena, would you review the web- page, ma'am.

5. HELENA: I would prefer to carry out the advertisement.

6. MARIANA: That is fine. Jorge, would you review the web-page, sir?

7. JORGE: Yes. I will revise it tomorrow.

8. HELENA: Good. It seems like everything is in order.

9. JOSE: I agree. I think that we are ready.

10. MARIANA: We'll be in touch. See you at the next meeting!

VOCABULARY

S PANIS HPOD101.COM LOWER I NTERMEDIATE #2 - USE YOUR MANNERS : I I 4 Spanish English Class Gender

distribuir to distribute verb

alguno, -a some, a few indefinite adjective feminine

quehacer task, chore, job noun masculine

escribir to write verb

to review, to go over, revisar to check verb

llevar a cabo to carry out verbal phrase

página web web page compound noun feminine

estar de acuerdo to agree verbal phrase

SAMPLE SENTENCES

El jefe va a distribuir algunos Algunos dicen que el español no es trabajos entre sus empleados. difícil para nada.

"The boss is going to distribute "Some say that Spanish isn't hard at some jobs among his employees." all."

No puedo salir ahora. Tengo unos Si tengo tiempo, escribiría la quehaceres. presentación.

"I can't go out right now. I have a "If I have time, I'd write the few chores." presentation."

¿Puedes revisar el documento para Llevamos a cabo la distribución de ver si hay errores? revistas.

"Can you check to document to see "We carry out the distribution of if there are errors?" magazines."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #2 - USE YOUR MANNERS : I I 5 Tienes que ver esta página web Estoy de acuerdo contigo. que acabo de encontrar. "I agree with you." "You have to see this web page that I just found."

GRAMMAR

In Lower Intermediate Lesson 1, we saw that the Conditional Tense is formed with the endings '-ía, -ías and -ía' in the singular and with '-íamos, -íais and -ían' in the plural for all regular -AR, -ER and -IR verbs. We also noted that it's used to 1) express a future time in the past; 2) to indicate a conjecture or possibility in the past; 3) to show the softening of a statement; and 4) to show something hypothetical. Let's add to this that the conditional is often used with other verbs to form multiple clause sentences. We'll look at those in future lessons. For now, let's make sure that we have the conditional conjugation down pat.

See the following table for the complete conjugation of the verbs "mirar" (to look), "creer" (to believe), and "invertir" (to invest, to invert) in the Conditional:

Persona Mirar, -AR Creer, -ER Invertir, -IR

Primera Sing.: yo miraría creería invertiría

Segunda Sing.: tú mirarías creerías invertirías

Tercera Sing.: él miraría creería invertiría

Tercera Sing.: ella miraría creería invertiría

Tercera Sing.: Usted miraría creería invertiría

Primera Pl.: nosotros miraríamos creeríamos invertiríamos

S PANIS HPOD101.COM LOWER I NTERMEDIATE #2 - USE YOUR MANNERS : I I 6 Segunda Pl.: vosotros miraríais creeríais invertiríais

Tercera Pl.: ellos mirarían creerían invertirían

Tercera Pl.: ellas mirarían creerían invertirían

Tercera Pl.: Ustedes mirarían creerían invertirían

CULTURAL INSIGHT

Many Latin America institutions have acquired the "mala fama" of being bureaucratic. Take banks for example, clients often wait an hour to be attended. But don't think that the banks are unconscious of this inconvenience; in many, televisions have been installed so that clients can watch while they wait. In the more sophisticated banks, of capital cities for example, clients must take a number and are then obligated to watch the television screen until their number appears, while a tele-novella plays in the background. An easy way to avoid the long wait at banks or any official institutions is to go early. The earlier, the better. And in many areas, this bureaucracy and officialism that has stunted the effectiveness of many institutions is being replaced by a more efficient sense of business.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #2 - USE YOUR MANNERS : I I 7 LESSON NOTES Lower Intermediate #3 Use your Manners: III

CONTENTS

2 Spanish 2 English 3 Vocabulary 4 Sample Sentences 5 Grammar 6 Cultural Insight

# 3

1. JULIO: ¿Qué vas a hacer este fin de semana?

2. ALEJANDRA: Estoy pensando en descansar.

3. JULIO: Te podría pedir un favor?

4. ALEJANDRA: ¡Claro! ¿Qué podría hacer por tí?

5. JULIO: Tengo que escribir sobre el autor Esteban Echeverría y necesito tu ayuda.

6. ALEJANDRA: Yo diría que sí, pero no sé como podría ayudarte.

7. JULIO: Para mí sería excelente si podrías revisar los párrafos que ya tengo.

8. ALEJANDRA: Ya entiendo. Necesitas ayuda con la redacción.

9. JULIO: Así es.

10. ALEJANDRA: ¡No te preocupes! Para mí, sería un placer ayudarte.

11. JUILIO: Mil gracias Alejandra.

12. ALEJANDRA: No, por favor.

ENGLISH

1. JULIO: What are you doing this weekend?

2. ALEJANDRA: I am thinking about resting.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #3 - USE YOUR MANNERS : I I I 2 3. JULIO: Could I ask you a favor?

4. ALEJANDRA: Of course! What could I do for you?

5. JULIO: I have to write about Esteban Echeverría and I need your help.

6. ALEJANDRA: I would say yes, but I do not know how I could help you.

7. JULIO: For me, it would be excellent if you could review the paragraphs that I already have.

8. ALEJANDRA: Now I understand. You need help with editing.

9. JULIO: That is right.

10. ALEJANDRA: Don't worry. For me, it would be a pleasure to help you.

11. JUILIO: Thank you so much Alejandra.

12. ALEJANDRA: Please, it's nothing.

VOCABULARY

Spanish English Class Gender

fin de semana weekend noun phrase masculine

to rest, to take a descansar break verb

about, upon, on top preposition, sobre of, over, above, envelope masculine noun

indirect object mí me pronoun

S PANIS HPOD101.COM LOWER I NTERMEDIATE #3 - USE YOUR MANNERS : I I I 3 indirect object ti you pronoun

to revise, to go over, revisar to check verb -

párrafo paragraph noun masculine

negative ¡No te preocupes! Don't worry! exclamation, (Peruvian) expression

SAMPLE SENTENCES

¿Te gustaría ir a la playa conmigo Siempre descanso por un rato este fin de semana? después del almuerzo.

"Would you like to go to the beach "I always rest for a bit after lunch." with me this weekend?"

La plata está sobre la mesa. A mí me gusta caminar en la tarde.

"The money is on the table." "I like to walk in the evening."

Para ti, el español no es muy difícil. Antes de publicar la Constitución

tuvieron que revisarla durante "Spanish is not very difficult for you." mucho tiempo

"Before publishing the new Constitution, they had to revise it for a very long time"

Revisaría los documentos si me los Tengo que leer el segundo párrafo mandas. de nuevo.

"I would go over the documents, if "I have to read the second you send them to me." paragraph again."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #3 - USE YOUR MANNERS : I I I 4 ¡No te preocupes, no puedes ganar ¡No te preocupes por la revisión. Yo todo el tiempo! la haré.

"Don't worry, you can't win every "Don't worry about the revision. I'll time!" do it."

GRAMMAR

In the conditional, the following three groups of verbs are irregular:

1) "poder" (to be able), "caber" (to fit), "haber" (to have), "querer" (to want) and "saber" (to know), "poner" (to put) 2) "salir" (to leave), "tener" (to have), "valer" (to be worth), "venir" (to come) 3) "hacer" (to do/make) and "decir" (to say/tell)

Look at the following table to learn how to conjugate each type of verb. There is one example from each group, "poder" (to be able), "salir" (to leave), "decir" (to say), and "hacer" (to do/ make):

Persona poder salir decir / hacer

Primera Sing. yo podría saldría diría / haría

Segunda Sing. tú podrías saldrías dirías / harías

Tercera Sing. él podría saldría diría / haría

Tercera Sing. ella podría saldría diría / haría

Tercera Sing. usted podría saldría diría / haría

Primera Pl. nosotros podríamos saldríamos diríamos / haríamos

Segunda Pl. vosotros podríais saldríais diríais / haríais

S PANIS HPOD101.COM LOWER I NTERMEDIATE #3 - USE YOUR MANNERS : I I I 5 Tercera Pl. ellos podrían saldrían dirían / harían

Tercera Pl. ellas podrían saldrían dirían / harían

Tercera Pl. ustedes podrían saldrían dirían / harían

CULTURAL INSIGHT

Esteban Echeverría (1805-1851) was the forerunner of the first Romantic period of literature in Argentina. He is renown for his treatment of the indigenous in his work as well as for his short story "El matadero" (The Slaughterhouse), acclaimed by many as the first short story in Argentina. The story incarnates the political tension that arose during the dictatorship of Juan Manuel de Rosas and bi-polarization of the country. The political frenzy, fueled by propaganda and fear, leads to soldiers confusing an innocent man for a cow in a nationalized slaughterhouse. Echeverría's poetry is no less brilliant than his prose. The poem "La cautiva" (The Captive) narrates the story of a white woman abducted by Mapuche Indians and is part of the Latin American cannon.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #3 - USE YOUR MANNERS : I I I 6 LESSON NOTES Lower Intermediate #4 What Happened? I

CONTENTS

2 Informal Spanish 2 English 3 Formal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 4

1. JULIO: Hola Alejandra.

2. ALEJANDRA: Hola Julio. ¿Terminaste la composición sobre Echevarría?

3. JULIO: De hecho no la terminé.

4. ALEJANDRA: ¿No? ¿Y por qué?

5. JULIO: Porque decidí escribir sobre otro autor.

6. ALEJANDRA: ¿Sobre qué autor escribiste?

7. JULIO: Escribí sobre Ernesto Sábato.

8. ALEJANDRA: Ernesto Sábato... ¡qué bravo eres!

9. JULIO: No fue muy difícil. Encontré un libro que me ayudó mucho.

10. ALEJANDRA: ¡Qué bien! ¿Cómo salió?

11. JULIO: Salió bien, creo.

12. ALEJANDRA: Sin duda.

ENGLISH

1. JULIO: Hello, Alejandra.

2. ALEJANDRA: Hello Julio. Did you finish the paper about Echeverría?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #4 - WHAT HAPPENED? I 2 3. JULIO: In fact, I did not finish it.

4. ALEJANDRA: No? And why not?

5. JULIO: Because I decided to write about another author.

6. ALEJANDRA: What author did you write about?

7. JULIO: I wrote about Ernesto Sábato.

8. ALEJANDRA: Ernesto Sábato... how courageous you are!

9. JULIO: It was not very difficult. I found a book that helped me very much.

10. ALEJANDRA: That is great! How did it come out?

11. JULIO: It came out well, I think.

12. ALEJANDRA: Without a doubt.

FORMAL SPANISH

1. JULIO: Hola Alejandra.

2. ALEJANDRA: Hola Julio. ¿Terminó la composición sobre Echevarría?

3. JULIO: De hecho no la terminé.

4. ALEJANDRA: ¿No? ¿Y por qué?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #4 - WHAT HAPPENED? I 3 5. JULIO: Porque decidí escribir sobre otro autor.

6. ALEJANDRA: ¿Sobre qué autor escribió?

7. JULIO: Escribí sobre Ernesto Sábato.

8. ALEJANDRA: Ernesto Sábato... ¡qué bravo es usted!

9. JULIO: No fue muy difícil. Encontré un libro que me ayudó mucho.

10. ALEJANDRA: ¡Qué bien! ¿Cómo salió?

11. JULIO: Salió bien, creo.

12. ALEJANDRA: Sin duda.

ENGLISH

1. JULIO: Hello, Alejandra.

2. ALEJANDRA: Hello Julio. Did you finish the paper about Echeverría, sir?

3. JULIO: In fact, I did not finish it.

4. ALEJANDRA: No? And why not?

5. JULIO: Because I decided to write about another author.

6. ALEJANDRA: What author did you write about, sir?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #4 - WHAT HAPPENED? I 4 7. JULIO: I wrote about Ernesto Sábato.

8. ALEJANDRA: Ernesto Sábato... how courageous you are!

9. JULIO: It was not very difficult. I found a book that helped me very much.

10. ALEJANDRA: That is great! How did it come out?

11. JULIO: It came out well, I think.

12. ALEJANDRA: Without a doubt.

VOCABULARY

Spanish English Class Gender

to end, to finish, to terminar terminate verb

de hecho in fact, actually phrase

composition, paper, composición essay noun feminine

to decide, to make decidir up one's mind verb

courageous, brave, masc. noun, bravo, -a rough adjective masculine

to go out, to come salir out, to leave verb

sin without, no preposition

duda doubt, concern fem. noun feminine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE #4 - WHAT HAPPENED? I 5 Ya terminé. No fue tan difícil. Ya terminé la tarea.

"I already finished. It wasn't so hard." "I already finished the homework."

De hecho, no sé quién llamó. Esa composición musical es

hermosa. "Actually, I'm not sure who called." "That musical composition is beautiful."

Mi hermano decidió no salir con Es mejor no pasar por los barrios nosotros. bravos.

"My brother decided not to go out "It's better not to go through the with us." rough neighborhoods."

Salí a las ocho de la noche. Sin decir nada, salí del banco.

"I went out at eight o'clock at night." "Without saying anything, I left the bank."

Tengo algunas dudas sobre el tema de mi composición.

"I have some doubts about the topic of my composition."

GRAMMAR

The Preterit Tense expresses an action prior to the Present or to another action. For example: "yo te llamé ayer" (I called you yesterday), "yo fui a la tienda" (I went to the store). To form the Preterit Tense for regular verbs, we first must remove the -AR, -ER or -IR ending to get the root of the verb, and then we add one of the correct Preterit Tense endings, which are listed below. Notice that all the endings for -ER and -IR verbs are the same in the Preterit Tense:

Persona -AR -ER -IR

yo -é -í -í

S PANIS HPOD101.COM LOWER I NTERMEDIATE #4 - WHAT HAPPENED? I 6 tú -aste -iste -iste

él, ella Usted -ó -ió -ió nosotros -amos* -imos -imos* vosotros -asteis -isteis -isteis ellos, ellas, Ustedes -aron -ieron -ieron

To put this grammar information into context, we can say "hablé con él" (I spoke with him); "comiste muy rápido" (you ate very fast); "escribieron composiciones muy largas" (they wrote very long compositions).

*Note that the third person plural (i.e. 'nosotros') has the same formation in the Present Indicative and Preterit Indicative for all regular -AR and -IR verbs. However, regular -ER verbs change from 'e' to 'i' in the preterit. To determine the tense of -Ar and -IR verbs in the "nosotros" form, we must examine the context in which it's used. For instance: "Hablamos cada día" (we speak every day), vs. "hablamos ayer" (we spoke yesterday).

CULTURAL INSIGHT

Ernesto Sábato (b. 1911) is an Argentine writer renown for his study of the human condition. His trilogy of "El túnel" (The Tunnel), "Sobre héroes y tumbas" (About Heros and Graves) and "Abbadón el exterminador" (Abaddon the Exterminator) was a huge success in Latin America and Europe. Sábato's work is characterized by its psychological study of man in distress, in doubt, and in a continual search for answers; a search which puts life in motion. His works, especially "El túnel" are often used for intermediate students of the Spanish language, due to the simplicity of their language and to the facility with which students can follow the story without having to spend too much time in the dictionary. There are also annotated editions of "El túnel", designed for just this purpose.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #4 - WHAT HAPPENED? I 7 LESSON NOTES Lower Intermediate #5 What happened? II

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 6 Grammar 7 Cultural Insight

# 5

1. GUSTAVO: ¿Qué hizo anoche?

2. RODRIGO: Fui a una reunión en la casa de Mariela.

3. CLAUDIA: ¿Quién estuvo ahí?

4. RODRIGO: Estuvieron muchas personas. Ya no me acuerdo.

5. PAOLA: Parece que fue una buena reunión...

6. RODRIGO: Sí, lo fue, pero no pude quedarme por mucho tiempo. Tuve que regresar temprano.

7. CLAUDIA: ¡Qué pena! Las reuniones de Mariela siempre son muy agradables.

8. GUSTAVO: ¿Por qué tuvo usted que regresar temprano?

9. RODRIGO: Porque mis padres vinieron hoy en la mañana.

10. GUSTAVO: ¿Y cómo están ellos?

11. RODRIGO: Están bien. Hicieron un rico desayuno.

12. PAOLA: ¡Qué bueno! Sabía que vendrían?

13. RODRIGO: ¡Claro! Por eso vine a la casa temprano anoche.

ENGLISH

1. GUSTAVO: What did you do last night, sir?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #5 - WHAT HAPPENED? I I 2 2. RODRIGO: I went to a get-together at Mariela's house.

3. CLAUDIA: Who was there?

4. RODRIGO: A lot of people were there. I do not remember anymore.

5. PAOLA: It seems like it was a good get-together...

6. RODRIGO: Yes, it was, but I could not stay for very long. I had to come back early.

7. CLAUDIA: What a shame! Get-togethers at Mariela's are always very nice.

8. GUSTAVO: Why did you have to go home early, sir?

9. RODRIGO: Because my parents came this morning.

10. GUSTAVO: And how are they?

11. RODRIGO: They are well. They made a delicious breakfast.

12. PAOLA: That is great. Did you know that they were coming?

13. RODRIGO: Of course! That is why I came home early last night.

INFORMAL SPANISH

1. GUSTAVO: ¿Qué hiciste anoche?

2. RODRIGO: Fui a una reunión en la casa de Mariela.

3. CLAUDIA: ¿Quién estuvo ahí?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #5 - WHAT HAPPENED? I I 3 4. RODRIGO: Estuvieron muchas personas. Ya no me acuerdo.

5. PAOLA: Parece que fue una buena reunión...

6. RODRIGO: Sí, lo fue, pero no pude quedarme por mucho tiempo. Tuve que regresar temprano.

7. CLAUDIA: ¡Qué pena! Las reuniones de Mariela siempre son muy agradables.

8. GUSTAVO: ¿Por qué tuviste que regresar temprano?

9. RODRIGO: Porque mis padres vinieron hoy en la mañana.

10. GUSTAVO: ¿Y cómo están ellos?

11. RODRIGO: Están bien. Hicieron un rico desayuno.

12. PAOLA: ¡Qué bueno! Sabías que vendrían?

13. RODRIGO: ¡Claro! Por eso vine a la casa temprano anoche.

ENGLISH

1. GUSTAVO: What did you do last night?

2. RODRIGO: I went to a get-together at Mariela's house.

3. CLAUDIA: Who was there?

4. RODRIGO: A lot of people were there. I do not remember anymore.

5. PAOLA: It seems like it was a good get-together...

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #5 - WHAT HAPPENED? I I 4 6. RODRIGO: Yes, it was, but I could not stay for very long. I had to come back early.

7. CLAUDIA: What a shame! Get-togethers at Mariela's are always very nice.

8. GUSTAVO: Why did you have to go home early?

9. RODRIGO: Because my parents came early this morning.

10. GUSTAVO: And how are they?

11. RODRIGO: They are well. They made a delicious breakfast.

12. PAOLA: That is great. Did you know that they were coming?

13. RODRIGO: Of course! That is why I came home early last night.

VOCABULARY

Spanish English Class Gender

anoche last night adverb of time

to stay (put), to quedar remain, to be verb located, to arrange

to return, to come regresar back (home) verb

what a shame! what ¡qué pena! a pity! that's too bad! noun phrase

pleasant, pleasing, agradable agreeable adjective

padres parents noun masculine

acordarse to remember verb

S PANIS HPOD101.COM LOWER I NTERMEDIATE #5 - WHAT HAPPENED? I I 5 that's why, for that por eso (reason) prepositional phrase

SAMPLE SENTENCES

Anoche te llamé, pero no Mi madre quedó en venir a cenar contestaste. mañana.

"I called you last night, but you "My mother arranged to come for didn't answer." dinner tomorrow."

¿Ya regresaste de la fiesta? ¡Qué pena que no pudiste

acompañarnos! "Did you already come back from the party?" "It's too bad that you weren't able to go with us!"

Estar de vacaciones es muy Sus padres se casaron en una agradable. playa.

"Being on vacation is very "His parents got married on a agreeable." beach."

¿Cómo están tus padres? No me acordé de la respuesta

correcta en el examen. "How are your parents?" "I couldn't remember the correct answer on the test."

Por eso no quiero ir a su casa.

"That's why I don't want to go to her house."

