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
COPYRIGHT © 2013 INNOVATIVE LANGUAGE LEARNING. ALL RIGHTS RESERVED. FORMAL 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?
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 S1 #2 Use your Manners: II
CONTENTS
Dialogue - Formal Spanish Main English Dialogue - Informal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#2
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #2 1 DIALOGUE - FORMAL SPANISH
MAIN
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.
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!
DIALOGUE - INFORMAL SPANISH
MAIN
1. JORGE : Tenemos que distribuir algunos quehaceres.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #2 2 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?
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
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #2 3 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 revisar to review, to go over, 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 trabajos entre sus Algunos dicen que el español no es difícil para empleados. nada.
"The boss is going to distribute some jobs among "Some say that Spanish isn't hard at all." his employees."
No puedo salir ahora. Tengo unos quehaceres. Si tengo tiempo, escribiría la presentación.
"I can't go out right now. I have a few chores." "If I have time, I'd write the presentation."
¿Puedes revisar el documento para ver si hay Llevamos a cabo la distribución de revistas. errores? "We carry out the distribution of magazines." "Can you check the document to see if there are errors?"
Tienes que ver esta página web que acabo de Estoy de acuerdo contigo. 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:
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #2 4 Persona Mirar, -AR Creer, -ER Invertir, -IR
Primera Sing.: miraría creería invertiría yo
Segunda Sing.: mirarías creerías invertirías tú
Tercera Sing.: miraría creería invertiría él
Tercera Sing.: miraría creería invertiría ella
Tercera Sing.: miraría creería invertiría Usted
Primera Pl.: miraríamos creeríamos invertiríamos nosotros
Segunda Pl.: miraríais creeríais invertiríais vosotros
Tercera Pl.: mirarían creerían invertirían ellos
Tercera Pl.: mirarían creerían invertirían ellas
Tercera Pl.: mirarían creerían invertirían Ustedes
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #2 5 LESSON NOTES Lower Intermediate #3 Use your Manners: III
CONTENTS
Dialogue - Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#3
SPANISHPOD101.COM LOWER INTERMEDIATE #3 1 DIALOGUE - SPANISH
MAIN
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #3 2 VOCABULARY
Spanish English Class Gender fin de semana weekend noun masculine descansar to rest, to take a break verb sobre about, upon, on top of, over, above, preposition, noun masculine envelope mí me indirect object pronoun ti you indirect object pronoun revisar to revise, to go over, to check verb - párrafo paragraph noun masculine
¡No te Don't worry! negative exclamation, preocupes! expression
SAMPLE SENTENCES
¿Te gustaría ir a la playa conmigo este fin de Siempre descanso por un rato después del semana? almuerzo.
"Would you like to go to the beach with me this "I always rest for a bit after lunch." weekend?"
La conferencia fue sobre economía. La plata está sobre la mesa.
"The conference was about economy." "The money is on the table."
A mí me gusta caminar en la tarde. Para ti, el español no es muy difícil.
"I like to walk in the evening." "Spanish is not very difficult for you."
Antes de publicar la Constitución tuvieron que Revisaría los documentos si me los mandas. revisarla durante mucho tiempo "I would go over the documents, if you send "Before publishing the new Constitution, they them to me." had to revise it for a very long time"
Tengo que leer el segundo párrafo de nuevo. ¡No te preocupes, no puedes ganar todo el tiempo! "I have to read the second paragraph again." "Don't worry, you can't win every time!"
¡No te preocupes por la revisión. Yo la haré.
"Don't worry about the revision. I'll do it."
GRAMMAR
In the conditional, the following three groups of verbs are irregular:
SPANISHPOD101.COM LOWER INTERMEDIATE #3 3 1) "poder" (to be able), "caber" (to fit), "haber" (to have), "querer" (to want) and "saber" (to know), "poner" (to put) 2) "salir" (to leav e), "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. podría saldría diría / haría yo
Segunda Sing. podrías saldrías dirías / harías tú
Tercera Sing. podría saldría diría / haría él
Tercera Sing. podría saldría diría / haría ella
Tercera Sing. podría saldría diría / haría usted
Primera Pl. podríamos saldríamos diríamos / haríamos nosotros
Segunda Pl. podríais saldríais diríais / haríais vosotros
Tercera Pl. podrían saldrían dirían / harían ellos
Tercera Pl. podrían saldrían dirían / harían ellas
Tercera Pl. podrían saldrían dirían / harían ustedes
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #3 4 LESSON NOTES Lower Intermediate #4 What Happened? I
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#4
SPANISHPOD101.COM LOWER INTERMEDIATE #4 1 DIALOGUE - INFORMAL SPANISH
MAIN
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?
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #4 2 DIALOGUE - FORMAL SPANISH
MAIN
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?
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?
