BSL-001

Basics of Spanish Language And Culture-1

IGNOU

School of Foreign Languages Indira Gandhi National Open University Programme Design Committee Sonya Surabhi Gupta Elena Goberna Hidalgo Professor, CELAS, JMI Former Spanish Faculty, Instituto Cervantes, New Delhi. Minni Sawhney Professor, GRS, DU Edith Aurrecoechea Montenegro Former Spanish Faculty, Instituto S. P. Ganguly Cervantes, New Delhi. Former Professor, CSPILAS, SLL&CS, JNU Mala Shikha Anil Dhingra Assistant Professor of Spanish, Former Professor, CSPILAS, SLL&CS, JNU SOL, Doon University Pedro Badenas Arias Gin Muan Thang Former Spanish Faculty, Instituto Cervantes, Assistant Professor of Spanish, EFLU, New Delhi Shillong Campus, Meghalaya. Sergio Bermejo Alonso Sushant Kumar Mishra Spanish Faculty, Instituto Cervantes, Former Director, i/c, SOFL, IGNOU New Delhi. Vikash Kumar Singh Eva Mónica Calvo Ruíz Assistant Professor of Spanish, Former Spanish Faculty, Instituto Cervantes, School of Foreign Languages, IGNOU New Delhi Course Writing Team Vikash Kumar Singh Rosalía Pérez González (Units 2,3,4,12 & Glossary English-Spanish) (Units 13-16) Amparo Rodrigo Matéu Elena Goberna Hidalgo (Units 5-8) (Unit 1) Edith Aurrecoechea Montenegro (Units 9-11) Editing Vikash Kumar Singh Programme Coordinator Vikash Kumar Singh, Assistant Professor of Spanish, SOFL, IGNOU, New Delhi. Print Production C. N. Pandey Section Officer (Publication) IGNOU, New Delhi

August, 2019 © Indira Gandhi National Open University, 2019. ISBN:978-93-89499-28-5 All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission in writing from the Indira Gandhi National Open University. Some images, unless specified, are from Pixabay (http://pixabay.com) and Wikimedia Commons (http://creativecommons.org), and are used for educational purposes. IGNOUFurther information on the IGNOU courses may be obtained from the University’s office at Maidan Garhi, New Delhi-110068 or the official website of IGNOU at www.ignou.ac.in Printed and published on behalf of IGNOU, New Delhi by Director, School of Foreign Languages, IGNOU, New Delhi. Cover page and illustrations: ADA Graphics Laser typeset: Tessa Media &Computers, C-206, A.F.E.-II, ShaheenBagh, Jamia Nagar, New Delhi Printed at: ______Contents BSL-001

Introduction 4 Block 1 Hola, ¿qué tal? 5 Unit 1 Saludos y presentaciones 7 Unit2 Nacionalidades y profesiones 22 Unit3 La escuela 37 Unit4 La oficina 55

Block 2 Familia y el entorno 65 Unit5 La familia y parentesco 67 Unit6 Descripción de personas 79 Unit7 Amigos y compañeros 97 Unit8 La casa 111

Block 3 Acciones cotidianas 123 Unit 9 La hora 125 Unit10 El clima 140 Unit11 La vida rutinaria 151 Unit12 El tiempo libre 164

Block 4 Mirada sobre el mundo hispano –I 177 Unit 13 El español en el mundo 179 Unit14 Los ritmos 189 Unit15 El arte 199 Unit16 Las fiestas 208

Trancripts (audio tracks) 217 Glossary(English-Spanish)IGNOU233 INTRODUCTION

This book corresponds to the first course “Basics of Spanish Language and Culture-I” [BSL-001]. This self-learning instructional material aims to help you to develop your ability to understand Spanish related to day-to-day situations. It aims to provide the learners with the knowledge to communicate effectively in a Spanish- speaking environment.

This course containsUnits 1-16 of BSL-001 and is divided into four blocks. At the beginning of each unit an overview is provided to outline the main topics and key learning points. It’s bilingual approach (Spanish and English) will help the learners in carrying out the learning activities in an efficient manner. All four language skills are worked on in all units.You will find useful the grammatical and cultural notes given on various aspects of Spanish language.Your learning will be supported throughout the book by means of glossary and solutions at the end of each unit for self-evaluation exercises. By doing the exercises you will be able to reflect on whether you have actually understood the content or whether you still need to work on certain topics.

After unit 16, the transcriptions of the oral texts are provided. We have also included a supplementary English-Spanish Glossary at the end of the book. You can download the e-content and the audio tracks from the IGNOU e-content App or through eGyanKosh section of the university’s website.

You should try to work through each unit of this book in a systematic and progressive manner starting with block 1. You should move to the next block only after you have finished the previous block.

On completing these 16 units, you will have achieved A1.1 level of language proficiency in Spanish which constitutes a sound basis to move on to the next course BSL-002 “Basics of Spanish Language and Culture-II” (ele India 2).

Remember that the study material, your motivation to learn and your learning strategies are the key factors in your learning process. So, keep up your motivation and don’t forget to spread your learning time uniformly over the entire course period keeping in mind your learning abilities. You can discuss your learning strategies with your tutor during the contact classes. We wish you Happy Learning and Success! IGNOU Block 1 Hola, ¿qué tal? Unit 1 Saludos y Presentaciones 7 Unit 2 Nacionalidades y Profesiones 22 Unit 3 La escuela 37 Unit 4 La oficina 55 IGNOU Hola, ¿qué tal?

IGNOU

6 Saludos y Presentaciones UNIDAD 1 SALUDOS Y PRESENTACIONES

1.1 Introducción 1.2 Objetivos 1.3 Saludos 1.3.1 El alfabeto 1.3.2 Letras y ejemplos 1.3.3 Sonidos especiales 1.4 Nombres y apellidos 1.5 Presentaciones 1.5.1 Presentaciones informales 1.5.2 Presentaciones formales 1.6 Despedidas 1.7 Resumen 1.8 Glosario 1.9 Soluciones

1.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, the first thing you have to learn in a new language is how to greet someone (to say hello, good morning, good afternoon, good evening, etc.), how to introduce yourself (first name, family name) and how to ask for someone’s name when you meet a new person. You also need to be able to spell your name and be familiar with pronunciation and spelling. Names and words in different languages and cultures can be very different, so spelling and understanding how to write the sounds you hear is very helpful.

1.2 OBJETIVOS (OBJECTIVES)

In this unidad, you will learn to : • say basic greetings (both formal and informal); • introduce yourself to others; • introduce someone to a third person; • write what you hear (the alphabet); and • spell Spanish words.

1.3 SALUDOS (GREETINGS) In Spanish, like inIGNOU other languages, there are formal and informal greetings. The most common greeting is the informal hola (hello), but in formal situations (in public places, when you talk to older people or in any other situation when you want to show respect, social distance, etc.) you may use buenos días (good morning), buenas tardes (good afternoon/good evening, usually after lunch, around 1.30 - 2pm, 7 Hola, ¿qué tal? up until 8 pm) and buenas noches (good evening/good night: we use this after dinner time, which is usually around 9 pm, late at night or before you go to sleep).

In Spanish, people do not use greetings exactly like in English, because in every culture people have different timings to do things (waking up, eating lunch or dinner, going to sleep, etc.) and even different views of what a formal or an informal situation is.

Look at the pictures and see some examples of situations when you may use hola or Buenos días/buenas tardes/buenas noches.

[Track 1] Listen to the greetings..

SITUACIÓN 1 SITUACIÓN 2

SITUACIÓN 3 SITUACIÓN 4

ACTIVIDAD 1 Now, choose and write what greeting you would use in every situation, depending on the picture: IGNOUA. B.

8 Saludos y Presentaciones

C. D.

Sometimes, we add a question to our greetig: ¿qué tal? (how is it going), ¿cómo estás? (how are you, informal) or ¿cómo está? (how are you, formal). Sometimes it is only rhetorical, for example when we cross an acquaintance on the street (we do not need to answer), but if we want to make conversation with the person we may answer bien (well) or muy bien (very well) and ask them back ¿y tú? (and you, informal) or ¿y usted? (and you, formal). The answer to this second question can be gracias (thank you) or muchas gracias (thank you very much).

Example:

INFORMAL SITUATION - Hola, ¿qué tal? - Muy bien, ¿y tú? - Bien, gracias.

FORMAL SITUATION - Buenos días, ¿cómo está? - Bien, ¿y usted? - Muy bien, gracias.

ACTIVIDAD 2 Fill the dialogues with the appropriate words. Then check the answer on the key solution. 1) (Two friends) – Hola, María, ¿______? – Muy ______, ¿y ______? – ______,IGNOU gracias. 2) (A shopkeeper and a customer) – Buenos ______, ¿cómo ______? – ______bien, ¿______usted? – Bien, ______.

9 Hola, ¿qué tal? 1.3.1 El alfabeto (The alphabet)

The Spanish alphabet has 27 letters. All of them exist in the English alphabet, except for one: “ñ”, which is specific to Spanish only. The letter “ñ” sounds similar to “ni” in the English word “onion”. However, even if the written alphabet is almost the same, the sounds in Spanish and English are very different. Spanish is a very easy language to write and read, because most letters in Spanish have only one possible sound (you write exactly what you hear and vice versa). This is very helpful: when you listen to a new word, you will be able to easily write it and look it up in a dictionary, or when you read a new word you can easily pronounce it, even if you don’t know the meaning!

1.3.2 Letras y ejemplos (Letters and examples)

This is the Spanish alphabet. In the table you will find the following information: 1) The letter 2) The name of the letter (for spelling purposes) 3) An example of a word where you can find that letter

[Track 2] Listen to the sounds of the letters while you read the following table:

EL ALFABETO (The Alphabet) A BCD E a be ce de e Australia Barcelona Cine Disco España

F G HI J efe ge hache i jota Familia Gato Hola Italia Julio

K L MN Ñ ka ele eme ene eñe kilo Libro Mamá No Niño

O P QR S o pe cu erre ese Ocasión París Queso Rosa Sol

T UVW X te u uve uve doble equis IGNOUTelevisión Usted Visita Waterpolo Taxi YZ i griega zeta Yo Zoo

10 1.3.2 Sonidos especiales (Special Sounds) Saludos y Presentaciones

There are some lettes or letter combinations that have special sounds in Spanish:

H (hache) H in Spanish is a silent letter, which means that you write it but you do not pronounce it nor hear it (as you would do in English and other languages). So, the words hola (hello) and ola (sea wave) are pronounced exactly the same!

R/RR (erre and doble erre)

R in Spanish can have a soft sound or a strong sound, depending on the letters around it or the position of the r in the word. R has a strong sound: - When it is placed at the beginning of the word, for example in the following words: Roma (Rome), rata (rat), río (river), regalo (gift, present)… The sound is strong even if there is only one r. - When surrounded by vowels (a, e, i, o, u) and written with double r, for example in the following words: perro (dog), parra (vine plant), zorro (fox), tarro (jar)… in this case, the spelling of the word has an impact on the pronunciation R has a soft sound: - When it is surrounded by vowels (a, e, i, o, u) and written with only one r, for example in the following words: aro (hoop, ring), pero (but), merienda (afternoon snack), María (a common girl’s name), etc. Sometimes the fact of writing or pronouncing r or rr does change the meaning of the word, so we must pay attention. Here are some examples: Pero (but) / Perro (dog) Para (for / to) / Parra (vine plant) [Track 3] Listen to hear the different pronunciations..

Ll (elle) or double l:

When there is a double l (“elle”, in Spanish) it makes a different sound, similar to y in the word “you” (in some countries like Argentina and Uruguay is pronounced more like “sh”). Some examples of words with “elle” are the following: Lluvia (rain) Llave (key) Ella (she) Llamada (call) [Track 4] ListenIGNOU to hear the previous words.. Ch (che) When c and h are placed together, the combination is a different sound, “che”, which sounds like the “ch” in the English word “chest”. Here are some examples:

11 Hola, ¿qué tal? Cheque (bank cheque) Coche (car) Chico /chica (boy/girl) Chaqueta (jacket)

[Track 5] Listen to hear the previous words..

G (ge)

The letter “g” has two different sounds, a strong one and a soft one, depending on which vowel (a, e, i, o, u) follows it.

G has a strong sound when combined with e and i, as in the following words: General (general) Gesto (gesture) Gimnasio (gym) Girar (to turn)

In many Spanish-speaking countries, however, the h is pronounced like the h in the English word “hat” G has a soft sound when combined with a, o and u, as in the following words: Gato (cat) Gallina (hen) Gorro (hat) Gota (drop) Guapo (handsome) However, sometimes, in some words, we hear/pronounce a soft sound when combining g with e and i. In those cases, we write a letter u in between (gue, gui). This u is silent (we don’t pronounce it, we only write it) and its only purpose is to mark that the g has a soft sound, as in the following words: Guerra (war) Guitarra (guitar) Guisante (green pea) A few other words require that we do pronounce this u, in such cases we have to mark it with a dieresis (two small dots on the u, like this: ü), as in the following words: IGNOUPingüino (penguin) Cigüeña (stork, a type of bird) Lingüística (Linguistics, the study of structure of languages).

12 [Track 6] Listen to hear how we pronounce the following words: Saludos y Presentaciones

Strong sound Strong sound Strong sound Dieresis with e, i with a, o, u with e, i 1. General 5. Gato 9. Guerra 12. Pingüino 2. Gesto 6. Gallina 10. Guitarra 13. Cigüeña 3. Gimnasio 7. Gorro 11. Guisante 14. Lingüística 4. Girar 8. Guapo

C (ce) Letter c also changes into two different sounds when we combine it with different vowels. C has a sound similar to k when combined with a, o and u, as in the following words: Casa (house) Caja (box) Cosa (thing) Curso (course) C has a different sound (similar to Spanish z) when combined with e and i, as in the following words: Cena (dinner) Cesta (basket) Cine (cinema) Circo (circus) However, in most Spanish-speaking countries (except for Spain), c + e/i is pronounced like an s (so the word “cena” may sound like “sena”).

[Track 7] Now listen to hear the following words:

C pronounced like C pronounced like a ‘k’ (c + a, o, u) the Spanish ‘z’ 1. Casa 5. Cena 2. Caja 6. Cesta 3. Cosa 7. Cine 4. Curso IGNOU8. Circo ACTIVIDAD 3

[Track 8] Listen and mark the word that is pronounced in each case.. The letters or group of letters that you should pay attention to are highlighted in bold.

13 Hola, ¿qué tal? 1. Pero Perro 2. Lama Llama 3. Chico Circo 4. Guerra Jarra 5. Bala Valla 6. Para Parra 7. Pague Paje 8. Cacho Caco

After this, check the key solution and listen to the audio track for a second time.

1.4 NOMBRES Y APELLIDOS (FIRST NAMES AND FAMILY NAMES)

This is a picture of the Sánchez-García Family. The parents, José Ramón and Carmen, have two children, a boy called Antonio and a girl called Ana María.

Good morning, my name is Good afternoon, my name is José Ramón Sánchez Martinez Carmen García Segura IGNOU

Hello, my name is Antonio Hello, my name is Ana María 14 Sánchez García Sánchez García In Spanish, people have a first name that can be one name or a compound of two Saludos y Presentaciones names (Carmen, Antonio / Ana María, José Ramón…) and they also have two last names, the first one is taken from their father and the second one is taken from their mother. Women do not change their last names when they get married, they stay with the same last names (from their own father and mother). However, the system of passing on last names to children is quite easy: only the father’s last name is passed on. In the previous family, the father is called José Ramón Sánchez Martinez. The last name he will pass on to their children is “Sánchez”, that is to say, his own father’s first family name. The mother’s name is Carmen García Segura. The last name she will pass on to her children is “García”, her father’s first family name. So, all their children will have their first name followed by “Sánchez García” as their family names.

ACTIVIDAD 4

Try to figure out what would be the last names of the children of the following families: 1. Father: Leonardo Gimeno Flores / Mother: Elvira Gutierrez Mármol Children: Vicente ______/ Carla ______. 2. Father: Miguel Ángel Torres Mora / Mother: Josefina López Prado Children: Laura ______/ Andrea ______. Mira la solución al final de la unidad.

ACTIVIDAD 5

[Track 9] Listen to the track in which a person spells the first name and familyy name of several famous Indian people. Write in each case the name and last name. 1.______2. ______3. ______4. ______5. ______ACTIVIDAD 6

[Track 10] Listen to the track and complete with the first name and family names (one first name and two family names) of the people who are speaking. You can listen to the track several times. 1.______IGNOU 2.______3.______4.______

15 Hola, ¿qué tal? 1.5 PRESENTACIONES (INTRODUCING ONESELF AND OTHERS)

1.5.1 Presentaciones informales (Informal introductions)

[Track 11] Listen to the following dialogue and read at the same time..

- Hola, ¿cómo te llamas? - Me llamo Carla, ¿y tú? - Yo me llamo Alex. - Hola Alex. - ¡Hola!

Tú is the informal “you” in Spanish. In some countries, like Spain, it is used amongst young people and even middle aged people, also when we know the person (friends, colleagues, etc.) or when there is no social distance between two people.

1.5 Presentaciones formales (Formal introductions) [Track 12] Now listen to the dialogue and read at the same time..

- Hola, buenos días, ¿cómo se llama? - José Ramón Sánchez. ¿Y usted? - Elvira Machado Mora. - Encantado - Encantada.

Usted is the formal “you” in Spanish. In Spain, it is used only in formal situations (with clients, at the office, at the doctor, at the shop, etc.) or in any IGNOUsituation when there is a social distance between two people, for example, when a young person speaks to an elderly person (to show respect). However, in most Spanish-speaking countries in Latin America, usted is preferred over tú in almost any kind of situation, even when there is no social distance (in the family, among friends, etc.). So, in American Spanish, given that usted is the usual form of treatment for anyone and it does not necessarily mean respect, people use other formal expressions to mark respect. 16 Saludos y Presentaciones “Encantado” and “encantada” both mean “nice to meet you” and are used in formal situations. If a male is speaking, he will say “encantado” (the “o” here refers to masculine). If a female is speaking, she will say “encantada” (the “a” here refers to feminine).

ACTIVIDAD 7

“Llamarse” (literally, “to call oneself ”) is the verb we use to introduce ourselves. Read the dialogue again between Carla and Alex in section 1.3.1 and complete the following table of the verb:

Yo (I) ______Tú (you) ______Él /Ella/usted (he/she/ formal you) se llama Nosotros (we) nos llamamos Vosotros (you) os llamáis Ellos Ellas/ustedes (they) se llaman

Note that the verb in the second dialogue is conjugated in the “formal you” (usted), whose form is written exactly as the 3rd person form (él/ella or he/she)..

ACTIVIDAD 8

Complete the following dialogues using the words in the box.

llamo – me – llamas — te Dialogue 1: - Hola, ¿cómo ______? - Me ______Diego, ¿y tú? - ____ llamo Andrea.

tardes – usted – José — Encantado – Buenas – llamo — Me

Dialogue 2 - ______, ¿cómo se llama ______? - ______Ana María García. ¿Y usted? - Yo me llamo ______Martínez. - Encantada. - ______IGNOU ACTIVIDAD 9

[Track 13] Listen and decide if the following dialogues are formal or informal.