GRAMMAR

In the Preterit Tense, there are a number of irregular verbs. We call these "irregular", because they don't follow the basic paradigms for the majority of the verbs within the system. What makes verbs irregular in the Preterit Tense is a stem-change. We see stem changes in

S PANIS HPOD101.COM LOWER I NTERMEDIATE #5 - WHAT HAPPENED? I I 6 the Preterit Tense for verbs like "estar" (to be), "andar" (to walk), and "tener" (to have). In the Preterite, these stems change to "estuv-", "anduv-" and "tuv-", respectively. After these stem changes are made, the following endings are used "-e, -iste, -o, -imos, -isteis and -ieron". These endings are used for all irregular verbs in the Preterit, no matter what ending they have in the infinitive (That is to say, no matter if they are -AR- or -IR/ER- verbs). Here are the conjugations of these three irregular verbs:

estar (to be) andar (to go) tener (to have)

stem change estuv- anduv- tuv-

yo estuve anduve tuve

tú estuviste anduviste tuviste

él estuvo anduvo tuvo

ella estuvo anduvo tuvo

usted estuvo anduvo tuvo

nosotros estuvimos anduvimos tuvimos

vosotros estuvisteis anduvisteis tuvisteis

ellos estuvieron anduvieron tuvieron

ellas estuvieron anduvieron tuvieron

ustedes estuvieron anduvieron tuvieron

CULTURAL INSIGHT

Latin American culture has a certain love for the Spectacle. By this, we mean that public or social spectacle is not only enjoyed, but also sought out. An Argentine who had lived in the United States for a year once commented, "What the United States lacks is drama; There's no one on the streets really observing others or talking about other people; There's not enough gossip". While these comments are indeed humorous, we can also see some truth in his perspective, which relates to Argentine culture and to Latin American culture in general: namely, that spectacle, or the object of curiosity or contempt, has a greater cultural value in Latin America than it does in the United States.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #5 - WHAT HAPPENED? I I 7 LESSON NOTES Lower Intermediate #6 What Happened? III

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 7 Grammar 8 Cultural Insight

# 6

1. DANIELA: ¿Gabriela, a dónde fue de vacaciones?

2. GABRIELA: Mi esposo y yo fuimos al sur de Chile.

3. DANIELA: ¡No me diga! ¿Por cuánto tiempo estuvieron ahí?

4. GABRIELA: Estuvimos en Punta Arenas por una semana y en Puerto Natales por otra.

5. DANIELA: ¿Y qué hicieron de Punta Arenas?

6. GABRIELA: Bueno, fuimos a ver pingüinos.

7. DANIELA: ¿Pingüinos? ¿En serio?

8. GABRIELA: Sí, estuvieron por todas partes.

9. DANIELA: Y aparte de eso, ¿qué más hicieron?

10. GABRIELA: Vimos los glaciares, comimos centolla y visitamos el museo marítimo.

11. DANIELA: Parece que hicieron mucho. ¿Y cuándo vinieron a Lima?

12. GABRIELA: Recién ayer.

13. DANIELA: Seguramente usted está cansada.

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 2 1. DANIELA: Gabriela, where did you go on vacation, ma'am?

2. GABRIELA: My husband and I went to the south of Chile.

3. DANIELA: You don't say! How long were you there for?

4. GABRIELA: We were in Punta Arenas for a week and in Puerto Natales for another.

5. DANIELA: What did you do in Punta Arenas?

6. GABRIELA: Well, we went to see penguins.

7. DANIELA: Penguins? Seriously?

8. GABRIELA: Yes, they were everywhere.

9. DANIELA: And aside from that, what else did you do?

10. GABRIELA: We saw the glaciers, ate spider crab and visited the maritime museum.

11. DANIELA: It seems like you did a lot. And when did you get back to Lima?

12. GABRIELA: Just yesterday.

13. DANIELA: Surely, ma'am, you are tired.

INFORMAL SPANISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 3 1. DANIELA: ¿Gabriela, a dónde fuiste de vacaciones?

2. GABRIELA: Mi esposo y yo fuimos al sur de Chile.

3. DANIELA: ¡No me diga! ¿Por cuánto tiempo estuvieron ahí?

4. GABRIELA: Estuvimos en Punta Arenas por una semana y en Puerto Natales por otra.

5. DANIELA: ¿Y qué hicieron de Punta Arenas?

6. GABRIELA: Bueno, fuimos a ver pingüinos.

7. DANIELA: ¿Pingüinos? ¿En serio?

8. GABRIELA: Sí, estuvieron por todas partes.

9. DANIELA: Y aparte de eso, ¿qué más hicieron?

10. GABRIELA: Vimos los glaciares, comimos centolla y visitamos el museo marítimo.

11. DANIELA: Parece que hicieron mucho. ¿Y cuándo vinieron a Lima?

12. GABRIELA: Recién ayer.

13. DANIELA: Seguramente estás cansada.

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 4 1. DANIELA: Gabriela, where did you go on vacation?

2. GABRIELA: My husband and I went to the south of Chile.

3. DANIELA: You don't say! How long were you there for?

4. GABRIELA: We were in Punta Arenas for a week and in Puerto Natales for another.

5. DANIELA: What did you do in Punta Arenas?

6. GABRIELA: Well, we went to see penguins.

7. DANIELA: Penguins? Seriously?

8. GABRIELA: Yes, they were everywhere.

9. DANIELA: And aside from that, what else did you do?

10. GABRIELA: We saw the glaciers, ate spider crab and visited the maritime museum.

11. DANIELA: It seems like you did a lot. And when did you get back to Lima?

12. GABRIELA: Just yesterday.

13. DANIELA: Surely, you are tired.

VOCABULARY

Spanish English Class Gender

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 5 vacaciones vacation, holiday noun feminine

sur south, south wind noun masculine

you don't say!, don't ¡no me diga(s)! tell me (that)... set phrase

pingüino penguin noun masculine

adverbial locution of por todas partes everywhere space

centolla spider crab noun feminine

glaciar glacier noun, adjective masculine

recién recently, newly, just adverb of time

SAMPLE SENTENCES

El jefe se fue de vacaciones con su Estar de vacaciones es muy esposa. agradable.

"The boss went on vacation with his "Being on vacation is very wife." agreeable."

En el sur, siempre hace frío. ¡No me digas que vas a trabajar

más! "It's always cold in the south." "Don't tell me that you're going to work more!"

Los pingüinos son más pequeños En la plaza del centro, hay gente de lo que uno suele pensar. por todas partes.

"Penguins are smaller than one "In the plaza downtown, there is tends to think." people everywhere."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 6 La centolla es una de las cangrejas En Tierra del Fuego, se puede ver más deliciosas de comer. algunos glaciares maravillosos.

"Spider crab is one of the most "In Tierra del Fuego, some delicious crabs to eat." wonderful glaciers can be seen."

Ayer conocí al hijo de Juan que está recién nacido.

"Yesterday I met Juan's son who was recently born."

GRAMMAR

The Preterit Tense expresses an action completed prior to the moment of speech or to another action. In the Preterit Tense, there are a number of irregular verbs. We call these "irregular", because they don't follow the basic paradigms for the majority of the verbs within the system. What makes verbs irregular in the Preterit Tense is a stem-change. We saw that the stem of "hacer" in the Present Tense was "hac-". The verbs "venir", "ser" and "ir" all had irregular stems in the Present (i.e. "vien-", "so-" and "va-").

In the Preterit Tense, the stems-changes are as follows: "hic-", "vin-", "fu-", "fu-". The verbs "ser" and "ir" are identical in the Preterit. For "hacer" and "venir", after these stem changes are made, the following endings are used: "-e, -iste, -o, -imos, -isteis and -ieron". For "ser" and "ir", the Preterit endings are: "-i, -iste, -e, -imos, -isteis, -eron. Here are the conjugations of four irregular verbs:

hacer (to do/ venir (to make) come) ser (to be) ir (to go)

stem change hic- vin- fu- fu-

yo hice vine fui fui

tú hiciste viniste fuiste fuiste

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 7 él hizo* vino fue* fue* ella hizo* vino fue* fue* usted hizo* vino fue* fue* nosotros hicimos vinimos fuimos fuimos vosotros hicisteis vinisteis fuisteis fuisteis ellos hicieron vinieron fueron* fueron* ellas hicieron vinieron fueron* fueron* ustedes hicieron vinieron fueron* fueron*

CULTURAL INSIGHT

Punta Arenas, one of the southernmost cities in the world, is located in Tierra del Fuego, in the Patagonia region of Chile. It's rivaled by the Argentine city of Ushuaia for the claim to being the southernmost city worldwide. In any case, Punta Arenas is a city filled with rich history and surrounded by unique wildlife and natural landscapes. With no other land mass that far south anywhere else in the world, the "sures" (meridianal gales) that whip across the narrowing land and crumbling archipelagos add a certain dynamic to the climate of the Magellanes. In the Maritime Museum of Punta Arenas, you'll still find remnants of the famous trip led by Ernest Shackleton in the early twentieth century.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #6 - WHAT HAPPENED? I I I 8 LESSON NOTES Lower Intermediate #7 What Happened? IV

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 7

1. LUPE: Pepe, ¡vamos! Quiero ver el Señor de los Milagros.

2. PEPE: ¡Espere! Tengo que poner la ropa en la lavadora.

3. LUPE: Ya la puse. No se preocupe.

4. PEPE: ¿Pudo lavar mi casaca también?

5. LUPE: Sí, también la lavé. ¡Vamos!

6. PEPE: ¿Cupo la casaca y el resto de la ropa en la lavadora?

7. LUPE: Sí. Todo cupo. ¡Vamos de una vez!

8. PEPE: ¿Cómo supo que la procesión sería hoy?

9. LUPE: ¡Porque me dijo cien veces!

10. PEPE: Bueno, usualmente tengo que decirle mil veces...

11. LUPE: Es demasiado.

12. PEPE: Ya estoy listo. ¡Vamos al centro de Lima!

13. LUPE: ¡Por fin! Ya está listo el demorón.

ENGLISH

1. LUPE: Pepe, let's go! I want to see the Señor de los Milagros.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 2 2. PEPE: Hold on! I have to put the clothes in the washer.

3. LUPE: I already put them in. Don't worry.

4. PEPE: Were you able to wash my jacket too, dear?

5. LUPE: Yes, I washed it. Let's go!

6. PEPE: The jacket and the rest of the clothes fit in the washer?

7. LUPE: Yes. Everything fit. Let's go right away.

8. PEPE: How did you know that the procession would be today, dear?

9. LUPE: Because you told me a hundred times!

10. PEPE: Well, usually I have to tell you a thousand times...

11. LUPE: You are too much.

12. PEPE: Now I am ready. Let's go to downtown Lima.

13. LUPE: Finally, the slow-poke is ready now.

INFORMAL SPANISH

1. LUPE: Pepe, ¡vamos! Quiero ver el Señor de los Milagros.

2. PEPE: ¡Espera! Tengo que poner la ropa en la lavadora.

3. LUPE: Ya la puse. No te preocupes.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 3 4. PEPE: ¿Pudiste lavar mi casaca también?

5. LUPE: Sí, también la lavé. ¡Vamos!

6. PEPE: ¿Cupo la casaca y el resto de la ropa en la lavadora?

7. LUPE: Sí. Todo cupo. ¡Vamos de una vez!

8. PEPE: ¿Cómo supiste que la procesión sería hoy?

9. LUPE: ¡Porque me dijiste cien veces!

10. PEPE: Bueno, usualmente tengo que decirte mil veces...

11. LUPE: Tú eres demasiado.

12. PEPE: Ya estoy listo. ¡Vamos al centro de Lima!

13. LUPE: ¡Por fin! Ya está listo el demorón.

ENGLISH

1. LUPE: Pepe, let's go! I want to see the Señor de los Milagros.

2. PEPE: Hold on! I have to put the clothes in the washer.

3. LUPE: I already put them in. Don't worry.

4. PEPE: Were you able to wash my jacket too, dear?

5. LUPE: Yes, I washed it. Let's go!

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 4 6. PEPE: The jacket and the rest of the clothes fit in the washer?

7. LUPE: Yes. Everything fit. Let's go right away.

8. PEPE: How did you know that the procession would be today, dear?

9. LUPE: Because you told me a hundred times!

10. PEPE: Well, usually I have to tell you a thousand times...

11. LUPE: You are too much.

12. PEPE: Now I am ready. Let's go to downtown Lima.

13. LUPE: Finally, the slow-poke is ready now.

VOCABULARY

Spanish English Class Gender

clothes, clothing, ropa laundry noun feminine

washer, washing lavadora machine noun feminine

casaca jersey, jacket noun feminine

demás other, rest of adjective, adverb

adverbial locution of de una vez at once, right away time

procesión procession noun feminine

too many, too much, demasiado too adjective, adverb

demorón, -a slowpoke, dawdler noun

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 5 Tengo que llevar la ropa a la Ella compró la ropa más bonita del lavandería. mundo.

"I have to take my laundry to the "She bought the nicest clothes in laundromat." the world."

¿Ya pusiste la ropa en la lavadora? Siempre me pongo esta casaca

vieja. "Did you already put the clothes in the washing machine?" "I always wear this old jacket."

¿Puedes traer las camisas y las ¡Vamos de una vez! demás cosas también? "Let's go right away!" "Can you bring the shirts and the rest of the things as well?"

En el mes de octubre se realiza la Ella tiene demasiadas procesión en honor al Señor de los preocupaciones.

Milagros. "She has too many worries." "In the month of October the procession in honor of the Lord of Miracles takes place."

Te demoras siempre. Eres un demorón.

"You're always late. You're a slowpoke."

GRAMMAR

The Preterit Tense expresses an action completed prior to the moment of speech. It also expresses action that takes place prior to another action. In the Preterit Tense, there are a number of irregular verbs. We call these "irregular", because they don't follow the basic conjugations for the majority of the verbs within the system. What makes verbs irregular in the Preterite Tense is a stem-change.

In the Present Tense, the verb "caber" had the regular stem "cab-", the verb "poder" has the irregular stem "pued-", except in the first and second person plural, where it was "pod-", the

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 6 verb "poner" had the stem "pon-", and the verb "saber" had the stem "sab-".

In the Preterit Tense, the stems-changes are as follows: "cup-", "pud-", "pus-", "sup-". After these stem changes are made, the following -ER/IR- verb endings are used: "-e, -iste, -o, -imos, -isteis and -ieron". Here are the conjugations of these irregulars:

poder (to be saber (to caber (to fit) able) poner (to put) know)

stem change cup- pud- pus- sup-

yo cupe pude puse supe

tú cupiste pudiste pusiste supiste

él cupo pudo puso supo

ella cupo pudo puso supo

usted cupo pudo puso supo

nosotros cupimos pudimos pusimos supimos

vosotros cupisteis pudisteis pusisteis supisteis

ellos cupieron pudieron pusieron supieron

ellas cupieron pudieron pusieron supieron

ustedes cupieron pudieron pusieron supieron

CULTURAL INSIGHT

El Señor de los Milagros is a painting of a black Christ that's kept behind the main altar of the "Santuario de las Nazarenas" in Lima, Peru. It was painted by Bedito, an African slave, in 1651. Back then, the image hung on a brittle adobe wall in the head office of the local brotherhood in Pachacamilla, in the outskirts of Lima. In the early afternoon of November 13, 1655, a terrible earthquake struck Lima and Callao, the port town to the west. Then, Lima had around 35,000 inhabitants and the architectural structures of that time were very weak all throughout the colony. Buildings, temples, and houses were demolished everywhere... except for the wall where the image of the crucified black Christ hung. It was declared a miracle and this belief is still held by many people to this day. To commemorate the miracle, Catholics and

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 7 Christians throughout Peru march in a procession where the original painting is carried through the city on a heavily decorated throne. The throne bearers are accompanied by zealots wafting myrrh. People fill the streets and set out flowers along the route of the procession, drawing near to the image and weeping for mercy and salvation. Numerous other processions take place as well. There are replica images of the Señor de los Milagros throughout the city of Lima and in other places in the world.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #7 - WHAT HAPPENED? I V 8 LESSON NOTES Lower Intermediate #8 Where Were You?

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 8

1. ROBERTO: Raquel, ¿dónde estaba?

2. RAQUEL: Fui al departamento de Gabriela.

3. ROBERTO: ¿Qué hacían?

4. RAQUEL: Hablábamos sobre sus estudios.

5. ROBERTO: ¿Y qué tal sus estudios?

6. RAQUEL: Más o menos de verdad. Le falta empeño.

7. ROBERTO: ¡Qué pena! ¿Pero si ella siempre sacaba buenas notas en el colegio...?

8. RAQUEL: Parece que sus profesores ahora son muy exigentes.

9. ROBERTO: ¿Y qué hacía en el colegio que no hace ahora?

10. RAQUEL: Creo que en esa época era más organizada.

11. ROBERTO: Bueno, la organización es indispensable.

12. RAQUEL: Claro, parece que a ella le cuesta organizarse.

ENGLISH

1. ROBERTO: Raquel, where were you, ma'am?

2. RAQUEL: I went to Gabriela's apartment.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 2 3. ROBERTO: What were you ladies doing?

4. RAQUEL: We were talking about her studies.

5. ROBERTO: And how are her studies?

6. RAQUEL: More or less, really. She lacks determination.

7. ROBERTO: That is too bad. But if she always used to get good grades in high school...?

8. RAQUEL: It seems that her professors now are very demanding.

9. ROBERTO: And what did she used to do in high school that she does not do now?

10. RAQUEL: I think at that time she was more organized.

11. ROBERTO: Well, organization is indispensable.

12. RAQUEL: Clearly, it seems like it is hard for her to organize herself.

INFORMAL SPANISH

1. ROBERTO: Raquel, ¿dónde estabas?

2. RAQUEL: Fui al departamento de Gabriela.

3. ROBERTO: ¿Qué hacían?

4. RAQUEL: Hablábamos sobre sus estudios.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 3 5. ROBERTO: ¿Y qué tal sus estudios?

6. RAQUEL: Más o menos de verdad. Le falta empeño.

7. ROBERTO: ¡Qué pena! ¿Pero si ella siempre sacaba buenas notas en el colegio...?

8. RAQUEL: Parece que sus profesores ahora son muy exigentes.

9. ROBERTO: ¿Y qué hacía en el colegio que no hace ahora?

10. RAQUEL: Creo que en esa época era más organizada.

11. ROBERTO: Bueno, la organización es indispensable.

12. RAQUEL: Claro, parece que a ella le cuesta organizarse.

ENGLISH

1. ROBERTO: Raquel, where were you, ma'am?

2. RAQUEL: I went to Gabriela's apartment.

3. ROBERTO: What were you ladies doing?

4. RAQUEL: We were talking about her studies.

5. ROBERTO: And how are her studies?

6. RAQUEL: More or less, really. She lacks determination.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 4 7. ROBERTO: That is too bad. But if she always used to get good grades in high school...?

8. RAQUEL: It seems that her professors now are very demanding.

9. ROBERTO: And what did she used to do in high school that she does not do now?

10. RAQUEL: I think at that time she was more organized.

11. ROBERTO: Well, organization is indispensable.

12. RAQUEL: Clearly, it seems like it is hard for her to organize herself.

VOCABULARY

Spanish English Class Gender

faltar to lack, to be missing verb

empeño determination noun masculine

sacar to take out, to get verb

nota note, grade, mark noun feminine

exigente exigent, demanding adjective masc. or fem.

time, age, period, época epoch noun feminine

to cost, to be difficult, costar hard verb

organizar to organize verb

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 5 A mi café le falta azúcar. A Jorge le hacen falta unos zapatos

nuevos. "My coffee is missing sugar." "Jorge needs a new pair of shoes."

¡Qué tal empeño tiene ese chico! Siempre forzaba a mi novio a sacar

la basura cuando estaba muy "What determination that boy has!" cansada para hacerlo.

"I always force my boyfriend to take out the trash when I'm too tired to do it. "

¿Puedes sacar la basura, por Sus notas siempre eran buenas. favor? "His grades were always good." "Can you please take the garbage out?"

Los profesores de la universidad En muchas épocas de mi vida, he suelen ser exigentes. tenido que superar obstáculos.

"University professors tend to be "In many periods of my life, I had to demanding." overcome obstacles."

El libro costó quince mil colones. Tienes que organizar tus libros si

alguna vez quisieras guardarlos "The books costs 15,000 colones." aquí.

"You've got to organize your books, if you ever want to keep them here."

GRAMMAR

Regular Verbs in the Imperfect Tense

The Imperfect Tense expresses an incomplete action. It's important to remember that we have no direct equivalent in the English language, the the translations that we use will vary, based on the context of a given verb. There are three main usages for the Imperfect Tense. It's

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 6 used to indicate an action or state viewed as being in progress in the past (this means that we don't know when it started or stopped, but we know that it happened before the moment of speech). It's also used to indicate a customary or repeated action or state in the past (when used this way, we often translate it as "I used to walk"). And it's used to give descriptions in the past in relation to another past tense (very often the Preterite Tense).