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #4 3 VOCABULARY
Spanish English Class Gender terminar to end, to finish, to terminate verb de hecho in fact, actually phrase, adverb composición composition, paper, essay noun feminine decidir to decide, to make up one's mind verb bravo, -a courageous, brave, rough masc. noun, adjective masculine salir to go out, to come out, to leave verb sin without, no preposition duda doubt, concern noun feminine
SAMPLE SENTENCES
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, ya lo terminé ayer. De hecho, no sé quién llamó.
"Actually, I already finished it yesterday." "Actually, I'm not sure who called."
Esa composición musical es hermosa. Mi hermano decidió no salir con nosotros.
"That musical composition is beautiful." "My brother decided not to go out with us."
Es mejor no pasar por los barrios bravos. Salí a las ocho de la noche.
"It's better not to go through the rough "I went out at eight o'clock at night." neighborhoods."
Sin decir nada, salí del banco. Tengo algunas dudas sobre el tema de mi composición. "Without saying anything, I left the bank." "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:
SPANISHPOD101.COM LOWER INTERMEDIATE #4 4 Persona -AR -ER -IR yo -é -í -í 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #4 5 LESSON NOTES Lower Intermediate #5 What happened? II
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#5
SPANISHPOD101.COM LOWER INTERMEDIATE #5 1 DIALOGUE - INFORMAL SPANISH
MAIN
1. GUSTAVO : ¿Qué hiciste 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #5 2 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...
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.
DIALOGUE - FORMAL SPANISH
MAIN
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #5 3 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?
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.
VOCABULARY
Spanish English Class Gender anoche last night adverb of time quedar to stay (put), to remain, to be located, to arrange verb regresar to return, to come back (home) verb
¡qué pena! what a shame! what a pity! that's too bad! noun phrase agradable pleasant, pleasing, agreeable adjective padres parents noun masculine acordarse to remember verb por eso that's why, for that (reason) prepositional phrase
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE #5 4 Anoche te llamé, pero no contestaste. Mi madre quedó en venir a cenar mañana.
"I called you last night, but you didn't answer." "My mother arranged to come for 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 agradable. Sus padres se casaron en una playa.
"Being on vacation is very agreeable." "His parents got married on a 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 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 irre gular 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
SPANISHPOD101.COM LOWER INTERMEDIATE #5 5 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #5 6 LESSON NOTES Lower Intermediate #6 What Happened? III
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#6
SPANISHPOD101.COM LOWER INTERMEDIATE #6 1 DIALOGUE - INFORMAL SPANISH
MAIN
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #6 2 ENGLISH
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.
DIALOGUE - FORMAL SPANISH
MAIN
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?
SPANISHPOD101.COM LOWER INTERMEDIATE #6 3 12. GABRIELA : Recién ayer.
13. DANIELA : Seguramente usted está cansada.
ENGLISH
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.
VOCABULARY
Spanish English Class Gender vacaciones vacation, holiday noun feminine sur south, south wind noun masculine
¡no me diga(s)! you don't say!, don't tell me (that)... set phrase pingüino penguin noun masculine por todas partes everywhere adverbial locution of space centolla spider crab noun feminine glaciar glacier noun, adjective masculine recién recently, newly, just adverb of time
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE #6 4 El jefe se fue de vacaciones con su esposa. Estar de vacaciones es muy agradable.
"The boss went on vacation with his wife." "Being on vacation is very 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!"
Me encantan los pingüinos de la película de Mary Los pingüinos son más pequeños de lo que uno Poppins. suele pensar.
"I love the penguins from the movie "Mary "Penguins are smaller than one tends to think." Poppins."
En la plaza del centro, hay gente por todas La centolla es una de las cangrejas más partes. deliciosas de comer.
"In the plaza downtown, there is people "Spider crab is one of the most delicious crabs to everywhere." eat."
En Tierra del Fuego, se puede ver algunos Ayer conocí al hijo de Juan que está recién glaciares maravillosos. nacido.
"In Tierra del Fuego, some wonderful glaciers can "Yesterday I met Juan's son who was recently be seen." 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 fo ur irregular verbs:
SPANISHPOD101.COM LOWER INTERMEDIATE #6 5 hacer (to do/make) venir (to come) ser (to be) ir (to go) stem change hic- vin- fu- fu- yo hice vine fui fui tú hiciste viniste fuiste fuiste
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #6 6 LESSON NOTES Lower Intermediate #7 What Happened? IV
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#7
SPANISHPOD101.COM LOWER INTERMEDIATE #7 1 DIALOGUE - INFORMAL SPANISH
MAIN
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #7 2 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!
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.
DIALOGUE - FORMAL SPANISH
MAIN
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #7 3 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!
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 ropa clothes, clothing, laundry noun feminine lavadora washer, washing machine noun feminine casaca jersey, jacket noun feminine demás other, rest of adjective, adverb de una vez at once, right away adverbial locution of time procesión procession noun feminine demasiado too many, too much, too adjective, adverb demorón, -a slowpoke, dawdler noun masculine & feminine
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE #7 4 Tengo que llevar la ropa a la lavandería. Ella compró la ropa más bonita del mundo.