1. 3. 2. 4. 17 Hola, ¿qué tal? Now listen to the same dialogues again and complete them with the words that are missing. 1. Man 1: ______días, ¿podría decirme su nombre y ______, por favor? Man 2: Adolfo Pérez Ramírez. Man 1: ______. 2. Woman: Hola, ¿cómo te ______? Man: Me ______Juan, ¿y tú? Yo ______llamo Lidia. 3. Woman: ¿Usted es la ______Maruja de la Torre? Woman: Sí, soy ______4. Girl 1: -Hola, ¿tú te ______María, no? Girl 2: -Sí, ¿y tú? ¿______te llamas? Girl 1: -Me llamo ______

1.6 DESPEDIDAS (SAYING GOODBYE)

Here are some examples of different ways to say “goodbye”. Listen and look at the pictures.

IGNOUAdiós (Good bye/ Bye) Hasta luego (See you later)

Hasta pronto (see you soon) 18 Saludos y Presentaciones 1.7 SUMARIO (LET’S SUM UP)

In this unit you have learned basic greetings (both in formal and informal situations), how to write what you hear (the alphabet) and how to spell Spanish words, how to introduce yourself to others, how to ask for someone’s name and last name and some interesting cultural facts. 1.8 GLOSARIO (GLOSSARY) adiós : bye/ goodbye gracias : thank you apellido : family name guapo : handsome bien : well guerra : war buenas noches:good night guisante : green pea buenas tardes : good afternoon/ guitarra : guitar evening hasta luego : see you later buenos días : good morning hasta pronto : see you soon chaqueta : jacket hola : hello cheque : bank cheque libro : book chico /chica : boy/girl or very young man/woman lingüística : linguistics ciao : bye (informal) llamada : call cigüeña : stork, a type of bird llave : key cine : cinema lluvia : rain coche : car mamá : mom cómo : how niño/niña : boy/girl (child) disco : cd ocasión : occasion ella : she para : for / to encantado/ : nice to meet you parra : vine plant encantada pero : but familia : family perro : dog gallina : hen pingüino : penguin gato : cat queso : cheese general : general rosa : rose gesto : gesture sol : sun gimnasio : gym televisión : television girar : to turn tú : you (informal) gorro : hat usted : you (formal) gota : drop IGNOUvisita : visit 1.9 SOLUCIONES (KEY SOLUTIONS) ACTIVIDAD 1 1. Buenas tardes 2. Buenos días 3. Buenas noches 4. Hola 19 Hola, ¿qué tal? ACTIVIDAD 2 Fill the dialogues with the appropriate words. Then check the answer on the key solution. 1. (Two friends) – Hola, María, ¿cómo estás/qué tal? – Muy bien, ¿y tú? – Bien, gracias. 2. (A shopkeeper and a customer) – Buenos días, ¿cómo está? – Muy bien, ¿y usted? – Bien, gracias. ACTIVIDAD 3 1. Perro 2. Llama 3. Circo 4. Jarra 5. Bala 6. Para 7. Pague 8. Cacho ACTIVIDAD 4 1. Father: Leonardo Gimeno Flores / Mother: Elvira Gutierrez Mármol Children: Vicente Gimeno Gutierrez,/ Carla Gimeno Gutierrez. 2. Father: Miguel Ángel Torres Mora / Mother: Josefina López Prado Children: Laura Torres López / Andrea Torres López. ACTIVIDAD 5 1. Mahatma Gandhi 2. Jawaharlal Nehru 3. Amitabh Bachchan 4. Shahrukh Khan 5. Shreya Ghoshal ACTIVIDAD 6 1. José Martínez Gil 2. Ana García Mora 3. Belén Cantos Rodríguez 4. Julio Hidalgo Mena ACTIVIDAD 7 (yo) me llamo (tú) te llamas (él/ella/usted) se llama (nosotros) nos llamamos IGNOU(vosotros) os llamáis (ellos) se llaman ACTIVIDAD 8 Dialogue 1: - Hola, ¿cómo te llamas? 20 - Me llamo Diego, ¿y tú? Saludos y Presentaciones - Me llamo Andrea. Dialogue 2 - Buenas tardes, ¿cómo se llama usted? - Me llamo Ana María García. ¿Y usted? - Yo me llamo José Martínez. - Encantada. - Encantado. ACTIVIDAD 9 1. Man 1: Buenos días, ¿podría decirme su nombre y apellidos, por favor? Man 2: Adolfo Pérez Ramírez. Man 1: Gracias. 2. Woman: Hola, ¿cómo te llamas? Man: Me llamo Juan, ¿y tú? Yo me llamo Lidia. 3. Woman: ¿Usted es la señora Maruja de la Torre? Woman: Sí, soy yo 4. Hola, ¿tú te llamas María, no? Sí, ¿y tú? ¿Cómo te llamas? - Me llamo Andrea

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21 Hola, ¿qué tal? UNIDAD 2 NACIONALIDADES Y PROFESIONES

2.1 Introducción 2.2 Objetivos 2.3 Pedir y dar información personal 2.3.1 Países y nacionalidades 2.4 ¿En qué trabajas? 2.5 Resumen 2.6 Glosario 2.7 Soluciones

2.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, in this unidad we will learn some basic structures of Spanish language that are used to ask for and give personal information by asking who someone is, saying your nationality (nacionalidad) or place of origin. We are also going to learn to ask someone about his or her occupation (profesión). We will also discuss some more basic stress rules to understand how Spanish words are pronounced. To begin with, this unidad will familiarize you with short phrases used in daily conversation.

2.2 OBJETIVOS (OBJECTIVES)

In this unidad, we will learn to: • ask for and give personal information; • talk about nationality or place of origin; and • talk abut one’s profession and place of work. To do this, we are going to learn the following language points: • Personal Pronouns • Verbs: Ser, Trabajar and Estar • Interrogatives • Adjectives of nationality and profession nouns

2.3 PEDIR Y DAR INFORMACIÓN PERSONAL (ASKING AND GIVING PERSONAL IGNOUINFORMATION) In unidad 1 you learnt to introduce yourself and other people in formal and informal situations by asking someone’s name. In this unidad, you will learn to ask someone where he or she is from, i.e. to talk about one’s nationality (nacionalidad) or place of origin. To do so, let us first learn how pronouns (pronombres) are used in Spanish to refer to people when we don’t use their names. Now, you and I both, will learn to 22 use pronouns in Spanish: Personal Pronouns (Pronombres Personales) Nacionalidades y Profesiones What are personal pronouns? Words that takes the place a noun are called pronouns. Whereas the words ‘I, you, he, she, we and they’ which replace a name of a person are called personal pronouns. Their Spanish counterparts are: Person Singular Plural 1st person Yo (I) Nosotros (we) (Primera persona) 2nd person Tú (you, informal) Vosotros (they) (Segunda persona) 3rd person Él (he)Ella (she) Ellos (they)Ellas (Tercera persona) Usted (you, formal) (they)Ustedes (they)

Perosnal pronouns in Spanish are optional as the verb already has information about the person. For example, Soy Alberto (I’m Alberto). (Soy already signals that it is first person singual). When personal pronouns are used, it is generally for emphasis, contrast or to avoid ambiguity. You will learn more about using personal pronouns later in this section.

Like we discussed already in unidad 1, the informal form (tú) is mainly used among close friends and relatives or among youngsters. In a formal situation and with people who are much older and the ones with authority for eg: government officials, bank officials etc. and while making primary contacts with firms, we use Sr. for señor (Mr./Sir), Sra. for señora (Mrs./Madam) and Srta. for señorita (Miss/Ms).

Remember that in unidad 1 we learnt the conjugation and uses of the ver llamarse when asking or giving names. Now we are going to learn a very common verb ser (to be) is generally used when asking and giving personal information, for instance, to ask someone’s name, place of origin (nationality) and profession. Let’s learn how this verb ser is conjugated and practice its’ usages (notice that verbs in Spanish change according to what the person refers to): SER Yo soy I am Tú eres you are Él/ella/usted es he, she is Nosotros/as somos we are Vosotros/as sois you all are Ellos/Ellas/Ustedes son they are

To ask someone his or her name, we can also say ¿Cuál es tu nombre? (What’s your name?) or we canIGNOU say, ¿Eres Alberto? (Are you Alberto? –information situation) or ¿Es usted Sr. Pérez? (Are you Mr.Pérez? -formal way)

In Spanish, questions do not require any changes in form or word other. Wee can simply formulate a question by adding ¿no? at the end of the sentence which works like isn’t it, aren’t you, in English.

23 Hola, ¿qué tal? For example, él es Alberto (he is Alberto). But when we add ¿no? at the end, it becomes: él es Alberto, ¿no? – Is he Alberto? Another way is to use the verb first: ¿Es usted Sr. Sánchez? – Are you Mr. Sánchez.

Remember, in written Spanish two question marks are used to identify a question, an iverted one at the beginning as well as the standard one at the end or in speech by changing to an iterrogative intonation. Statement: Es Alberto. (Voice initially goes up, then goes down gradually) Statement: ¿Es Alberto? (Yes-no question: voice initially goes up, then down, then up again at the end). Exclamation marks work in the same way: ¡hola!

[Track 14] Read and listen how to introduce someone in an informal situation:

To tell your name, you can say: Yo soy Alberto (I am Alberto) or Mi nombre es Alberto (My name is Alberto). But if you need to introduce someone in an informal situation like your friends, use the following sentence constructions in Spanish:

 Este es ______. [This is ______(name of man)] – Este es Antonio.

 Esta es ______. [This is ______(name of woman)] – Esta es Paula.

 Estos son ______. [These are ______(names of multiple persons)] – Estos son Antonio y Paula.

 Estas son ______. [These are _____ (names of women)] – Estas son Rosa y Verónica.

Note that you use este when introducing a male and esta when introducing a female.

[Track 15] Read and listen how to introduce someone in a formal situation:

In a formal situation, you can use the verb presentarse to introduce someone. Let’s learn some basic expressions using this verb:  Le presento a José Ramón Sánchez. (Let me introduce José Ramón Sánchez)  Le presento a la señora Verdía. (Let me introduce Mrs. Verdía)  Le presento al señor Machad. (Let me introduce Mr. Machado) IGNOUNotice that in the last example, is a contraction. Whenever the preposition (to al A or at) is followed by the definite article EL (the), the two words are joined together  a + el = al.

Before we go further, let’s learn the stress rules that will help us in improving our Spanish pronunciation: 24 Nacionalidades y Stress rules (Sílaba tónica): Profesiones Generally, Spanish pronunciation is plain pronunciation as the words that are written do not differ in the way they are pronounced except few cases of syllables that are stressed. In order to understand phonetics, it is essential to learn a few rules about syllables. - Stress on the last syllable (última sílaba) if the words end in a consonant other than n or s: Madrid, español, hablar - Stress on the syllable before last (penúnltima sílaba) if they end in n or s or a vowel: jefe, ventana, examen, crisis. - Exception: if you see a written accent ( ´ ) then you must stress the syllable where the accent is placed: café, médico, árbol. Remember: all words ending in –ión bear this accent.

Actividad 1______Now, practice the above stress rules. See the words below in the bracket and underline the syllable that needs to be stressed:

alemán – alemana –japonés – profesor estudiante – profesora – brasileño – libro – estudiar – lección

Correct way to greet someone

Learning how to greet someone in another language is not just about learning the right words. Each culture has different customs which may vary, for example acoording to gender or level of familiarity.

In Spain and Latin-America it is customary to greet females friends and family members by kissing them on one or both cheeks. However, the most widely accepted greeting is the handshake if you are not sure or comfortable. Among men it is more common to greet friends with a hug or a pat on the back. In formal or business situations the norm is to to shake hands.

2.3.1 Países y Nacionalidades (Countries and Nationalities)

Rember the conjugation of the verb ser (to be) that we learnt in the previous section. Here we will learn to use this verb to talk about someone’s nationality or place of origin.

To ask someone’s nationality or place of origin, we use the following sentence construction: IGNOU  ¿De dónde eres tú? (Where are you from?) Notice that we have used the interrogative dónde (where) to ask the question. The preposition de (from) is placed at the beginning of the question: ¿De dónde es Julio? (Where is Julio from?) 25 Hola, ¿qué tal? And we reply by using the Spanish construction Ser + de:

 Yo soy de Delhi, soy indio, ¿y tú? (I am from Delhi, I am Indian. And what about you?)

 Yo soy de Madrid, soy español. (I am from Madrid, I am Spanish)

In the answer, the preposition de comes after the verb ser. Before you start using this sentence construction, let’s familiarize ourselves first with some new vocabulary to talk about countries and nationalities:

[Track 16] Read and listen to the names of these countries and their nationalities:

País (Country) Nacionalidad (Nationality) (masculino/femenino) Alemania (Germany) alemán / alemana Argentina (Argentina) argentino/argentina Brasil (Brazil) brasileño/brasileña Chile (Chile) chileno/chilena Colombia (Colombia) colombiano/colombiana España (Spain) español/española Francia (France) francés / francesa India (India) indio / india Inglaterra (England) inglés/inglesa México (Mexico) mexicano/mexicana Panamá (Panama) panameño/panameña Perú (Peru) peruano/peruana Portugal (Portugual) portugués/portuguesa

Notice that the nationality is usually very similar to the name of the country as we can observe in the above table. Also we can identify the gender of the nationality by looking at the ending of the noun (sustantivo), which is –o for the masculine (masculino) and –a for the femenine (fenenino) form. IGNOUMasculino Feminino brasileño brasileña (Brazilian) indio india (Indian) peruano peruana (Peruvian) chileno chilena (Chilean)

26 The difference between feminine and masculine nouns is often shown in the vowel Nacionalidades y at the end (nouns ending with –o and –a). However, there always exist exceptions: Profesiones there also are words that do not follow this pattern and end in a different letter, for example:  words ending in consonant, we add –a: español  española, alemán  alemana,  Words ending in –e/-í, does not change: estadounidense  estadounidense marroquí  marroquí

Remember, in Spanish, when you describe the noun with an adjective, the adjective’s gender should match the gender of the noun. Normally, the adjective comes after the noun and masculine adjectives usually end in –o, and feminine adjetives in –a. For example, amiga bonita (preety friend), alumno simpático (nice student), casa limpa (clean house), etc. Some adjectives are neutral (mainly those ending in –e) and their ending remains the same. For example, inteligente, arrogante. Similarly, the adjectives of nationality agree with the person described, for example: - Yo soy español. I’m Spaniard (man speaking). - Yo soy española. I’m Spaniard (woman speaking).

Actividad 2______

Word search. Find the letters for the given nationalities in the word puzzle: IGNOU

27 Hola, ¿qué tal? Let us see some examples: A • ¿Cuál es su nacionalidad? (What’s your nationality?)

o Yo soy de Colombia pero él es peruano. (I am Colombian but, he is Peruvian) B • ¿De dónde eres? (Where are you from?)

o Yo soy de Delhi, y¿tú? (I am from Delhi, and you?) • Soy de Santander, soy español. (I am from Santander, I am Spanish) C • ¿Usted es americano? (Are you American)

o No, no soy americano, soy indio. ¿Y usted? (No, I’am not American, I’am Indian. And you?) • Yo soy francés. (I am French)

Notice that in the last dialogue the negative is formed by placing –no before the verb, for example, yo no soy mexicano (I am not Mexican). In Spanish construction the negation always goes before the verbs and many times the negation is repeated, for example: - ¿Eres chileno? (Are you Chilean) - No, no soy chileno. Soy argentino. (No, I am not Chilean. I am Argentine)

Let us try to use the Spanish construction and vocabulary learnt so far in a dialogue. Radhika is a student of Spanish. She is meeting her Spanish teacher Pedro Cantano for the first time. Read the dialogue below to learn how they introduce each other:

o ¡Hola! Buenos días. (Hello, Good morning) • ¿Cómo te llamas? (What is your name?)

o Buenos días, profesor. Me llamo Radhika. (Good morning professor. My name is Radhika) • ¿De dónde eres? (Where are you from?)

o Soy india, de Nueva Delhi. (I am an Indian from New Delhi) • ¡Bienvenida al aula de español! (Welcome to the Spanish class)

o Gracias profesor (Thank you professor) Actividad 3______Answer the following questions. IGNOUa) ¿De dónde eres tú? ...... b) ¿De dónde son tus amigos? ...... c) ¿Cuál es la nacionalidad de tu profesor? ...... d) ¿Eres peruano? ......

28 Nacionalidades y 2.4 ¿EN QUÉ TRABAJAS? (WHAT DO YOU DO Profesiones FOR A LIVING)

In the previous sections, we learnt to introduce ourselves and talk about one’s nationality. Now we are going to learn how to ask about someone’s profession and to respond to this question. Generally, we don’t ask about someone’s profession within first few minutes of our meeting unless we make ourselves familiar with the other person.

Let us learn the names of some common occupations to familiarize ourselves with this topic.

[Track 17] Read and listen to the names of these occupations..

Las ocupaciones estudiante student profesor/-a teacher/professor médico/-a doctor dentista dentist enfermero/-a nurse abogado/-a lawyer periodista journalist secretario/-a secretary cocinero/-a chef executivo/-a executive artista artist director/-a director taxista taxi driver housewife ama de casa autónomo/-a self-employed

You can ask the following questions to know about someone’s profession: ¿A qué se dedica usted? (What do you do?) ¿En qué trabaja usted? (What do you do for a living?) Formal situation ¿Cuál es su profesión?IGNOU (What do you do?) ¿A qué te dedicas? ¿En qué trabajas? Informal situation ¿Cuál es tu profesión?

29 Hola, ¿qué tal? And to respond to the questions above, we can use the verb ser: Yo soy abogado. (I’m a lawyer) Yo soy estudiante. (I’m a student)

Remember that when we describe someone’s occupation, we don’t use the article un/una (a). The word ‘a’ and ‘an’ is missed out in the Spanish construction. To say your job simply use: ser+profesión.

As you can observe in the above examples, we have used a new verb trabajar (to work) which is used to give information about your place of work. This is a regular –ar ending verb (trabajar) and it’s conjugated as follows:

Trabajar Yo trabajo Tú trabajas Él/ella/usted trabaja Nosotros/as trabajamos Vosotros/as trabajáis Ellos/Ellas/Ustedes trabajan

You can use this as a model for learning the conjugation of other regular –ar ending verbs. By learning this one verb, you will be able to learn to handle thousands of Spanish verbs.

Let’s now see how to use the verb trabajar for giving your place of work:

COMUNICACIÓN

¿Dónde trabajas? Trabajo en una oficina. /en una empresa.

¿Dónde trabaja usted? Trabajo en una universidad. Yo no trabajo.

¿Trabaja su padre? Sí, mi padre trabaja en un instituto.

Before you proceed further, do the following activities.

Actividad 4______

Look at the following images. Each one represents an occupation. Write down IGNOUtheir names in Spanish.