For regular -AR verbs, the Imperfect endings are:

"-aba, -abas, -aba, -ábamos, -abais, -aban"

For regular -ER and -IR verbs, the endings are:

"-ía, -ías, -ía, -íamos, -íais, -ían". Observe the following paradigm:

Observe the following table to see how we conjugate each type of verb in the Imperfect Tense:

alquilar (to rent) ofrecer (to offer) vivir (to live)

stem alquil- ofrec- viv-

yo alquilaba ofrecía vivía

tú alquilabas ofrecías vivías

él alquilaba ofrecía vivía

ella alquilaba ofrecía vivía

usted alquilaba ofrecía vivía

nosotros alquilábamos* ofrecíamos vivíamos

vosotros alquilabais ofrecíais vivíais

ellos alquilaban ofrecían vivían

ellas alquilaban ofrecían vivían

ustedes alquilaban ofrecían vivían

CULTURAL INSIGHT

One aspect of universities throughout Latin America has to do with the "facultades", which in

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 7 English we tend to call departments. The Bachelor's degree in Latin America is a five-year program, and what distinguishes these programs from programs in the United States, for example, is that each 'year' or 'grade' of students will take all of their courses together through all five years. Due to this, as a student in a Latin American university, you end up studying, eating and practically living together with your classmates. Most college students' friends in Latin America share the same "facultad", and crossing over to socialize with students of another "facultad" would be a big feat.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #8 - WHERE WERE YOU? 8 LESSON NOTES Lower Intermediate #9 Where Were You? II

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 4 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 9

1. CAROLINA: ¿Dónde estaban ustedes?

2. JAVIER: Estábamos en un taller.

3. HELENA: Le iba a llamar, pero mi celular no tenía señal.

4. CAROLINA: Siempre tiene problemas de servicio con su celular.

5. HELENA: Antes, no era un problema, pero ahora sí.

6. CAROLINA: No se preocupe, Helena. Dígame, ¿de qué se trataba el taller?

7. JAVIER: Se trataba de cómo poner en marcha una organización no gubernamental.

8. HELENA: Así es. Hay muchas restricciones para las ONG (oenegés).

9. CAROLINA: En la librería estaba viendo un libro que tocó al mismo tema, pero no lo compré.

10. JAVIER: Seguro. Es un tema muy actual.

ENGLISH

1. CAROLINA: Where were you?

2. JAVIER: We were in a workshop.

3. HELENA: I was going to call you, but my cellphone did not have a signal.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #9 - WHERE WERE YOU? I I 2 4. CAROLINA: You always have problems with the service of your cellphone.

5. HELENA: Before, it was never a problem, but now it is.

6. CAROLINA: Don't worry, Helena. Do tell me, what was the workshop about?

7. JAVIER: It was about how to start up a nongovernmental organization.

8. HELENA: That is right. There are many restrictions on NGOs.

9. CAROLINA: In the bookstore, I was looking at a book that touched on the same topic, but I did not buy it.

10. JAVIER: For sure. It is a very current topic.

INFORMAL SPANISH

1. CAROLINA: ¿Dónde estaban ustedes?

2. JAVIER: Estábamos en un taller.

3. HELENA: Te iba a llamar, pero mi celular no tenía señal.

4. CAROLINA: Siempre tienes problemas de servicio con tu celular.

5. HELENA: Antes, no era un problema, pero ahora sí.

6. CAROLINA: No te preocupes, Helena. Dime, ¿de qué se trataba el taller?

7. JAVIER: Se trataba de cómo poner en marcha una organización no gubernamental.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #9 - WHERE WERE YOU? I I 3 8. HELENA: Así es. Hay muchas restricciones para las ONG (oenegés).

9. CAROLINA: En la librería veía un libro que tocó al mismo tema, pero no lo compré.

10. JAVIER: Seguro. Es un tema muy actual.

ENGLISH

1. CAROLINA: Where were you?

2. JAVIER: We were in a workshop.

3. HELENA: I was going to call you, but my cellphone did not have a signal.

4. CAROLINA: You always have problems with the service of your cellphone.

5. HELENA: Before, it was never a problem, but now it is.

6. CAROLINA: Don't worry, Helena. Do tell me, what was the workshop about?

7. JAVIER: It was about how to start up a nongovernmental organization.

8. HELENA: That is right. There are many restrictions on NGOs.

9. CAROLINA: In the bookstore, I was looking at a book that touched on the same topic, but I did not buy it.

10. JAVIER: For sure. It is a very current topic.

VOCABULARY

S PANIS HPOD101.COM LOWER I NTERMEDIATE #9 - WHERE WERE YOU? I I 4 Spanish English Class Gender

taller workshop, studio noun masculine

cellular, cell phone, celular mobile phone noun, adjective masculine

señal sign, signal, trace noun feminine

servicio service masc. noun masculine

to start up, to set up poner en marcha (a business) verbal phrase

restricción restriction noun feminine

librería bookstore, bookcase noun feminine

mismo(a) same, very, right adjective, adverb feminine

SAMPLE SENTENCES

Fuimos a un taller que se trataba de ¡Llámame a mi celular, que no la educación primaria. estaré en casa!

"We went to a workshop that was "Call me on my cell phone, as I about primary education." won't be at home."

No habrá señal en la provincia. Esa compañía ofrece muchos

servicios. "There won't be signal in the province." "That company offers many services."

En esa época, yo ponía en marcha Para poner en marcha una mi primera empresa. empresa, siempre hay muchas

restricciones. "At that time, I was starting up my first business." "In order to start up a business, there are always many restrictions."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #9 - WHERE WERE YOU? I I 5 Hay una librería famosa en la Me encanta el olor de las librerías. tercera avenida. "I love the smell of book stores." "There is a famous bookstore on 3rd Avenue."

Me encantan las librerías en los ¡Qué sorpresa que nos Estados Unidos. encontramos en la misma tienda!

"I love the bookstores in the United "What a surprise that we run into States." each other in the same store!"

GRAMMAR

Irregular Verbs in the Imperfect

There are three main usages for the Imperfect Tense. It's used to indicate an action or state viewed as being in progress in the past (this means that we don't know when it started or stopped, but we know that it happened before the moment of speech). It's also used to indicate a customary or repeated action or state in the past (when used this way, we often translate it as "I used to walk"). And it's used to give descriptions in the past in relation to another past tense (very often the Preterit Tense).

There are only three irregular verbs in the Imperfect Tense (ser, ver, ir).

Observe the following paradigm:

ser (to be) ver (to see) ir (to go)

stem er-- ve- no stem

yo era veía iba

tú eras veías ibas

él era veía iba

S PANIS HPOD101.COM LOWER I NTERMEDIATE #9 - WHERE WERE YOU? I I 6 ella era veía iba usted era veía iba nosotros éramos* veíamos íbamos* vosotros erais veíais ibais ellos eran veían iban ellas eran veían iban ustedes eran veían iban

CULTURAL INSIGHT

In recent times, there has been a strong effort in Latin America to promote education in underdeveloped areas through the formation of nongovernmental organizations (NGOs), which in Spanish are called "organizaciones no gubernamentales" (ONGs). Such organizations often promote the education of health and sanitation in areas where urban development takes place with virtually no planning, and thus, issues of potable water, waste disposal and living conditions in a large city are real life issues. These organizations often get their funding from private investors, international organizations, businesses, and other NGOs.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #9 - WHERE WERE YOU? I I 7 LESSON NOTES Lower Intermediate #10 Where Were You? III

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 7 Grammar 8 Cultural Insight

# 10

1. GRACIELA: ¿Qué dice Juana? ¿Cómo está?

2. JUANA: Bien. Muy bien. La llamé, pero usted no contestó.

3. GRACIELA: Estaba en el bus cuando me llamó.

4. JUANA: ¡Por eso! Me preguntaba qué estaría haciendo.

5. GRACIELA: Sí. El bus estaba lleno y había mucha bulla.

6. JUANA: Los buses pueden ser muy bulliciosos, especialmente cuando el chofer pone música.

7. GRACIELA: Iba a llamarla cuando me bajé, pero me encontré con un amigo.

8. JUANA: ¿Con qué amigo?

9. GRACIELA: Con Javier.

10. JUANA: ¡Qué suerte la suya!

11. GRACIELA: Yo pensaba lo mismo hasta que fuimos a tomar un café.

12. JUANA: ¿Qué pasó?

13. GRACIELA: ¡Tuve que invitarlo porque él no tenía plata!

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 2 1. GRACIELA: What do you say Juana? How are you, ma'am?

2. JUANA: Well. Very well. I called you, but you did not answer.

3. GRACIELA: I was on the bus, when you called me.

4. JUANA: That is why! I was wondering what you were doing.

5. GRACIELA: Yes. The bus was full and there was a lot of noise.

6. JUANA: The buses can be really noisy, especially when the driver puts on music.

7. GRACIELA: I was going to call you when I got off, but I ran into a friend.

8. JUANA: Which friend?

9. GRACIELA: Javier.

10. JUANA: How lucky you are, ma'am!

11. GRACIELA: I was thinking the same until we went to have a coffee.

12. JUANA: What happened?

13. GRACIELA: I had to pay because he didn't have any money!

INFORMAL SPANISH

1. GRACIELA: ¿Qué dices Juana? ¿Cómo estás?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 3 2. JUANA: Bien. Muy bien. Te llamé, pero no contestaste.

3. GRACIELA: Estaba en el bus cuando me llamaste.

4. JUANA: ¡Por eso! Me preguntaba qué estabas haciendo.

5. GRACIELA: Sí. El bus estaba lleno y había mucha bulla.

6. JUANA: Los buses pueden ser muy bulliciosos, especialmente cuando el chofer pone música.

7. GRACIELA: Iba a llamarte cuando me bajé, pero me encontré con un amigo.

8. JUANA: ¿Con qué amigo?

9. GRACIELA: Con Javier.

10. JUANA: ¡Qué suerte la tuya!

11. GRACIELA: Yo pensaba lo mismo hasta que fuimos a tomar un café.

12. JUANA: ¿Qué pasó?

13. GRACIELA: ¡Tuve que invitarlo porque él no tenía plata!

ENGLISH

1. GRACIELA: What do you say Juana? How are you?

2. JUANA: Well. Very well. I called you, but you did not answer.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 4 3. GRACIELA: I was on the bus, when you called me.

4. JUANA: That is why! I was wondering what you were doing.

5. GRACIELA: Yes. The bus was full and there was a lot of noise.

6. JUANA: The buses can be really noisy, especially when the driver puts on music.

7. GRACIELA: I was going to call you when I got off, but I ran into a friend.

8. JUANA: Which friend?

9. GRACIELA: Javier.

10. JUANA: How lucky you are, ma'am!

11. GRACIELA: I was thinking the same until we went to have a coffee.

12. JUANA: What happened?

13. GRACIELA: I had to pay because he didn't have any money!

VOCABULARY

Spanish English Class Gender

to wonder, to ask preguntarse oneself pronominal verb

bulla noise, racket noun feminine

chofer chauffeur, driver masculine

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 5 bajarse to get down, to get off pronominal verb

to encounter, to run

encontrarse into, to meet by pronominal verb chance

hasta until, up to preposition

invitar to invite, to pay for verb

plata money, silver fem. noun feminine

SAMPLE SENTENCES

Nos preguntábamos a qué hora ¿Quién hace tanta bulla?

saldríamos. "Who's making all the racket?" "We were wondering what time we would leave."

El chofer nos recogió a las ocho en Graciela y Tomás se bajaron del punto. bus y caminaron al parque.

"The driver picked us up at eight on "Graciela and Tomás got off the bus the dot." and walked to the park."

Me encontré con un pariente lejano. No hay postre para tí hasta que

termines tu cena. "I ran into a distant relative." "No dessert for you until you finish your dinner."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 6 ¡Hasta la vista! Vamos a viajar desde Madrid hasta

Barcelona. "Good bye!" "We're going to travel from Madrid all the way to Barcelona."

¡Vamos al cine... te invito! ¡Qué carro ese coche, es un

montón de plata! "Let's go to the movies... it's on me!" "That car is so expensive, it's a ton of money!"

Me gustaría acompañarlos pero me falta plata.

"I'd like to join you all, but I'm short on money."

GRAMMAR

The Absolute Preterite Tense is used to express a completed action in the past, prior to the moment of speech. We know that the action has a definite starting and stopping point: "fui al parque" (I went to the park), "hablaste con él" (you spoke with him) and "llevaron sus libros" (they carried their books).

The Imperfect, on the other hand, expresses an action in the past without specifying when it started or when it ended; we only know that it was going on and that it's no longer going on: "caminábamos por la plaza" (we were walking through the plaza), "ella vivía en Colombia" (she used to live in Colombia), and "me decías" (you were saying to me). Review the following paradigms to compare the formations:

Persona hablar (-AR) correr (-ER) escribir (-IR)

yo hablé / hablaba corrí / corría escribí / escribía

tú hablaste / hablabas corriste / corrías escribiste / escribías

él habló / hablaba corrió / corría escribió / escribía

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 7 ella habló / hablaba corrió / corría escribió / escribía usted habló / hablaba corrió / corría escribió / escribía

hablamos / escribimos / nosotros hablábamos corrimos / corríamos escribíamos

hablasteis / escribisteis / vosotros hablabais corristeis / corríais escribíais

escribieron / ellos hablaron / hablaban corrieron / corrían escribían

escribieron / ellas hablaron / hablaban corrieron / corrían escribían

escribieron / ustedes hablaron / hablaban corrieron / corrían escribían

CULTURAL INSIGHT

In Spanish, the verb "invitar" means "to invite", but also "to pay for". We can say "Te invito a cenar", which we might translate as "Let's have dinner, it's on me". Likewise "la casa invita" means "this one's on the house". This double meaning can be deceiving for English speakers, since the verb "invitar" only means "to invite". But in all Spanish speaking cultures an "invitación" implies that someone is going to be someone else's guest, and this means that one person is going to pay for the other.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #10 - WHERE WERE YOU? I I I 8 LESSON NOTES Lower Intermediate #11 Have You Tried Mate de Coca?

CONTENTS

2 Informal Spanish 2 English 3 Formal Spanish 4 English 5 Vocabulary 6 Sample Sentences 7 Grammar 8 Cultural Insight

# 11

1. ANDRÉS: ¿Han probado el mate de coca alguna vez?

2. LEO: Yo no lo he probado.

3. JULIA: Tampoco yo lo he probado.

4. ANDRÉS: Tienen que probarlo. Es extraordinario.

5. LEO: He escuchado sobre los beneficios medicinales que tiene.

6. JULIA: ¿Sí? ¿Cuáles son?

7. LEO: Entiendo que promueve la circulación de la sangre.

8. ANDRÉS: Es verdad. Por otro lado, tiene alcaloides que ayudan al proceso digestivo.

9. JULIA: ¿El mate de coca tiene que ver con la cocaína?

10. ANDRÉS: Lo fabrican de la misma planta, pero el mate no es una droga.

11. LEO: También he aprendido que ayuda a aclimatarse en las alturas.

12. ANDRÉS: Es cierto. Algunas personas mastican las hojas con un poco de cal, para aliviar los síntomas del mareo.

ENGLISH

1. ANDRÉS: Have you ever tried coca tea?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 2 2. LEO: No, I have never tried it.

3. JULIA: I have not tried it either.

4. ANDRÉS: You have to try it. It is extraordinary.

5. LEO: I have heard of the medicinal benefits that it has.

6. JULIA: Yes? What are they?

7. LEO: I understand that it promotes blood circulation.

8. ANDRÉS: It is true. On the other hand, it has alkaloids that help the digestive process.

9. JULIA: Does coca tea have to do with cocaine?

10. ANDRÉS: It is made from the same plant, but the tea is not a drug.

11. LEO: I have also learned that it helps to acclimate in altitude.

12. ANDRÉS: For sure. Some people chew the leaves with a bit of limestone, in order to alleviate the symptoms of high altitude sickness.

FORMAL SPANISH

1. ANDRÉS: ¿Han probado el mate de coca alguna vez?

2. LEO: Yo no lo he probado.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 3 3. JULIA: Tampoco yo he probado.

4. ANDRÉS: Tienen que probarlo. Es extraordinario.

5. LEO: He escuchado sobre los beneficios medicinales que tiene.

6. JULIA: ¿Sí? ¿Cuáles son?

7. LEO: Entiendo que promueve la circulación de la sangre.

8. ANDRÉS: Es verdad. Por otro lado, tiene alcaloides que ayudan al proceso digestivo.

9. JULIA: ¿El mate de coca tiene que ver con la cocaína?

10. ANDRÉS: Lo fabrican de la misma planta, pero el mate no es una droga.

11. LEO: También he aprendido que ayuda a aclimatarse en las alturas.

12. ANDRÉS: Es cierto. Algunas personas mastican las hojas con un poco de cal, para aliviar los síntomas del mareo.

ENGLISH

1. ANDRÉS: Have you ever tried coca tea?

2. LEO: No, I have never tried it.

3. JULIA: I have not tried it either.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 4 4. ANDRÉS: You have to try it. It is extraordinary.

5. LEO: I have heard of the medicinal benefits that it has.

6. JULIA: Yes? What are they?

7. LEO: I understand that it promotes blood circulation.

8. ANDRÉS: It is true. On the other hand, it has alkaloids that help the digestive process.

9. JULIA: Does coca tea have to do with cocaine?

10. ANDRÉS: It is made from the same plant, but the tea is not a drug.

11. LEO: I have also learned that it helps to acclimate in altitude.

12. ANDRÉS: For sure. Some people chew the leaves with a bit of limestone, in order to alleviate the symptoms of high altitude sickness.

VOCABULARY

Spanish English Class Gender

mate de coca (Peruvian) coca tea noun phrase

cal lime, limestone noun masculine

masticar to chew, to masticate verb

aclimatarse to acclimate pronominal verb

tener que ver con to have to do with verbal phrase

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 5 promover to promote verb

masculine or medicinal medicinal adjective feminine

beneficio benefit, profit noun masculine

tampoco neither, either, nor adverb of exclusion

soroche altitude sickness noun masculine

SAMPLE SENTENCES

Si viajas a la sierra del Perú, ¿Te podría ofrecer un mate de encontrarás mate de coca en todos coca?

lados. "Could I offer you a coca tea?" "If you travel to the highlands of Peru you will find coca tea everywhere."

Cuando uno mastica la hoja de Para la mejor digestión, hay que coca, suele agregar un poco de cal. masticar bien la comida.

"When one chews the coca leaf, he "For better digestion, one must or she tends to add a bit of chew one's food well." limestone."

Nos hemos aclimatado a la altura El taller tenía que ver con el control de los Andes. de calidad.

"We've acclimated to the altitude of "The workshop had to do with the Andes." quality control."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 6 Esta pastilla promueve la El mate de coca promueve la circulación. digestión.

"This pill promotes circulation." "Coca tea promotes digestion."

Los mates medicinales son muy El té verde tiene muchos beneficios populares. para la salud.

"Medicinal teas are very popular." "Green tea has many benefits for health."

El beneficio de hacer ejercicio es la No he ido al nuevo restaurante buena salud. tampoco.

"The benefit of doing exercise is "I haven't gone to the new good health." restaurant either."

El soroche es una enfermedad muy común para los turistas que visitan los Andes.

"Altitude sickness is a common sickness for tourists who visit the Andes."

GRAMMAR

The Preterite Perfect Tense express an action in the past that is in some way linked to the Present. With the Preterite Perfect, we know that this action took place before the moment of speech, but we don't know when it stopped. For example, "Mark has been to Africa". We know that sometime before now, Mark was in Africa, but we don't know how long ago it was. For this reason, the Preterite Perfect is very often used with temporal expressions, which help clarify when the action took place.

To form the Preterite Perfect, we use the Present Tense of the auxiliary verb "haber" and a participle. The only irregular forms occur when the participle is irregular. The forms of "haber" are the same no matter what kind of participle is used.

Singular Plural

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 7 yo he nosotros hemos tú has vosotros habéis

él, ella, usted ha ellos, ellas, ustedes han

The regular participle in Spanish is formed by removing the infinitive ending and adding "- ado" for verbs of the first conjugation (-AR) and "-ido" for verbs of the second (-ER) and third (- IR) conjugations. Observe the following:

Infinitive Participle

contar (to tell) contado (told)

correr (to run) corrido (run)

dormir (to sleep) dormido (slept)

CULTURAL INSIGHT

Mate de Coca is an infusion of dried Coca leaves, steeped in hot water. These leaves come from one of four species of the "erythroxylum coca" plant, the same plant from which the drug cocaine is produced. Unlike cocaine, coca leaves are not a drug; rather, they have multiple medicinal qualities which have led to the popularity of their consumption in modern times. Because they contain certain alkaloids that promote blood circulation, the leave are particularly helpful in high altitudes. Anyone who travels to the Andes will be encouraged to drink Mate de Coca in order to help acclimate to the thin air. The infusion is also a great digestive. Aside from making the tea, the leaves are also consumed by mastication, or chewing them, as if there were tobacco, though with a small piece of limestone, which helps release the alkaloid, thus promoting better circulation. This tradition goes back to the days of the Tahuantinsuyu (Incan Empire), in which the coca leaf was not merely a household remedy for "soroche" (high altitude sickness), but was sacred and played a central role in deity worship.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #11 - HAVE YOU TRI ED MATE DE COCA? 8 LESSON NOTES Lower Intermediate #12 Have You Ever Tried Yerba Mate?