"I have to take my laundry to the laundromat." "She bought the nicest clothes in the world."
¿Ya pusiste la ropa en la lavadora? Siempre me pongo esta casaca vieja.
"Did you already put the clothes in the washing "I always wear this old jacket." machine?"
¿Puedes traer las camisas y las demás cosas ¡Vamos de una vez! 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 procesión en Ella tiene demasiadas preocupaciones. honor al Señor de los 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 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 irregular s:
SPANISHPOD101.COM LOWER INTERMEDIATE #7 5 caber (to fit) poder (to be able) poner (to put) saber (to 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #7 6 LESSON NOTES Lower Intermediate #8 Where Were You?
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#8
SPANISHPOD101.COM LOWER INTERMEDIATE #8 1 DIALOGUE - INFORMAL SPANISH
MAIN
1. ROBERTO : Raquel, ¿dónde estabas?
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #8 2 DIALOGUE - FORMAL SPANISH
MAIN
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #8 3 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.
época time, age, period, epoch noun feminine costar to cost, to be difficult, hard verb organizar to organize verb
SAMPLE SENTENCES
A Jorge le hacen falta unos zapatos nuevos. A mi café le falta azúcar.
"Jorge needs a new pair of shoes." "My coffee is missing sugar."
¡Qué tal empeño tiene ese chico! Siempre forzaba a mi novio a sacar la basura cuando estaba muy cansada para hacerlo. "What determination that boy has!" "I always force my boyfriend to take out the trash when I'm too tired to do it. "
¿Puedes sacar la basura, por favor? Sus notas siempre eran buenas.
"Can you please take the garbage out?" "His grades were always good."
Los profesores de la universidad suelen ser En muchas épocas de mi vida, he tenido que exigentes. superar obstáculos.
"University professors tend to be demanding." "In many periods of my life, I had to overcome obstacles."
El libro costó quince mil colones. Tienes que organizar tus libros si alguna vez quisieras guardarlos aquí. "The books costs 15,000 colones." "You've got to organize your books, if you ever want to keep them here."
GRAMMAR
Regular Verbs in the Imperfect Tense
SPANISHPOD101.COM LOWER INTERMEDIATE #8 4 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 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #8 5 LESSON NOTES Lower Intermediate S1 #9 Where Were You? II
CONTENTS
Dialogue - Formal Spanish Main English Dialogue - Informal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#9
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #9 1 DIALOGUE - FORMAL SPANISH
MAIN
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.
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.
DIALOGUE - INFORMAL SPANISH
MAIN
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #9 2 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.
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
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #9 3 Spanish English Class Gender taller workshop, studio noun masculine celular cellular, cell phone, mobile phone noun, adjective masculine señal sign, signal, trace noun feminine servicio service masc. noun masculine poner en marcha to start up, to set up (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 la educación ¡Llámame a mi celular, que no estaré en casa! primaria. "Call me on my cell phone, as I won't be at "We went to a workshop that was about primary home." education."
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 mi primera Para poner en marcha una empresa, siempre empresa. 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."
Hay una librería famosa en la tercera avenida. Me encanta el olor de las librerías.
"There is a famous bookstore on 3rd Avenue." "I love the smell of book stores."
Me encantan las librerías en los Estados Unidos. ¡Qué sorpresa que nos encontramos en la misma tienda! "I love the bookstores in the United States." "What a surprise that we run into each other in the same store!"
GRAMMAR
Irregular Verbs in the Imperfect
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #9 4 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #9 5 LESSON NOTES Lower Intermediate #10 Where Were You? III
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#10
SPANISHPOD101.COM LOWER INTERMEDIATE #10 1 DIALOGUE - INFORMAL SPANISH
MAIN
1. GRACIELA : ¿Qué dices Juana? ¿Cómo estás?
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!
SPANISHPOD101.COM LOWER INTERMEDIATE #10 2 ENGLISH
1. GRACIELA : What do you say Juana? How are you?
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!
DIALOGUE - FORMAL SPANISH
MAIN
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.
SPANISHPOD101.COM LOWER INTERMEDIATE #10 3 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, 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!
VOCABULARY
Spanish English Class Gender preguntarse to wonder, to ask oneself pronominal verb bulla noise, racket noun feminine chofer chauffeur, driver masc. & fem. noun masculine bajarse to get down, to get off pronominal verb encontrarse to encounter, to run into, to meet by chance pronominal verb hasta until, up to preposition invitar to invite, to pay for verb plata money, silver fem. noun feminine
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE #10 4 Nos preguntábamos a qué hora saldríamos. ¿Quién hace tanta bulla?
"We were wondering what time we would leave." "Who's making all the racket?"
El chofer nos recogió a las ocho en punto. Graciela y Tomás se bajaron del bus y caminaron al parque. "The driver picked us up at eight on the dot." "Graciela and Tomás got off the bus and walked to the park."