30 Nacionalidades y Profesiones

A. B. C.

D. E. F.

In general, Spanish occupation nouns change according to the gender of the person they refer to. Masculine profession nouns end in –o and the femenine forms are made by changing the –o to an –a. For example:  el abogado  la abogada  el secretario  la secretaria  el cocinero  la cocinera Masculine profession nouns that end in a consonant, the femenine form is made by adding an –a to the end. For example:  el profesor  la profeora  el director  la directora  el traductor  la traductora However, there are exceptions to these rules where the masculine and femenine forms of the nouns (particularly those ending with –ista, -ia or e) remain the same, only the article changes to match the gender of the person:  el piloto la piloto  el modelo IGNOU la modelo  el estudiante  la estudiante  el taxista  la taxista

31 Hola, ¿qué tal? Actividad 5______

[Track 18] Listen and complete the following sentences. Each illustration represents an occupation.

A. Paula es ……………… B. Pablo es …………..

C. Ángela es ……………… D. Federico es ………………. IGNOU

E. Héctor es ………

32 Actividad 6______Nacionalidades y Profesiones Solve the following crossword puzzle. Each word represents a profession.

Horizontal: Vertical: 6. Instalo software 1. Estudio 7. Sirvo bebidas 2. Escribo novelas 3. Doy clases y corrijo exámenes 4. Preparo comida en el restaurante 5. Trabajo en el hospital

Notice that in this unidad we have used several interrogativos (interrogatives) like cómo (how), quién (who) and dónde (where) to ask someone’s name, nationality or place of origin, occupation, etc. Let’s see once again how these interrogatives are used in Spanish sentences:

¿Quién?: Here we will use the verb ser that we learnt in the earlier section to ask questions using the interrogative quién and to reply to the question. For example:

 ¿Quién es usted? (Who are you?)  Yo soy Carlos. (I am Carlos)  ¿Quién es él? (Who is he?)  Él es Fabio. (He is Fabio)  ¿Quién es ella? (Who is she?)  Ella es Mercedes. (She is Mercedes) ¿De dónde?: To ask someone where he or she is from, we use the following strucutres. See the examples below:  ¿De dónde esIGNOU usted? (Where are you from?)  Yo soy de la India. (I am from India)  ¿De dónde es él? (Where is he from?)  Él es de Portugal. (He is from Portugal)  ¿De dónde es ella? (Where is she from?)  Ella es de Brasil. (She is from Brazil)

33 Hola, ¿qué tal?  ¿De dónde son ellos? (Where are they from?)  Ellos son de España. (They are from Spain) ¿Cómo?: To ask someone how (cómo) he or she is doing, we use the interrogative cómo and the auxiliary verb estar (to be). We are going to learn to conjugate this verb first: ESTAR

Yo estoy Tú estás Él/ella/usted está Nosotros/as estamos Vosotros/as estáis Ellos/Ellas/Ustedes están

Let us now see some examples:  ¿Cómo está? (How are you?)  Yo estoy bien. (I am fine) The typical reply to the question ¿Cómo ésta?/ ¿Qué tal? (How are you?) is: Muy bien, gracias. (very well, thank you)

Actividad 7______

Think of three or four people you know and write their names, where theyy come from, what they do and where they work. Use the Spanish construction we have learnt in this unidad. Follow the example: Él se llama Carlos. Es de Valencia. Es profesor y trabaja en la Universidad de Valencia.

Actividad 8______

Play the part of Jorge in the following dialogue and complete it: Lucía: ¡Buenos días! Soy Lucía Emilio Pérez. ¿Y tú? Jorge: ...... Lucía: Encantada. ¿De dónde eres? Jorge: ...... ¿Y tú? Lucía: Soy de Colombia. ¿A qué te dedicas? IGNOUJorge: ...... Trabajo en ...... Lucía: ¡Qué casualidad! Yo también soy profesora de español. Jorge: ¿Y dónde ...... ? Lucía: Trabajo en Bogotá, en el Instituto Caro y Cuervo. 34 Nacionalidades y 2.6 RESUMEN (LET US SUM UP) Profesiones

In this unidad, you have learnt some basic Spanish sentences that are used to ask for someone’s identidad, nacionalidad and profesión. You have also learnt to use some new verbs like ser, trabajar and estar using the interrogative quién, dónde y cómo. You have learnt to differentiate between a formal and informal form of communication using these verbs. We are sure that you must have enjoyed all the activities and followed the instructions given.

2.6 GLOSARIO (GLOSSARY) abogado/-a : lawyer indio/-a : indian alemán/-a : german inglaterra : england alemania : germany inglés/-a : english/british argentina : argentina médico/-a : doctor argentino/-a : argentine mexicano/-a : mexican artista : artist méxico : mexico autónomo/-a : self-employed nacionalidad : nationality brasil : brazil país : country brasileño/-a : brazilian panamá : panama chile : chile panameño/-a : panamanian chileno/-a : chilean penúltima sílaba: syllable before last cocinero/-a : chef periodista : journalist colombia : colombia perú : peru colombiano/-a : colombian peruano/ : peruvian cómo : how peruana de : from portugal : portugal dentista : dentist portugués/ : portuguese director/-a : director portuguesa dónde : where profesión : profession/ occupation enfermero/-a : nurse profesor/-a : teacher/professor españa : spain pronombre : pronoun español/-a : spanish/spaniard quién : who estudiante : student secretario/-a : secretary executivo/-a : executive ser : to be francés/-a : french sílaba tónica : stress rules francia : france taxista : taxi driver housewife : ama de casa trabajar : to work india : india IGNOUúltima sílaba : last syllable 2.7 KEY SOLUTIONS (SOLUCIONES)

Actividad 1 alemán–alemana–japonés – profesor -estudiante – profesora – brasileño – libro – estudiar – lección 35 Hola, ¿qué tal? Actividad 2

Actividad 3 Free answer. Here are some model response to the questions: a) Yo soy de Mumbai. b) Mis amigos son de España. c) Mi profesor es indio. Es de Delhi. d) No, no soy peruano. Soy indio. Actividad 4 a) médico d) periodista b) profesor e) policía c) taxista f) cartero Actividad 5 a) ama de casa d) ingeniero b) cantante e) camarero c) peluquera Actividad 6 1. Camarero, 2. Informático, 3. profesor, 4. estudiante, 5. médico, 6. cocinero, 7. escritor Actividad 7 Free answer. Actividad 8 Free answer. A model answer is given for your reference. Lucía: ¡Buenos días! Soy Lucía Emilio Pérez. ¿Y tú? Jorge: Me llamo Jorge González. IGNOULucía: Encantada. ¿De dónde eres? Jorge: Yo soy español, de Huelva. ¿Y tú? Lucía: Soy de Colombia. ¿A qué te dedicas? Jorge: Soy profesor de español. Trabajo en la Universidad Nacional de Colombia. Lucía: ¡Qué casualidad! Yo también soy profesora de español. Jorge: ¿Y dónde trabajas? 36 Lucía: Trabajo en Bogotá, en el Instituto Caro y Cuervo. Nacionalidades y UNIDAD 3 LA ESCUELA Profesiones

3.1 Introducción 3.2 Objetivos 3.3 En la escuela 3.3.1 En el aula 3.3.2 Mi asignatura favorita 3.4 Horario escolar 3.5 Resumen 3.6 Glosario 3.7 Soluciones

3.1 INTRODUCCIÓN (INTRODUCTION) Dear learner, in this unidad, we will learn to talk about our school (escuela), the different subjects (asignaturas) we study and our favorite subjects (asignaturas favoritas). For this, we will learn some basic vocabulary related to the classroom (aula) and school and some basic regular verbs in Spanish to write about our school.

3.2 OBJECTIVOS (OBJECTIVES) In this unidad, we will learn to: • talk about our school; • say the subjects we do; • talk about our favorite subjects; and • say the days of week in Spanish. To do this, we are going to learn the following language points: • definite and indefinite articles; • gender of the nouns; • regular –ar, -er, and –ir ending verbs: hablar, estudiar, leer, escribir, etc.; • preference: favorito/a; • lexico related to school, subjects, days of week, etc.; • adverbs of time: primero, luego, después, por fin; • hay and no hay.

Are you ready to start? The following activities will help you learn all our objectives. Follow the activitiesIGNOU in a sequential manner. 3.3 EN LA ESCUELA (AT SCHOOL) In this section, we will learn necessary vocabulary to describe the different places in a school (una escuela) as well as different activities pertaining to a school day. For the purpose of this unidad, Ricardo, a peruvian primary school student describes his school, he wants to show us around: 37 Hola, ¿qué tal? ¿Qué hay en tu escuela, Ricardo? (What is in your school Ricardo?)

Estudio en la escuela Obradoiro de Trujillo. En mi escuela hay una biblioteca (library), un comedor (dining hall), unas aulas (classrooms), una sala de profesores (teacher’sroom), un campus de fútbol (football ground), los laboratorios (laboratory), una cancha de baloncesto (basketball court) y un gimasio (gym). No hay una piscina (swimming pool).

Observe the use of hay in the above text. In Spanish, when we refer to the existence or non-existence of things, we use the special verb haber (present indicative hay), which means ‘there is/are’. It is used only in the third-person singular form as impersonal or existential. For example,

o Hay cinco estudiantes en el aula. (There are five students in the classroom).

o En mi mochila hay un estuche con dos boligrafos, una goma, un sacapuntas, tres libros y dos cuadernos. (In my satchel there is a case with two ballpoint pens, an eraser, a pencil sharpner, three books and two notebooks).

Remember, hayis not followed by the definite article, except when it means ‘to exist’.Don´t get confused with the verb, estar, which often means ‘to be located’/ ‘to be present’. You will learn more about uses of these two verbs in unidad 17 in book ele India 2 [BSL-002]. 3.3.1 En el aula (In the classroom) Now that Ricardo is in his classroom, he wants to talk about the objects that you can find in his classroom. Here are some important words to know. Remember, unlike English, in Spanish, objects have gender and it is important that you pay attention to the gender of the objects while learning any new vocabulary. IGNOULos objetos del aula (Classroom Objects)

la carpeta la pizarra la tiza 38 La escuela

el ordenador la mesa el pupitre

la silla el horario el reloj de pared

Now let’s learn the name of objects that are normally used by students. Los útiles escolares(Stationery Objects)

la mochila el bolígrafo los libros el cuadernoIGNOUla lápiz la regla la goma de borrar el lapicero las sacapuntas

As you can observe in the above lexicon, we have placed the definite article before the name of objects to specify the noun and to indicateits gender and number.In Spanish, except in some cases, persons, ideas and objects have a gender.There exist 39 Hola, ¿qué tal? two types of articles: definite article (the): el, la, los, lasand indefinite article (a, an and some): un, una, unos, unas.

OBSERVAR…

Artículos definidos(Definitearticles): The definite articles always precede the nouns and accurately determine people or objects: For example: • (mas./sing.) El cuaderno (The notebook) La mochila (The bag) • (fem./plu.) Loscuadernos (The notebooks) Las mochilas (The bags) As you see in the examples above, the definite article exists in two forms equating with the English form ‘the’ and always correspond to the number and gender of the noun; masculine (el) and feminine (la) as singular and masculine (los) and Feminine (las) as plural. The plurals likewise in English as in Spanish end with –s. For example: • Book  Libro Books  Libros However, there always exist exceptions: there also are words that do not follow this pattern and end in a different letter, for example, el hombre (man), la mujer (a woman), el árbol(tree), la fuente(fountain), el mar (sea), el problema(problem), el mapa(map), el sistema(system), etc.

Actividad 1______Complete with: el, la, los, las a) ____ libro f) ____ chica b) ____ gomas g) ____ sacapuntas c) ____ trabajo h) ____ bolígrafo d) ____ señor i) ____ amigas e) ____ problema j) ____ mochila

OBSERVAR…

Artículos indefinidos(IndefiniteArticles): The indefinite article agrees with its noun in both gender and number. In English we have (a, an or some), but in Spanish we find un (for masculine nouns) or IGNOUuna (for feminine nouns) as the equivalent substitutes: For example: • (mas./sing.) Un estudiante (A student) Una estudiante (A female student) • (fem./plu.) Unosestudiantes (Some students) Unasestudiantes(Some female students 40 La escuela Also, unos or unas, which translates some/any in the sense of undetermined number or a certain quantity. Unos hombres (a few men); unos 50 kilos (around 50 kgs). Remember, to make plural of a word ending with a consonant, we add -es, such as ordenador (sing.) + es = ordenadores (plu.).

Actividad 2______Complete with: un, una, unos,unas. a) ______libros e) _____chica b) ______amigas f) ______cuadernos c) ______móvil g) ______ratón d) _____médicos h) ______bibliotecas

Actividad 3______Write the plural form of the following words. a) el lápiz: ______f) un rotulador: ______b) el pegamento: ______g) el sacapuntas. ______c) un estuche: ______h) unatijera: ______d) unaregla: ______i) la papelera: ______e) la goma: ______3.3.2 Mi asignatura favorita (My favorite subject) Let’s now find out what Ricardo is learning about today in class. o ¿Qué asignaturas estudias? (What subjects do you study?)

Yo estudio las matemáticas, las ciencias, el español, y el inglés. (I study Mathematics, Science, Spanish and English)

Here you will learn someuseful vocabulary related to class (la clase) and the names of school subjects (las asignaturas). The names of many of the subjects are very similar in both Spanish and English. Pay attention on the differences in pronunciation. IGNOULas asignaturas/materias:

el coro(la orquesta/la banda) el arte (el dibujo) la música 41 Hola, ¿qué tal?

los trabajosmanuales la computación / (la la moda informática), la mecanografía Las Ciencias Naturales:

la física la química la biología

Las Ciencias Sociales / las humanidades:

la historia la geografía la economía Las Matemáticas:

la geometría el álgebra la contabilidad

Las Lenguas (los idiomas):

IGNOUel español el francés el italiano

el alemán el ruso el inglés /la literature 42 Actividad 4______La escuela Identify the name of the subjects. Follow the example. a) animales: ciencias e) deporte: ______b) pintar: ______f) números: ______c) comida: ______g) cantar: ______d) hablar: ______

Now that we have learnt the vocabulary related to the names of subjects that we study in school, we proceed to talk about our favorite subject in school. Some of us like art (el arte) as we get to express our feelings and to show creativity, while others like math (las matemáticas) and science (la ciencia). What is your favorite subject? (¿Cuáles tu asignatura favorita?)

A: ¿Cuál es tu asignatura favorita? B: Mi asignatura favorita es la música.

A: ¿Qué asignatura estudias los lunes? B:Los lunes estudiolas matemáticas.

We can also express opinion about our favorite subject using the following sentence construction in Spanish:

La geometría interesante La biología divertido/a es (muy)+ La historia fácil no es La química difícil El español aburrido/a

For example, • Mi asignatura favorita es el español porque es muy fácil. (My favorite subject is Spanish because it is very easy) • La asignaturaIGNOU favorita de Ricardo es el inglés y es muy interesante. (Ricardo’s favorite subject is English and it is very interesting)

Actividad 5______

[Track 19] Ricardo’s classmates are talking about their favorite subject. Listen and indicate the subjects mentioned by each student. 43 Hola, ¿qué tal? a) Pedro b) Pablo c) Olga d) Teresa

OBSERVAR. As you can observe from the examples in section 3.3.2, wee have used the verb estudiar (to study) to talk about the subjects we study in school or university. Here are some more examples with the verb estudiar:

o Yo estudio un grado en Administración de Empresas. o ¿Tú estudias un máster en Relaciones Públicas? o María estudia Magisterio. The verb estudiar is a regular –ar ending verb and is conjugated like the verb trabajar we studied in the previous unidad. Let’s see how the different groups of regular verbs in Spanish language are conjugated. Los verbos (Verbs) The verbs in Spanish language exist in two forms; regular (verbs that follow general rules of conjugation) and irregular (verbs that do not follow the rules). These are further divided into three groups according to their infinitive endings, that are: -ar ending, -er ending and the -ir ending verbs. All the regular verbs in Spanish are easy to learn as they follow a similar pattern in conjugation. Conjugating a verb means matching a verb according to the subject. One can conveniently memorize the ways of conjugating by following a simple pattern. In case of any regular verb ending with -ar we remove the ending –arand replace it with a new one depending on the subject who is doing the action: SubjectPronouns Verbsending with -ar Yo - o Tú - as Él/ella/usted - a Nosotros/Nosotras - amos Vosotros/Vosotras - áis Ustedes/Ellos/Ellas - an

Let us take, for example, the verb hablar (to speak) to further understand how the endings change depending upon the subject: IGNOUHABLAR Yo hablo (I speak) Tú hablas (You speak) informal Él/ella/usted habla (You speak) formal (He/she speaks) Nosotros/as hablamos (We speak) 44 La escuela Vosotros/as habláis (You all speak) Ellos/Ellas/Ustedes hablan (You all speak) formalThey (feminine)/ They(masculine) speak

For example, o Yo hablo inglés/portugués/español/ruso/chino/francés/italiano/alemán/ árabe/ etc. (I speakEnglish/Portuguese/Spanish/Russian/Chinese/French/Italian/ German/Arabic etc.) o ¿Tú hablas portugués? (Do you speakPortuguese?) • Sí, yo hablo. (Yes, I speak) • No, no hablo. (No, I don’t speak) o Hablasespañolmuybien. (You speak Spanish very well).