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 6 Grammar 8 Cultural Insight

# 12

1. LEO: En Argentina, tomamos yerba mate.

2. ANDRÉS: La he visto en el supermercado, pero nunca la he probado.

3. JULIA: Una amiga mía me ha dicho que se toma en Chile también.

4. LEO: Claro. La yerba mate se consume en Chile, Argentina, Paraguay y Uruguay.

5. ANDRÉS: ¿Cómo la cosumen?

6. LEO: Usamos una calabaza seca para la taza y un caño de metal con un filtro en la punta.

7. JULIA: ¿Es verdad que llenan la calabaza con la yerba por completo?

8. LEO: Así es. Y a veces, le echamos un poco de cáscara de naranja y algo de azúcar.

9. ANDRÉS: He visto eso en el internet.

10. JULIA: Parece muy relajante.

11. LEO: No diría relajante; la yerba mate tiene mucha cafeína.

ENGLISH

1. LEO: In Argentina, we drink yerba mate.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 2 2. ANDRÉS: I have see it in the supermarket, but I have never tried it.

3. JULIA: A friend of mine has told me that it is drunk in Chile as well.

4. LEO: Exactly. Yerba mate is consumed in Chile, Argentina, Paraguay and Uruguay.

5. ANDRÉS: How do you all consume it?

6. LEO: We use a dried gourde for a cup and a metal straw with a filter on the end.

7. JULIA: It is true that you all fill the gourde with the yerba completely?

8. LEO: That is right. And sometimes, we toss in a bit of orange peel and some sugar.

9. ANDRÉS. I have seen that on the internet.

10. JULIA: It seems very relaxing.

11. LEO: I would not say relaxing; yerba mate has a lot of caffeine.

INFORMAL SPANISH

1. LEO: En Argentina, tomamos yerba mate.

2. ANDRÉS: La he visto en el supermercado, pero nunca la he probado.

3. JULIA: Una amiga mía me ha dicho que se toma en Chile también.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 3 4. LEO: Claro. La yerba mate se consume en Chile, Argentina, Paraguay y Uruguay.

5. ANDRÉS: ¿Cómo la cosumen?

6. LEO: Usamos una calabasa seca para la taza y un caño de metal con un filtro en la punta.

7. JULIA: ¿Es verdad que llenan la calabaza con la yerba por completo?

8. LEO: Así es. Y a veces, le echamos un poco de cáscara de naranja y algo de azúcar.

9. ANDRÉS: He visto eso en el internet.

10. JULIA: Parece muy relajante.

11. LEO: No diría relajante; la yerba mate tiene mucha cafeína.

ENGLISH

1. LEO: In Argentina, we drink yerba mate.

2. ANDRÉS: I have see it in the supermarket, but I have never tried it.

3. JULIA: A friend of mine has told me that it is drunk in Chile as well.

4. LEO: Exactly. Yerba mate is consumed in Chile, Argentina, Paraguay and Uruguay.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 4 5. ANDRÉS: How do you all consume it?

6. LEO: We use a dried gourde for a cup and a metal straw with a filter on the end.

7. JULIA: It is true that you all fill the gourde with the yerba completely?

8. LEO: That is right. And sometimes, we toss in a bit of orange peel and some sugar.

9. ANDRÉS. I have seen that on the internet.

10. JULIA: It seems very relaxing.

11. LEO: I would not say relaxing; yerba mate has a lot of caffeine.

VOCABULARY

Spanish English Class Gender

yerba mate yerba mate (holly) noun phrase

nunca never, ever adverb

consumir to consume, to use verb

calabaza gourde, pumpkin noun feminine

por completo completely, totally adjectival phrase

echar to throw, to toss verb

cáscara skin, peel noun feminine

azúcar sugar noun masculine

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 5 masculine or relajante relaxing adjective feminine

SAMPLE SENTENCES

La yerba mate es una bebida de Nunca he estado en Europa.

orígen rioplatense. "I've never been to Europe." "Yerba mate is a beverage of River Plate origin."

Tienes que consumir más verduras En muchas partes, la calabaza seca y frutas. sirve de taza para las bebidas

calientes. "You have to consume more vegetables and fruits." "In many places, the dried gourde is used as a cup for hot beverages."

He leído el libro por completo. Ya eché las hojas en el tacho.

"I've read the book completely." "I've already thrown the papers in the trash basket."

Me gustan las papas con cáscara. ¿Tú le pones azúcar a tu café?

"I love potatoes with skins." "Do you put sugar in your coffee?"

¿Me podría alcanzar el azúcar por Cuando hace mucho frío, una favor? bebida caliente puede ser relajante.

"Could you please pass me the "When it's really cold out, a hot sugar please?" beverage can be relaxing."

GRAMMAR

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 6 The Preterite Perfect Tense express an action in the past that is in some way linked to the Present. With the Preterite Perfect, we know that this action took place before the moment of speech, but we don't know when it stopped. For this reason, the Preterite Perfect is very often used with temporal expressions, which help clarify when the action took place.

Singular Plural

yo he nosotros hemos

tú has vosotros habéis

él, ella, usted ha ellos, ellas, ustedes han

The irregular participles occur in the second (-ER) and third (-IR) conjugations. There is a limited number of them. The list below contains the essential irregular participles. There are many others that have these in their root. For example "descrito" (described), which has "escrito" (written) in its root, or "compuesto" (composed), which has "puesto" (put) in its root.

Infinitive Participle

abrir (to open) abierto (opened)

poner (to put) puesto (put)

escribir (to write) escrito (written)

decir (to say) dicho (said)

hacer (to do) hecho (done)

volver (to return) vuelto (returned)

ir (to go) ido (gone)

morir (to die) muerto (died)

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 7 romper (to break) roto (broken) ver (to see) visto (seen)

CULTURAL INSIGHT

Yerba Mate is a species of Holly, belonging to the Aquifoliaceae family, is a traditional beverage of Argentina, Chile, Uruguay, Paraguay and Brazil. The plant itself grows up around fifteen meters in height. It's leaves are dehydrated and mixed with twigs from the same plant. To prepare yerba mate, water is boiled and traditionally kept warm in an insulated beverage container. In a dried gourde, called a "mate", the herbal mixture is packed full. Lemon, lime and/or orange peel can be added first, as can be sugar to taste. Before the herb is placed in the gourde, a "bombilla" or metal straw with a filter on the end is placed in the gourde, around which the herb is packed. Water is added time after time, as the warm beverage can be enjoyed for hours. Yerba mate is a stimulant, similar to coffee, though much easier on the stomach.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #12 - HAVE YOU EVER TRI ED YERBA MATE? 8 LESSON NOTES Lower Intermediate #13 Have I Told You the Joke About the Glasses?

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 13

1. GABRIEL: ¿Le he contado el chiste sobre los anteojos?

2. SUSANA: No, no me lo ha contado. A ver...

3. GABRIEL: ¿Qué pasa si me corta una oreja?

4. SUSANA: Ay, no sé. ¿Qué pasa?

5. GABRIEL: Pues me quedo sordo. ¿y si me corta la otra?

6. SUSANA: No sé Gabriel, ¿qué pasa?

7. GABRIEL: Me quedo ciego.

8. SUSANA: ¿Por qué ciego?

9. GABRIELA: Porque se me caen los anteojos.

10. SUSANA: ¡Jajaja! ¡Qué gracioso es usted!

11. GABRIEL: Me lo contó un amigo mío.

12. SUSANA: Gracias por contármelo. Se lo contaré a mi hermanito.

ENGLISH

1. GABRIEL: Have I told you the joke about the glasses?

2. SUSANA: You have not told me it. Let's see....

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 2 3. GABRIEL: What happens if you cut off my ear?

4. SUSANA: Ah, I do not know. What happens?

5. GABRIEL: Well, I go deaf. And if you cut off the other?

6. SUSANA: I do not know Gabriel. What happens?

7. GABRIEL: I go blind.

8. SUSANA: Why blind?

9. GABRIELA: Because my glasses fall off.

10. SUSANA: ¡Hahaha! You are so silly!

11. GABRIEL: A friend of mine told me it.

12. SUSANA: Thanks for telling me it. I will tell it to my younger brother.

INFORMAL SPANISH

1. GABRIEL: ¿Te he contado el chiste sobre los anteojos?

2. SUSANA: No, no me lo has contado. A ver...

3. GABRIEL: ¿Qué pasa si me cortas una oreja?

4. SUSANA: Ay, no sé. ¿Qué pasa?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 3 5. GABRIEL: Pues me quedo sordo. ¿y si me cortas la otra?

6. SUSANA: No sé Gabriel, ¿qué pasa?

7. GABRIEL: Me quedo ciego.

8. SUSANA: ¿Por qué ciego?

9. GABRIELA: Porque se me caen los anteojos.

10. SUSANA: ¡Jajaja! ¡Qué gracioso eres!

11. GABRIEL: Me lo contó un amigo mío.

12. SUSANA: Gracias por contármelo. Se lo contaré a mi hermanito.

ENGLISH

1. GABRIEL: Have I told you the joke about the glasses?

2. SUSANA: You have not told me it. Let's see....

3. GABRIEL: What happens if you cut off my ear?

4. SUSANA: Ah, I do not know. What happens?

5. GABRIEL: Well, I go deaf. And if you cut off the other?

6. SUSANA: I do not know Gabriel. What happens?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 4 7. GABRIEL: I go blind.

8. SUSANA: Why blind?

9. GABRIELA: Because my glasses fall off.

10. SUSANA: ¡Hahaha! You are so silly!

11. GABRIEL: A friend of mine told me it.

12. SUSANA: Thanks for telling me it. I will tell it to my younger brother.

VOCABULARY

Spanish English Class Gender

chiste joke noun masculine

anteojos eye-glasses noun (pl.) masculine

contar to count, to tell verb

intransitive quedarse to be left pronominal verb

sordo deaf adjective, noun masculine

ciego blind adjective, noun masculine

caerse to drop, to fall pronominal verb

gracioso(-a) graceful, silly adjective feminine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 5 ¿Qué, es un chiste? Él siempre nos contaba chistes.

"What, is this a joke?" "He always used to tell us jokes."

Ella acaba de comprar nuevos ¡Por favor...Cuéntame! anteojos. "Please...tell me!" "She has just bought new glasses."

Ella se quedó en la casa de su tía. No es sordo, es que no quiere

escuchar. "She stayed at her aunt's house." "He's not deaf; it's just that he doesn't want to listen."

Los ciegos aprenden a percibir las El vaso se cayó de la mesa. cosas con la audición. "The glass fell from the table." "The blind learn to perceive things with their hearing."

El chiste que nos contó mi papá era muy gracioso.

"The joke my dad told us was very funny."

GRAMMAR

Today, let's consider the forms of both Direct and Indirect Object Pronouns. This grammatical point is difficult, so pay close attention to the adjustments made in the following paradigm:

Direct Object Indirect Object English

me me me

te te you (informal)

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 6 lo, la le him, her, you (formal), it nos nos us os os you all (informal)

them (masc.), them (fem.), los, las les you all (formal)

When both Direct and Indirect Object Pronouns are used in the same sentence, the Indirect Object Pronoun always comes first.

"Ella me lo da." (She gives it to me.) "Ella nos lo da." (She gives it to us.) "Nosotros te lo damos." (She give it to you.)

Whenever any two third person direct or indirect object pronouns (singular or plural) are used together, the indirect object pronoun changes to "se":

Incorrect Correct

le lo se lo

le la se la

le los se los

le las se las

les lo se lo

les la se la

les los se los

les las se las

CULTURAL INSIGHT

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 7 As many North American and European television programs and feature films find their way to Latin America, it is remarkable how many of these are translated into Spanish by Mexican companies. While some of these are simply subtitled, others are dubbed, in which case the Mexican dialect is more noticeable, though, it can also be detected in the subtitles as well. The Mexican translation industry has championed the television and movie market to a great extent. No other country comes close to the amount of motion picture material translated by Mexican companies.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLAS S ES ? 8 LESSON NOTES Lower Intermediate #14 Quality Control - 1

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 7 Grammar 8 Cultural Insight

# 14

1. SR. GÓMEZ: Señorita Pérez, ¿Estamos listos para la visita del gerente?

2. SRTA. PÉREZ: ¿Va a venir el gerente? No lo sabía.

3. SR. GÓMEZ: ¿Cómo es eso? Yo le avisé a usted la semana pasada.

4. SRTA. PÉREZ: Señor Gómez, ¿Para cuándo piensa convocar la reunión?

5. SR. GÓMEZ: Como le dije, la reunión es hoy.

6. SRTA: PÉREZ: Discúlpeme señor, pero no puedo asistir.

7. SR. GÓMEZ: Pero ya le había avisado hace una semana.

8. SRTA. PÉREZ: Entonces tendré que irme para preparar el informe.

9. SR. GÓMEZ: ¿No lo ha preparado?

10. SRTA. PÉREZ: Ya lo había preparado, pero quise corregirlo en casa y lo olvidé.

11. SR. GÓMEZ: ¿Pero cómo es posible señorita Pérez?

12. SRTA. PÉREZ: Mil disculpas señor.

13. SR. GÓMEZ: ¡Usted me va a causar un infarto!

ENGLISH

1. SR. GÓMEZ: Are we ready for the manager's visit?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 2 2. SRTA. PÉREZ: The manager is going to come? I did not know.

3. SR. GÓMEZ: But, Ms., I let you know last week.

4. SRTA. PÉREZ: When are you going to hold the meeting?

5. SR. GÓMEZ: The meeting is today.

6. SRTA: PÉREZ: Forgive me Mr. Gómez, but I will not be able to attend.

7. SR. GÓMEZ: But I had already let you know a week ago.

8. SRTA. PÉREZ: So then, I will have to go in order to prepare the report.

9. SR. GÓMEZ: You have not prepared it?

10. SRTA. PÉREZ: I had already written it, but I wanted to edit it at home and I forgot it.

11. SR. GÓMEZ: But how is this possible Ms. Pérez?

12. SRTA. PÉREZ: My apologies, Sir.

13. SR. GÓMEZ: You, Ms., are going to give me a heart-attack!

INFORMAL SPANISH

1. SR. GÓMEZ: Señorita Pérez, ¿Estamos listos para la visita del gerente?

2. SRTA. PÉREZ: ¿Va a venir el gerente? No lo sabía.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 3 3. SR. GÓMEZ: ¿Cómo es eso? Yo te avisé la semana pasada.

4. SRTA. PÉREZ: Señor Gómez, ¿Para cuándo piensas convocar la reunión?

5. SR. GÓMEZ: Como te dije, la reunión es hoy.

6. SRTA: PÉREZ: Discúlpame, pero no puedo asistir.

7. SR. GÓMEZ: Pero ya te había avisado hace una semana.

8. SRTA. PÉREZ: Entonces tendré que irme para preparar el informe.

9. SR. GÓMEZ: ¿No lo has preparado?

10. SRTA. PÉREZ: Ya lo había preparado, pero quise corregirlo en casa y lo olvidé.

11. SR. GÓMEZ: ¿Pero cómo es posible señorita Pérez?

12. SRTA. PÉREZ: Mil disculpas.

13. SR. GÓMEZ: ¡Tú me vas a causar un infarto!

ENGLISH

1. SR. GÓMEZ: Are we ready for the manager's visit?

2. SRTA. PÉREZ: The manager is going to come? I didn't know.

3. SR. GÓMEZ: But I let ya' know last week.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 4 4. SRTA. PÉREZ: When are ya' going to hold the meeting?

5. SR. GÓMEZ: The meeting is today.

6. SRTA: PÉREZ: Forgive me Mr. Gómez, but I won't be able to attend.

7. SR. GÓMEZ: But I'd already let ya' know a week ago.

8. SRTA. PÉREZ: So then, I'll have to go in order to prepare the report.

9. SR. GÓMEZ: You haven't prepared it?

10. SRTA. PÉREZ: I'd already written it, but I wanted to edit it at home and I forgot it.

11. SR. GÓMEZ: But how is this possible Ms. Pérez?

12. SRTA. PÉREZ: My apologies.

13. SR. GÓMEZ: You're going to give me a heart-attack!

VOCABULARY

Spanish English Class Gender

gerente manager masc. or fem.

to inform, to let know, avisar to warn verb

to convoke, to hold, convocar to call together verb

attend, to serve, to asistir assist verb

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 5 report, resources informe (pl.), shapeless noun masculine

olvidar to forget verb

to cause, to make, to causar give verb

heart-attack, infarto infarction masc. noun masculine

SAMPLE SENTENCES

Recientemente, muchos gerentes ¿Hace cuánto tiempo que trabajas gozan de una mala reputación. de gerente?

"Recently many managers have "How long have you worked as a been getting a bad reputation." manager?"

¿Ya ha llegado el gerente? Había avisado a mi amigo que no

podía acompañarle. "Has the manager arrived yet?" "I had let my friend know that I wouldn't be able to join him."

El gerente convocará la reunión la ¿Con qué te puedo asistir?

próxima semana. "How can I help you?" "The manager will hold the meeting next week."

¿De qué se tratará el informe? Nunca olvides de dónde vienes.

"What will the report be about?" "Never forget where you come from."

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 6 Cuando me llamaste, ya me había Me causaban mucha risa los chistes olvidado de nuestra cita. que contabas.

"When you called me, I had already "The jokes that you were telling forgotten about our date." were making me laugh a lot."

Mi abuelo murió de un infarto en el La acumulación de estrés y presión 2001. le causó un infarto al comerciante.

"My grandfather died from a heart "The accumulation of stress and attack in 2001." pressure gave the salesman a heart- attack."

GRAMMAR

The Pluperfect Preterite in Spanish is called "el pretérito pluscuamperfecto". This term comes from Latin and literally means "the more-than-perfect preterite". This tense is also called the "antecopretérito" (i.e. the ante-co-preterite). The Pluperfect Preterite tense expresses a past action anterior to another action in the past with an indeterminate interval between the two. Thus, we say "Yo había salido, cuando me llamaste" (I had left, when you called), where we know that the "leaving" occurred before the "calling", but we don't know how much time elapsed between the two actions.

To form the Pluperfect Preterite, we use the Imperfect Tense of the auxiliary verb "haber" and a participle. The only irregular forms occur when the participle is irregular. The forms of "haber" are the same no matter what kind of participle is used.

Singular Plural

yo había nosotros habíamos

tú habías vosotros habíais

él, ella, usted había ellos, ellas, ustedes habían

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 7 The regular participle in Spanish is formed by removing the infinitive ending and adding "- ado" for verbs of the first conjugation (-AR) and "-ido" for verbs of the second (-ER) and third (- IR) conjugations. Observe the following:

Infinitive Participle

llamar (to call) llamado (called)

vender (to sell) vendido (sold)

salir (to leave) salido (left)

CULTURAL INSIGHT

Meeting international norms and regulations has become a priority for many growing Latin America enterprises. With these growing economies, compliance with international standards is a major step toward entering into the global market, a step which is proving vital in the omnipresence of international trade. In particular, efforts to guarantee quality control and environmental responsibility through the International Standards Organization have been the most common throughout the Latin world.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #14 - QUALI TY CONTROL - 1 8 LESSON NOTES Lower Intermediate #15 Quality Control II

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 8 Cultural Insight

# 15

1. SR. GÓMEZ: El gerente está por llegar. ¿Ha terminado el informe?

2. SRTA. PÉREZ: No se preocupe. Está casi listo. Sólo lo tengo que hacer en la computadora.

3. SR. GÓMEZ: ¡Qué bueno! Esta reunión acerca del control de calidad será clave para todos.

4. SRTA. PÉREZ: ¿Control de calidad? Pero cuando usted me lo pidió ya había escrito sobre producción globalizada.

5. SR. GÓMEZ: ¡No juege con este tipo de bromas! Estoy hablando en serio.

6. SRTA. PÉREZ: Yo también.

7. SR. GÓMEZ: Pero yo le había hablado claramente acerca del desarrollo del tema.

8. SRTA. PÉREZ: Sí lo sé. Pero el señor Guzmán me dijo que se trataría el tema de la producción globalizada.

9. SR. GÓMEZ: ¡Caracho! ¿Y dónde está este señor?

10. SRTA. PÉREZ: Creo que se fue a preparar un café.

ENGLISH

1. SR. GÓMEZ: The manager is about to arrive. Have you finished the report?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 2 2. SRTA. PÉREZ: Don't worry, Sir. It is almost ready. I only need to type it up.

3. SR. GÓMEZ: That is great! This meeting about quality control will be key for us all.

4. SRTA. PÉREZ: Quality control? But when you asked me for it I had already written about globalized production.

5. SR. GÓMEZ: Do not fool around with those kinds of jokes. I am speaking seriously.

6. SRTA. PÉREZ: I am too.

7. SR. GÓMEZ: But I had clearly spoken to you about the need for the development of the topic.

8. SRTA. PÉREZ: Yes I know. But Mr. Guszmán told me that the topic will be about globalized production.

9. SR. GÓMEZ: Damn it! And where is this man?

10. SRTA. PÉREZ: I believe he went to prepare a coffee.

INFORMAL SPANISH

1. SR. GÓMEZ: El gerente está por llegar. ¿Has terminado el informe?

2. SRTA. PÉREZ: No te preocupes. Está casi listo. Sólo lo tengo que hacer en la computadora.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 3 3. SR. GÓMEZ: ¡Qué bueno! Esta reunión acerca del control de calidad será clave para todos.