Me encontré con un pariente lejano. Trabajo hasta las siete.
"I ran into a distant relative." "I work until seven o'clock."
No hay postre para tí hasta que termines tu cena. ¡Hasta la vista!
"No dessert for you until you finish your dinner." "Good bye!"
Vamos a viajar desde Madrid hasta Barcelona. ¡Vamos al cine... te invito!
"We're going to travel from Madrid all the way to "Let's go to the movies... it's on me!" Barcelona."
¡Qué carro ese coche, es un montón de plata! Me gustaría acompañarlos pero me falta plata.
"That car is so expensive, it's a ton of money!" "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) an d "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 Colo mbia" (she used to live in Colombia), and "me decías" (you were saying to me). Review the following paradigms to compare the formations :
SPANISHPOD101.COM LOWER INTERMEDIATE #10 5 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 ella habló / hablaba corrió / corría escribió / escribía usted habló / hablaba corrió / corría escribió / escribía nosotros hablamos / hablábamos corrimos / corríamos escribimos / escribíamos vosotros hablasteis / hablabais corristeis / corríais escribisteis / escribíais ellos hablaron / hablaban corrieron / corrían escribieron / escribían ellas hablaron / hablaban corrieron / corrían escribieron / escribían ustedes hablaron / hablaban corrieron / corrían escribieron / 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #10 6 LESSON NOTES Lower Intermediate S1 #11 Have You Tried Mate de Coca?
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#11
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #11 1 DIALOGUE - INFORMAL SPANISH
MAIN
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #11 2 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.
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.
DIALOGUE - FORMAL SPANISH
MAIN
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #11 3 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.
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 promover to promote verb medicinal medicinal adjective masculine or feminine beneficio benefit, profit noun masculine tampoco neither, either, nor adverb of exclusion soroche altitude sickness noun masculine
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #11 4 Si viajas a la sierra del Perú, encontrarás mate de ¿Te podría ofrecer un mate de coca? coca en todos 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 coca, suele Para la mejor digestión, hay que masticar bien la agregar un poco de cal. comida.
"When one chews the coca leaf, he or she tends "For better digestion, one must chew one's food to add a bit of limestone." well."
Nos hemos aclimatado a la altura de los Andes. El taller tenía que ver con el control de calidad.
"We've acclimated to the altitude of the Andes." "The workshop had to do with quality control."
Esta pastilla promueve la circulación. El mate de coca promueve la digestión.
"This pill promotes circulation." "Coca tea promotes digestion."
Los mates medicinales son muy populares. El té verde tiene muchos beneficios para la salud.
"Medicinal teas are very popular." "Green tea has many benefits for health."
El beneficio de hacer ejercicio es la buena salud. No he ido al nuevo restaurante tampoco.
"The benefit of doing exercise is good health." "I haven't gone to the new 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 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:
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #11 5 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #11 6 LESSON NOTES Lower Intermediate S1 #12 Have You Ever Tried Yerba Mate?
CONTENTS
Dialogue - Informal Spanish Main English Dialogue - Formal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#12
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #12 1 DIALOGUE - INFORMAL SPANISH
MAIN
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #12 2 DIALOGUE - FORMAL SPANISH
MAIN
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #12 3 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 relajante relaxing adjective masculine or feminine
SAMPLE SENTENCES
La yerba mate es una bebida de orígen Nunca he estado en Europa. rioplatense. "I've never been to Europe." "Yerba mate is a beverage of River Plate origin."
Tienes que consumir más verduras y frutas. En muchas partes, la calabaza seca 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 favor? Cuando hace mucho frío, una bebida caliente puede ser relajante. "Could you please pass me the sugar please?" "When it's really cold out, a hot beverage can be relaxing."
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 this reason, the Preterite Perfect is very often used with temporal expressions, which help clarify when the action took place. SPANISHPOD101.COM LOWER INTERMEDIATE S1 #12 4 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 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) 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #12 5 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
COPYRIGHT © 2019 INNOVATIVE LANGUAGE LEARNING. ALL RIGHTS RESERVED. FORMAL SPANISH
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
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 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?
5. GABRIEL: Pues me quedo sordo. ¿y si me cortas la otra?
CONT'D OVER
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 3 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?
7. GABRIEL: I go blind.
8. SUSANA: Why blind?
CONT'D OVER
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 4 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 masc. 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
¿Qué, es un chiste? Él siempre nos contaba chistes.
"What, is this a joke?" "He always used to tell us jokes."
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 5 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 El vaso se cayó de la mesa. las 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)
lo, la le him, her, you (formal), it
nos nos us
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 6 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." (We 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
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
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 7 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.