Remember, in Spanish, we do not capitalize the first letter of the names of languages whereas in English we always capitalize the first letter of foreign languages (lenguasextranjeras)

To create a simple sentence, we use a noun followed by a verb. In Spanish, like other Romance languages like Portuguese, French, Italian, the verbs in their conjugated forms signal an action. Here, let us learn to use some more –ar verbs such as estudiar (to study), escuchar (to listen): o Yo estudio. (I Study) or Estudio. (I study). o Él escucha la música en español. (He listens to Spanish songs). Hence, this first person conjugation in singular form denotes that the conjugated form of the verb (estudiar) refers to the action done by a person. (referring to 1stperson-I) Similary follow: o Ellos hablan. (They speak) o Nosotros trabajamos. (We work) etc. Present-tense verbs in Spanish can have several English equivalents. Each simple expression in Spanish may convey three different ideas in English: o (yo) Estudio español. I study Spanish. (simple statement) I do study SpanishIGNOU. (emphasis) I am studying Spanish. (action in progress)

To ask a question, we do not need to change the order of the words but we raise the pitch of our voice (while asking a question verbally) and put a question mark at the end of a statement/phrase (while writing a question): ¿Usted estudia? (You study?); ¿Ella trabaja? (She works?), etc. 45 Hola, ¿qué tal? Some more examples:  Comprar. (To buy) • Yo compro billete para la película. (I buy ticket for the film)  Enseñar. (To teach) • El profesor enseña el español muy bien. (The teacher teaches Spanish very well) When we use the verb in –ing ending form like in English where we do not conjugate the verb, for example: Hablar español es fácil. (Speaking Spanish is easy)

Actividad 6______Conjugate the verbs given below while making a phrase with each one of them: a) escuchar al profesor (ellos) b) dibujar el mapa (tú) c) conjugar los verbos (vosotros) d) recitaruna poesía (yo) e) preguntar al profesor (él)

Actividad 7______Complete the sentences with suitable conjugations of the verbs: a) Ellas ______(trabajar) en una empresa que se llama Endesa. b) Elsa ______(estudiar) matemáticas. c) El habla hindi y yo ______(hablar) español. d) Yo siempre ______(tomar) un café en la cantina. We hope that you have learnt and memorized the conjugation pattern of –ar ending verbs. Now, we will learn how a regular –er ending verb is conjugated. To form the present tense, we remove the ending –er and add these endings to the verb stems:

Subject Pronouns Verbs ending with -er Yo - o Tú - es Él/ella/usted - e Nosotros/Nosotras - emos Vosotros/Vosotras - éis IGNOUUstedes/Ellos/Ellas - en Let us take, for example, the verb leer (to read) to further understand how the endings change depending upon the subject:

46 La escuela Leer Yo leo (I read)

Tú lees (You read) informal

Él/ella/usted lee (You read) formal (He/she reads)

Nosotros/as leemos (We read)

Vosotros/as leéis (You all read) informal

Ellos/Ellas/Ustedes leen (You all read) formal They (feminine)/They (masculine) read

For example, o Yo leo los libros en español. (I read books in Spanish) o Ella lee los libros de García Márquez. (She read García Marquez’s books) Let us learn to use some more –er verbs such as comer (to eat), ver (to see), beber (to drink), aprender (to learn), comprender (to understand), responder (to reply) etc. Now we come to the third group of verbs in Spanish, i.e. –ir ending verb. To form the present tense, add these endings to the verb stems of -ir verbs:

Subject Pronouns Verbs ending with -ir Yo - o

Tú - es

Él/ella/usted - e

Nosotros/Nosotras - imos

Vosotros/Vosotras - ís

Ustedes/Ellos/Ellas - en Let us take, for example, the verb escribir (to write) to further understand how the endings change depending upon the subject: Escribir Yo escriboo (I write)

Tú escribes (You write) informal

Él/ella/usted escribe (You write) formal (He/she writes) Nosotros/as IGNOUescribimos (We write) Vosotros/as escribís (You all write) informal

Ellos/Ellas/Ustedes escriben (You all write) formal They (feminine)/They(masculine) write 47 Hola, ¿qué tal? For example,

o Yo escribo mi diario en español. (I write my diary in Spanish) o Él escribe una carta a su amigo en Argentina. (He writes a letter to his friend in Argentina) Let us learn to use some more –ir verbs such as vivir (to live), abrir (to open), compartir (to share), discutir (to discuss/talk about), vivir (to live), etc.

Actividad 8______Conjugate the verb in Spanish in the following sentences: a) Mis amigos y yo ______(decidir) de ir al cine hoy. b) Marta siempre ______(recibir) buenas notas en sus clases. c) Los domingos, mis amigos y yo ______(ver) el partido de críquet en la televisión. d) Yo ______(leer) libros de García Márquez en español. e) Jorge ______(escribir) un correo-electrónico a su amigo en India. f) Alicia y Antonio ______(vivir) cerca de Segovia. Before going to the next topic, read the following texts about Kiran (India) and Ricardo (Perú) in which they talk about their school and their favorite subject.

Me llamo Kiran y soy de la India. Tengo 12 años y estudio en un colegio público. Hablo hindi e

inglés. Mi asignatura favorita es matemáticas. Mi mejor amiga se llama Anita, tiene 12 años. Tiene una mascota que se llama Rocky.

¡Hola! ¿Qué tal? Me llamo Ricardo, soy peruano y tengo 11 años. Estudio en un colegio privado de Trujillo. Hablo español y quechua. Mi asignatura favorita IGNOUes el arte. Mi mejor amigo se llama Pedro, tiene 10 años.

48 Actividad 9______La escuela Now read the above texts once again and reply the following questions: a) ¿De dónde son Kirany Ricardo? …………………………………………………………………………….. b) ¿Dónde estudia Kiran y qué lenguas habla? …………………………………………………………………………... c) ¿Cuál es la asignatura favorita de Kiran? ¿Y de Ricardo? …………………………………………………………………………… d) ¿Cuál es tu asignatura favorita? …………………………………………………………………………….

3.4 HORARIO ESCOLAR (SCHOOL TIMETABLES)

In this section we will learn to talk about the daily school schedule in Spanish. School hours in Spain vary from place to place and also primary and secondary schools have different school hours. The day usually runs from 09:00-12:00 and 15:00-17:00 wiith breaks in between for luch and a siesta. Knowing school timetable is important as it tells the students what they are expected to study in school as part of their daily routine. To talk about your classes in Spanish, we use the question: ¿Qué clases tienes hoy? or ¿Qué estudias este semestre? Let’s see some examples: o ¿Qué clases tienes tú este semestre? (What classes to do you have this semester?) • Yo tengo las matemáticas, las ciencias, el español, el inglés y la historia. (I have math, science, Spanish, English and history) o ¿Tú tienes la historia los lunes? (Do you have the history class on Mondays?) • Sí, yo tengo la historia los lunes. (Yes, I have the history class on Mondays) Before advancing with the activity, we will learn to say the days of the week (días de la semana) and to use them in simple sentence to talk about school hours. The seven days of the week in Spanish are: Los días de la semana:  el lunes (Monday)  el martes (Tuesday)  el miércoles (Wednesday)  el jueves (Thrusday)  IGNOU el viernes (Friday)  el sábado (Saturday)  el domingo (Sunday)

49 Hola, ¿qué tal? Note that in Spanish-speaking countries, the week begins on Monday.. Also, the days of the week and months are not capitalized and all days are masculine. We use el to say ‘on... (specific day)’and we use los to say “regularly/ usually on that day”. For example,

o El viernes, tenemosclase de lengua y literatura. o Los lunes, tengo la clase de música. Only sábado and domingo have plurals, for example, los sábados and los domingos. To ask ‘What day is today?’, we use the question: ¿Qué día es hoy?And to respond, we use the Spanish construction: ‘Hoy es + día’, for example, hoy es lunes, mañana es martes. We use the ver‘ser’ to express the day.

In order to sequence your class schedule, we will need to use the following sequencing adverbs (adverbs of time):

o Primero (First) o Luego (Then, next) o Después (Afterward, then) o Por fin (Finally) For example,

o ¿Qué clases tienes hoy /este semestre? (What classes to do you have today / this semester?) • Primero tengo la geografía, después la computación, luego el español y por fin ciencias. (First I have geography, then computer science, then Spanish and finally science) Here you have the school timetable of Ricardo as an example. Look at the schedule and identify the subjects he is going to study this semester. El horario de Ricardo IGNOU

50 Actividad 10______La escuela Look at the timetable of Ricardo once again and compete the following sentences using the information given above: Los ______(a) practicamos con el ordenador en la clase de informática. Los ______(b) tengo gimnasia y los ______(c) el deporte. Estudio las matemáticas todos los días salvo los ______(d). Los ______(e) y los ______(f) tenemos la clase de dibujo. Nunca tenemos clase los ______(g) y los ______(h).

Actividad 11______

[Track 20] Listen to María. What subjects does she have this semester?

Carmen ¿Qué asignaturas tiene?

Un poco de cultura…

The Spanish education system is divided into five stages, two of which are compulsory: • Nursery and preschool (educación infantil) – optional (0 -3 yrs) and (3 – 6 yrs) • Primary (educación primaria) – compulsory (6 – 12 yrs) • Compulsory secondary education (educación secundaria obligatoria /E.S.O.)(12 -16 yrs) • Upper secondary education: Baccalaureate (Bachillerato) – optional (16 -18 yrs) • Higher university education – as per the European Higher Education Area (EHEA), university education is divided into three cycles: Bachelor (Grado), Master (Máster) and Doctorate (Doctorado).

Actividad 12______REFLEXIONA. How is the education system in India? How is it different from the Spanish education system?

¿Es obligatoriaIGNOU la ¿Las clases están escolarización? ¿Es gratis la masificadas? (Is schooling universidad? (Are the classrooms compulsory?) (Is university overcrowded?) education free?)

51 Hola, ¿qué tal? 3.5 RESUMEN (LET’S SUM UP) In this unidad, we have become familiar with the lexicon used in the school context. We have learnt to identify the gender of the nouns and use them with the definite and indefinite articles. At the end of this unidad you should be able to ask for/give information about your school, talk about your favorite subjects and school timetables using adverbs of time. We have learnt asking for and saying days in Spanish and also the conjugation of the regular –ar, -er, and –ir ending verbs using the present simple tense.

3.6 GLOSARIO (GLOSSARY) aburrido/a : boring inglés, el : English alemán, el : German interesante : interesting álgebra, el : algebra italiano, el : Italian arte, el : art lápiz, el : pencil asignatura, la : subject lengua, la : language banda, la : band literatura, la : literature biología, la : biology mascota, la : pet colegio, el : school matemáticas, las : mathematics computación, la : computer course materia, la : subject contabilidad, la : accounting mecanografía, la : typing coro, el : choir moda, la : fashion día, el : day música, la : music dibujo, el : drawing orquesta, la : orchestra difícil : difficult papelera, la : wastepaperbin divertido/a : fun pegamento, el : glue economía, la : economics privado : private escolarización, la : schooling públicos : public español, el : Spanish quechua : Quechua (Language estuche, el : case of the Incas) fácil : easy química, la : chemistry física, la : physics regla, la : ruler francés, el : French rotulador, el : felt-tip pen geografía, la : geography ruso, el : Russian IGNOUgeometría, la : geometry sacapuntas, el : pencilsharpner goma, la : eraser semana, la : week historia, la : history semestre, el : semester tijeras, las : scissors idioma, el : language informática, la : computer science 52 La escuela 3.7 SOLUCIONES (KEY ANSWERS)

Actividad 1 a) el f) la b) las g) las c) el h) el d) el i) las e) el j) la

Actividad 2 a) unos e) una b) unas f) unos c) un g) un d) unos h) unas

Actividad 3 a) los lápices f) unos rotuladores b) los pegamentos g) los sacapuntas c) unos estuches h) unas tijeras d) unas reglas i) las papeleras e) las gomas

Actividad 4 a) Ciencias e) Educación física b) Dibujo f) Matemáticas c) Cocina g) Música d) Idiomas

Actividad 6 a) Ellos escuchan al profesor. d) Yo recito una poesía. b) Tú dibujas el mapa. e) Él pregunta al profesor. c) Vosotros conjugáis los verbos.

Actividad 7 a) trabajan c) hablo b) estudia IGNOUd) tomo Actividad 8 a) decidimos d) leo b) recibe e) escribe c) vemos f) viven 53 Hola, ¿qué tal? Actividad 9 a) Kiran es de la India y Ricardo de Perú. b) Kiran estudia en un colegio público y habla hindi e inglés. c) La asignatura favorita de Kiran es matemáticas, la de Ricardo, el arte. d) Mi asignatura favorita es ...... (name of the subject).

Actividad 10 a) miércoles b) martes y jueves c) viernes d) miércoles e) viernes f) sábados g) domingos

Actividad 11 matemáticas, lengua española, inglés, física, geografía, química, informática, technología, biología, música, deporte, gimnasio, dibujo, religión y trabajos manuales.

Actividad 12 Free answer.

IGNOU

54 UNIDAD 4 LA OFICINA La escuela

4.1 Introducción 4.2 Objetivos 4.3 En la oficina 4.3.1 Objetos de la oficina 4.4 Conversación en una oficina 4.5 Resumen 4.6 Glosario 4.7 Soluciones

4.1 INTRODUCCIÓN (INTRODUCTION) Dear learner, in this unidad, we will learn to ask someone about his or her workplace. Also we will learn some essential vocabulary related to an office environment (la oficina) which you’ll find useful for describing your office. We will learn to use the irregular verb ‘tener’ (to have) in simple present to speak to our colleague in office and also the Spanish numbers which you will find useful for sharing your contact number.

4.2 OBJECTIVOS (OBJECTIVES) In this unidad, we will learn to: • ask someone about his or her workplace; • describe one’s office using simple sentence construction; • ask for or give one’s contact using Spanish numbers; and • speak to colleagues in an office environment.

To do this, we are going to learn the following language points: • irregular verb tener; • lexicon related to an office enviornment; and • Spanish numbers. Are you ready to start? The following activities will help you learn all our objectives. Follow the activities in a sequential manner.

4.3 EN LA OFICINA (AT OFFICE) In the previous unidad 2 we learnt to ask about someone’s profession. In this unidad, you will find the vocabulary related to an office enviornment or business situation. Generally, you doIGNOU not ask about someone’s profession or his or her workplace within first few minutes of our meeting unless we make ourselves familiar with the other person. Let’s quickly revise different ways to ask one’s profession and place of work:

55 Hola, ¿qué tal? Informal situation Formal situation To reply, we say:

o ¿En qué trabajas? o ¿En qué trabaja usted? - Trabajo en una empresa/ tienda...

o ¿Dónde trabajas? o ¿Dónde trabaja usted? - En una oficina/fábrica, ... o ¿Eres + profesión? o ¿Usted es + profesión? - Soy responsable de ventas/ abogado...etc.

In unidad 1, we learnt to introduce ourselves and exchange greetings in formal and informal situations. Remember that the use of ‘tú’ and ‘usted’ for ‘you’ in the singular varies across the Spanish-speaking world. People use language differently depending on the situation and who they are talking to, sometimes it is best to speak formally, at other time it is more appropriate to speak in an informal way. It depends upon the resasons for communicating and the relationship we share with the person we are speaking to. In this unidad, we will introduce you to both the formal and informal situations at office.

Actividad 1______OBSERVAR. Ana works in a company (empresa/compañía) as sales representative (agente comercial) and Sr. Luis Mosquera is the head of the sales department (responsable del departamento de ventas). He introduces Ana to Sr. Antonio Domínguez who is the new export manager (gerente de exportaciones).

[Track 21] Listen and read the following dialogue:

Luis: Buenos días, Ana. ¿Cómo está usted? Ana: Bien, gracias, Sr. Mosquera. Luis: Mire, le presento al Sr. Domínguez, el nuevo gerente de exportaciones. Ana: Encantada de conocerle, Sr. Domínguez. Antonio: Gracias, igualmente.

As you can observe, the above dialogue takes place in a formal context and therefore, a formal style is being used which is marked by impersonal use of the language. While doing business with Spanish-speaking people, it is important that you make a good impression by starting the meeting with short introduction in Spanish. 4.3.1 Objetos de la oficina (Office items) Now that you have some basics covered, let’s quickly learn some vital vocabulary related to office items (objetos de la oficina).

IGNOUHola, soy Ana. Soy agente comercial en una empresa de exportaciones. Este es mi despacho, donde trabajo con mis colegas, de lunes a viernes. ¡Vamos a aprender juntos el vocabulario más importante!

56 La oficina

Ana carries out the following tasks using these office items: o el ordenador para escribir, leer, recibir, enviar (correos electrónicos, cartas, informes...) o la impresora para imprimir documentos, escanear, fotocopiar, etc. o el teléfono para llamar/hablar por teléfono o contestar el teléfono o el fax para enviar un fax In order to ask someone what his or her workplace is like, we use the following sentence constructions in Spanish: o ¿Cómo es tu lugar de trabajo? – informal situation (What your workplace is like?) o ¿Cómo es su lugar de trabajo? – formal situation o ¿Qué hay en tu oficina? (What’s in your office?) Ahora (now) let’s take a look at what Ana’s workplace is like.

Actividad 2______OBSERVAR.

[Track 22] Listen and read the following text in which Ana answers the question ¿cómo es su lugar de trabajo?:

Mi oficina está al lado de un parque. Es bastante grande. Hay un escritor y una silla de trabajo pero también una mesa y cuatro sillones para ver a mis clientes. Hay un ordenador y una impresora y también un ordenador portátil y un proyector portátil para presentaciones. Hay un teléfonoIGNOU y un móvil. No hay una fotocopiadora en mi propio despacho, pero la hay en el corredor, compartida con todos los colegas. Hay una vista buena al parque.

57 Hola, ¿qué tal? Read the text again and reply if the following sentences are true or false (verdadero/ falso): a) La oficina de Ana está al lado de un parque. V/ F b) Hay dos ordenadores en la oficina de Ana. V/ F c) Hay una fotocopiadora en su despacho. V/ F d) Ana comparte la impresora con sus colegas. V/ F Now we will get familiarized with some important vocabulary related to different types of workplaces (lugares de trabajo) and type of contract (contrato) you agree to sign with your employer (empleador). Let’s take a look at some essential words used for different places of work:

o negocios (business) o fábrica (factory) o estudio (studio) o oficina (office) o empresa /compañía (company) o tienda /comercio (shop) Generally the job listings contain the information regarding the type of work contract but in many instances in Spanish-speaking countries you will not find this information in the job listings but it is later shared with the candidate at the time of interview (entrevista). In case you are self-emloyed (trabajo autónomo) you are not required to sign any contract but if you are employed, then you may find the following types of work contract in Spanish:

o contrato fijo/indefinido (permanent work contract) o contrato temporal (temporary work contract) o jornada completa (full-time work) o jornada parcial (part-time work) o prácticas (internship)

Actividad 3______¿Dónde trabajan? Match the following. a) secretarios i) trabajan en el juzgado. b) recepcionistas ii) trabajan en un despacho y organizan citas y reuniones. c) abogados iii) trabajan en el departamento de finanzas. IGNOUd) contables iv) trabajan en la oficina atendiendo a los clientes. e) agentes comerciales v) trabajan en recepción.

58 La oficina 4.4 CONVERSACIÓN EN LA OFICINA (CONVERSATION AT OFFICE) In this section, we will practice a conversation between two colleagues in office. Observe in the dialogue how two colleagues greet each other when they meet in office by chance.

Actividad 4______

[Track 23] Listen and learn the dialogue..

Miguel: ¡Hola, Clara! ¿Qué tal? ¿Tú en está empresa? ¿Trabajas aquí? Clara: ¡Hola, Miguel! ¡Qué sorpresa! Bueno, ahora trabajo en esta empresa. Miguel: ¡Qué bien! Y, ¿dónde vives? Clara: Vivo cerca de la Plaza Mayor. Miguel: Ah, ¿sí? ¿En qué calle? Clara: En la calle de la Amargura, número 7. Miguel: ¿Tienes teléfono? Clara: Sí, tengo móvil. Es el 650 312 2467. ¿Y tú? ¿Cuál es tu número de teléfono? Miguel: El 664 906 3678. ¿Tienes correo? Clara: Sí, [email protected] Miguel: Bueno, me voy porque tengo una reunión con el jefe. ¡Adiós! Clara: ¡Adiós, hasta luego! Now read the dialogue again and answer the questions that follow: a) ¿Dónde vive Clara? ...... b) ¿Miguel y Clara trabajan en la misma empresa? ...... c) ¿Cuál es el número de teléfono de Clara? Y, ¿el de Miguel? ...... d) ¿Cuál es la dirección de correo-electrónico de Clara? ......