4. SRTA. PÉREZ: ¿Control de calidad? Pero cuando me lo pediste ya había escrito sobre producción globalizada.

5. SR. GÓMEZ: ¡No jueges con este tipo de bromas! Estoy hablando en serio.

6. SRTA. PÉREZ: Yo también.

7. SR. GÓMEZ: Pero yo te había hablado claramente acerca del desarrollo del tema.

8. SRTA. PÉREZ: Sí lo sé. Pero el señor Guzmán me dijo que se trataría el tema de la producción globalizada.

9. SR. GÓMEZ: ¡Caracho! ¿Y dónde está este señor?

10. SRTA. PÉREZ: Creo que se fue a preparar un café.

ENGLISH

1. SR. GÓMEZ: The manager is about to arrive. Have ya' finished the report?

2. SRTA. PÉREZ: Don't worry, Sir. It is almost ready. I only need to type it up.

3. SR. GÓMEZ: That's great! This meeting about quality control will be key for us all.

4. SRTA. PÉREZ: Quality control? But when you asked me for it I had already written about globalized production.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 4 5. SR. GÓMEZ: Don't fool around with those kinds of jokes. I am speaking seriously.

6. SRTA. PÉREZ: I am too.

7. SR. GÓMEZ: But I had clearly spoken to you about the need for the development of the topic.

8. SRTA. PÉREZ: Yeah I know. But Mr. Guszmán told me that the topic will be about globalized production.

9. SR. GÓMEZ: Damn it! And where is this man?

10. SRTA. PÉREZ: I believe he went to prepare a coffee.

VOCABULARY

Spanish English Class Gender

casi almost, nearly adverb

acerca de about, concerning adverbial locution

control de calidad quality control noun phrase

masculine or clave key, clue, code noun, adjective feminine

producción global(ized) globalizada production noun phrase

broma joke, prank noun feminine

desarrollo development noun masculine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 5 Manuel es muy buen jugador, casí Hablé con él acerca de su nunca falla. puntualidad.

"Manuel is a very good player, he "I talked to him about his almost never fails." punctuality."

Una de las normas más importantes ¿Conoces la clave para entrar a es la de control de calidad. esa página web?

"One of the most important "Do you know the key to enter that regulations is that of quality control." web page?"

En el mercado de hoy, la Tu hermano siempre está haciendo producción globalizada es sus bromas, pero no las encuentro indispensable. nada graciosas.

"In today's market, globalized "Your brother is always doing production is indispensable." pranks, but I don't find them funny."

¿Puedes desarrollar el tema aún más?

"Can you develop the topic even more?"

GRAMMAR

The Pluperfect Preterite in Spanish is called "el pretérito pluscuamperfecto". This term comes from Latin and literally means "the more-than-perfect preterite". This tense is also called the "antecopretérito" (i.e. the ante-co-preterite). The Pluperfect Preterite Tense expresses a past action anterior to another action in the past with an indeterminate interval between the two. Thus, we say "Yo había salido, cuando me llamaste" (I had left, when you called), where we know that the "leaving" occurred before the "calling", but we don't know how much time elapsed between the two actions.

To form the Pluperfect Preterite, we use the Imperfect Tense of the auxiliary verb "haber" and a participle. The only irregular forms occur when the participle is irregular. The forms of

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 6 "haber" are the same no matter what kind of participle is used.

Singular Plural

yo había nosotros habíamos

tú habías vosotros habíais

él, ella, usted había ellos, ellas, ustedes habían

The irregular participles often occur in the second (-ER) and third (-IR) conjugations. There is a limited number of them. The list below contains some irregular participles with similar roots. For example "descrito" (described), which has "escrito" (written) in its root, or "descubierto" (discovered), which has "cubierto" (covered) in its root.

Infinitive Participle Infinitive Participle

entreabrir (to half entreabierto (half describir (to open) opened) describe) descrito (described)

reabierto reabrir (to reopen) (reopened) escribir (to write) escrito (written)

cubrir (to cover) cubierto (covered) inscribir (inscribe) inscrito (inscribed)

descubrir (to descubierto manuscribir (to manuscrito discover) (discovered) write by hand) (handwritten)

encubrir (to encubierto prescribir prescrito conceal) (concealed) (prescribe) (prescribed)

recubrir (to coat) recubierto (coated) proscribir (to ban) proscrito (banned)

redescubrir (to redescubierto subscribir subscrito rediscover) (rediscovered) (subscribe) (subscribed)

transcribir (to transcrito adscribir (to ascribe) adscrito (ascribed) transcribe) (transcribed)

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 7 circunscribir (to circunscrito circumscribe) (circumscribed) romper (to break) roto (broken)

CULTURAL INSIGHT

As Latin American enterprises make efforts to enter the global market, they are faced with the challenge of guaranteeing the supply for foreign demand. This is especially the case with the production of crafts, such as ceramics, where workers are used to selling their good in the local market, and thus, are accustomed to meeting a much smaller demand. Also, issues of transportation in Andean countries has proven to be serious inhibitors in the distribution of goods for export, resulting in difficulty for meeting foreign demands. Industrial developers are focusing their efforts on infrastructure with the hopes of facilitating transportation for reasons such as these.

S PANIS HPOD101.COM LOWER I NTERMEDIATE #15 - QUALI TY CONTROL I I 8 LESSON NOTES Lower Intermediate S1 #16 Quality Control III

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 16

1. SR. GÓMEZ: Señor Guzmán, ¿qué le había dicho a la señorita Pérez acerca de su informe?

2. SR. GUZMÁN: ¿Qué le dije? Bueno, le dije que vendría pronto el gerente para una reunión importante.

3. SR. GÓMEZ: ¡Usted sabe de qué se trata su informe?

4. SR. GUZMÁN: Si no me equivoco, se trata de control de calidad.

5. SR. GÓMEZ: Entonces, ¿me puede decir por qué ha escito sobre la producción globalizada?

6. SR. GUZMÁN: No sabría decirle.

7. SR. GÓMEZ: ¿No? Ella dice que usted le había dicho que cambiara el tema.

8. SR. GUZMÁN: ¿Yo? Pero ¿por qué le diría algo así?

9. SR. GÓMEZ: Yo me preguntaba lo mismo.

10. SR. GUZMÁN: Yo le dije que el tema de control de calidad tiene prioridad.

11. SR. GÓMEZ: Por favor, acompáñeme. Vamos a resolver el asunto.

ENGLISH

1. SR. GÓMEZ: Mr. Guzmán, what had you said to Ms. Pérez concerning her report?

2. SR. GUZMÁN: What did I say to her? Well, I told her that the manager would be coming soon for an important meeting.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #16 - QUALI TY CONTROL I I I 2 3. SR. GÓMEZ: Sir, do you know what her report is about?

4. SR. GUZMÁN: If I am not mistaken, it is about quality control.

5. SR. GÓMEZ: So then, can you tell me why she has written about globalized production?

6. SR. GUZMÁN: I would not know what to tell you, sir.

7. SR. GÓMEZ: No? She tells me that you, sir, had told her to change her topic.

8. SR. GUZMÁN: Me? But why would I tell her something like that?

9. SR. GÓMEZ: I was wondering the same thing.

10. SR. GUZMÁN: I told her that the topic of quality control has priority.

11. SR. GÓMEZ: Please come with me. We are going to resolve this issue.

INFORMAL SPANISH

1. SR. GÓMEZ: Señor Guzmán, ¿qué le habías dicho a la señorita Pérez acerca de su informe?

2. SR. GUZMÁN: ¿Qué le dije? Bueno, le dije que vendría pronto el gerente para una reunión importante.

3. SR. GÓMEZ: ¿Sabes de qué se trata su informe?

4. SR. GUZMÁN: Si no me equivoco, se trata de control de calidad.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #16 - QUALI TY CONTROL I I I 3 5. SR. GÓMEZ: Entonces, ¿me puedes decir por qué ha escito sobre la producción globalizada?

6. SR. GUZMÁN: No sabría decirte.

7. SR. GÓMEZ: ¿No? Ella dice que tú le habías dicho que cambiara el tema.

8. SR. GUZMÁN: ¿Yo? Pero ¿por qué le diría algo así?

9. SR. GÓMEZ: Yo me preguntaba lo mismo.

10. SR. GUZMÁN: Yo le dije que el tema de control de calidad tiene prioridad.

11. SR. GÓMEZ: Por favor, acompáñame. Vamos a resolver el asunto.

ENGLISH

1. SR. GÓMEZ: Mr. Guzmán, what had ya' said to Ms. Pérez concerning her report?

2. SR. GUZMÁN: What did I say to her? Well, I told her that the manager would be coming soon for an important meeting.

3. SR. GÓMEZ: Do ya' know what her report is about?

4. SR. GUZMÁN: If I'm not mistaken, it's about quality control.

5. SR. GÓMEZ: So then, can ya' tell me why she's written about globalized production?

6. SR. GUZMÁN: I wouldn't know what to tell ya'.

7. SR. GÓMEZ: Nah? She tells me that you'd told her to change her topic.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #16 - QUALI TY CONTROL I I I 4 8. SR. GUZMÁN: Me? But why would I tell her something like that?

9. SR. GÓMEZ: I was wondering the same thing.

10. SR. GUZMÁN: I told her that the topic of quality control has priority.

11. SR. GÓMEZ: Please come with me. We're going to resolve this issue.

VOCABULARY

Spanish English Class Gender

quick, fast, soon, pronto early adjective, adverb

to be mistaken, to equivocar make a mistake pronominal verb

to ask a question, to preguntar wonder verb

mismo, -a same, very, right adjective, adverb feminine

prioridad priority noun feminine

to accompany, to acompañar come/go/be with verb

to resolve, to solve, resolver to get to the bottom of verb

asunto issue, matter, affair masculine noun masculine

SAMPLE SENTENCES

Mi novia estará aquí pronto. Es demasiado pronto para llegar a

una conclusión. "My girlfriend will be here soon." "It is too soon to arrive at a conclusion."

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #16 - QUALI TY CONTROL I I I 5 Espero que me mandes la carta Me equivoqué de la hora en la que pronto. comenzó la pelicula.

"I hope that you send me the letter "I mistook the time at which the soon." movie started."

Vamos a preguntarle a él. Este cuadro lo he pintado yo

mismo. "We are going to ask him." "I painted this painting myself."

Ella siempre hace las mismas Tienes que averigüar tus preguntas. prioridades.

"She always asks the same "You've got to figure out your questions." priorities."

Me habían acompañado cuando ¿Ha resuelto tus dudas? vine desde Panamá. "Have your gotten to the bottom of "They had accompanied me when I your questions?" came from Panama."

No es grave el asunto.

"It's not a serious matter."

GRAMMAR

Adverbs in Spanish are invariable, that is, they do not show number or gender. Their function is to modify the meaning of verbs and the meaning of adjectives. Adverbs can be grouped into the following categories: Adverbs of Time, Place, Manner, Quantity, Afirmation, Negation, Doubt, Exclusion, Inclusion and Interrogation. Here is a list of Adverbs of Time.

Spanish English Spanish English

ahora now luego later

antaño long ago mañana tomorrow

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #16 - QUALI TY CONTROL I I I 6 the day before anteayer yesterday mientras while

antes before nunca never

antemano beforehand siempre always

aún still, yet tarde late

ayer yesterday temprano early

cuando when todavía still, yet

después after ya already, by now

entonces then en punto on time

hoy today pronto quickly

jamás never a veces sometimes

CULTURAL INSIGHT

As in any business, communication is one of the most important tools. In Latin America, emphasis can be seen on language learning. As opposed to a country like the United States, where much of language learning takes place in the public classroom; in Latin American countries, the presence of the language institute is seen very often. Common languages studied include French, Portuguese, German and English. Classes are affordable, though, it is difficult for business professionals to attend with the busy work schedule. For these people, hiring a private tutor is a better, though more expensive option. Online courses are increasing in popularity as well. In short, language learning throughout Latin America is heavily promoted and pursued in an effort to compete in the global market.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #16 - QUALI TY CONTROL I I I 7 LESSON NOTES Lower Intermediate S1 #17 Quality Control IV

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 6 Grammar 8 Cultural Insight

# 17

1. SR. GÓMEZ: Entonces, ¿ustedes me podrían decir qué pasó aquí?

2. SRTA. PÉREZ: No pasó nada, señor. El señor Guszmán me dijo que cambie el tema.

3. SR. GÓMEZ: ¿Es verdad Guzmán?

4. SR. GUZMÁN: Se lo dije el lunes pasado, pero le mandé un correo electrónico con la corrección el martes.

5. SRTA. PÉREZ: Pero no recibí ningún correo suyo ese día. Sólo me llegaron sus flores...

6. SR. GÓMEZ: ¡Estamos hablando en serio señorita Pérez!

7. SRTA. PÉREZ: Perdóneme jefe.

8. SR. GUZMÁN: Se lo mandé. Puedo revisar mi correo para que estemos seguros.

9. SR. GÓMEZ: ¡Cómo no!

10. SR. GUZMÁN: Ahí está, enviado el día martes.

11. SRTA. PÉREZ: Pero no me llegó y el lunes usted me había dicho que cambie el tema.

12. SR. GÓMEZ: Es obvio que tenemos un problema de comunicación. Esto no puede volver a suceder.

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 2 1. SR. GÓMEZ: So then, can you tell me what happened here?

2. SRTA. PÉREZ: Nothing happened, sir. Mr. Guzmán told me to change my topic.

3. SR. GÓMEZ: Is it true Guzmán?

4. SR. GUZMÁN: I said it to her last Monday, but on Tuesday I sent her an email with the correction.

5. SRTA. PÉREZ: But I did not receive any email of yours that day. I only got your flowers...

6. SR. GÓMEZ: We are talking seriously, Pérez!

7. SRTA. PÉREZ: Pardon me, boss.

8. SR. GUZMÁN: I sent it to her. I can check my email so that we are sure.

9. SR. GÓMEZ: But of course!

10. SR. GUZMÁN: There it is, sent Tuesday.

11. SRTA. PÉREZ: But I did not get it and Monday you had told me to change the topic.

12. SR. GÓMEZ: It is obvious that we have a communication problem here. This cannot happen again.

INFORMAL SPANISH

1. SR. GÓMEZ: Entonces, ¿vosotros me podríais decir qué pasó aquí?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 3 2. SRTA. PÉREZ: No pasó nada. El señor Guszmán me dijo que cambie el tema.

3. SR. GÓMEZ: ¿Es verdad Guzmán?

4. SR. GUZMÁN: Se lo dije el lunes pasado, pero le mandé un correo electrónico con la corrección el martes.

5. SRTA. PÉREZ: Pero no recibí ningún correo tuyo ese día. Sólo me llegaron tus flores...

6. SR. GÓMEZ: ¡Estamos hablando en serio señorita Pérez!

7. SRTA. PÉREZ: Perdóname jefe.

8. SR. GUZMÁN: Se lo mandé. Puedo revisar mi correo para que estemos seguros.

9. SR. GÓMEZ: ¡Cómo no!

10. SR. GUZMÁN: Ahí está, enviado el día martes.

11. SRTA. PÉREZ: Pero no me llegó y el lunes tú me habías dicho que cambie el tema.

12. SR. GÓMEZ: Es obvio que tenemos un problema de comunicación. Esto no puede volver a suceder.

ENGLISH

1. SR. GÓMEZ: So then, can ya'll tell me what happened here?

2. SRTA. PÉREZ: Nothing happened. Mr. Guzmán told me to change my topic.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 4 3. SR. GÓMEZ: Is it true Guzmán?

4. SR. GUZMÁN: I said it to her last Monday, but on Tuesday I sent her an email with the correction.

5. SRTA. PÉREZ: But I didn't receive any email of yours that day. I only got your flowers...

6. SR. GÓMEZ: We're talking seriously, Pérez!

7. SRTA. PÉREZ: Pardon me, boss.

8. SR. GUZMÁN: I sent it to her. I can check my email so that we're sure.

9. SR. GÓMEZ: But of course!

10. SR. GUZMÁN: There it is, sent Tuesday.

11. SRTA. PÉREZ: But I didn't get it and Monday you'd told me to change the topic.

12. SR. GÓMEZ: It's obvious that we've got a communication problem here. This can't happen again.

VOCABULARY

Spanish English Class Gender

nothing, nada not...anything pronoun

to order, to send, to mandar be in charge verb

correo mail, post office masc. noun masculine

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 5 electrónico, -a electronic adjective masculine

serio serious, grave adjective

jefe(a) chief, boss feminine

comunicación communication noun feminine

to happen, to occur, suceder to follow verb

SAMPLE SENTENCES

¿Por qué no haces nada? mándame un correo y te

responderé al toque. "Why aren't you doing anything?" "Send me an e-mail and I will respond in a bit."

Fui a correos para mandar un par Te lo mandé por correo electrónico.

de cartas. "I sent it to you by email." "I went to the post office to send a couple of letters."

Ella es una persona muy seria. Es necesario que te comuniques

con tu jefa. "She's a very serious person." "It's necessary that you talk with your boss."

Estudiaron comunicaciones en la Esperamos que estas cosas no universidad. sucedan a menudo.

"They studied communications in "We hope that these things don't the university." happen frequently."

GRAMMAR

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 6 The Indicative Mood is characterized by its expressions of fact and affirmation. The Subjunctive Mood on the other hand is characterized by its expression of Desire. For example, if we say "Miguel me llama" (Miguel calls me), the verb "llama" is in the Present Tense of the Indicative Mood; but if we say "quiero que Miguel me llame", the verb "llame" is now in the Subjunctive Mood, while the verb "quiero" is in the Indicative Mood. In this case, we would say that "llame" is a Common Subjunctive. We use the term Common Subjunctive to refer to the forms that are subordinated or that can be subordinated by verbs of Doubt and Desire.

In the example "quiero que Miguel me llame", the subordinate clause is "que me llame" (that he call me, or, him to call me). We see that this expresses an incomplete idea. It is dependent on the main verb, which in this example is "quiero" (I want). Subordinate clauses cannot stand on their own; rather, it completes the thought or idea of the main verb. So, "that he call me" or "him to call me" completes the idea of "I want".

When we form this kind of sentence in Spanish, the verb in the Subordinate Clause is conjugated in one of the Tenses of the Common Subjunctive Mood. There are a number of Subjunctive Tenses. Today, we begin with the Present Subjunctive. When the main verb is conjugated in the Present Indicative, the verb in the subordinated clause is conjugated in the Present Subjunctive. Thus, these constructions are sequential.

For regular verbs of the First Conjugation (-AR), the Present Subjunctive is formed by replacing the -A of the ending with an -E and adding the rest of the personal endings for the Present Tense. For regular verbs of the Second (-ER) and Third (-IR) Conjugations, the -E is replaced with an -A and the rest of the personal endings for the Present Tense are added. Observe the following conjugations:

Persona calmar (-AR) correr (-ER) escribir (-IR)

yo calme corra escriba

tú calmes corras escribas

él calme corra escriba

ella calme corra escriba

usted calme corra escriba

neutro sing. calme corra escriba

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 7 nosotros calmemos corramos escribamos vosotros calméis corráis escribáis ellos calmen corran escriban ellas calmen corran escriban ustedes calmen corran escriban neutro pl. calmen corran escriban

CULTURAL INSIGHT

The word "jefe" comes from the French "chef" (chief), and this from the Latin "caput" (head). In Spanish, sometimes it's used as a form of address, which is used when one person feels that he or she has established a comfortable relationship with another. When it's used this way, we can think about it in English as "chief" or "boss". In this way, it can be used in a playful way to refer to someone else as an authority, even though he or she may not be one. For example, "jefe" or "jefa" could be used between spouses.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #17 - QUALI TY CONTROL I V 8 LESSON NOTES Lower Intermediate S1 #18 Argentina, here we come! I

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 7 Grammar 9 Cultural Insight

# 18

1. CLAUDIA: Estoy muy emocionada por este viaje a Argentina.

2. RAQUEL: Yo también. Espero que no llueva durante el vuelo. Tengo miedo de volar.

3. ALDO: No hay de qué preocuparse. He hecho este viaje mil veces.

4. ENRIQUE: Que esté tranquila. Así podría disfrutarlo.

5. RAQUEL: No me importa disfrutarlo; lo que me importa es llegar sana y salva.

6. CLAUDIA: No sea tan dramática.

7. ALDO: Bueno, ¿qué quieren hacer cuando lleguemos?

8. ENRIQUE: Quiero ir a una milonga para bailar tango.

9. CLAUDIA: A mi me interesa comprar ropa. La moda argentina es una de las mejores en el mundo.

10. RAQUEL: Yo quiero visitar a mis tíos. Es importante que me encuentre con ellos.

11. ALDO: No hay problema. ¿Tiene su dirección o teléfono?

12. RAQUEL: Claro que sí.

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 2 1. CLAUDIA: I am really excited for this trip to Argentina.