SPANISHPOD101.COM LOWER INTERMEDIATE #13 - HAVE I TOLD YOU THE JOKE ABOUT THE GLASSES? 8 LESSON NOTES Lower Intermediate S1 #14 Quality Control - 1
CONTENTS
Dialogue - Formal Spanish Main English Dialogue - Informal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#14
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #14 1 DIALOGUE - FORMAL SPANISH
MAIN
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!
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #14 2 ENGLISH
1. SR. GÓMEZ : Are we ready for the manager's visit?
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!
DIALOGUE - INFORMAL SPANISH
MAIN
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 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?
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #14 3 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.
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. & fem. noun masc. or fem. avisar to inform, to let know, to warn verb convocar to convoke, to hold, to call together verb asistir attend, to serve, to assist verb informe report, resources (pl.), shapeless noun masculine olvidar to forget verb causar to cause, to make, to give verb infarto heart-attack, infarction masc. noun masculine
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #14 4 Recientemente, muchos gerentes gozan de una ¿Hace cuánto tiempo que trabajas de gerente? mala reputación. "How long have you worked as a manager?" "Recently many managers have been getting a bad reputation."
¿Ya ha llegado el gerente? Avísame antes si vas a llegar tarde.
"Has the manager arrived yet?" "Inform me in advance if you will arrive late."
Había avisado a mi amigo que no podía El gerente convocará la reunión la próxima acompañarle. semana.
"I had let my friend know that I wouldn't be able "The manager will hold the meeting next week." to join him."
¿Con qué te puedo asistir? ¿De qué se tratará el informe?
"How can I help you?" "What will the report be about?"
Nunca olvides de dónde vienes. Cuando me llamaste, ya me había olvidado de nuestra cita. "Never forget where you come from." "When you called me, I had already forgotten about our date."
Me causaban mucha risa los chistes que Mi abuelo murió de un infarto en el 2001. contabas. "My grandfather died from a heart attack in "The jokes that you were telling were making me 2001." laugh a lot."
La acumulación de estrés y presión le causó un infarto al comerciante.
"The accumulation of stress and 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
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #14 5 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #14 6 LESSON NOTES Lower Intermediate S1 #15 Quality Control II
CONTENTS
Dialogue - Formal Spanish Main English Dialogue - Informal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#15
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #15 1 DIALOGUE - FORMAL SPANISH
MAIN
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?
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.
DIALOGUE - INFORMAL SPANISH
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #15 2 MAIN
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.
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.
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
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #15 3 Spanish English Class Gender casi almost, nearly adverb acerca de about, concerning adverbial locution control de calidad quality control noun phrase clave key, clue, code noun, adjective masculine or feminine producción globalizada global(ized) production noun phrase broma joke, prank noun feminine desarrollo development noun masculine
SAMPLE SENTENCES
Manuel es muy buen jugador, casí nunca falla. Hablé con él acerca de su puntualidad.
"Manuel is a very good player, he almost never "I talked to him about his punctuality." fails."
Una de las normas más importantes es la de ¿Conoces la clave para entrar a esa página web? control de calidad. "Do you know the key to enter that web page?" "One of the most important regulations is that of quality control."
En el mercado de hoy, la producción globalizada Tu hermano siempre está haciendo sus bromas, es indispensable. pero no las encuentro nada graciosas.
"In today's market, globalized production is "Your brother is always doing pranks, but I don't indispensable." 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 "haber" are the same no matter what kind of participle is used.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #15 4 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 open) entreabierto (half describir (to describe) descrito (described) opened) reabrir (to reopen) reabierto (reopened) escribir (to write) escrito (written) cubrir (to cover) cubierto (covered) inscribir (inscribe) inscrito (inscribed) descubrir (to discover) descubierto (discovered) manuscribir (to write by manuscrito hand) (handwritten) encubrir (to conceal) encubierto (concealed) prescribir (prescribe) prescrito (prescribed) recubrir (to coat) recubierto (coated) proscribir (to ban) proscrito (banned) redescubrir (to redescubierto subscribir (subscribe) subscrito (subscribed) rediscover) (rediscovered) adscribir (to ascribe) adscrito (ascribed) transcribir (to transcribe) transcrito (transcribed) circunscribir (to circunscrito romper (to break) roto (broken) circumscribe) (circumscribed)
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #15 5 LESSON NOTES Lower Intermediate S1 #16 Quality Control III
CONTENTS
Dialogue - Formal Spanish Main English Dialogue - Informal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#16
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #16 1 DIALOGUE - FORMAL SPANISH
MAIN
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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #16 2 DIALOGUE - INFORMAL SPANISH
MAIN
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.
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.
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
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #16 3 Spanish English Class Gender pronto quick, fast, soon, early adjective, adverb equivocar to be mistaken, to make a mistake pronominal verb preguntar to ask a question, to wonder verb mismo, -a same, very, right adjective, adverb feminine prioridad priority noun feminine acompañar to accompany, to come/go/be with verb resolver to resolve, to solve, 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."