As you can observe in the above dialogue, we have introduced a new verb tener which is an irregular verb used to express possession. For example, o ¿Tiene steléfono?IGNOU (Do you have a telephone?) o Sí, tengo móvil. (Yes, I have a cell phone) o ¿Tienes correo electrónico? (Do you have an email?) Note that we also use the verb tener when in English the verb ‘to be’ is used. For example, to express age: o ¿Cuántos años tienes? (How old are you?) 59 Hola, ¿qué tal? o Ella tiene 12 años.(She is 12 years old). o Juan tiene 50 años.(John is fifty years old). Let’s learn the conjugation of the verb: Tener Yo tengo Tú tienes Él/ella/usted tiene Nosotros/as tenemos Vosotros/as tenéis Ellos/Ellas/Ustedes tienen

Here are some expressions with the verb tener :

hambre -Tengo hambre. (I’m hungry) sed -Tengo sed. (I’m thristy) frío -¿Tienes frío?(Are you cold?) calor -Tengo calor.(I’m hot) TENER + sueño -Él tiene sueño.(He is tired/sleepy) razón -Tengo mucha suerte.(I’m very lucky) prisa -Tienes razón.(You are right) miedo -¿Tiene prisa?(Are you in a hurry?) suerte -¿Tiene miedo?(Are you frightned?)

Actividad 5______Complete the sentences with the correct form of the verb TENER: a) ¡Oye, Lucía! ¿______el número de Federico? b) Ricardo es arquitecto pero no ______trabajo. c) El señor González no ______teléfono. d) Elisa y Anabel ______su oficina cerca de la Plaza de Quintana. e) Nosotros ______muchos empleados en nuestra empresa.

As you can observe in the above dialogue, we have used the numbers to sharee the contact information. So, now let’s learn more about Spanish numbers, and IGNOUhow to count from 1-100 in Spanish? We shall first learn the cardinal numbers (números cardinales) in Spanish. Números cardianles are also called counting numbers as they indicate the quantity and answer the question how many (cuántos/cuántas).Let’s start with the basics. Here are the Spanish numbers from 0-10:

60 Actividad 6______La oficina

[Track 24] Listen and repeat:

0 - cero 6 – seis 1 – uno 7 – siete 2 – dos 8 – ocho 3 – tres 9 - nueve 4 - cuatro 10 - diez 5 – cinco

Actividad 7______Complete. Follow the example: ¿Dos más tres? = cinco / ¿Cinco menos tres? = dos a) 3 + 2 = d) 5 – 3 = b) 5 + 3 = e) 9 – 6 = c) 8 + 2 = Now that you have learnt the basic numbers in Spanish, let’s learn the numbers from 11-50.

Actividad 8______

[Track 25] Listen and repeat:

11- once 21 -veintiuno 31 -treinta y uno 41 -cuarenta y uno 60-sesenta 12 -doce 22 -veintidós 32 -treinta y dos 42 -cuarenta y dos 70-setenta 13 - trece 23 -veintitrés 33 -treinta y tres 43 -cuarenta y tres 80-ochenta 14 - catorce 24 -veinticuatro 34 -treinta y cuatro 44 -cuarenta y cuatro 90-noventa 15 -quince 25 -veinticinco 35 -treinta y cinco 45 -cuarenta y cinco 100-cien 16 -dieciséis 26 -veintiséis 36 -treinta y seis 46 -cuarenta y seis 1.000-mil 17 -diecisiete 27 -veintisiete 37 -treinta y siete 47 -cuarenta y siete 18 -dieciocho 28 -veintiocho 38 -treinta y ocho 48 -cuarenta y ocho 19 -diecinueve 29 -veintinueve 39 -treinta y nueve 49 -cuarenta y nueve 20 -veinte 30 -treinta 40 -cuarenta 50 -cincuenta Actividad 9______IGNOU [Track 26] Listen and mark the numbers you hear.. 19 15 4 11 3 6 5 2 28 9 17 30 40 14 20 61 Hola, ¿qué tal? If you look at the numbers once again, you will find that the numbers 1-15 do not follow any pattern while for numbers from 16-29, you can follow these steps: - 18 = 10 + 8, i.e. ‘diez + y + ocho’ it gets contracted into: dieciocho. - 19 = ‘diez y nueve’  it becomes diecinueve. Likewise, numbers from 21-29 also gets contracted in one word. For example, - 22 = 20 + 2, i.e. ‘veinte + y + dos’ veintidós - 27 = 20 + 7, i.e. ‘veinte + y + siete’veintisiete Whereas, for numbers above 30, the contraction does not happen. For example, - 35 = treinta y uno. - 45 = cuarenta y cinco. - 87 = ochenta y siete.

Actividad 10______

[Track 27] Listen to the conversations and write the telephone numbers:

a) Ana: b) Alfonso: c) María: d) Aeropuerto de Santiago: e) Radio Taxi Barcelona:

Do you know? While writing long numbers in Spanish, particularly if it’s a decimal number, periods and commas are reversed in Spanish. For example, where in English we write 216, 200.50, in Spanish we write it down as 216.200,50.

4.5 RESUMEN (LET’S SUM UP) In this unidad, we have learnt the essential vocabulary related to the work envirnment so that we are able to talk to someone about his or her workplace. Also we learnt to use the irregular verb ‘tener’ and Spanish numbers to ask for or give information about our age and contact number. We are sure at the end of this unidad, you are able to describe your workplace and talk about your colleagues using Spanish IGNOUconstruction in simple present. 4.6 GLOSARIO (GLOSSARY)

abrecartas, las : letter opener agente comercial, : sales el/la representative agenda, la : diary

62 alfombrilla de : mouse pad fotocopiadora, : photocopier La oficina ratón, la la armario de : office cabinet gerente, el/la : manager oficina, el grapadora, la : stapler calculadora, la : calculator impresora, la : printer calendario, el : calender imprimir : to printout carpeta, la : folder informe, el : report celo, el : sticky tape internet, el : internet cliente, el/la : client libreta, la : notebook compañía, la : company memoria USB, la : USB memory contrato, el : contract monitor, el : monitor correo, el : mail ordenador, el : computer correo : email ordenador : laptop electrónico, el portátil, el despacho, el : office papelera, la : waste-paperbin documento, el : document pisapapeles, los : paperweights empleado, el : employee pósit, el : post-it empleador, el : employer ratón, el : computer mouse empresa, la : company reunión, la : meeting entrevista, la : interview silla, la : chair escáner, el : scanner sobre, el : envelope escritorio, el : desk tableta, la : tablet exportación, la : export tarjeta de visita, : businesscard fax, el : fax la folio, el : sheet ventas, las : sales

4.7 SOLUCIONES (KEY ANSWERS)

Actividad 2 a) verdadero b) verdadero c) falso d) falso IGNOU Actividad 3 a) ii b) v c) i 63 Hola, ¿qué tal? d) iii e) iv

Actividad 4 a) Clara vive en la calle de la Amargura, nº 7, cerca de la Plaza Mayor. b) Sí, Miguel y Clara trabajan en la misma empresa. c) El número de teléfono de Clara es el 650 312 2467 y el de Miguel es el 664 906 3678. d) La dirección de correo-electrónico de Clara es [email protected]

Actividad 5 a) tienes b) tiene c) tiene d) tienen e) tenemos

Actividad 7 a) cinco b) ocho c) diez d) dos e) tres

Actividad 9 3, 9. 19, 5, 28, 15, 30, 14, 40

Actividad 10 a) Ana: 936 547 8321 b) Alfonso: 955 835 6210 c) María: 692 682 242 d) Aeropuerto Santiago: 959 314 3374 IGNOUe) Radio Taxi Barcelona: 915 920 6201

64 Block 2 Familia y el entorno Unit 5 La Familia y Parentesco 67 Unit 6 Descripción de Personas 79 Unit 7 Amigos y compañeros 97 Unit 8 La Casa 111 IGNOU Familia y el entorno

IGNOU

66 La Familia y Parentesco UNIDAD 5 LA FAMILIA Y PARENTESCO

5.1 Introducción 5.2 Objetivos 5.3 Los miembros de la familia y las relaciones de parentesco 5.3.1 Los determinantes posesivos 5.3.2 Los nombres y apellidos españoles 5.3.2 El verbo «estar» y el estado civil 5.3.2 Costumbres españolas 5.3.4.1 Los nombres y sus abreviaciones 5.3.4.2 La familia española en la actualidad 5.4 Resumen 5.5 Glosario 5.6 Soluciones 5.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, in the first block you became familiar with the first useful tools to introduce yourself in Spanish and to give basic information related to nationalities, profession and your immediate surroundings. In this second block that you are starting now, Familia y entorno (Family and Surroundings), you will get deeper into the content by broadening your vocabulary about family and its surroundings, not only from linguistic and grammatical points of view, but also from a cultural perspective.

Before you start working on this unidad ‘family and family relationship’ (la familia y parentesco), revise the major points and grammar contents from the previous block, since they will come in handy and they will serve as a good basis to start building upon.

One aspect that you need to bear in mind is that, like in India, family is also very important in Spain and Spanish-speaking countries and they talk a lot about it, so it is quite frequent to find yourself talking to a Spanish native and the topic of the family (la familia) coming into conversation. Be ready for that!

Spanish families often gather together for celebrations and other activities, like Christmas (Navidad) and birthdays (cumpleaños). It is also common to spend Sundays as family days with close relatives meeting usually for a big Sunday lunch. You might find out some common elements with your culture, and also some particular ones that differ from the reality around you. Think about these points while you study this unidad. By comparing and looking for these similarities and differences you will get a betterIGNOU insight into both, your culture and the Spanish one. 5.2 OBJETIVOS (OBJECTIVES) At the end of the unidad, you should be able to: describe your family and ask about someone’s family; use possessive pronouns for the first, second and third person singular (Yo, Tú, Él); 67 Familia y el entorno use the verb estar to talk about marital status; and know about Spanish traditions. 5.3 LOS MIEMBROS DE LA FAMILIA Y LAS RELACIONES DE PARENTESCO (FAMILY MEMBERS AND FAMILY RELATIONSHIPS)

Actividad 1

OBSERVAR. Are you ready for a quick warm up while jumping directly into the topic? Good! To start with, and without the help of any dictionary, look at the following picture and read the following text about Enrique’s family, where the family relationships are described. Then, complete the family tree. Read the text as many times as you need and observe the picture carefully. Pay attention and be a good observer. The picture and the words in bold with help you through.

Esta es la familia de Enrique. Su madre se llama Elena y su padre Miguel. Enrique tiene un hermano, Guillermo, y una hermana, Carmen. El marido de Carmen se llama Juan. Carmen y Juan tienen dos hijos. Su hijo mayor se llama Alberto. Su hija pequeña se llama Sara. Alberto y Sara son sobrinos de Enrique. Enrique también está casado. Su mujer se llama María. Enrique y María tienen una hija. Se llama Natalia. Natalia, Alberto y Sara son primos y nietos de Elena y Miguel. Elena y Miguel son los abuelos de Alberto, Sara y Natalia. Guillermo, el hermano de Enrique, está soltero y no tiene hijos.

We are sure that you already deduced the meaning of some of the new words in bold describing family members. Good for you if you have guessed correctly the meaning of all of them! You can double-check them in the glossary section at the end of this unindad. IGNOUMiguel    María Enrique

Natalia 68 La Familia y Parentesco Esposo is another word for marido, as well as esposa is another word for mujer.

In Latin America, they use papá and mamá instead of padre y madre.

Actividad 2

Now that you are already familiar with the basic vocabulary related to family and family relationships, find out the meaning of the underlined words? a) Enrique es cuñado de Juan. / María es cuñada de Guillermo. b) Elena es suegra de Juan. / Miguel es suegro de Juan. / Elena y Miguel son suegros de Juan. c) Juan es yerno de Elena y Miguel. / María es nuera de Elena y Miguel.

As you might have observed in the previous text about Enrique’s family, the masculine form is always used for the plural if one of the members is a male: primos (prima + primo), padres (padre + madre), abuelos (abuela + abuelo), hermanos (hermano + hermana), sobrinos (sobrina + sobrino)

Let’s now start building up sentences that will help you when describing families. Look at the following sentences again about Enrique’s family: o Enrique es hijo de Miguel y Elena. (Enrique is Miguel and Elena’s son) o Miguel y Elena son padres de Enrique. (Miguel and Elena are Enrique’s parents) o Alberto es primo de Natalia. (Alberto is Natalia’s cousin) As you can observe, the structure used in Spanish to talk about familyy relationships is as follows: VERB SER + FAMILY RELATIONSHIP + DE

Actividad 3

PRACTICAR. Following the structure in the previous sentences, complete the following sentences with the appropriate information about Enrique’s family: a) Miguel es ______de Elena. b) Juan es ______de Alberto. c) Alberto ____ hijo ____ Carmen. d) Natalia _____ nieta de Elena y Miguel. e) María es _____ de Natalia. f) Alberto y Sara son ______de Carmen y Juan. g) Carmen es _____IGNOU de Enrique. h) Natalia ______Alberto y Sara. i) Miguel y Elena ______Alberto, Sara y Natalia. j) Guillermo ______Sara. Now that you have become familiar with words and sentences to describe a family, let’s work on your listening skills in the following activity. 69 Familia y el entorno Actividad 4

[Track 28] You will hear Sofía describing her family. You can see her family tree below, where some of her relatives’ names have been given. Observe, first, the family tree carefully and, with the help of the vocabulary learnt so far in this unidad, think of the words that you might expect while listening to the audio. This will help you to recognise words and scan information when you play the audio. Listen to Sofía and write the names of the other relatives in the appropriate boxes given in the family tree.

Marcos

   Cristóbal Josefina

   Raúl Sofía

 

5.3.2 Los determinantes posesivos (Possessive pronouns)

Look at the transcribed text from the previous exercise and read Sofia’s description about her family. Observe the underlined words and the table below. They are called possessive pronouns, like in English ‘my, your...’. - En mi familia somos mi madre, mi padre, mis dos hermanos y yo. - ¿Cómo se llaman tus padres? - Mi padre se llama Cristóbal y mi madre Josefina. - ¿Tienes hermanos? - Sí, tengo dos hermanos. Mi hermano mayor se llama Raúl; luego estoy yo, que me llamo Sofía, y después mi hermano pequeño, que se llama Sergio. - Y tus abuelos, ¿cómo se llaman? - Mi abuelo Marcos y mi abuela Teresa. Estos son los padres de mi madre. - ¿Y cómo se llaman los padres de tu padre? - El padre de mi padre se llama Joaquín y la madre Luisa. [Pausa] Tengo también una tía. - ¿Cómo se llama tu tía? - Silvia. IGNOU- ¿Y de quién es hermana? - Es la hermana de mi madre. Y tengo dos sobrinos. - ¿Cómo se llaman? - Rubén y Óscar. - ¿Y son hijos de quién? 70 - De mi hermano Raúl. La Familia y Parentesco - ¿Y cómo se llama la mujer de tu hermano? - Clara. Se llama Clara. SIGULAR PLURAL MASCULINO FEMENINO MASCULINO FEMENINO YO mi padre mi madre mis hermanos mis hermanas (my father) (my mother) (my brothers/siblings) (my sisters) TÚ tu padre tu madre tus hermanos tus hermanas (your father) (your aunt) (your brothers/siblings) (your sisters) ÉL/ su padre su madre sus hermanos sus hermanas ELLA/ (his/her father) (his/her mother) (his/her brothers/ (his/her sisters) USTED siblings)

Possessive pronouns are used to show possession. Different forms apply for the different personal pronouns as you can see in the table above. In Spanish, personal pronouns agree with the number of things possessed, i.e., if there is only one thing possessed, then we use the singular form, whereas if there are more than one thing possessed, we use the plural form. Look at the following sentences:

. Mi tía se llama Silvia (my aunt’s name is Silvia). There is only one aunt, so we use the possessive pronoun in the singular form (Mi). . Mis sobrinos se llaman Rubén y Óscar (my nephews’ names are Rubén and Óscar). Even if the owner is one person (Yo), there is more than one nephew. Therefore, we need to use the possessive pronoun in the plural form (Mis).

Mi hijo y mi hija = mis hijos Tu padre y tu madre = tus padres Su hermano y su hermana = sus hermanos

Also observe that there is neither masculine nor feminine form for the possessive pronouns in the YO, TÚ, EL/ELLA/USTED forms: . Mi padre se llama Esteban y mi madre se llama Estela. . ¿Cómo se llama tu hermano? / ¿Cómo se llama tu hermana? Actividad 5

Choose the right form of the possessive pronoun in the following sentences: a) Estos son mi/mis hermanos. Se llaman Felipe y Jaime. b) Laura es españolaIGNOU pero su/sus padre es alemán. c) Tu/tus padres son muy jóvenes. d) Mi/mis madre se llama Pilar y es enfermera. e) Javier vive en España, pero su/sus abuelos viven en Colombia

71 Familia y el entorno Actividad 6 Complete the following sentences and dialogues with the appropriate possessive pronoun from the ones given in the box. Some pronouns need to be used more than once:

su tus (x2) tu mi (x3) mis (x2) sus a) - Ana, ¿cómo se llama _____ hermana? - ______hermana se llama Esther. - Pierre, ¿de dónde eres? - Yo soy francés pero ______padres son italianos, de Roma. b) - Susana, ¿a qué se dedican ____ primos? - ______prima Marta es ingeniera y ______hermano es médico. c) - Luis, ¿vives con _____ padres? - No, ya no vivo con _____ padres. Vivo con _____ novia. d) - ¿Los hermanos de Raquel viven también en el País Vasco? - Sí, _____ hermanos viven en Bilbao. Actividad 7

[Track 29] Look at the following family tree (árbol genealógico). Listen and respond to the question given in the box below.

Manuel Francisca

  Rocío  Julio Esteban Alberto Isabel

    Sara Ruth Luis Roberto

ABV

¿Quién habla?

¿Dónde vive? IGNOU¿Cuántos años tiene? 5.3.2 Los nombres y apellidos españoles (Spanish Names and Surnames)

Spanish people are identified by name(s) (nombre(s)) and surnames (apellidos). They have at least one name but it is also possible (and common) to have more than one, 72 followed by two surnames, first surname (primer apellido) and second surname (segundo La Familia y Parentesco apellido). The concept of middle name does not exist in Spanish-speaking countries. Look at the following national identity card (DNI –documento nacional de identidad) from Spain and Chile (in South America, it is known as cédula de indentidad):

With regard to the surnames, the first one is the father’s first surname and the second one is the mother’s first surname. You will see it clearly in the following family tree (árbol genealógico):

Marcelo García Daniela Marco Suárez Elena Espinosa Peña Sánchez Gil Marqués Blasco

    Cristóbal García Josefina García Jaime Suárez Ignacio Suárez Sánchez Sánchez Espinosa Espinosa

   Celia Torrejón Raúl Suárez Clara Suárez Marta Suárez Montes García García García

  Eugenia Suárez Eugenia Suárez Torrejón Torrejón

Remember that Spanish people keep both their names and surnames, from birth to death. Unlike it happens in India, Spanish people don’t change them when they get married. Actually, for them, the idea of changing their identity feels quite odd.

5.3.3 El verbo «estar» y el estado civil (Verb Estar and marital status)

Marital status in Spanish is introduced, usually, by the verb estar. Estar means ‘to be’, like the verb ser that you learnt in the previous unit, and, also like ser, this is an irregular verb.