2. RAQUEL: I am too. I hope that it does not rain during the flight. I am afraid to fly.

3. ALDO: There is nothing to worry about. I have taken this trip a thousand times.

4. ENRIQUE: Be calm. That way you can enjoy it.

5. RAQUEL: I do not care about enjoying it; what I care about is arriving safe and sound.

6. CLAUDIA: Do not be so dramatic.

7. ALDO: Well, what do you all want to do when we get there?

8. ENRIQUE: I want to go to a milonga to dance tango.

9. CLAUDIA: I am interested in buying clothes. Argentine fashion is one of the best in the world.

10. RAQUEL: I want to visit my aunt and uncle. It is important that I meet up with them.

11. ALDO: No problem. Do you have their address or phone number?

12. RAQUEL: Of course I do.

INFORMAL SPANISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 3 1. CLAUDIA: Estoy muy emocionada por este viaje a Argentina.

2. RAQUEL: Yo también. Espero que no llueva durante el vuelo. Tengo miedo de volar.

3. ALDO: No hay de qué preocuparse. He hecho este viaje mil veces.

4. ENRIQUE: Que estés tranquila. Así podrías disfrutarlo.

5. RAQUEL: No me importa disfrutarlo; lo que me importa es llegar sana y salva.

6. CLAUDIA: No seas tan dramática.

7. ALDO: Bueno, ¿qué quieren hacer cuando lleguemos?

8. ENRIQUE: Quiero ir a una milonga para bailar tango.

9. CLAUDIA: A mi me interesa comprar ropa. La moda argentina es una de las mejores en el mundo.

10. RAQUEL: Yo quiero visitar a mis tíos. Es importante que me encuentre con ellos.

11. ALDO: No hay problema. ¿Tienes su dirección o teléfono?

12. RAQUEL: Claro que sí.

ENGLISH

1. CLAUDIA: I'm really excited for this trip to Argentina.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 4 2. RAQUEL: I am too. I hope that it doesn't rain during the flight. I'm afraid to fly.

3. ALDO: There's nothing to worry about. I've taken this trip a thousand times.

4. ENRIQUE: Be calm. That way ya' can enjoy it.

5. RAQUEL: I don't care about enjoying it; what I care about is arriving safe and sound.

6. CLAUDIA: Don't be so dramatic.

7. ALDO: Well, what do ya'll want to do when we get there?

8. ENRIQUE: I want to go to a milonga to dance tango.

9. CLAUDIA: I'm interested in buying clothes. Argentine fashion is one of the best in the world.

10. RAQUEL: I want to visit my aunt and uncle. It's important that I meet up with them.

11. ALDO: No problem. Do ya' have their address or phone number?

12. RAQUEL: Of course I do.

VOCABULARY

Spanish English Class Gender

durante during, in, for preposition

volar to fly verb

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 5 calm, relaxed, tranquilo(-a) tranquil adjective masculine

sano, -a y salvo, -a safe and sound adjectival phrase masculine

dramático, -a dramatic adjective feminine

milonga (similar to milonga cabaret) feminine noun feminine

tango tango noun masculine

bailar to dance, to spin verb

moda fashion, craze noun feminine

SAMPLE SENTENCES

Durante la película, me quedé Que voléis con una buena línea dormido. aérea.

"During the movie, I fell asleep." "May you all fly with a good airline."

Mi hijo es muy tranquilo. Quiero que lleguen sanos y salvos.

"My son is very calm." "I want them to arrive safe and sound."

Vimos una película muy dramática. Más me gustan las milongas de

aquel entonces a los nuevos tangos "We saw a very dramatic movie." de hoy.

"I like the Milongas from long ago more than the new Tangos of today."

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 6 En la zona rioplatense, las milongas ¿Alguna vez has visto tango? son abundantes. Have you ever seen tango? "In the River Plate zone, milongas are abundant."

Me gustaría bailar esta noche, si es No sé casi nada de la moda, por posible. eso me visto así.

"I'd like to dance tonight, if it's "I don't know hardly anything about possible." fashion; that's why I dress like this."

GRAMMAR

We've said that while the Indicative Mood is characterized by its expressions of fact and affirmation, the Subjunctive Mood on the other hand is characterized by its expression of Doubt and Desire. In Lower Intermediate Season 1 Lesson 17, we saw that the Common Subjunctive is used in Subordinate Clauses to complete the meaning of the main verb. Today, we want to look at the Subjunctive when its used in independent propositions, as in the example "que pienses positivamente" (may you think positively). We call this form Optative, when the person being spoken to is the one who should fulfill the "desire", and when it's supposed that it's this person's will on which what's desired depends. The Optative Subjunctive is expressed as a proposition.

While this form may look a lot like the Imperative, the Optative Subjunctive differs from the Imperative in that the former indicates that it is the addressee who must fulfill the desire; that it is up to his or her will, while the Imperative expresses the command of the speaker. The Optative Subjunctive is sometimes introduced by the word "que", as in "que vuelvas temprano" (may you return early). Notice how this differs from the Imperative, which would be "¡vuelve temprano!" (return early!).

In the Present Subjunctive, there are numerous irregular forms. Today, we'll mention three categories of stem-changing verbs in the Present Subjunctive.

Persona cerrar (-e- to -ie-) contar (-o- to -ue-) jugar (-o- to -ue-

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 7 yo cierre cuente juegue tú cierres cuentes juegues

él cierre cuente juegue ella cierre cuente juegue usted cierre cuente juegue neutro sing. cierre cuente juegue nosotros cerremos* contemos* jugemos* vosotros cerréis* contéis* jugéis* ellos cierren cuenten jueguen ellas cierren cuenten jueguen ustedes cierren cuenten jueguen neutro pl. cierren cuenten jueguen

Here is a list of verbs that follow these stem-changing patterns in the Present Subjunctive:

-E- to -IE- -O- to -UE- -U- to -UE-

pensar (to think) apostar (to bet) jugar (to play)

cerrar (to close) colgar (to hang) conjugar (to conjugate)

comenzar (to begin) costar (to cost)

entender (to understand) demostrar (to demonstrate)

perder (to lose) encontrar (to find)

sentar (to sit) llover (to rain)

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 8 encender (to turn on) mostrar (to show) querer (to want) mover (to move)

poder (to be able)

recordar (remember)

volver (return)

CULTURAL INSIGHT

The Tango is a courting dance, made famous in Rio de la Plata (Argentina, Uruguay and Paraguay). Its development there began during the end of the nineteenth century and into the twentieth, where it was danced in bordellos, cabarets and other lounges frequented by immigrants during that time. Based on the heterogeneous influence of area, the dance is one of seduction, especially the older form, called the "Milonga", a term which has also come to be used to refer to the places where the Tango is danced. Notable Tango artists include Osvaldo Pugliese, Francisco Canaro and Carlos Gardél.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #18 - ARGENTI NA, HERE WE COME! I 9 LESSON NOTES Lower Intermediate S1 #19 Argentina, here we come! II

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 8 Cultural Insight

# 19

1. CLAUDIA: Es una suerte que podamos viajar juntos.

2. RAQUEL: No había pensado que sería posible.

3. ALDO: Sí. Me alegra mucho que compartamos estos momentos.

4. ENRIQUE: Estoy muy emocionado por ir a una de esas famosas milongas.

5. RAQUEL: Es bueno que publiquen los eventos culturales con anticipación.

6. CLAUDIA: Sólo espero que este avión vuele como se deba.

7. ALDO: ¡Ay Claudia, no diga disparates!

8. RAQUEL: Padre nuestro, que estás en los cielos...

9. ENRIQUE: ¿Alguna vez han escuchado algo de los gauchos?

10. ALDO: Creo que sí. ¿No tiene uno de los mejores sentidos de orientación en la pampa?

11. ENRIQUE: He escuchado lo mismo.

ENGLISH

1. CLAUDIA: We are lucky that we can travel together.

2. RAQUEL: I did not think that it would be possible.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 2 3. ALDO: Yes. I am really glad that we can share these moments.

4. ENRIQUE: I am very excited to go to one of those famous milongas.

5. RAQUEL: It is good that they publish cultural events ahead of time.

6. CLAUDIA: I just hope that this plane flies like it should.

7. ALDO: Ah, Claudia! May you stop talking nonsense.

8. RAQUEL: Our Father, who art in heaven...

9. ENRIQUE: Have you all ever heard anything about the gauchos?

10. ALDO: I think so. Don't they have the best senses of direction in the pampa?

11. ENRIQUE: I have heard the same thing.

INFORMAL SPANISH

1. CLAUDIA: Es una suerte que podamos viajar juntos.

2. RAQUEL: No había pensado que sería posible.

3. ALDO: Sí. Me alegra mucho que compartamos estos momentos.

4. ENRIQUE: Me muero por ir a una de esas famosas milongas.

5. RAQUEL: Es bueno que publiquen los eventos culturales con anticipación.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 3 6. CLAUDIA: Sólo espero que este avión vuele como se deba.

7. ALDO: ¡Ay Claudia, no digas disparates!

8. RAQUEL: Padre nuestro, que estás en los cielos...

9. ENRIQUE: ¿Alguna vez han escuchado algo de los gauchos?

10. ALDO: Creo que sí. ¿No tiene uno de los mejores sentidos de orientación en la pampa?

11. ENRIQUE: He escuchado lo mismo.

ENGLISH

1. CLAUDIA: We're lucky that we can travel together.

2. RAQUEL: I didn't think that it'd be possible.

3. ALDO: Yeah. I'm really glad that we can share these moments.

4. ENRIQUE: I'm dying to go to one of those famous milongas.

5. RAQUEL: It's good that they publish cultural events ahead of time.

6. CLAUDIA: I just hope that this plane flies like it should.

7. ALDO: Ah, Claudia! Quit talking nonsense.

8. RAQUEL: Our Father, who art in heaven...

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 4 9. ENRIQUE: Have you guys ever heard anything about the gauchos?

10. ALDO: I think so. Don't they have the best senses of direction in the pampa?

11. ENRIQUE: I've heard the same thing.

VOCABULARY

Spanish English Class Gender

compartir to split, to share verb

to publish, to publicar broadcast verb

evento event noun masculine

anticipación anticipation, advance noun feminine

avión airplane, aircraft noun masculine

disparate nonsense, zinger noun masculine

gaucho, -a gaucho noun, adjective

pampa pampa noun feminine

SAMPLE SENTENCES

No quiero compartirte con nadie No tengo mucho, pero de lo que más, ¡así que tienes que terminar tengo puedo compartir.

con ella! "I don't have much, but what I have "I don't want to share you with I can share." anyone else, so you must break up with her!"

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 5 ¿Cuántos libros has publicado? Los eventos de arte y música se

publican en el periódico el día "How many books have you domingo. published?" "Art and music events are published in the newspaper on Sunday."

Es importante dar aviso con Los aviones grandes me dan anticipación. miedo.

"It's important to give advance "Big airplanes scare me." notice."

¿Por qué siempre tienes que decir Los gauchos son reconocidos por disparates? su sentido de orientación.

"Why do you always have to talk "The gauchos are renown for their nonsense?" sense of orientation."

La pampa es una de las llanuras más extensa que he visto en mi vida.

"The pampa is one of the most extensive plains that I've seen in my life."

GRAMMAR

We've seen that the Subjunctive Mood is characterized by its expression of Doubt and Desire. In Intermediate Lesson 17, we saw that the Common Subjunctive is used in Subordinate Clauses to complete the meaning of the main verb. In Lesson 18, we saw that the Optative Subjunctive is used in independent propositions when the person being addressed to is the one who should fulfill the desire and when we suppose that it's the will of this person on which the desired thing depends.

Today, we'll point out that with the Common Subjunctive, we often express emotion in the main verb, on which the subordinated clause containing a verb in the Subjunctive depends. The following is a list of common constructions that require the Subjunctive Mood in the

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 6 subordinated clause. When the main verb is not completed by a subordinate clause, but by a compliment, the second verb is in the Infinitive. For example "espero que publique el libro" (I hope that I publish the book), which requires the Subjunctive, as opposed to "espero publicar el libro" (I hope to publish the book), which requires the infinitive.

Subordinate Clause Takes Subjunctive Compliment Takes Infinitive

espero que... (I hope that...) espero... (I hope to...)

tengo miedo que... (I'm afraid that...) tengo miedo... (I'm afraid to...)

es una lástima que... (it's a shame that...) es lástima... (it's a shame to...)

me encanta que... (I love that...) me encanta... (I love to...)

es bueno que... (it's good that...) es bueno... (it's good to...)

es malo que... (it's bad that...) es malo... (it's bad to...)

es extraño que... (it's surprising that...) es extraño... (it's surprising to)

es mejor que... (it's better that...) es mejor (it's better to...)

es peor que... (it's worse that...) es peor... (it's worse to...)

es justo que... (it's right that...) es justo... (it's right to...)

Certain verbs of the first conjugation (-AR) have a spelling change in the Present Subjunctive. This occurs with those -AR verbs whose stem ends in -C, -G, or -Z. Similar changes occur with verbs of the second (-ER) and third (-IR) conjugations whose stem ends in -GU or -G. The change is necessary in order to preserve a certain phonetic aspect of the verb, namely, the sound of the ending in the infinitive.

secar ("- entregar (- distinguir car", C to gar, G to lanzar (- ("-guir", exigir (-gir, Persona QU) GU) zar, Z to C) GU to G) G to J)

yo seque entregue lance distinga exija

tú seques entregues lances distingas exijas

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 7 él seque entregue lance distinga exija ella seque entregue lance distinga exija usted seque entregue lance distinga exija neut. sng. seque entregue lance distinga exija

entreguemo nosotros sequemos s lancemos distingamos exijamos vosotros sequéis entreguéis lancéis distingáis exijáis ellos sequen entreguen lancen distingan exijan ellas sequen entreguen lancen distingan exijan ustedes sequen entreguen lancen distingan exijan neut. pl. sequen entreguen lancen distingan exijan

CULTURAL INSIGHT

The "gauchos" were mestizos (a mix of the Spanish and Indigenous peoples) who inhabited the flatlands of Argentina, as well as southern Brazil and Uruguay, as early as the seventeenth century and into the eighteenth and nineteenth. Of the various characteristics that brought them fame, their sense of orientation through the stretching flatlands of the Patagonian pampa is of particular interest. A poor comparison can be made with cowboys of the American west, during the expansion of the sixteenth and seventeenth century, before maps could be trusted and law was instated. But the River Plate gauchos have maintained a mysterious aura of unique wisdom, a knowledge proper to the land they inhabited.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #19 - ARGENTI NA, HERE WE COME! I I 8 LESSON NOTES Lower Intermediate S1 #20 Argentina, here we come! III

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 9 Cultural Insight

# 20

1. ENRIQUE: Aldo ¿ha escuchado del autor José Hernández?

2. ALDO: No me suena.

3. RAQUEL: ¿No escribió él el poema narrativo llamado Martín Fierro?

4. ENRIQUE: Así es. Dudo que lo tenga conmigo, pero podríamos buscarlo en una librería.

5. CLAUDIA: ¿De que se trata el poema?

6. ENRIQUE: Se trata de la figura del gaucho en el contexto moderno.

7. ALDO: No creo que lo conozca, pero me gustaría conocerlo.

8. ENRIQUE: Vale la pena leerlo, y sobre todo, en la misma Argentina.

9. CLAUDIA: ¿Cómo va a pasar sus vacaciones con la cabeza metida en un libro.

10. ALDO: ¡Ay Claudia cuándo no!

11. RAQUEL: En gustos y colores no han escritos los autores.

ENGLISH

1. ENRIQUE: Aldo, have you heard of the author José Hernández?

2. ALDO: It does not ring a bell for me.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 2 3. RAQUEL: Didn't he write the narrative poem called Martín Fierro?

4. ENRIQUE: That is right. I doubt that I have it with me, but we could look for it in a bookstore.

5. CLAUDIA: What is the poem about?

6. ENRIQUE: It is about the figure of the gaucho in the modern context.

7. ALDO: I do not think that I know it, but I would like to get to know it.

8. ENRIQUE: It is worth the read, and especially in Argentina itself.

9. CLAUDIA: How are you going to spend your vacations with your head stuck in a book.

10. ALDO: Ah, Claudia, always a comment!

11. RAQUEL: Of pleasures and colors, authors have yet to write.

INFORMAL SPANISH

1. ENRIQUE: Aldo ¿has escuchado del autor José Hernández?

2. ALDO: No me suena.

3. RAQUEL: ¿No escribió él el poema narrativo llamado Martín Fierro?

4. ENRIQUE: Así es. Dudo que lo tenga conmigo, pero podríamos buscarlo en una librería.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 3 5. CLAUDIA: ¿De que se trata el poema?

6. ENRIQUE: Se trata de la figura del gaucho en el contexto moderno.

7. ALDO: No creo que lo conozca, pero me gustaría conocerlo.

8. ENRIQUE: Vale la pena leerlo, y sobre todo, en la misma Argentina.

9. CLAUDIA: ¿Cómo vas a pasar tus vacaciones con la cabeza metida en un libro.

10. ALDO: ¡Ay Claudia cuándo no!

11. RAQUEL: En gustos y colores no han escritos los autores.

ENGLISH

1. ENRIQUE: Aldo, have ya' heard of the author José Hernández?

2. ALDO: It doesn't ring a bell for me.

3. RAQUEL: Didn't he write the narrative poem called Martín Fierro?

4. ENRIQUE: That's right. I doubt that I've got it with me, but we could look for it in a bookstore.

5. CLAUDIA: What's the poem about?

6. ENRIQUE: It's about the figure of the gaucho in the modern context.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 4 7. ALDO: I don't think that I know it, but I'd like to get to know it.

8. ENRIQUE: It's worth the read, and especially in Argentina itself.

9. CLAUDIA: How are ya' going to spend your vacations with your head stuck in a book.

10. ALDO: Ah, Claudia, always a comment!

11. RAQUEL: Of pleasures and colors, authors have yet to write.

VOCABULARY

Spanish English Class Gender

author, writer, autor, -a inventor noun

poema poem noun masculine

dudar to doubt verb

figure, shape, figura character noun feminine

contexto context masc. noun masculine

moderno, -a modern adjectival phrase masculine

sobre todo above all, especially adverb

gotten into, put in the metido, -a middle of participle, adjective masculine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 5 El autor del libro es desconocido. Los poemas de César Vallejo son

muy enigmáticos. "The author of the book is unknown." "The poems of César Vallejo are quite enigmatic."

Dudo que nos llamen antes de La figura del mago no es nada venir. nuevo.

"I doubt that they call before "The figure of the magician isn't coming." anything new."

El contexto de la palabra nos ayuda Me gusta más la música moderna. a entenderla. "I like modern music more." "The context of a word helps us to understand it."

La filosofía moderna tiene mucho Quiere que vayas a verlo, sobre que ver con la identidad. todo si llegas temprano.

"Modern philosophy has a lot to do "He wants you to go see him, with identity." especially if you get in early."

¿Por qué siempre estás metida en los asuntos de otros?

"Why do you always get in the middle of other people's affairs?"

GRAMMAR

In Intermediate Lesson 17, we saw that the Common Subjunctive is used in Subordinate Clauses to complete the meaning of the main verb. In Lesson 18, we saw that the Optative Subjunctive is used in independent propositions when the person being addressed to is the one who should fulfill the desire and when we suppose that it's the will of this person on which the desired thing depends. In Lesson 19, we saw how the Common Subjunctive is used

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 6 to express emotion.

Today, we'll point out that with the Common Subjunctive, we often express doubt in the main verb, on which the subordinated clause containing a verb in the Subjunctive depends. The following is a list of common constructions that require the Subjunctive Mood in the subordinated clause. Above all, the subordinating conjunctions "que" and "de que" very often introduce a clause in which the Subjunctive Mood is used. Observe the following:

Spanish English

dudo que... I doubt that...

es dudoso que... it is doubtful that...

es improbable que... it's unlikely that...

es incierto que... it's uncertain that...

no creo que... I don't believe that...

no es cierto que... it's not certain that...

no estoy convencido de que... I'm not convinced that...

no estoy seguro de que... I'm not sure that...

no parece que... it doesn't seem that...

no pienso que... I don't think that...

no es verdad que... it's not true that...

no me imagino que... I don't imagine that...

Another class of irregular verbs in the Present Subjunctive are those that have an irregular first person singular form in the Present Indicative. In the Present Subjunctive, all of their forms are based off of that irregularity. Look over the irregular changes that take place in the Present Subjunctive for the following verbs:

Verbs that have a -G in the first person singular of the Present Indicative:

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 7 "decir" ("digo" in the first person of the Present Indicative and "diga, digas, diga..." in the Present Subjunctive);

"hacer" ("hago" in the first person of the Present Indicative and "haga, hagas, haga..." in the Present Subjunctive);

"oír" ("oigo" in the first person of the Present Indicative and "oiga, oigas, oiga..." in the Present Subjunctive);

"poner" ("pongo" in the first person of the Present Indicative and "ponga, pongas, ponga..." in the Present Subjunctive);

"salir" ("salgo" in the first person of the Present Indicative and "salga, salgas, salga..." in the Present Subjunctive);

"tener" ("tengo" in the first person of the Present Indicative and "tenga, tengas, tenga..." in the Present Subjunctive);

"traer" ("traigo" in the first person of the Present Indicative and "traiga, traigas, traiga..." in the Present Subjunctive);

"valer" ("valgo" in the first person of the Present Indicative and "valga, valgas, valga..." in the Present Subjunctive);

"venir" ("vengo" in the first person of the Present Indicative and "venga, vengas, venga..." in the Present Subjunctive).