Espero que me mandes la carta pronto. Me equivoqué de la hora en la que comenzó la pelicula. "I hope that you send me the letter soon." "I mistook the time at which the 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 preguntas. Tienes que averigüar tus prioridades.
"She always asks the same questions." "You've got to figure out your priorities."
Me habían acompañado cuando vine desde No puedo resolver este problema. Panamá. "I cannot solve this problem." "They had accompanied me when I came from Panama."
¿Ha resuelto tus dudas? No es grave el asunto.
"Have your gotten to the bottom of your "It's not a serious matter." questions?"
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #16 4 Spanish English Spanish English ahora now luego later antaño long ago mañana tomorrow anteayer the day before 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #16 5 LESSON NOTES Lower Intermediate S1 #17 Quality Control IV
CONTENTS
Dialogue - Formal Spanish Main English Dialogue - Informal Spanish Main English Vocabulary Sample sentences Grammar Cultural insight
#17
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #17 1 DIALOGUE - FORMAL SPANISH
MAIN
1. SR. GÓMEZ : Entonces, ¿ustedes me podrían decir qué pasó aquí?
2. SRTA. PÉREZ : No pasó nada, señor. El señor Guzmán 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #17 2 ENGLISH
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.
DIALOGUE - INFORMAL SPANISH
MAIN
1. SR. GÓMEZ : Entonces, ¿vosotros me podríais decir qué pasó aquí?
2. SRTA. PÉREZ : No pasó nada. El señor Guzmán 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #17 3 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.
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 nada nothing, not at all, nothingness pronoun mandar to order, to send, to be in charge verb correo mail, post office masc. noun masculine electrónico, -a electronic adjective masculine serio serious, grave adjective jefe(a) chief, boss masculine & feminine noun feminine comunicación communication noun feminine suceder to happen, to occur, to follow verb
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #17 4 ¿Por qué no haces nada? mándame un correo y te responderé al toque.
"Why don't you do anything?" "Send me an e-mail and I will respond in a bit."
Fui a correos para mandar un par de cartas. Te lo mandé por correo electrónico.
"I went to the post office to send a couple of "I sent it to you by email." 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 universidad. Esperamos que estas cosas no sucedan a menudo. "They studied communications in the university." "We hope that these things don't happen frequently."
GRAMMAR
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:
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #17 5 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #17 6 LESSON NOTES Lower Intermediate S1 #18 Argentina, here we come! I
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#18
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #18 1 FORMAL SPANISH
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
1. CLAUDIA: I'm really excited for this trip to Argentina.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #18 2 INFORMAL SPANISH
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.
VOCABULARY
Spanish English Class Gender durante during, in, for preposition volar to fly verb tranquilo(-a) calm, relaxed, tranquil adjective masculine sano, -a y salvo, -a safe and sound adjectival phrase masculine dramático, -a dramatic adjective feminine milonga milonga (similar to 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 dormido. Que voléis con una buena línea aérea.
"During the movie, I fell asleep." "May you all fly with a good airline."
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #18 3 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 de hoy. "We saw a very dramatic movie." "I like the Milongas from long ago more than the new Tangos of today."
En la zona rioplatense, las milongas son ¿Alguna vez has visto tango? abundantes. Have you ever seen tango? "In the River Plate zone, milongas are abundant."
Me gustaría bailar esta noche, si es posible. No sé casi nada de la moda, por eso me visto así.
"I'd like to dance tonight, if it's possible." "I don't know hardly anything about 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #18 4 Persona cerrar (-e- to -ie-) contar (-o- to -ue-) jugar (-o- to -ue- 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) 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #18 5 LESSON NOTES Lower Intermediate S1 #19 Argentina, here we come! II
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#19
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #19 1 FORMAL 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: 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'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...
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #19 2 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.
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.
VOCABULARY
Spanish English Class Gender compartir to split, to share verb publicar to publish, to 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 masculine & feminine pampa pampa noun feminine
SAMPLE SENTENCES
No quiero compartirte con nadie más, ¡así que No tengo mucho, pero de lo que tengo puedo tienes que terminar con ella! compartir.
"I don't want to share you with anyone else, so "I don't have much, but what I have I can share." you must break up with her!"
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #19 3 ¿Cuántos libros has publicado? Los eventos de arte y música se publican en el periódico el día domingo. "How many books have you published?" "Art and music events are published in the newspaper on Sunday."
Es importante dar aviso con anticipación. Los aviones grandes me dan miedo.
"It's important to give advance notice." "Big airplanes scare me."
¿Por qué siempre tienes que decir disparates? Los gauchos son reconocidos por su sentido de orientación. "Why do you always have to talk nonsense?" "The gauchos are renown for their 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 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...)
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #19 4 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.