ESTAR Yo estoy soltero/a: single Tú IGNOUestás casado/a: married Él/Ella/Usted está separado/a: separated Nosotros/as estamos divorciado/a: divorced Vosotros/as estáis viudo/a: widower/widow Ellos/Ellas/Ustedes están 73 Familia y el entorno Although estar is the most commonly used verb, marital status can also be stated by using ser, mostly with soltero/a and viudo/a, with no difference in the meaning. Note the difference between the following two expressions: - Separado/a: when, after being married, a person stops living together but the marriage has not legally been terminated. - Divorciado/a: a person that has terminated the marriage legally.

Actividad 8

Complete the following sentences and dialogues with the appropriate form of the verb estar: a) Mario y yo no ______casados pero vivimos juntos. b) - ¿Vosotras______casadas? - No, ______solteras. c) - ¿Julia ______viuda? - No, su marido vive. d) - Tú ______divorciada, ¿verdad? - No, ______separada. e) - ¿Ustedes ______casados? f) Guillermo ______soltero y vive muy bien. Now, as a reinforcement and summarizing exercise, let’s revise the contents practiced so far. Go back to the previous block if you consider that you need to revise the vocabulary and verbs used to ask for or to give personal information.

Actividad 9

[Track 30] Choose the right option to complete the following text about Nuria’ss family. Then listen to the audio and check your answers:

La familia de Nuria (Nuria’s family)

(a)______(Me llamas/Me llamo/Mi llamo) Nuria. En mi familia somos cuatro: mi padre, mi madre, mi hermano y yo. Mi padre (b) ______(llamas/llama/se llama) Víctor. (c)______(es/ser/se) médico y trabaja en un hospital. Mi madre (d) ______(se llama/nos llama/llama) Lucía y trabaja en un instituto. Es (e) ______(profesor/profesora/profesión) de matemáticas. Raúl, (f) ______(mi/mis/yo) hermano, es estudiante en la universidad. El hermano de mi padre, mi (g)______(primo/tío/sobrino) Sebastián, (h)______IGNOU(estoy/estás/está) casado. (i) ______(tu/su/sus) mujer se llama Estrella. Mis tíos Sebastián y Estrella (j) ______(tenéis/tiene/tienen) dos hijas, Gloria y Elvira. Son mis (k) ______(hermanas/primos/primas). Mi madre tiene una hermana, mi (l) ______(tía, prima, abuela) Carmen. Ella no (m) _____ (tiene/tienes/tenéis) marido. Es (n)______(casada/soltera/separada). Mi familia y yo (o) ______(viven/vivo/vivimos) en Madrid, la capital de España. 74 5.3.4 Costumbres españolas (Spanish traditions) La Familia y Parentesco

5.3.4.1 Los nombres y sus abreviaciones (Names and their Abbreviations)

In Spanish families it is common to change, abbreviate or use diminutive suffixes when referring to relatives, mostly children, often as an affectionate form. These are some of the examples:

Name Affectionate/short form

Antonia Toñi Antonio Toño Consuelo Chelo Dolores Lola/Loles Enrique Quique Francisco Paco Ignacio Nacho José Pepe Josefa Pepa Manuel Manolo María Carmen Mamen María Isabel Maribel María Luisa Marisa María Teresa Maite Mercedes Merche Milagros Mila Rosario Charo

In traditional families, it is also common to give the daughter the same name as that of the mother and the son the same name as that of the father. In such cases, they usually use the diminutive form when speaking about/to to their children. For example, if the father’s name is Carlos, the son’s name might also be Carlos but relatives will call him Carlitos. Diminutive forms in Spanish are often formed with - ito for the masculine name and -ita for the feminine: Juan’! Juanito; Ricardo’! Ricardito; Juana’! Juanita; Susana’! Susanita, Elena’! Elenita, and so on. 5.3.4.2 La familia española en la actualidad (The Spanish family today)

The most common family model in Spain is the traditional one, formed by a father, a mother and the children (one or more). This situation counts for 34.9%. Among them, the biggest groupIGNOU is formed by couples with only one child (16.4%), followed by couples with two children (15.3%) and, lastly, couples with three or more children (3.2%). There is also a growing number of single-parent families (9.4%), most of them formed by a single mother.

86.3% of the couples living together are married, 99.3% of them are heterosexual couples and 0.7% homosexual. Homosexual marriages in Spain are legally 75 Familia y el entorno recognised since 2005, upon approval by the Spanish Congress (el Congreso de los Diputados).

There is also a growing number of people living alone (14.3% under 65) and also couples without any children (21.6%).

One out of every three young people (aged between 25 to 34, approx. 6 million) still lives with their parents. The main reason is the difficulty to afford a life on their own.

When people get married it is uncommon that they stay and live with their parents. They move out of the family house. However, relationships are close amongst close relatives, i.e. grandparents, parents and siblings. The family is important for Spanish people and, as a general rule, they prefer to live near each other and they usually gather together for celebrations like birthdays, weddings, Christmas and other family events. Source: Adopted text. Instituto Nacional de Estadística (INE)

5.4 RESUMEN (LET’S SUM UP)

In this unidad, you have become familiar with vocabulary, expressions and sentences used to describe families, a very common topic both in Indian and Spanish cultures. We have also learnt to use possessive pronouns (mi, tu, su) and the verb estar to state the marital status of a person. Lastly, we have read about some traditions from the Spanish-speaking countries with regard to the use of names, surnames and family life. With all this new information we are sure that you can make a confident description about your family. 5.5 GLOSARIO (GLOSSARY)

abuelo (el) : grandfather nieto (el) : grandson abuela (la) : grandmother nieta (la) : granddaughter apellido (el) : surname nombre (el) : name casado/a : married novia (la) : girlfriend cuñada (la) : sister-in-law novio (el) : boyfriend cuñado (el) : brother-in-law nuera (la) : daughter-in-law divorciado/a : divorced padre (el) : father familia (la) : family primero/a : first hermana (la) : sister primo (el) : male cousin hermano (el) : brother prima (la) : female cousin hierno : son-in-law segundo/a : second hija (la) : daughter separado/a : separated hijo (el) : son sobrino (el) : nephew IGNOUmadre (la) : mother sobrina (la) : niece marido : husband soltero/soltera : single (o esposo) (el) suegra (la) : mother-in-law mayor : older suegro (el) : father-in-law menor : younger viudo/a : widower/widow mujer : wife yerno (el) : son-in-law (o esposa) (la) 76 La Familia y Parentesco 5.6 SOLUCIONES (KEY SOLUTIONS) Actividad 1

Miguel Elena

   Guillermo Carmen Juan María Enrique

Natalia Alberto Sara

Actividad 2 a) brother-in-law / sister-in-law b) mother-in-law / father-in-law / parents-in-law c) son-in-law / daughter-in-law Actividad 3 a) Miguel es marido de Elena. b) Juan es padre de Alberto. c) Alberto es hijo de Carmen. d) Natalia es nieta de Elena y Miguel. e) María es madre de Natalia. f) Alberto y Sara son hijos de Carmen y Juan. g) Carmen es hermana de Enrique. h) Natalia es prima de Alberto y Sara. i) Miguel y Elena son abuelos de Alberto, Sara y Natalia. j) Guillermo es tío de Sara. Actividad 4

Joaquín Luisa Marcos Teresa

   Cristóbal Josefina Silvia

   Clara RaúlIGNOUSofía Sergio   Rubén Óscar

77 Familia y el entorno Actividad 5 a) Estos son mis hermanos. Se llaman Felipe y Jaime. b) Laura es española pero su padre es alemán. c) Tus padres son muy jóvenes. d) Mi madre se llama Pilar y es enfermera. e) Javier vive en España pero sus abuelos viven en Colombia. Actividad 6 a) - Ana, ¿cómo se llama tu hermana? - Mi hermana se llama Esther. b) - Pierre, ¿de dónde eres? - Yo soy francés pero mis padres son italianos, de Roma. c) - Susana, ¿a qué se dedican tus primos? - Mi prima Marta es ingeniera y su hermano es médico. d) - Luis, ¿vives con tus padres? - No, ya no vivo con mis padres. Vivo con mi novia. e) - ¿Los hermanos de Raquel viven también en el País Vasco? - Sí, sus hermanos viven en Bilbao. Actividad 7 A BC ¿Quién habla? Alberto Manuel Roberto ¿Dónde vive? Salamanca Madrid Barcelona ¿Cuántos años tiene? 42 67 9

Actividad 8 a) Mario y yo no estamos casados pero vivimos juntos. b) - ¿Vosotras estáis casadas? - No, estamos solteras. c) - ¿Julia está viuda? - No, su marido vive. d) - Tú estás divorciada, ¿verdad? (estás) - No, estoy separada. e) - ¿Ustedes están casados? f) Guillermo está soltero y vive muy bien. Actividad 9 a) Me llamo b) se llama c) Es d) se llama IGNOUe) profesora f) mi g) tío h) está i) Su j) tienen k) primas l) tía m) tiene n) soltera o) vivimos 78 UNIDAD 6 DESCRICPIÓN DE LAS La Familia y Parentesco PERSONAS

6.1 Introducción 6.2 Objetivos 6.3 Descripción de las personas 6.3.1 Describir a las personas físicamente 6.3.2 Describir la personalidad 6.3.3 Parecer y parecerse 6.4 Resumen 6.5 Glosario 6.6 Soluciones 6.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, in this unidad - Descripción de personas (Describing people) you will become familiar with the vocabulary that you need to talk about and describe people and spaces around you: relatives and friends. After introducing the family in the previous unidad, you are already familiar with some basic vocabulary to describe people. Now we will learn to describe people in a detailed manner, talking about their physical appearance and their personality.

You will learn how to use certain verbs with specific structures and how sometimes they are used to convey different meanings. We will also get to learn new adjectives and its concordance with nouns in gender (feminine/masculine) and number (singular/plural).

Before you start learning new contents presented here, go to the previous unidad and revise the usages of the verb ser and also how reflexive verbs, like llamarse, are conjugated. 6.2 OBJETIVOS (OBJECTIVES) By the end of the unidad, you should be able to: describe people physically; describe personality; use the verb ser to describe ways of being; use the verbs llevar (to wear), parecer (to seem) and parecerse(to resemble). 6.3 DESCRIPCIÓNIGNOU DE LAS PESONAS (DESCRIBING PEOPLE)

When asking what a person is like we can get many different answers as to how they look like (tall, short, thin, fat...) and also their personality (nice, intelligent, egoistic...). All the words used in these cases are descriptions expressing qualities or state of mind. 79 Familia y el entorno When we want to ask about the physical aspect or about the personality of someone we don’t know, the general question we use is ¿Cómo es? (How is he/she like?). With this question as a starting point, you will learn now how to describe someone physically and, then, we will move on to describe their personality and other useful vocabulary and grammar points.

6.3.1 Describir a las personas físicamente (Describing people physically)

Actividad 1

OBSERVAR. We will start this section with a short observation activity. Read the following text describing Martín. Underline the verbs used to describe him and complete the table below. Do not worry if there are new words that you are not familiar with. You will understand the text as soon as you read it again after completing the table. Se llama Martín. Es joven, alto y delgado. Es guapo. Tiene los ojos verdes y grandes. Tiene el pelo corto y rubio. Lleva gafas y barba. Es inteligente y simpático.

Es Tiene Lleva Es joven... Tiene los ojos verdes... Lleva gafas

Three different verbs are used here to describe a person: ser, tener and llevar. Let’s see how and when each one of them is used when describing physical aspects. . Ser is the verb used to describe characteristics related to physical aspects, as we can see in the above text: es alto (he is tall), es bajo (he is short), es delgado (he is thin), es guapo (he is handsome) and es joven (he is young), or in other descriptions like es gordo (he is fat), es mayor (he is old), es grande (he is big) and es pequeño (he is small). As it can be observed in the last sentence describing Martín, the verb ser is also used to describe personality, for example, es simpático (he is nice) and es amable (he is kind). We will learn more about this use of ser with personality in the following section. . Tener is generally used when we want to highlight a specific part of the body, for IGNOUexample, tiene los ojos grandes/pequeños (he/she has big/small eyes), tiene los ojos verdes/azules/grises/marrones/claros/oscuros (he/she has green/blue/grey/brown/ hell/dark eyes), tiene el pelo corto/largo (he/she has short/long hair), tiene el pelo rubio, castaño, pelirrojo (he/she has blonde/brown/red hair) and tiene el pelo liso/ rizado/ondulado (he/she has straight/curly/wavy hair).

80 Descripción de Personas Remember the following cases, : Es calvo or está calvo (He is bald). Also tiene la nariz grande (he/she has a big nose), tiene las orejas pequeñas (he/she has small ears) y tiene pecas (he/she has freckles).

. The verb llevar (to wear) is used in cases when a personal characteristic follows a personal choice, like in the following examples: Lleva gafas (he/she wears glasses), lleva barba/bigote (he/she has a beard/moustache), lleva un pendiente en la nariz (he has a piercing on his/her nose).

Llevar is a regular verb. It is conjugated like regular verbs ending in -AR:

LLEVAR

yo llevo tú llevas él/ella/usted lleva nosotros/as llevamos vosotros/as lleváis ellos/as/ustedes llevan

We have just said that llevar follows a personal choice. Hence, it is also correct to say lleva el pelo largo/corto/liso/rizado (he/she has long/short/straight/curly), since they can also be personal decisions. However, it is not correct to say lleva una nariz grande or lleva ojos azules. Having long or short hair is a personal decision. On the contrary, having a big nose is not a personal decision, but an inherent physical characteristic. Therefore, in these cases we need to use the verb tener: tiene una nariz grande (he/she has a big nose) and tiene ojos azules (he/she has blue eyes).

You just need to remember this difference:

. Llevar is used when a physical characteristic is someone’s choice . Tener is used when a physical characteristic is inherent Read now the following sentences and observe also the differences in use between ser and tener: . Tiene los ojos marrones/azules/verdes/grises/grandes. (He/she has brown, blue, green, grey, big eyes) . Tiene el pelo largo/corto/liso/rizado/rubio/moreno. (He/she has long/short/ straight/curly/blonde/dark hair) . Es rubio/moreno/castaño. (He/she is blond, dark-haired, brown-haired) . Es alto/bajo/gordo/guapo/joven.IGNOU (He/ she is tall/short/handsome/young)

. Tener is followed by nouns . Ser is followed by adjectives 81 Familia y el entorno You can easily observe all the differences in the following diagram:

moreno rubio/a

castaño moreno/a

guapo/a rubio SER + castaño/a

feo/a TENER EL PELO + pelirrojo pelirrojo/a

SER + alto/a castaño calvo/a

bajo/a corto

gordo/a largo

delgado/a liso

rizado ondulado

azules

gafas verdes

LLEVAR + bigote marrones

barba TENER LOS OJOS + claros

oscuros

TENER + pecas grandes

pequeños

Actividad 2

[Track 31] Listen to Estela describing herself and three of her relatives. Matchh the description with the name of the person.

a) Carlos i) Tiene el pelo largo y castaño. Lleva barba. b) estela ii) Es moreno y tiene el pelo corto. Lleva gafas y un poco de barba. c) Javier iii) Tiene el pelo largo, rizado y castaño. Tiene los ojos azules.

d) Rocio iv) Soy rubia y tengo el pelo largo y liso. Tengo los ojos verdes.

IGNOUActividad 3 Look at the following pictures and match them with the appropriate words given below.

82 Descripción de Personas

a. b. c. d.

e. f. g. h.

i. j. k. l.

m. IGNOUn. o. p.

q. r. s. t. 83 Familia y el entorno 1. delgado/a 6. barba 11. nariz grande 16. moreno/a 2. pelo liso 7. gafas 12. pelo largo 17. ojos oscuros 3. alto/a 8. bajo/a 13. pelo rizado 18. calvo/a 4. joven 9. mayor 14. ojos azules 19. pelo corto 5. bigote 10. gordo/a 15. pelirrojo/a 20. pelo rubio

Now write these words next to the verbs they are used with. Some can be used with more than one verb:

Tener Ser Llevar

Actividad 4

[Track 32] You will listen now to four very short descriptions about the following people. Write their names under the pictures: Claudia, Margarita, Miguel y Ernesto.

(i) (ii) (iii) (iv) a) El homre de gafas y pelo corto es peruano y se llama Claudio. b) El señor que no lleva barba y bigote es chileno y se llama Ernesto. IGNOUc) El niño pelirrojo es español y se llama carlos. d) La chica joven de y pelirroja se llama Margarita y es nicaragüense. Actividad 5

[Track 33] Look at the following pictures and listen to the descriptions. You

84 can also read the text below. Write the names next to their picture. Descripción de Personas

a. ______b. ______c. ______d. ______

En esta imagen hay cuatro personas. La chica es irlandesa. Se llama April y es estudiante de arquitectura. Tiene 23 años. Es alta y delgada. Tiene los ojos grandes y lleva melena y flequillo. Mariana es una mujer de 41 años. Es cocinera. Trabaja en un restaurante en Roma. Es un poco baja y rubia. Hans es un hombre alemán de 42 años. Es comercial en una empresa de coches. Es muy alto y grande. Lleva el pelo corto y gafas. El chico se llama Paulo. Es portugués y tiene 29 años. Es director de cine. Es moreno y tiene el pelo largo. Lleva barba y bigote.

In this text you came across different words which are used to refer to people,, depending on their age. Using one or another depends on how young or old the person is seen, and sometimes it is also a matter of respect, like when using señor/ señora (adult man/woman or Sir/Madam):

Actividad 6

Below you will see group of words. One word in each group is different from the rest. Which word does not match in each of the following lists? Why? a) Tiene el pelo: moreno, calvo, oscuro, rubio. b) Lleva el pelo: ondulado, liso, gordo, largo. c) Es: alto, ojos oscuros, alemán, joven. d) Lleva: barba, gafas,IGNOU castaño, bigote. 6.3.2 Describir la personalidad (Describing personality)

Now that you are familiar with describing someone’s physical appearance, you probably want to know more about the second type of description, i.e. personality.

The first thing you need to know is that, when we talk about someone’s personality, the verb used is ser (to be): 85 Familia y el entorno . La profesora de historia es simpática. (The history teacher is nice) . Mis abuelos son generosos. (My grandparents are generous) Before we get into more detail, let’s do a vocabulary exercise. We are pretty sure that you will be able to recognize quite a few words, even if some might be new to you.