Verbs that have -ZCO in the first person singular of the Present Indicative:

"conocer" ("conozco" in the first person of the Present Indicative and "conozca, conozcas, conozca..." in the Present Subjunctive);

"nacer" ("nazco" in the first person of the Present Indicative and "nazca, nazcas, nazca..." in the Present Subjunctive);

"obedecer" ("obedezco" in the first person of the Present Indicative and "obedezca, obedezcas, obedezca..." in the Present Subjunctive);

"pertenecer" ("pertenezco" in the first person of the Present Indicative and "pertenezca, pertenezcas, pertenezca..." in the Present Subjunctive);

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 8 "agradecer" ("agradezco" in the first person of the Present Indicative and "agradezca, agradezcas, agradezca..." in the Present Subjunctive).

CULTURAL INSIGHT

The narrative poem El gaucho Martín Fierro (The Gaucho Martín Fierro) is without a doubt one of the most fundamental works of the Argentine Republic. Written by José Hernández (1834-1886), who also authored the sequel La vuelta de Martín Fierro (The Return of Martín Fierro), the work is considered one of the landmarks of Hispanic Romanticism. The epic story addresses the universal issues of life, death, freedom and the fate of man. Its significance in American Letters has been compared to the Cantar del Mío Cid with regards to Spanish Letters in the sense that it gathers the most characteristic resources of native poetry. The poems 7210 lines are written in octameter (lines composed of eight syllables or "feet"), making up quartets, sestinas and ballads. It's argument is not difficult to decipher: it addresses the virtue of the guacho, the epoch, and a town. The relation of the gaucho to Nature is fundamental in the poem and represents one of the cornerstones of Romanticism.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #20 - ARGENTI NA, HERE WE COME! I I I 9 LESSON NOTES Lower Intermediate S1 #21 Argentina, here we come! IV

CONTENTS

2 Formal Spanish 3 English 4 Informal Spanish 5 English 6 Vocabulary 6 Sample Sentences 7 Grammar 8 Cultural Insight

# 21

1. ENRIQUE: Por fin, estamos en una milonga argentina.

2. CLAUDIA: ¡Ay qué linda está la decoración! Nunca había estado en un salón de baile rojo.

3. ALDO: Me alegra que le guste.

4. RAQUEL: Miren cuánta gente hay. Está por todas partes.

5. ENRIQUE: Espero que alguién nos pueda enseñar a bailar.

6. CLAUDIA: Sí. El tango es un baile muy especial.

7. ALDO: No conozco mucho de la historia del tango argentino.

8. ENRIQUE: Creo que es un baile desarrollado por los inmigrantes en los puertos.

9. RAQUEL: He escuchado algo parecido. Miren esa pareja a la derecha. ¡Qué bien baila!

10. CLAUDIA: Raquel, mire ese moreno alto a la izquierda. Quiero que él me enseñe.

11. ALDO: Tiene que ser uno de los bailes más románticos que hay.

12. ENRIQUE: Por un lado, y por el otro, es un género que tiene muchas canciones tristes.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 2 13. ALDO: Está en lo cierto. Sobre todo el tango es un baile de cortejo y seducción.

ENGLISH

1. ENRIQUE: Finally, we are at an Argentine milonga.

2. CLAUDIA: Ah, the decoration is so beautiful! I have never been in a red ballroom.

3. ALDO: I am glad that you like it.

4. RAQUEL: Look at how many people there are. They are everywhere.

5. ENRIQUE: I hope that someone can teach us to dance.

6. CLAUDIA: Yes. The tango is a very special dance.

7. ALDO: I do not know much about the history of Argentine tango.

8. ENRIQUE: I think it is a dance developed by immigrants in the ports.

9. RAQUEL: I have heard something similar. Look at that couple on the right. They dance so well!

10. CLAUDIA: Raquel, look at that tall, dark man on the left. I want him to teach me.

11. ALDO: It has to be one of the most romantic dances that there is.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 3 12. ENRIQUE: On one hand, and on the other, it is a genre that has many sad songs.

13. ALDO: You are in the right. Above all, the tango is a dance of courting and seduction.

INFORMAL SPANISH

1. ENRIQUE: Por fin, estamos en una milonga argentina.

2. CLAUDIA: ¡Ay qué linda está la decoración! Nunca había estado en un salón de baile rojo.

3. ALDO: Me alegra que te guste.

4. RAQUEL: Miren cuánta gente hay. Está por todas partes.

5. ENRIQUE: Espero que alguién nos pueda enseñar a bailar.

6. CLAUDIA: Sí. El tango es un baile muy especial.

7. ALDO: No conozco mucho de la historia del tango argentino.

8. ENRIQUE: Creo que es un baile desarrollado por los inmigrantes en los puertos.

9. RAQUEL: He escuchado algo parecido. Miren esa pareja a la derecha. ¡Qué bien baila!

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 4 10. CLAUDIA: Raquel, mira ese moreno alto a la izquierda. Quiero que él me enseñe.

11. ALDO: Tiene que ser uno de los bailes más románticos que hay.

12. ENRIQUE: Por un lado, y por el otro, es un género que tiene muchas canciones tristes.

13. ALDO: Estás en lo cierto. Sobre todo el tango es un baile de cortejo y seducción.

ENGLISH

1. ENRIQUE: Finally, we're at an Argentine milonga.

2. CLAUDIA: Ah, the decoration is so beautiful! I've never been in a red ballroom.

3. ALDO: I'm glad that ya' like it.

4. RAQUEL: Look at how many people there are. They're everywhere.

5. ENRIQUE: I hope that someone can teach us to dance.

6. CLAUDIA: Yeah. The tango is a really special dance.

7. ALDO: I don't know much about the history of Argentine tango.

8. ENRIQUE: I think it's a dance developed by immigrants in the ports.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 5 9. RAQUEL: I've heard something similar. Look at that couple on the right. They dance so well!

10. CLAUDIA: Raquel, look at that tall, dark guy on the left. I want him to teach me.

11. ALDO: It's got to be one of the most romantic dances that there is.

12. ENRIQUE: On one hand, and on the other, it's a genre that's got many sad songs.

13. ALDO: You're in the right. Above all, the tango is a dance of courting and seduction.

VOCABULARY

Spanish English Class Gender

decoración decoration, decor noun feminine

inmigrante immigrant masculine

puerto port, harbor noun masculine

parecido, -a similar, likeness adjective, noun masculine

moreno, -a dark, tan feminine

triste sad, gloomy adjective masculine / feminine

cortejo courting noun masculine

seducción seduction fem. noun feminine

baile dance noun masculine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 6 La decoración de la casa fue Los primeros inmigrantes japoneses preciosa. llegaron al Perú el año 1899.

"The decoration of the house was "The first Japanese immigrants darling." arrived in Peru in 1899."

Había mucha fusión cultural en los Ustedes son muy parecidos... hasta puertos de América Latina. parecen hermanos.

"There was a lot of cultural fusion in "You guys are really similar... you the ports of Latin America." even seem like brothers."

Karla no es blanca y rubia es Mi abuelo está triste. morena. "My grandfather is sad." "Karla isn't white and blond she's dark skinned."

Es muy triste ver a los niños de la El cortejo es una costumbre muy calle. común en los países hispanos.

"It is very sad to see the homeless "Courting is a very common custom kids." in Hispanic countries."

La seducción es uno de los temas Hay baile en la casa de Juan. más comunes de las canciones de "There is dancing at Juan's house." tango.

"Seduction is one of the most common themes of tango songs."

GRAMMAR

Adverbs in Spanish are invariable, that is, they do not show number or gender. Their function is to modify the meaning of verbs, the meaning of adjectives, and the meaning of other

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 7 adverbs. Adverbs can be grouped into the following categories: Adverbs of Time, Place, Manner, Quantity, Affirmation, Negation, Doubt, Exclusion, Inclusion and Interrogation.

Here is a list of Adverbs of Place:

Spanish English Spanish English

abajo below, downstairs aquí, acá here, over here

adentro in allí, allá there, over there

afuera out ante before

above, overhead, arriba upstairs cerca close, near, nearby

delante ahead dentro inside

detrás behind, after donde where

encima above, on top enfrente in front of

fuera outside lejos far away

CULTURAL INSIGHT

We've said that the genre of Tango often encompasses a sad or gloomy sentiment. The song "Frente al mar" (Facing the Sea), the lyrics of which were written by Rodolfo Taboada, is no exception. Here, the lyrics are presented with an English translation that takes into account the meaning of the lines, but not the rhyme.

Frente al mar

Frente al mar, frente a Dios empapada de noche y de pena mi voz se estremece en el último adiós... Frente al mar,/frente a Dios, yo te ruego que, al menos,

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 8 me digas por qué me castigas... Frente a Dios,/frente al mar, yo pregunto si acaso el delito fue dar, siempre dar, sin pedir más que amar...

Ya no sé, qué pasó, yo no sé por qué fue que la luz del amor se apagó... Sólo sé que te vas y que el viento, en tu nombre, parece gritar: ¡Nunca más!"

Facing the Sea

Facing the sea, facing God, soaked with the night and with pain my voice trembles out the final goodbye... Facing the sea, facing God, I beg you, at least, to say why you punish me... Facing God, facing the sea, I ask if giving were perhaps a crime, ever giving, without asking for anything but love...

I don't know, what happened, I don't know why it was that love's light turned off... All I know is that you're out the door and that the wind, in your name, seems to howl: Nevermore!

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #21 - ARGENTI NA, HERE WE COME! I V 9 LESSON NOTES Lower Intermediate S1 #22 Argentina, here we come! V

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 5 Sample Sentences 6 Grammar 7 Cultural Insight

# 22

1. ENRIQUE: Puede ser que este cielo sea el más extenso que exista.

2. ALDO: Nunca había visto algo tan azul, tan claro como el agua.

3. RAQUEL: Este horizonte tan imenso me da la sensación de que se extienda para siempre.

4. CLAUDIA: Es raro que uno se sienta tan chiquitito así.

5. ALDO: ¿Cree usted que seguiría sintiéndose así de chiquitita si pasara mucho más tiempo aquí en la pampa?

6. CLAUDIA: Es posible que me acostumbre a su inmensidad.

7. ENRIQUE: Es interesante la posibilidad.

8. RAQUEL: Yo no creo que me acostumbre.

9. ALDO: ¿Por qué?

10. RAQUEL: Porque la siento infinita.

11. ENRIQUE: ¿Será la pampa infinita o su sensación de ella?

ENGLISH

1. ENRIQUE: It is possible that this sky is the widest that there is.

2. ALDO: I had never seen something so blue, as clear as water.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 2 3. RAQUEL: This horizon so immense gives me the feeling that it extends forever.

4. CLAUDIA: It is strange that one may feel so small like this.

5. ALDO: Do you think that you would keep feeling small like this, if you spent a lot more time in the pampa?

6. CLAUDIA: It is possible that I would get used to its immensity.

7. ENRIQUE: The possibility is interesting.

8. RAQUEL: I do not think that I would get used to it.

9. ALDO: Why?

10. RAQUEL: Because it feels infinite to me.

11. ENRIQUE: Is it the pampa or your feeling of it that is infinite?

INFORMAL SPANISH

1. ENRIQUE: Puede ser que este cielo sea el más extenso que exista.

2. ALDO: Nunca había visto algo tan azul, tan claro como el agua.

3. RAQUEL: Este horizonte tan imenso me da la sensación de que se extienda para siempre.

4. CLAUDIA: Es raro que uno se sienta tan chiquitito así.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 3 5. ALDO: ¿Crees que seguirías sintiéndote así de chiquitita si pasaras mucho más tiempo aquí en la pampa?

6. CLAUDIA: Es posible que me acostumbre a su inmensidad.

7. ENRIQUE: Es interesante la posibilidad.

8. RAQUEL: Yo no creo que me acostumbre.

9. ALDO: ¿Por qué?

10. RAQUEL: Porque la siento infinita.

11. ENRIQUE: ¿Será la pampa infinita o tu sensación de ella?

ENGLISH

1. ENRIQUE: It's possible that this sky is the widest that there is.

2. ALDO: I had never seen something so blue, as clear as water.

3. RAQUEL: This horizon so immense gives me the feeling that it extends forever.

4. CLAUDIA: It's strange that one may feel so small like this.

5. ALDO: Do ya' think that you'd keep feeling small like this, if ya' spent a lot more time in the pampa?

6. CLAUDIA: It's possible that I'd get used to its immensity.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 4 7. ENRIQUE: The possibility is interesting.

8. RAQUEL: I don't think that I'd get used to it.

9. ALDO: Why?

10. RAQUEL: Because it feels infinite to me.

11. ENRIQUE: Is it the pampa or your feeling of it that's infinite?

VOCABULARY

Spanish English Class Gender

existir to exist, to be verb

nunca never, not...ever adverb

horizonte horizon noun masculine

inmenso, -a immense, vast adjective feminine

extender to extend, to go on verb

posibilidad possibility noun feminine

adjective, masc. infinito, -a infinite noun, adverb masculine

sensación sensation, feeling noun feminine

SAMPLE SENTENCES

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 5 Existe la posibilidad de que las En el invierno, nunca salgo sin entradas estén agotadas para abrigo. cuando lleguemos al cine. "In the winter, I never go out without "The possibility exists of the movie a coat." tickets being sold out before we arrive."

Me gusta poder ver el horizonte sin ¡Qué inmensa es esa ciudad! nubes. "That city is so big!" "I like to be able to see the horizon without clouds."

Los trigales se extienden hasta el No estaba seguro de las mar. posibilidades.

"The wheat fields extend to the sea." "I wasn't sure about the possibilities."

El cielo parece infinito. Tengo la sensación de que algo va

a suceder. "The sky seems infinite." "I have the feeling that something is going to happen."

GRAMMAR

In Lower Intermediate Lesson 17, we saw that the Common Subjunctive is used in Subordinate Clauses to complete the meaning of the main verb. In Lesson 18, we saw that the Optative Subjunctive is used in independent propositions when the person being addressed to is the one who should fulfill the desire and when we suppose that it's the will of this person on which the desired thing depends. In Lesson 19, we saw how the Common Subjunctive is used to express emotion. And in Lesson 20, we learned just how the Common Subjunctive expresses doubt. Today, we're going to learn how expressions of possibility and probability in the main clause can require a verb in the Subjunctive Mood in the subordinated

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 6 clause. Remember, these categories are completely imposed upon the language, and so there will naturally be overlapping. For example, isn't an expression of doubt also one of possibility, to some extent? Nevertheless, these groupings are intended to show difference faces of the Subjunctive Mood. Observe the following:

Spanish English

acaso... perhaps...

quizá(s)... maybe...

tal vez... perhaps...

puede ser que... it may be that...

en caso de que... in case...

es fácil que... it's likely that...

es posible que... it's possible that...

es probable que... it's probable that...

es raro que... it's rare that...

A group of irregular verbs in the Present Subjunctive are those which do not end in -O in the first person of the Present Indicative. These verbs are "dar" (infinitive), "doy" (first person present indicative); "estar" (infinitive), "estoy" (first person present indicative); "haber" (infinitive), "he" (first person present indicative); "saber" (infinitive), "sé" (first person present indicative); and "ser" (infinitive), "soy" (first person present indicative).

In the Present Subjunctive, "dar" (to give) takes the forms "dé, des, dé..."; "estar" (to be) takes the forms "esté, estés, esté..."; "haber" (to have) takes the forms "haya, hayas, haya..."; "saber" (to know) takes the forms "sepa, sepas, sepa..." and "ser" (to be) takes the forms "sea, seas, sea...".

CULTURAL INSIGHT

The Pampa is an extensive plain of green grasses that covers an entire quarter of the

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 7 Argentine territory. The cradle of the legendary gaucho, it's been a source of intrigue for a great deal of Romantic works that take place in Argentina. The Pampa is an expansive piece of land, lending itself to man's lucid self-reflection. Vast fields of alfalfa, wheat, corn or sunflowers grow beneath the endless blue sky. Fields as wide as the eye can see, dappled by the heads of livestock, are a typical sight in these plains. This is the zone where the best Argentine beef is produced. It is also the place where the majority of Argentine folkore has its origin.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #22 - ARGENTI NA, HERE WE COME! V 8 LESSON NOTES Lower Intermediate S1 #23 I've got a dilemma... I

CONTENTS

2 Formal Spanish 2 English 3 Informal Spanish 4 English 5 Vocabulary 6 Sample Sentences 7 Grammar 8 Cultural Insight

# 23

1. GABRIELA: No sé que hacer.

2. JORGE: ¿Qué es lo que pasa?

3. GABRIELA: Tengo un dilema.

4. JORGE: ¿Cuál es su dilema?

5. GABRIELA: No sé si es mejor poder hablar otro idioma sin comprenderlo o comprenderlo sin poder hablarlo.

6. JORGE: Obviamente es más importante que comprenda otro idioma.

7. GABRIELA: Yo pensaba lo mismo, pero me dí cuenta que así no podía decir nada. Entonces, ¿de qué sirve mi comprensión?

8. JORGE: Le sirve a sus ideas y por lo tanto a usted misma.

9. GABRIELA: ¿Y cómo me sirven a mí mis ideas si no las puedo comunicar?

10. JORGE: Las ideas le sirven para que pueda pensar mejor.

11. GABRIELA: Estoy casi convencida de su respuesta tan persuasiva.

12. JORGE: Gracias por el cumplido.

13. GABRIELA: De nada. Pero a la vez, me doy cuenta que comunica muy bien sus ideas, y por eso creo que la comunicación podría valer...

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 2 1. GABRIELA: I do not know what to do.

2. JORGE: What is going on?

3. GABRIELA: I have a dilemma.

4. JORGE: What is your dilemma.

5. GABRIELA: I do not know if it is better to speak another language without understanding it, or to understand it without being able to speak it.

6. JORGE: Obviously it is more important that you understand another language.

7. GABRIELA: I was thinking the same, but I realized that like this I would not be able to say anything. So, what is my understanding good for?

8. JORGE: It is good for your ideas, and therefore, for your self.

9. GABRIELA: And how are my ideas good for me if I cannot communicate them?

10. JORGE: The ideas are good for you so that you can think better.

11. GABRIELA: I am almost convinced of your very persuasive answer.

12. JORGE: Thank you for the compliment.

13. GABRIELA: You are welcome. But at the same time, I realize that you communicate your ideas very well, and therefore I think that communication could be worth something...

INFORMAL SPANISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 3 1. GABRIELA: No sé que hacer.

2. JORGE: ¿Qué es lo que pasa?

3. GABRIELA: Tengo un dilema.

4. JORGE: ¿Cuál es tu dilema?

5. GABRIELA: No sé si es mejor poder hablar otro idioma sin comprenderlo o comprenderlo sin poder hablarlo.

6. JORGE: Obviamente es más importante que comprendas otro idioma.

7. GABRIELA: Yo pensaba lo mismo, pero me dí cuenta que así no podía decir nada. Entonces, ¿de qué sirve mi comprensión?

8. JORGE: Te sirve a tus ideas y por lo tanto a tí misma.

9. GABRIELA: ¿Y cómo me sirven a mí mis ideas si no las puedo comunicar?

10. JORGE: Las ideas te sirven para que puedas pensar mejor.

11. GABRIELA: Estoy casi convencida de tu respuesta tan persuasiva.

12. JORGE: Gracias por el cumplido.

13. GABRIELA: De nada. Pero a la vez, me doy cuenta que comunicas muy bien tus ideas, y por eso creo que la comunicación podría valer...

ENGLISH

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 4 1. GABRIELA: I don't know what to do.

2. JORGE: What's going on?

3. GABRIELA: I've got a dilemma.

4. JORGE: What's your dilemma.

5. GABRIELA: I don't know if it's better to speak another language without understanding it, or to understand it without being able to speak it.

6. JORGE: Obviously it's more important that ya' understand another language.

7. GABRIELA: I was thinking the same, but I realized that like this I wouldn't be able to say anything. So, what's my understanding good for?

8. JORGE: It's good for your ideas, and therefore, for your self.

9. GABRIELA: And how are my ideas good for me if I can't communicate them?

10. JORGE: The ideas are good for ya' so that ya' can think better.

11. GABRIELA: I'm almost convinced of your very persuasive answer.

12. JORGE: Thanks for the compliment.

13. GABRIELA: You're welcome. But at the same time, I realize that ya' communicate your ideas very well, and therefore I think that communication could be worth something...

VOCABULARY

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 5 Spanish English Class Gender

el dilema dilemma noun masculine

el idioma language noun masculine

to comprehend, to comprender understand verb

to be useful, to servir serve, to be good for verb

masculine and mejor better, best adjective, adverb feminine

persuasivo, -a persuasive adjective masculine

past participle, cumplido compliment, fulfilled adjective, noun masculine

darse cuenta to realize, to find out phrase

SAMPLE SENTENCES

Un dilema de verdad no tiene ¿Cuántos idiomas quisieras salida. aprender?