Persona secar ("-car", C entregar (-gar, G lanzar (-zar, Z distinguir ("-guir", exigir (-gir, G to QU) to GU) to C) GU to G) to J) yo seque entregue lance distinga exija tú seques entregues lances distingas exijas
él seque entregue lance distinga exija ella seque entregue lance distinga exija usted seque entregue lance distinga exija neut. seque entregue lance distinga exija sng. nosotros sequemos entreguemos 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #19 5 LESSON NOTES Lower Intermediate S1 #20 Argentina, here we come! III
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#20
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #20 1 FORMAL SPANISH
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 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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #20 2 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.
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.
VOCABULARY
Spanish English Class Gender autor, -a author, writer, inventor noun masculine & feminine poema poem noun masculine dudar to doubt verb figura figure, shape, character noun feminine contexto context masc. noun masculine moderno, -a modern adjectival phrase masculine sobre todo above all, especially adverb metido, -a gotten into, put in the middle of participle, adjective masculine
SAMPLE SENTENCES
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 venir. La figura del mago no es nada nuevo.
"I doubt that they call before coming." "The figure of the magician isn't anything new."
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #20 3 El contexto de la palabra nos ayuda a entenderla. Me gusta más la música moderna.
"The context of a word helps us to understand "I like modern music more." it."
La filosofía moderna tiene mucho que ver con la Quiere que vayas a verlo, sobre todo si llegas identidad. temprano.
"Modern philosophy has a lot to do with identity." "He wants you to go see him, 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 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:
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #20 4 Verbs that have a -G in the first person singular of the Present Indicative:
"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);
"agradecer" ("agradezco" in the first person of the Present Indicative and "agradezca, agradezcas, agradezca..." in the Present Subjunctive).
CULTURAL INSIGHT
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #20 5 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #20 6 LESSON NOTES Lower Intermediate S1 #21 Argentina, here we come! IV
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#21
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #21 1 FORMAL 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 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.
13. ALDO: Está en lo cierto. Sobre todo el tango es un baile de cortejo y seducción.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #21 2 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.
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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #21 3 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!
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.
VOCABULARY
Spanish English Class Gender decoración decoration, decor noun feminine inmigrante immigrant masc. & fem. noun, adjective masculine puerto port, harbor noun masculine parecido, -a similar, likeness adjective, noun masculine moreno, -a dark, tan adjective, masc. & fem. noun feminine triste sad, gloomy adjective masculine / feminine cortejo courting noun masculine seducción seduction fem. noun feminine baile dance noun masculine
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #21 4 La decoración de la casa fue preciosa. Los primeros inmigrantes japoneses llegaron al Perú el año 1899. "The decoration of the house was darling." "The first Japanese immigrants arrived in Peru in 1899."
Había mucha fusión cultural en los puertos de Ustedes son muy parecidos... hasta parecen América Latina. hermanos.
"There was a lot of cultural fusion in the ports of "You guys are really similar... you even seem like Latin America." brothers."
Karla no es blanca y rubia es morena. Me pone muy triste ver a esos dos pelear.
"Karla isn't white and blond she's dark skinned." "It makes me very sad watching those two argue."
Mi abuelo está triste. Es muy triste ver a los niños de la calle.
"My grandfather is sad." "It is very sad to see the homeless kids."
El cortejo es una costumbre muy común en los La seducción es uno de los temas más comunes países hispanos. de las canciones de tango.
"Courting is a very common custom in Hispanic "Seduction is one of the most common themes countries." of tango songs."
Hay baile en la casa de Juan.
"There is dancing at Juan's house."
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 Place:
Spanish English Spanish English abajo below, downstairs aquí, acá here, over here adentro in allí, allá there, over there afuera out antes before arriba above, overhead, 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
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #21 5 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, me digas por qué me castig as... 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 fu e que la luz del amor s e 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, soa ked with the night and with pain my voice trembles out the final goodbye... Facing the sea, facing God, I beg you, a t least, to say why you pun ish me... Facing God, facing the se a, I ask if giving w ere perhaps a crime, ever giving, without asking for anyth ing but love... I don't know, what happened, I don't know why it was that love's light turned o ff... All I know is that you're out t he door and that the wind, in your name, seems to howl: Nevermore!
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #21 6 LESSON NOTES Lower Intermediate S1 #22 Argentina, here we come! V
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#22
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #22 1 FORMAL 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.
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'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.
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?
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #22 2 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.
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?
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 infinito, -a infinite adjective, masc. noun, adverb masculine sensación sensation, feeling noun feminine
SAMPLE SENTENCES
Existe la posibilidad de que las entradas estén En el invierno, nunca salgo sin abrigo. agotadas para cuando lleguemos al cine. "In the winter, I never go out without a coat." "The possibility exists of the movie tickets being sold out before we arrive."
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #22 3 Me gusta poder ver el horizonte sin nubes. ¡Qué inmensa es esa ciudad!
"I like to be able to see the horizon without "That city is so big!" clouds."
Los trigales se extienden hasta el mar. Al menos hay una posibilidad para que nosotros logremos un impacto positivo. "The wheat fields extend to the sea." "At least there is a possibility for us to make a positive impact. "
No estaba seguro de las posibilidades. El cielo parece infinito.