Actividad 7

Try to guess the meaning of the adjectives on the left by matching them with their opposite on the right: 1) simpático/a a) vago/a 2) trabajador/-a b) egoísta 3) inteligente c) complicado/a 4) sincero/a d) pesimista 5) alegre e) nervioso/a 6) serio/a f) estúpido/a 7) tímido/a g) extravertido/a 8) optimista h) callado/a 9) generoso/a i) antipático/a 10) interesante j) aburrido/a 11) tranquilo/a k) bromista 12) hablador/a l) mentiroso/a 13) sencillo/a m) triste

Adjective gender (masculine/feminine) As you can observe from the previous list of adjectives, there is a masculine and a feminine form for all of them, the feminine form indicated by the ending /a next to the masculine form. Different forms exist because adjective endings in Spanish agree with the subject of the sentence. This means that, if the subject is a masculine noun, the adjective needs to be in the masculine form. And the same happens with a feminine subject. For this reason, it is important that you learn the Spanish nouns together with the article (el/la), so that you can easily identify if it is a masculine noun or a feminine one. Let’s have a look at some general rules for adjective endings: . Masculine adjectives ending in -o form the feminine by replacing -o with -a: Mario es tímido pero María no es tímida. (Mario is shy but María is not shy) . Adjectives ending in -ista are both masculine and feminine: IGNOUMarina es optimista pero Julio es pesimista. (Marina is optimistic but Julio is pesimistic) . Adjectives ending in -or form the feminine by adding -a: Jorge es trabajador y Celia es trabajadora también. (Jorge is hard-working and Celia is also hardworking)

86 Note that not all the adjectives have different forms for masculine and feminine.. Descripción de Personas Actually, some of them do not change, like adjectives ending in -e, which are both masculine and feminine: . Carla es inteligente y Raúl también es inteligente. (Carla is intelligent and Raúl is also intelligent) Joven and mayor are also adjectives that have the same form for the masculine and the feminine: . Mi vecina es mayor pero su hija es joven. (My female neighbour is old but her daughter is young)

Adjective number (singular/plural)

Adjectives can be used in the singular or in the plural form, depending on if we are describing one thing or person or more than one. As to the plural forms of the adjectives in Spanish, they always end up in -s when the word has a vowel at the end and in -es (masculine plural)/-as (feminine plural) when the word ends up in a consonant. Look at the following sentences: . Mario y María son tímidos. (Mario and Maria are shy) . Carla y Raúl son inteligentes. (Carla and Raúl are intelligent) . Carla y María son inteligentes. (Carla and María are intelligent) . Jorge y Celia son trabajadores. (Jorge and Celia are hard-working) . María y Celia son trabajadoras. (María and Celia are hard-working)

Adjectives: degrees of comparision

When describing, we might want to state the degree of comparison in which a certain adjective or characteristic applies. Look at the following sentences: . Ana es muy guapa. (Ana is very pretty) (MUY + ADJECTIVE) . Guillermo es bastante sincero. (Guillermo is quite sincere) (BASTANTE + ADJECTIVE) These were two examples of affirmative sentences. Words expressing degree of comparison can also be used to make negative adjectives less strong: . Marcos es un poco vago. (Marcos is a bit lazy) (UN POCO + ADJECTIVE) . Arturo es algo aburrido.(Arturo is a bit boring) (ALGO + ADJECTIVE) Also, if you want to be more polite when talking about a negative quality, you can use no es muy followed by the positive contrary: . Nacho no es muy trabajador. (‘Nacho is not very hard-working’ sounds better than ‘Nacho is lazy’)IGNOU (NO ES MUY + POSITIVE CONTRARY ADJECTIVE) The diminutive form of the adjectives is used as well to soften them when they might seem offensive or a bit insulting. For example, gordo/a (fat) turns into gordito/ a (chubby), bajo/a (short) turns into bajito/a and callado/a turns into calladito/a. These are usually formed by replacing the last vowel in the adjective by -ito (masculine) or -ita (feminine). 87 Familia y el entorno Actividad 8

Now classify the adjectives from the previous activity 7 according to their ending and write the masculine, feminine, singular and plural forms:

masculino singular femenino singular masculino plural femenino plural -o -a -os -as serio seria serios serias -or -ora -ores -oras ______

-e -es ______-ista istas ______-consonante -consonante + es ______

Actividad 9

Complete the following sentences with the right form of the adjectives: a) Pedro es un señor muy ______(elegante). b) Mis padres son ______(joven). c) Javier Bardem y Penélope Cruz son dos actores españoles y ______(guapo). d) La directora de mi instituto es bastante ______(serio). e) Mis compañeros de clase son ______(hablador). f) Mis amigas son ______(mayor) pero ______(aventurero). g) Antonio tiene muchos problemas pero él es siempre ______(optimista). h) En India la gente es ______(madrugador). i) Óscar es un poco ______(egoísta). IGNOUj) Alba no es nada ______(deportista). Es algo ______(perezosa). Actividad 10

Complete the following sentences with the plural from of the adjectives given in the bracket. Follow the example:

88 a) Pedro y Antón son unos señores muy ______(elegante). b) Las directoras de mi instituto son bastante ______(serio). Descripción de Personas c) Antonio y Emma tienen muchos problemas pero son siempre ______(optimista). d) En India las personas son ______(madrugador). e) Óscar y Fabián son un poco ______(egoísta). f) Alba y Ariadna no son nada ______(deportista). Son algo ______(perezosa). Actividad 11

[Track 34] Listen to three young men from different Spanish-speaking countries.. Pay attention to how they describe themselves and mark the features that match with each one of them. Some features match with more than one person: Yago Feliciano Fabián deportista independiente gafas paciente calvo moreno ordenado pelirrojo fuerte sociable nervioso

6.3.3 Parecer and parecerse Another verb used for descriptions is parecer (to seem), with a slight difference in meaning compared to ser: . Mi vecino parece serio. (My neighbour seems serious) . El hijo de Elia parece un poco travieso. (Elia’s son seems a bit naughty) Look at the conjugation for the verb parecer, which is irregular in the yo form but regular in the rest, it means that apart from the yo form, the rest are conjugated like all regular verbs ending in -ER. PARECER yo IGNOUparezco tú pareces él/ella/usted parece nosotros/as parecemos vosotros/as parecéis ellos/as/ustedes parecen 89 Familia y el entorno Parecer also means ‘to resemble’ when used in the reflexive form parecerse. Within the context of this unit we will use it to state that someone resembles someone else.

. Estefanía se parece a su madre. (Estefanía resembles her mother)

. Juanjo no se parece nada a sus hermanos. (Juanjo does not resemble his siblings at all)

As a reflexive verb, parecerse is conjugated like llamarse, which you learnt in the unidad 1. PARECERSE yo me parezco tú te pareces él/ella/usted se parece nosotros/as nos parecemos vosotros/as os parecéis ellos/as/ustedes se parecen

Note that the Spanish structure is ‘PARECERSE + A + ALGUIEN’ (Resemble + Someone), so do not forget the preposition 'a' between the verb and the second subject of the sentence.

Actividad 12

[Track 35] A group of friends are describing themselves. Fill in the blanks with the appropriate verb forms. Then listen to the audio and check your answers: Clara: Yo me parezco mucho a mi madre en el físico: las dos ______(a) bajitas y delgadas. En el carácter me parezco más a mi padre: los dos ______(b) bastante extravertidos y sociables.

o Blanca: Pues yo ______(c) a mi padre en todo: somos altos, ______(d) el pelo castaño y ______(e) también algo tímidos. A mi madre no ______(f) en nada. Enrique: Yo no me parezco nada a mis padres pero mi hermana gemela y yo ______(g) bastante a la hermana de mi padre. Tenemos los mismos ojos grandes y oscuros, el pelo ondulado y rubio. La única diferencia es que yo ______(h) un poco más alto que ellas. Sonia, y tú, ¿a quién te pareces? o Sonia: Pues dicen que me parezco a la familia de mi padre porque ______(i) muy seria y responsable. Además, ______(j) todos gafas. David, ¿y tú? David: Yo no ______(k) ni a mi padre ni a mi madre. Ellos ______(l) personas muy tranquilas y yo ______(m) más nervioso. Y en el aspecto físico tampoco, IGNOUellos son bajitos y un poco gorditos y yo ______(n) bastante alto y delgado. Actividad 13

Look at the pictures of these famous people from Spanish-speaking countries. Can you recognise any of them? You probably do. Match the pictures with the names and their descriptions.

90 Descripción de Personas

A. Isabel Allende B. Pedro Almodóvar C. Rigoberta Menchú D. Fernando Alonso

E. Fernando Botero F. Juanes G. Javier Bardem H. Shakira

Descriptions: 1. Es un actor español. Es alto. Tiene el pelo corto y moreno. 2. Es una escritora chilena. Lleva el pelo corto y lleva flequillo. 3. Es un cantante colombiano. Tiene el pelo largo y castaño. 4. Es un director de cine español. Tiene el pelo canoso. 5. Es un pintor colombiano. Es mayor. Lleva barba y bigote. 6. Es una líder indígena guatemalteca. Es morena y tiene la cara redonda. 7. Es un piloto español de Fórmula 1. Es joven. Es moreno. Lleva barba y bigote. 8. Es una cantante colombiana. Es rubia. Lleva el pelo largo y ondulado.

6.4 RESUMEN (LET’S SUM UP)

In this unidad, you have learnt how to describe people, physically and also their personality. You have improved your vocabulary with a wide variety of adjectives that will become handy when you want to talk about yourself or about someone else. You have also learnt how adjectives in Spanish agree in gender and number with the nouns and, therefore, how important it is to learn new nouns with their article in order to make correct sentences. New verbs, like llevar, parecer and parecerse have been introduced, besides the verb ser, which you were already familiar with.

In the last exercise, we introduced you to some well-known personalities from the Spanish-speaking world, and also with some cultural aspects. They are all highly- acknowledged professionals in their respective fields. Explore your curiosity, look for more informationIGNOU about them on Internet and get familiar with their work and lives. Enjoy it! 6.5 GLOSARIO (GLOSSARY) aburrido/a : boring además : moreover actor, el : actor agradable : pleasant, likeable 91 Familia y el entorno alegre : happy delgado/a : thin algo : somehow deportista : sporty alto/a : tall día, el : day antipático/a : unfriendly diferencia, la : difference aventurero/a : adventurous directora, la : female director azul : blue divertido/a : funny amable : kind empresa, la : company aunque : even though entrenador, el : coach bajo/a : short escritor/a : writer baloncesto, el : basketball estúpido/a : stupid barba, la : beard egoísta : selfish bastante : quite extravertido/a : extroverted bigote, el : moustache feo/a : ugly bromista : joker físico, el : appearance callado/a : quiet, reserved flequillo, el : fringe calvo/a : bald fuerte : strong canoso/a : gray-haired gafas, las : glasses cantante, el/la : singer gemelo/a : twin carácter, el : personality generoso/a : generous castaño/a : brown-haired gente, la : people chica, la : young woman gordo/a : fat chico, el : young man grande : big claro/a : hell guapo/a : pretty, handsome coche, el : car hablador : talkative cocinero/a : cook hoy : today comer : to eat independiente : independent comercial, el/la: salesperson indígena : indigenous compañero, el : mate instituto, el : high-school complicado/a : complicated inteligente : intelligent IGNOUcon : with interesante : interesting contento/a : happy joven : young corto/a : short largo/a : long cumpleaños, el : birthday líder, el/la : leader decir : to say liso/a : straight 92 llevar : to wear pero : but Descripción de Personas madrugador/a : early riser pesimista : pesimistic maestro, el : teacher piloto, el/la : driver marrón : brown pintor/a : painter mayor : old, older porque : because melena : medium-length hair pues : so mentiroso/a : lier un poco de : some mientras que : while quién : who? mismo/a : same a quién : whom? mucho : much, a lot redondo/a : round muy : very rizado/a : curly nada : nothing romántico/a : romantic nariz, la : nose rubio/rubia : blond/e nervioso/a : nervous sencillo/a : natural, easy (person) ni... ni : neither... nor señora, la : adult woman niña, la : female child señor, el : adult man niño, el : male child ser : to be normalmente : usually serio/a : serious ojo, el : eye simpático/a : nice ondulado/a : wavy sincero/a : sincere optimista : optimistic también : also ordenado : tidy tampoco : neither oreja, la : ear tener : to have oscuro/a : dark tímido/a : shy paciencia, la : patience todo : all paciente : patient trabajador/a : hard-working parecer : to seem traductor/a : translator parecerse : to resemble tranquilo/a : quiet, calm peca, la : freckle travieso/a : naughty pelirrojo/a : red-hairedIGNOUtriste : sad pelo, el : hair vago/a : lazy pendiente, el : piercing verde : green pequeño : small a veces : sometimes perezoso/a : lazy ya : already 93 Familia y el entorno 6.6 SOLUCIONES (KEY SOLUTIONS)

Actividad 1 Es Tiene Lleva Es joven Tiene los ojos verdes Lleva gafas Es alto Tiene los ojos grandes Lleva barba Es delgado Tiene el pelo corto Es guapo Tiene el pelo rubio Es inteligente Es simpático Actividad 2

a) ii c) i b) iv d) iii

Actividad 3 a) 7 h) 12 o) 19 b) 6 i) 17 p) 20 c) 1 j) 8 q) 14 d) 11 k) 13 r) 5 e) 16 l) 18 s) 4 f) 2 m 15 t) 9 g) 3 n 10

Tener Ser Llevar pelo liso delgado/a pelo liso nariz grande alto/a bigote pelo largo jovenbajo/a barba pelo rizado mayor gafas ojos azules gordo/a pelo largo ojos oscuros pelirrojo/a pelo rizado pelo corto moreno/a pelo corto pelo rubio calvo/a pelo rubio IGNOUActividad 4 a) iv c) iii b) ii d) i Actividad 5 a) April c) Hans 94 b) Paulo d) Mariana Actividad 6 Descripción de Personas a) Calvo: it can only be used with ser or estar. b) Gordo: it describes physical appearance, not hair. c) Ojos oscuros: ojos are described with the verb tener: tiene los ojos oscuros. d) Castaño: it is an adjective describing hair. Actividad 7 1. simpático/a a. antipático/a 2. trabajador/-a b. vago/a 3. inteligente c. estúpido/a 4. sincero/a d. mentiroso/a 5. alegre e. triste 6. serio/a f. bromista 7. tímido/a g. extravertido/a 8. optimista h. pesimista 9. generoso/a i. egoísta 10. interesante j. aburrido/a 11. tranquilo/a k. nervioso/a 12. hablador/a l. callado/a 13. sencillo/a m. complicado/a Actividad 8

masculino singular femenino singular masculino plural femenino plural -o -a -os -as serio seria serios serias simpático simpática simpáticos simpáticas tranquilo tranquila tranquilos tranquilas divertido divertida divertidos divertidas -or -ora -ores -oras hablador habladora habladores habladoras ______

-e -es inteligente inteligentes agradable agradables -ista -istas deportista deportistas consonante consonante + es mayor mayores jovenIGNOUjóvenes Actividad 9 a) Pedro es un señor muy elegante. b) Mis padres son jóvenes. c) Javier Bardem y Penélope Cruz son dos actores españoles y guapos. d) La directora de mi instituto es bastante seria. 95 Familia y el entorno e) Mis compañeros de clase son habladores. f) Mis amigas son mayores pero aventureras. g) Antonio tiene muchos problemas pero él es siempre optimista. h) En India la gente es madrugadora. i) Óscar es un poco egoísta. j) Alba no es nada deportista. Es algo perezosa. Actividad 10 a) Pedro y Antón son unos señores muy elegantes. b) Las directoras de mi instituto son bastante serias. c) Antonio y Emma tienen muchos problemas pero son siempre optimistas. d) En India las personas son madrugadoras. e) Óscar y Fabián son un poco egoístas. f) Alba y Ariadna no son nada deportistas. Son algo perezosas. Actividad 11 Yago Feliciano Fabián deportista x independiente x gafas x x paciente x calvo x moreno x ordenado x pelirrojo x fuerte x sociable x nervioso x Actividad 12 a) somos b) somos c) me parezco d) tenemos e) somos f) me parezco g) nos parecemos h) soy i) soy j) llevamos k) me parezco l) son IGNOUm) soy n) soy Actividad 13 A. Isabel Allende: 2 B. Pedro Almodóvar: 4 C. Rigoberta Menchú: 6 D. Fernando Alonso: 7 E. Fernando Botero: 5 F. Juanes: 3 G. Javier Bardem: 1 H. Shakira: 8 96 Descripción de Personas UNIDAD 7 AMIGOS Y COMPAÑEROS

7.1 Introducción 7.2 Objetivos 7.3 Contenidos 7.3.1 Comparaciones 7.3.2 Uso comparativo del uso de ser y estar para describir a alguien 7.3.3 Amigos y compañeros 7.3.4 Celebraciones sociales y familiares 7.4 Resumen 7.5 Glosario 7.6 Soluciones 7.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, we are starting the unidad 3 of Block 2, with the title Amigos y compañeros (Friends and colleagues). In the previous unidad, we learnt to describe someone, here we will work more on the physical appearance and personality, by comparing people with the use of the verb estar for descriptions. Remember that so far we have only used the verb ser for descriptions. We will now see the differences in use between these two important verbs ser and estar.

In this unidad, we are going to focus more on friends and colleagues. We will learn some more vocabulary for describing people around us besides our families, the way we relate to them.

Before starting this new unidad, please review again the verbs ser and estar, as well as vocabulary describing people learnt in the previous unidad. 7.2 OBJETIVOS (OBJECTIVES) By the end of the unidad, you should be able to: compare people by expressing equality, superiority and inferiority. use the verb estar to describe mood; differentiate between the use of verbs ser and estar when describing people; talk about friends and colleagues; and understand general contexts related to celebrations and wish accordingly; 7.3 CONTENIDOS (CONTENTS)

Let’s start by comparingIGNOU people, their physical aspect and their way of being. Then, the description topic started in the previous unit will be completed before moving to the topic of the unit. i.e. friends and colleagues and our social life. 7.3.1 Comparisons When it comes to comparing people, in terms of equality or inequality, we will look 97 Familia y el entorno at three ways to do it in Spanish, i.e. equality (igualdad), superiority (superioridad) and inferiority (inferioridad): . Daniel es tan alto como César / Daniel es igual de alto que César. (Daniel is as tall as César) . Juan es más tranquilo que su hermano. (Juan is quieter than his brother) . Luz es menos deportista que su amiga Andrea. (Luz is less sporty than her friend Andrea) In order to make the sentence negative, we negate the comparison of equality: . Marisa no es tan elegante como su hermana. (Marisa is not as elegant as her sister)

EQUALITY: Tan + adjective + como / Igual de + adjective + que SUPERIORITY: Más + adjective + que INFERIORITY: Menos + adjective + que NEGATIVE: No + verb + tan + adjective + como

In all the three cases the adjective agrees with the noun in gender (masculine/ feminine) and number (singular/plural), since it is the subject of the comparison: . Ernesto y Samuel son más altos que Marisol. (Here Ernesto y Samuel are the subjects, and therefore, the adjective is in the masculine plural form: altos). . Cristina y Javier son tan trabajadores como Julia. (In this sentence Cristina y Javier are the subjects and since it is a man and a woman, the adjective will be in plural and the masculine form prevails: trabajadores). . Edurne tiene los ojos menos oscuros que Julia. (In this case, the subject is ojos. Therefore, the adjective is in the masculine plural form: oscuros). Actividad 1

The following text has some mistakes. Read it carefully and correct the underlined words. Pay attention at the endings of the verbs and also at the gender (masculine/ feminine) and number form (singular/plural) of the adjectives.

Luisa tiene dos hermanos: Carlos y Nicolás. Carlos y Nicolás se parece bastante pero Luisa no se parecen mucho a sus hermanos.

Carlos y Nicolás son rubio y tienen el pelo cortos, mientras que Luisa tiene el pelo un poco igual oscuro que sus hermanos y más largos.