"A true dilemma doesn't have a way "How many languages would you out." like to learn?"

Ojalá me comprendáis bien. ¿Te sirvo una taza de café o vos

preferís una infusión? "I hope that you all understand me well." "Can I serve you a cup of coffee or do you prefer herbal tea?"

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 6 A Hernán no le sirve el horario de la Él piensa que es mejor que yo, universidad de la mañana, él ¡pero está equivocado! trabaja. "He thinks that he is better than me, "Hernan can't manage the morning but he is wrong!" university schedule he works."

Es una ciudad pequeña, o mejor Tus argumentos son fuertes y muy dicho, es un gran pueblo. persuasivos, pero todavía no estoy

convencido. "It's a small city, or better yet, it's a large town." "Your arguments are strong and very persuasive, but I'm not convinced yet."

Le dió un cumplido luego de Te darás cuenta del tamaño de la entregarle su exámen perfecto. casa al entrar.

"He gave her a compliment after "You realize how big the house is handing over her perfect exam." when you enter."

Acabo de darme cuenta que no Espero que te des cuenta de lo que estaré disponible a esa hora. hiciste.

"I've just realized that I won't be "I hope that you realize what you available at that time." did."

GRAMMAR

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 7 Subjunctive is used to express emotion. And in Lesson 20, we learned how the Common subjunctive expresses doubt. Then, in Lesson 22, we saw how expressions of possibility and probability in the main clause can require a verb in the Subjunctive Mood in the subordinated clause. Today, we're going to look at one more characteristic of the Common Subjunctive Mood, which expresses necessity and purpose. Observe the following:

Triggers Subjunctive Triggers Infinitive

es necesario que... (it's necessary that... es necesario... (it's necessary to...)

es importante que... (it's important that...) es importante... (it's important to...)

necesito que... (I need that...) necesito... (I need to)

es preciso que... (it's essential that...) es preciso... (it's essential to...)

The Subjunctive Mood plays a key role in clauses of purpose. Purpose is frequently expressed in English by the Infinitive, while in Spanish a subordinate clause is normally required. We see such a clause in today's lesson conversation:

"Las ideas te sirven para que puedas pensar mejor."

(The ideas are good for ya' so that ya' can think better.)

*Purpose clauses are normally introduced by the subordinating conjunctions "para que" (in order that) or "para que no" (in order that... not); they have their verbs in the Subjunctive Mood.

CULTURAL INSIGHT

Listening comprehension is essential to learning the Spanish language. One can learn a great deal simply by tuning in to what other people say. In fact, to acquire the Spanish language, or to learn to participate in it, it's necessary for any student to learn how to listen in a different way. When we listen to people speaking Spanish in order to learn something about the language, it's not the same as if we were listening to them to simply understand what they're saying. Now, we're listening to them to understand what they're saying and how they're saying what they're saying. Once a student remarked on the common expression of farewell "hasta luego", after living in South America for a number of years. He realized that even though the stressed syllable falls on the first part of "hasta", when joined by "luego" the

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 8 stress falls on the latter syllable as in "hasta luego", such that the locals, when abbreviating the expression seemed to be saying "'ta luego", which for the sake of translation, we might render "see ya'". The point of the story is to show that much of foreign language learning comes by imitating native speakers, one we can only imitate them if we know how they say what they say.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #23 - I 'VE GOT A DILEMMA... I 9 LESSON NOTES Lower Intermediate S1 #24 I've got a dilemma... II

CONTENTS

2 Formal Spanish 3 English 4 Informal Spanish 5 English 6 Vocabulary 7 Sample Sentences 8 Grammar 9 Cultural Insight

# 24

1. MARCOS: ¡Hola Gabriela! ¿Cómo va?

2. GABRIELA: Estoy bien Marcos, pero tengo un dilema que no puedo resolver.

3. MARCOS: ¿Sí? ¿De qué se trata?

4. GABRIELA: No sé si es mejor poder hablar otro idioma sin comprenderlo o comprenderlo sin poder hablarlo.

5. MARCOS: ¿Me quiere confundir adrede?

6. GABRIELA: ¡Claro que no! Es que yo pensaba que sería mejor hablarlo, pero mi amigo Jorge casi me ha convencido de lo contrario.

7. MARCOS: ¿No es obvio que lo mejor es poder hablarlo sin comprenderlo?

8. GABRIELA: No sé si es obvio, pero ¿por qué cree que es mejor?

9. MARCOS: Es mejor poder hablar otro idioma para que se exprese.

10. GABRIELA: ¡Muy buena respuesta señor Marcos! Pero ¿de que le sirve la expresión propia?

11. MARCOS: ¿Pero cómo me va a hacer este tipo de preguntas?

12. GABRIELA: Perdone, es que de verdad no lo sé.

13. MARCOS: Si no tiene su propia expresión ¿qué es lo que tiene?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 2 14. GABRIELA: Tengo mis ideas y preguntas también, y tengo más preguntas que ideas.

15. MARCOS: Ahora estoy seguro de que usted me quiere confundir adrede. ¡Yo me voy!

ENGLISH

1. MARCOS: Hello Gabriela! How are you doing?

2. GABRIELA: I am well Marcos, but I have a dilemma that I cannot solve.

3. MARCOS: Yes? What is it about?

4. GABRIELA: I do not know if it is better to speak another language without understanding it, or to understand it without being able to speak it.

5. MARCOS: Do you mean to confuse me on purpose?

6. GABRIELA: Of course not! It is that I was thinking that it would be better to speak it, but my friend Jorge has almost convinced me of the opposite.

7. MARCOS: It is not obvious that the best is to speak it without understanding it?

8. GABRIELA: I do not know if it is obvious, but why do you think it is better?

9. MARCOS: It is better to be able to speak another language so that you can express yourself.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 3 10. GABRIELA: Very good answer Marcos my friend! But, what is self-expression good for?

11. MARCOS: How are you going to ask me this kind of question?

12. GABRIELA: I am sorry, it is that I really do not know.

13. MARCOS: If you do not have your own expression, what do you have?

14. GABRIELA: I have my ideas and questions, and I have more questions than ideas.

15. MARCOS: Now, I am sure that you mean to confuse me on purpose. I am out of here!

INFORMAL SPANISH

1. MARCOS: ¡Hola Gabriela! ¿Cómo vas?

2. GABRIELA: Estoy bien Marcos, pero tengo un dilema que no puedo resolver.

3. MARCOS: ¿Sí? ¿De qué se trata?

4. GABRIELA: No sé si es mejor poder hablar otro idioma sin comprenderlo o comprenderlo sin poder hablarlo.

5. MARCOS: ¿Me quieres confundir adrede?

6. GABRIELA: ¡Claro que no! Es que yo pensaba que sería mejor hablarlo, pero mi amigo Jorge casi me ha convencido de lo contrario.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 4 7. MARCOS: ¿No es obvio que lo mejor es poder hablarlo sin comprenderlo?

8. GABRIELA: No sé si es obvio, pero ¿por qué crees que es mejor?

9. MARCOS: Es mejor poder hablar otro idioma para que te expreses.

10. GABRIELA: ¡Muy buena respuesta amigo Marcos! Pero ¿de que te sirve la expresión propia?

11. MARCOS: ¿Pero cómo me vas a hacer este tipo de preguntas?

12. GABRIELA: Perdona, es que de verdad no lo sé.

13. MARCOS: Si no tienes tu propia expresión ¿qué es lo que tienes?

14. GABRIELA: Tengo mis ideas y preguntas también, y tengo más preguntas que ideas.

15. MARCOS: Ahora estoy seguro de que me quieres confundir adrede. ¡Yo me voy!

ENGLISH

1. MARCOS: Hi Gabriela! How are ya' doing?

2. GABRIELA: I'm ok Marcos, but I've got a dilemma that I can't solve.

3. MARCOS: Yeah? What's it about?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 5 4. GABRIELA: I don't know if it's better to speak another language without understanding it, or to understand it without being able to speak it.

5. MARCOS: Do ya' mean to confuse me on purpose?

6. GABRIELA: Of course not! It's that I was thinking that it'd be better to speak it, but my friend Jorge's almost convinced me of the opposite.

7. MARCOS: Isn't it obvious that the best is to speak it without understanding it?

8. GABRIELA: I don't know if it's obvious, but why do ya' think it's better?

9. MARCOS: It's better to be able to speak another language so that you can express yourself.

10. GABRIELA: Very good answer Marcos my friend! But, what is self-expression good for?

11. MARCOS: How are ya' going to ask me this kind of question?

12. GABRIELA: I'm sorry, it's that I really don't know.

13. MARCOS: If ya' haven't got your own expression, what have ya' got?

14. GABRIELA: I've got my ideas and questions, and I've got more questions than ideas.

15. MARCOS: Now, I'm sure that ya' mean to confuse me on purpose. I'm out of here!

VOCABULARY

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 6 Spanish English Class Gender

to confuse, to confundir confound, to mix up verb

adrede on purpose adverb of manner

obvio, -a obvious adjective feminine

expresar to express verb

respuesta answer, response noun feminine

own, proper, propio, -a appropriate adjective masculine

now, a minute ago, ahora shortly adverb

seguro(-a) safe, sure, for sure adjective, adverb feminine

SAMPLE SENTENCES

Cuando Alex me 'ayuda' a estudiar, Le llamó temprano adrede.

lo que hace es dejarme confundida. "She called him early on purpose." "When Alex 'helps' me study, what he does is leave me more confused."

¿No es obvia la respuesta? Creo que te has expresado bien.

"Isn't the answer obvious?" "I think that you have expressed yourself well."

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 7 A veces, es mejor hacer preguntas Es obvio que ella necesita su propio que tener respuestas. espacio.

"Sometimes, it's better to ask "It's obvious that she needs her own questions than to have answers." space."

Ahora tenemos que pensar en qué Este barrio no me parece muy vamos a hacer. seguro.

"Now we've got to think about what "This neighborhood doesn't seem we're going to do." safe to me."

GRAMMAR

Adverbs in Spanish are invariable, that is, they do not show number or gender. Their function is to modify the meaning of verbs, the meaning of adjectives and the meaning of other adverbs. Adverbs can be grouped into the following categories:

Adverbs of Time, Place, Manner, Quantity, Affirmation, Negation, Doubt, Exclusion, Inclusion and Interrogation.

Here is a list of Adverbs of Manner.

Spanish English Spanish English

adrede intentionally alto aloud

aprisa swiftly bajo silently

así like this/that bien well

casi almost claro clearly

como as, like, such as cual as, like, such as

despacio slowly duro hard

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 8 excepto except mal badly, poorly pronto soon recio strongly rudo brutally salvo save sereno calmly tranquilo calmly

CULTURAL INSIGHT

As a native English speaker, learning to pronounce the Spanish language can be tricky, but for reasons which may be surprising. One of the hardest things to get used to is that every vowel is always pronounced the same way: -A- sounds like the "a" in "father"; -E- sounds like the "ay" in "day"; -I- sounds like the "ee" in "seem"; -O- sounds like the "o" in "own", and -U- sounds like the "oo" in "boot". There are variations when vowels are placed next to each other, creating diphthongs and triphthongs, but even these aren't very difficult, once you get the vowels under your belt. English speakers learning to pronounce Spanish may feel a little awkward because they have to make new movements with their lips and tongue, but this is both natural and necessary. All you have to do is observe the way a native speaker moves his or her mouth when speaking, and you'll see that there are significant differences. Whereas the English language and its speakers are rather lenient towards variations in annunciation, the Spanish language is not as understandable when it's not pronounced incorrectly, and therefore, it's important to learn the phonetics right from the start.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #24 - I 'VE GOT A DILEMMA... I I 9 LESSON NOTES Lower Intermediate S1 #25 I've Got A Dilemma... III

CONTENTS

2 Formal Spanish 3 English 4 Informal Spanish 5 English 6 Vocabulary 7 Sample Sentences 8 Grammar 9 Cultural Insight

# 25

1. ANA: Hola Gabriela. ¿Qué hace sentada así sola?

2. GABRIELA: Estoy tratando de resolver un dilema.

3. ANA: ¿De qué se trata este dilema?

4. GABRIELA: No sé si es mejor poder hablar otro idioma sin comprenderlo o comprenderlo sin poder hablarlo.

5. ANA: De verdad, parece una trampa; o sea, no vale de nada elegir ninguna de las dos opciones.

6. GABRIELA: Quizás, pero supongamos que tenemos la libertad de elegir, pero no la de no elegir.

7. ANA: No entiendo. Creo que es un dilema demasiado complicado para mí.

8. GABRIELA: Pero no se olvide de que es muy complicado para mí también.

9. ANA: Bueno. Entonces ¿usted podría repetirlo de una forma más sencilla?

10. GABRIELA: Claro. Digamos que tenemos que decidir entre las dos opciones. ¿Se acuerda de ellas?

11. ANA: O comprender otro idioma sin poder hablarlo o hablarlo sin poder comprenderlo.

12. GABRIELA: Perfecto. Ahora, queremos suponer que es necesario escoger entre estas dos.

13. ANA: ¿Aunque ambas opciones susciten complejidades?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 2 14. GABRIELA: ¡Absolutamente! Por lo tanto, somos libres de elegir, pero no de no elegir.

15. ANA: ¡Qué tipo de libertad es ésta!

16. GABRIELA: Es una buena pregunta...

ENGLISH

1. ANA: Hello, Gabriela. What are you doing here all alone?

2. GABRIELA: I am trying to solve a dilemma.

3. ANA: What is the dilemma about?

4. GABRIELA: I do not know if it is better to speak another language without understanding it, or to understand it without being able to speak it.

5. ANA: Really, it seems like a trap; that is, it is not worth anything to choose either of the two options.

6. GABRIELA: Perhaps, but let us suppose that we have the freedom to choose, but not to not choose.

7. ANA: I do not understand. I think this dilemma is too complicated for me.

8. GABRIELA: But do not forget that it is very complicated for me, too.

9. ANA: Okay. So then, could you repeat it in a simpler way?

10. GABRIELA: Of course. Let us say that we have to decide between the two options. Do you remember them?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 3 11. ANA: Either to understand another language without being able to speak it, or to speak it without being able to understand it.

12. GABRIELA: Perfect. Now, suppose that it is necessary to choose between these two.

13. ANA: Even though both may give rise to complexities?

14. GABRIELA: Absolutely! Therefore, we are free to choose, but not to keep from choosing.

15. ANA: What kind of freedom is this!

16. GABRIELA: That is a good question...

INFORMAL SPANISH

1. ANA: Hola Gabriela. ¿Qué haces sentada así solita?

2. GABRIELA: Estoy tratando de resolver un dilema.

3. ANA: ¿De qué se trata este dilema?

4. GABRIELA: No sé si es mejor poder hablar otro idioma sin comprenderlo o comprenderlo sin poder hablarlo.

5. ANA: De verdad, parece una trampa; o sea, no vale de nada elegir ninguna de las dos opciones.

6. GABRIELA: Quizás, pero supongamos que tenemos la libertad de elegir, pero no la de no elegir.

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 4 7. ANA: No entiendo. Creo que es un dilema demasiado complicado para mí.

8. GABRIELA: Pero no te olvides de que es muy complicado para mí también.

9. ANA: Bueno. Entonces ¿podrías repetirlo de una forma más sencilla?

10. GABRIELA: Claro. Digamos que tenemos que decidir entre las dos opciones. ¿Te acuerdas de ellas?

11. ANA: O comprender otro idioma sin poder hablarlo o hablarlo sin poder comprenderlo.

12. GABRIELA: Perfecto. Ahora, queremos suponer que es necesario escoger entre estas dos.

13. ANA: ¿Aunque ambas opciones susciten complejidades?

14. GABRIELA: ¡Absolutamente! Por lo tanto, somos libres de elegir, pero no de no elegir.

15. ANA: ¡Qué tipo de libertad es ésta!

16. GABRIELA: Es una buena pregunta...

ENGLISH

1. ANA: Hi Gabriela. What are ya' doing here all alone?

2. GABRIELA: I'm trying to solve a dilemma.

3. ANA: What's the dilemma about?

CONT'D OVER

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 5 4. GABRIELA: I don't know if it's better to speak another language without understanding it, or to understand it without being able to speak it.

5. ANA: Really, it seems like a trap; that is, it's not worth anything to choose either of the two options.

6. GABRIELA: Perhaps, but let's suppose that we have the freedom to choose, but not to not choose.

7. ANA: I don't get it. I think this dilemma is too complicated for me.

8. GABRIELA: But don't forget that it's very complicated for me, too.

9. ANA: Okay. So then, could you repeat it in a simpler way?

10. GABRIELA: Of course. Let's say that we have to decide between the two options. Do you remember them?

11. ANA: Either to understand another language without being able to speak it, or to speak it without being able to understand it.

12. GABRIELA: Perfect. Now, suppose that it's necessary to choose between these two.

13. ANA: Even though both may give rise to complexities?

14. GABRIELA: Absolutely! Therefore, we're free to choose, but not to keep from choosing.

15. ANA: What kind of freedom is this!

16. GABRIELA: That's a good question...

VOCABULARY

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 6 Spanish English Class Gender

trampa trap, snare feminine noun feminine

elegir to elect, to choose verb

opción option feminine noun feminine

to suppose, to suponer assume, to entail verb

libertad liberty, freedom feminine noun feminine

to give rise to, to stir suscitar up verb

complejidad complexity feminine noun feminine

absolutamente absolutely adverb

SAMPLE SENTENCES

Ese argumento parece una trampa. Es necesario que elijas una cosa u

otra. "That argument seems like a trap." "It's necessary that you choose one thing or another."

Aquí te ofrecemos una variedad de Ese proyecto supone un trabajo opciones. intenso.

"Here we offer you a variety of "That project requires extensive options." work."

Supongo que regresaremos Supongo que sí.

temprano. "I suppose so." "I suppose that we'll return early."

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 7 Las colonias ganaron su libertad de El odio suscita malos sentimientos. españa. "Hate gives rise to bad feelings." "The colonies won their freedom from Spain."

La traducción conlleva muchas Es absolutamente imposible saber complejidades. todo.

"Translation brings with it many "It's absolutely impossible to know complexities." everything."

GRAMMAR

The Focus of This Lesson is Spanish Adverbs of Affirmation and Negation ¡Absolutamente! "Absolutely!"

Adverbs in Spanish are invariable, that is, they do not show number or gender. Their function is to modify the meaning of verbs, the meaning of adjectives, and the meaning of other adverbs. We can group adverbs into the following categories:

Adverbs of:

1. Time

2. Place

3. Manner

4. Quantity

5. Affirmation

6. Negation

7. Doubt

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 8 8. Exclusion

9. Inclusion

10. Interrogation

Adverbs of Affirmation and Negation

Here is a list of commonly used adverbs of affirmation and negation.

Spanish "English" Spanish "English"

a buen seguro "sure" bien entendido "of course"

bien seguro "of course" de acuerdo "in agreement"

de cierto "certainly, sure" de hecho "de facto, in fact"

de ningún modo "in no way" de verdad "verily, really"

en correcto estado "okay" en efecto "in effect"

en punto "exactly" por cierto "certainly"

"apparently, por lo visto seemingly" por supuesto "of course"

sin duda "undoubtedly"

CULTURAL INSIGHT

Control Your Spanish Language Development with Spanish Novels

For students trying to find their way into the Spanish language, reading a short novel or a novella can prove to be an interesting and thought-provoking exercise. The first objection

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 9 many students respond with when they are given such a suggestion is, "but there are so many words that I don't know...." Of course, this is true. And one response is that the student can look up a certain amount of words (depending on his or her ambition and time), and this book work will indeed serve him or her in the long run in ways one cannot know during the initial learning process. However, pushing oneself through a short novel or novella has another benefit. It teaches the student that he or she does not have all of the words at hand that he or she needs to express him or herself sufficiently. This may seem painfully obvious, but the reality of it is unique. Do I have control over my language? Or, does my language have control over me? Once the student realizes he or she is susceptible to the language, that is, that he or she participates in it-one way or another-then he or she has made a giant step in the learning process and a new respect for the intricacies of that language develops.

S PANIS HPOD101.COM LOWER I NTERMEDIATE S 1 #25 - I 'VE GOT A DILEMMA... I I I 10 Intro 13 Have I Told You the Joke About the Glasses? 1 Use your Manners: I 14 Quality Control - 1 2 Use your Manners: II 15 Quality Control II 3 Use your Manners: III 16 Quality Control III 4 What Happened? I 17 Quality Control IV 5 What happened? II 18 Argentina, here we come! I 6 What Happened? III 19 Argentina, here we come! II 7 What Happened? IV 20 Argentina, here we come! III 8 Where Were You? 21 Argentina, here we come! IV 9 Where Were You? II 22 Argentina, here we come! V 10 Where Were You? III 23 I've got a dilemma... I 11 Have You Tried Mate de Coca? 24 I've got a dilemma... II 12 Have You Ever Tried Yerba Mate? 25 I've Got A Dilemma... III