"I wasn't sure about the possibilities." "The sky seems infinite."
Tengo la sensación de que algo va a suceder.
"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 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).
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #22 4 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #22 5 LESSON NOTES Lower Intermediate S1 #23 I've got a dilemma... I
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#23
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #23 1 FORMAL SPANISH
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...
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #23 2 ENGLISH
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...
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #23 3 INFORMAL SPANISH
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...
VOCABULARY
Spanish English Class Gender el dilema dilemma noun masculine el idioma language noun masculine comprender to comprehend, to understand verb servir to be useful, to serve, to be good verb for mejor better, best adjective, adverb masculine and feminine persuasivo, - persuasive adjective masculine a cumplido compliment, fulfilled past participle, adjective, masculine noun darse cuenta to realize, to find out phrase
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #23 4 Un dilema de verdad no tiene salida. ¿Cuántos idiomas quisieras aprender?
"A true dilemma doesn't have a way out." "How many languages would you like to learn?"
Ojalá me comprendáis bien. A Hernán no le sirve el horario de la universidad de la mañana, él trabaja. "I hope that you all understand me well." "Hernan can't manage the morning university schedule he works."
¿Te sirvo una taza de café o vos preferís una Él piensa que es mejor que yo, ¡pero está infusión? equivocado!
"Can I serve you a cup of coffee or do you prefer "He thinks that he is better than me, but he is herbal tea?" wrong!"
Es una ciudad pequeña, o mejor dicho, es un Tus argumentos son fuertes y muy persuasivos, gran pueblo. 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 entregarle su Te darás cuenta del tamaño de la casa al entrar. exámen perfecto. "You realize how big the house is when you "He gave her a compliment after handing over enter." her perfect exam."
Acabo de darme cuenta que no estaré disponible Espero que te des cuenta de lo que hiciste. a esa hora. "I hope that you realize what you did." "I've just realized that I won't be available at that time."
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 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...)
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #23 5 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #23 6 LESSON NOTES Lower Intermediate S1 #24 I've got a dilemma... II
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#24
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #24 1 FORMAL SPANISH
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?
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!
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #24 2 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?
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!
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #24 3 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.
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!
VOCABULARY
Spanish English Class Gender confundir to confuse, to 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 propio, -a own, proper, appropriate adjective masculine ahora now, a minute ago, shortly adverb seguro(-a) safe, sure, for sure adjective, adverb feminine
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #24 4 Cuando Alex me 'ayuda' a estudiar, lo que hace es Le llamó temprano adrede. 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."
A veces, es mejor hacer preguntas que tener Es obvio que ella necesita su propio espacio. respuestas. "It's obvious that she needs her own space." "Sometimes, it's better to ask questions than to have answers."
Ahora tenemos que pensar en qué vamos a Este barrio no me parece muy seguro. hacer. "This neighborhood doesn't seem safe to me." "Now we've got to think about what we're going to do."
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 excepto except mal badly, poorly pronto soon recio strongly rudo brutally salvo save sereno calmly tranquilo calmly
CULTURAL INSIGHT
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #24 5 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #24 6 LESSON NOTES Lower Intermediate S1 #25 I've Got A Dilemma... III
CONTENTS
Formal Spanish English Informal Spanish Vocabulary Sample sentences Grammar Cultural insight
#25
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #25 1 FORMAL SPANISH
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?
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...
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #25 2 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?
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...
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #25 3 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.
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...
VOCABULARY
Spanish English Class Gender trampa trap, snare feminine noun feminine elegir to elect, to choose verb opción option feminine noun feminine suponer to suppose, to assume, to entail verb libertad liberty, freedom feminine noun feminine suscitar to give rise to, to stir up verb complejidad complexity feminine noun feminine absolutamente absolutely adverb
SAMPLE SENTENCES
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #25 4 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."
Elige la mejor opción. Aquí te ofrecemos una variedad de opciones.
"Choose the best option." "Here we offer you a variety of options."
Ese proyecto supone un trabajo intenso. Supongo que regresaremos temprano.
"That project requires extensive work." "I suppose that we'll return early."
Supongo que sí. Las colonias ganaron su libertad de españa.
"I suppose so." "The colonies won their freedom from Spain."
El odio suscita malos sentimientos. La traducción conlleva muchas complejidades.
"Hate gives rise to bad feelings." "Translation brings with it many complexities."
Es absolutamente imposible saber todo.
"It's absolutely impossible to know 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 SPANISHPOD101.COM LOWER INTERMEDIATE S1 #25 5 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" por lo visto "apparently, 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 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.
SPANISHPOD101.COM LOWER INTERMEDIATE S1 #25 6 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
©2016 Innovative Language Learning, LLC (P)2015 Innovative Language Learning, LLC presented by japanesepod101.com