Carlos y Nicolás tienen los ojos más claro como Luisa. Luisa tiene los ojos marrón y sus hermanos tienen los ojos azul.

Luisa es igual guapa como su madre. Las dos se parece mucho físicamente pero IGNOUno en el carácter. Luisa no es más ordenada como su madre y también es un poco más perezosas.

Carlos y Nicolás son menos vago de Luisa. Ellos son muy trabajadors.

Let’s have a look now at some adjectives in Spanish that do not follow the previous rules for comparisons. These are the irregular comparative adjectives: 98 Amigos y compañeros bueno/a/os/as mejor/es better malo/a/os/as peor/es worse grande/es mayor/es larger, older pequeño/a/os/as menor/es smaller, younger

When using these adjectives, the comparison is formed only by one word and the use of más and menos is not required. The adjective itself is a comparative word and it only needs que afterwards to mean ‘than’. . Ana es mayor que yo. (Ana is older than me). . Mis hermanos son menores que yo. (My siblings are younger than me). . Ser optimista es mejor que ser pesimista. (Being optimistic is better than being pesimistic.)

Actividad 2

Make sentences to compare the following persons using the given in the bracket for adjectives expressing equality or inequality. Some sentences have more than one possible solution. 1) Jorge/Fermín (delgado) 2) Camila años/Florencia años (joven) 3) Adriana/Santiago (mayor) 4) Mateo/Elisa (desordenado) 5) Montserrat (ojos grandes)/Lucas (ojos grandes)

Summarising, you have learnt two forms of comparisons: with adjectives and with nouns. You can revise the rules given below:

Comparison of adjectives Regular comparatives Irregular comparatives más + adjective + que… bueno/a/os/as mejor, mejores + que… menos + adjective + que… malo/a/os/as peor, peores + que… tan + adjective + como… grande/es mayor, mayores + que… igual de + adjective + que... pequeño/a/os/as menor, menores + que...

Comparison of nouns . Verb + más + noun + que: Gerardo habla más idiomas que su hermana. (Gerardo speaks more languages than his sister). . Verb + menos + noun + que: Begoña tiene menos paciencia que Rosa. (Begoña has less patience than RosaIGNOU). . Verb + tanto/a/os/as + noun + como: María José tiene tantos hermanos como Inma. (María José has as many siblings as Inma). Note that tanto/a/os/as matches the noun it is being compared: . Tengo tantos libros como tú. (I have as many books as you) 99 Familia y el entorno . Tú no tienes tanta paciencia como yo. (You have not as much patience as I do)

To this two groups of comparisons, we will add now the possibility of comparing verbs.

Comparison of verbs . Verb + más que: Mi hijo estudia más que mi hija. (My son studies more than my daughter). . Verb + menos que: Mi hija miente menos que mi hijo. (My daughter lies less than my son). . Verb + tanto como: Mi madre trabaja tanto como mi padre. (My mother works as much as my father).

Actividad 3 -

[Track 36] You are going to listen to Álvaro describing himself. Mark the right answer for each question: 1) ¿Cuántos años tiene Álvaro? a) 34 b) 32 2) ¿Cuánto mide? a) 1,75 b) 1,85 3) ¿Cuánto pesa? a) 70kg b) 60kg 4) ¿Cuál es su profesión? a) traductor b) constructor 5) ¿Cuántas horas al día trabaja? a) 3 b) 6 6) ¿Dónde trabaja? a) en casa b) en la oficina 7) ¿Qué idioma no habla? a) ruso b) francés 8) Contesta a las afirmaciones siguientes con Verdadero(V) o Falso(F): - Álvaro es mentiroso: V/F - Álvaro es serio: V/F - Álvaro lee muchos periódicos: V/F IGNOUActividad 4 Look at the following information about Álvaro and his friend Tomás and write sentences in Spanish to compare them:

100 Amigos y compañeros Álvaro Tomás Tengo 32 años Tengo 36 Mido 1,85 añosMido 1,80 Peso 75 kilos Peso 80 kilos Trabajo 6 horas al día Trabajo 8 horas al día Soy romántico, cariñoso y sociable Soy algo frío Leo mucho Leo poco Hablo español, inglés, francés y alemán Hablo español e inglés

7.3.2 Uso comparativo del uso de ser y estar para describir a alguien (Comparative use of ser and estar when describing people)

As you already know, the verb ‘to be’ is translated into Spanish as ser or estar. These two different verbs are used differently, depending on what we want to express. In the previous units, we learnt that ser is used to talk about nationalities (soy español, mi amiga es india), and jobs (mi padre es arquitecto, Rosa es diseñadora) and estar is used to talk about how we feel (¿Cómo estás?, hoy estoy muy bien) and also as the most common form to describe marital status (Alejandra está soltera, Agustín está casado).

When describing someone, we need to differentiate between ser and estar:

(a) Ser is used to describe the permanent or inherent characteristics of a person, the way he/she always is, physically and also describing his/her personality: . Josefina es alegre. (Josefina is happy, which implies that she is a happy person, that is her permanent way of being). . Alejandro es aburrido. (Alejandro is boring, that’s to say that he is always a boring person). . Manuela es delgada. (Manuela is thin, meaning she is a thin person) (b) Estar is used to describe someone’s mood and his/her acquired qualities, also the physical state as the result of a change: . Josefina está alegre. (Josefina is happy, meaning that she is happy at this moment). . Alejandro está aburrido. (Alejandro is bored, meaning that he is bored only right now). . Manuela está delgada. (Manuela is thin, meaning that she probably has lost weight and that she is thin now).

Actividad 5

Complete the following sentences with correct form of the verbs ser or estar: a) Carolina ______IGNOU morena pero tiene los ojos azules. b) Amadeo tiene un examen y ______bastante nervioso. c) Victoria es una persona muy tranquila pero su hermana Inés ______bastante nerviosa. No se parecen nada. d) Mi hermano ______alto y guapo, como mi padre. 101 Familia y el entorno e) Nuria come mucho últimamente y ______un poco gordita. f) Mis padres ______mayores. Mi padre tiene 87 años y mi madre 85. g) La nueva profesora ______agradable pero también ______muy exigente. h) ______contenta porque hoy es mi cumpleaños. i) Fernando normalmente ______un poco vago pero hoy ______muy trabajador. Now, write down the previous sentences in the following table where the different uses of ser and estar are classified: Ser + adjective Permanent qualities Personality Estar + adjective Acquired qualities Mood

7.3.3 Amigos y compañeros (Friends and colleagues)

In Unidad 5, we have talked about relatives and family relationships. Now, in this unidad, we are going to focus on another kind of personal relationships, i.e., the way we relate and meet people out of our immediate family, and this refers us to other contexts and areas of our lives, for example, at work (trabajo), with our colleagues (compañeros de trabajo), our boss (jefe/a) or our partners (socios). Also at school, with our classmates (compañeros de clase) or in different contexts, like with our neighbours (vecinos) or with our flatmates (compañeros de piso). And, of course, with our friends (amigos).

Actividad 6

Read the following words describing relationships and classify them according to the criteria in the table below. You can check the meaning of the new words in the glossary at the end of the unit:

familiar, compañero/a de trabajo, invitado/a, vecino/a, cliente/a, socio/a, amigo/a, colega, novio/a, jefe/a, compañero/a de clase, suegro/a, empleado/a, profesor/a, compañero/a de piso, alumno/a, conocido/a, primo/a, socio/a, suegro/a, amigo/a íntimo/a, compañero/a de carrera.

Family relationships Study and work relations Social relationships IGNOU(relaciones familiares)(relaciones de estudios y de trabajo)(relaciones sociales)

102 Actividad 7 Amigos y compañeros

Complete the following sentences with the words given below:

compañeros de trabajo, compañeras de piso, compañeros de clase, vecina y amigo 1) Lucas está contento porque su ______Manuela tiene un trozo de tarta para él. Es una señora muy amable y cariñosa. 2) Roberto y Estela estudian todos los días juntos en la universidad. Son ______. Se llevan muy bien y son bastante trabajadores. 3) Elia está un poco enfadada con Sabina. Son ______y Sabina es muy desordenada. 4) Dario y Marcelo son ______. Trabajan en una oficina. Hoy están muy serios porque tienen mucho trabajo. 5) Carlos está preocupado y habla con su ______Lorenzo mientras toman un café. Se conocen desde niños.

Actividad 8

[Track 37] Clara and Ricardo have just moved to a new apartment and they aree planning to invite a few friends for dinner (cena). Listen to their conversation. Below we are providing you with some useful vocabulary that will help you in the listening activity: . Cita – appointment . Tener una cita (con alguien) – to have an appointment (with someone) . Esta tarde tengo una cita con el médico – This afernoon I have an appointment with the doctor . Reunión – meeting . Tener una reunión (con alguien) – to have a meeting (with someone) . Mañana tengo una reunión con mi jefe a las diez – Tomorrow I have a meeting with my boss at ten . Visitar - to visit . Visitar a alguien – to visit someone . Este fin de semana voy a visitar a mis abuelos – This weekend I am going to visit my grandparents . Invitar – to invite . Invitar a alguien – to invite someone . Quiero invitar a Julia a la fiesta – I want to invite Julia to the party

Pay attention to the use of the preposition a between the verbs visitar and invitar in the previous examples,IGNOU when they are followed by an individual. Look at the following examples to analyse the difference in use: . Los fines de semana siempre visito a mis abuelos – On weekends I always visit my grandparents. (VISITAR + A + INDIVIDUAL) . Cuando viajo normalmente visito ciudades con monumentos – When I travel I usually visit cities with monuments. (VISITAR + PLACE) 103 Familia y el entorno Listen now to the conversation between Clara and Ricardo and choose the right answer: 1. ¿Qué tiene Ricardo el viernes por la mañana? a) trabajo b) una reunión de trabajo c) una cita con el dentista 2. ¿Qué día hacen la cena? a) el sábado b) el viernes c) el viernes y el sábado 3. ¿Cómo es Esther? a) sola b) no está con su novio c) graciosa y divertida 4. ¿Quién es Manuel? a) un compañero de trabajo de Ricardo b) un amigo de Ricardo c) un familiar de Ricardo 5. ¿A cuántos amigos invitan a cenar? a) a ocho b) a seis c) a siete 6. ¿A quién llama Clara para invitar a la cena? a) a Laura y a Ignacio b) a Marcos c) a Juan 7. ¿A quién visitan Clara y Ricardo el viernes? a) a nadie b) al dentista c) a los padres de Clara 7.3.4 Celebraciones sociales y familiares (Family and social celebrations) In most cultures, one of the most common celebrations are birthdays (cumpleaños), and Spain is not an exception. Spanish people like celebrating their birthdays, no matter the age. It is also a good excuse to gather with friends and relatives, to eat together and to enjoy chatting with them. In Spain, birthdays (cumpleaños) are usually celebrated with relatives and friends with a cake (tarta) and they blow out (soplar) candles (velas). Guests (invitados) bring presents (regalos) for the birthday boy/girl (cumpleañero/a). On your birthday, and also whenever a gift is given to you, you are expected to open it in front of your guests as it is a sign of respect. Your friends or guests would be eager to know if you liked their present or how surprised you are to receive it. If you are ever in such a situation with Spanish people, you shouldn’t leave the wrapped gift aside to open it later as your guest may feel disappointed. Actually, once you open it they will ask if you like it (¿Te gusta?). They want to make sure that they gave you something that you like or something you need. IGNOUActividad 9

104 Alba is celebrating her 6th birthday with her family. Read the following expressions Amigos y compañeros and decide at what moment the following expressed are used during a birthday celebration. Match the column. A. When giving the present 1. ¡Felicidades! ¡Feliz cumpleaños! B. When saying thanks for the present 2. Toma, un regalo para ti. after opening it. C. When saying Happy Birthday 3. ¡Qué bonito! ¡Muchas gracias!

Actividad 10

Look at the following gifts received by Elena on her birthday. Match the pictures with their names in Spanish:

A B C

D E F 1. monedero 3. entrada para el teatro 5. bolso 2. libro 4. bufanda 6. reloj 7.4 RESUMEN (LET’S SUM UP)

In this unidad, you have learnt how to compare people, physically and also their way of being. You have also studied how the verbs ser and estar are used and combined in order to convey different meaning when describing someone. You have become more skilled in talking about your immediate surroundings, i.e. your friends, colleagues and neighbours. 7.5 GLOSARIOIGNOU (GLOSSARY) además : moreover alumno/a : student, pupil a eso de : at around amigo/a : friend ahora : now amigo/a íntimo/a : very close friend al aire libre : outdoors amistad, la : friendship ¿alguién más? : anyone else? aunque : even though 105 Familia y el entorno baraja, la : deck of cards domingo, el : sunday billete, el : ticket empleado/a : empoyee boda, la : wedding en casa : at home bonito/a : beautiful entonces : then caradura : cheeky, shameless exigente : demanding cariñoso/a : affectionate familiar, el/la : relative celebrar : to celebrate fiesta, la : party, celebration cena, la : dinner frío/a : cold cine, el : cinema gracioso/a : funny cita, la : appointment hacer : to do, to make cliente/a : client, customer hasta pronto : see you soon colega, el/la : mate, friend hogar del : day centre for (colloquial) pensionista, el the elderly comida, la : food, lunch igual... que : as... as como : like ilusionado/a : excited compañero/a : University impaciente : impatient de carrera batch- mate invitado/a : invited person compañero/a : class mate invitar : to invite de clase, el/la ir : to go compañero/a : flat mate jefe, el / jefa, la : boss de piso, el/la juntos/as : together compañero/a : work colleague de trabajo, el/la leer : to read concierto, el : concert libre : free conocer : to know luego : later conocerse : to know each llegar : to arrive other llevarse bien : to get along concido/a : acquaintance mar, el : sea conmigo : with me más o menos : more or less constructor/a : builder más... que : more... than contigo : with you medir : to measure creer : to think mejor : better cuando : when mejor amigo/a : best friend cumpleañero/ : birthday boy/girl menor : younger IGNOUa, el/la menos... que : less... than cumpleaños, el : birthday mentir : to lie dentista, el : dentist mezclar : to mix desde : since, from mi casa es tu/ : make yourself desordenado/a : untidy su casa at home 106 mientras : while silla, la : chair Amigos y compañeros montaña, la : mountain sobremesa, la : after-meal muchas veces : very often, many conversation times socio, el / social, la: business partner museo, el : museum soplar : to blow out normalmente : usually también : also novela, la : novel tan... como : as... as para : for teatro, el : theatre pasar : to spend ¿te gusta? : Do you like it? peor : worse tener ganas : to look forward to periódico, el : newspaper tiempo, el : time pesar : to weight toma : here you are poder : can tomar : to drink por eso : that is why trabajo, el : work, job porque : because tren, el : train preferir : to prefer tarta, la : cake ¿qué te parece? : what do you think trozo, el : piece about it? últimamente : lately regalo, el : present vecino, el/vecina, : male/female relación, la : relationships la neighbour relaciones de : work relations vela, la : candle trabajo verdad : true relaciones : family viajar : to travel familiares relationships viernes, el : friday relaciones sociales : social relationships visitar : to visit relajado : relaxed, relaxing ya : already reunión, la : meeting ya no : not anymore sábado, el : saturday saber : to know

7.6 SOLUCIONES (KEY SOLUTIONS)

Actividad 1 Luisa tiene dos hermanos: Carlos y Nicolás. Carlos y Nicolás se parecen bastante pero Luisa no se parece mucho a sus hermanos. Carlos y Nicolás sonIGNOU rubios y tienen el pelo corto, mientras que Luisa tiene el pelo un poco más oscuro que sus hermanos y más largo. Carlos y Nicolás tienen los ojos más claros que Luisa. Luisa tiene los ojos marrones y sus hermanos tienen los ojos azules.

107 Familia y el entorno Luisa es tan guapa como su madre. Las dos se parecen mucho físicamente pero no en el carácter. Luisa no es tan ordenada como su madre y también es un poco más perezosa. Carlos y Nicolás son menos vagos que Luisa. Ellos son muy trabajadores. Actividad 2

1) Jorge es más delgado que Fermín / Fermín es menos delgado que Jorge. 2) Camila y Florencia son igual de jóvenes / Camila es tan joven como Florencia / Florencia es tan joven como Camila. 3) Santiago es mayor que Adriano. 4) Mateo es menos desordenado que Elisa / Elisa es más desordenada que Mateo. 5) Montserrat tiene los ojos igual de grandes que Lucas / Lucas tiene los ojos igual de grandes que Montserrat / Montserrat tiene los ojos tan grandes como Lucas / Lucas tiene los ojos tan grandes como Montserrat. Actividad 3 1) b 2) b 3) a 4) a 5) b 6) a 7) a 8) - Álvaro es mentiroso Falso - Álvaro es serio Verdadero - Álvaro lee muchos periódicos Falso Actividad 4

a) Álvaro es más joven que Tomás // Tomás es mayor que Álvaro // Tomás es menos joven que Álvaro//Álvaro tiene menos años que Tomás // Tomás tiene más años que Álvaro. b) Álvaro es más alto que Tomás. Tomás es más bajo que Álvaro. c) Tomás está más gordo que Álvaro // Álvaro está más delgado que Tomás. d) Tomás trabaja más horas al día que Álvaro // Álvaro trabaja menos horas al día que Tomás // Tomás trabaja más que Álvaro // Álvaro trabaja menos que Tomás. e) Álvaro es más cariñoso/romántico/sociable que Tomás // Tomás es más frío que Álvaro //Tomás es menos cariñoso/romántico/sociable que Álvaro. f) Álvaro habla más idiomas que Tomás // Tomás habla menos idiomas que Álvaro. IGNOUActividad 5 a) Carolina es morena pero tiene los ojos azules. b) Amadeo tiene un examen y está bastante nervioso. c) Victoria es una persona muy tranquila pero su hermana Inés es bastante nerviosa. No se parecen nada. 108 Amigos y compañeros d) Mi hermano es alto y guapo, como mi padre. e) Nuria come mucho últimamente y está un poco gordita. f) Mis padres son mayores. Mi padre tiene 87 años y mi madre 85. g) La nueva profesora es agradable pero también es muy exigente. h) Estoy contenta porque hoy es mi cumpleaños. i) Fernando normalmente es un poco vago pero hoy está muy trabajador.

Ser + adjective Permanent qualities es morena, es alto, son mayores, es un poco vago Personality es nerviosa, es agradable, es exigente Estar + adjective Acquired qualities está gordita, está trabajador Mood está nervioso, estoy contenta

Actividad 6

Family relationships Study and work relations Social relationships (relaciones familiares) (relaciones de estudios y de trabajo) (relaciones sociales) familiar, suegro/a, primo/ compañero/a de trabajo, cliente/ invitado/a, vecino/a, a, suegro/a a, socio/a, colega, jefe/a, amigo/a, colega, novio/a, compañero/a de clase, empleado/ compañero/a de piso, a, profesor/a, alumno/a, socio/ conocido/a, amigo/a a, compañero/a de carrera íntimo/a

Actividad 7 1. vecina 2. compañeros de clase 3. compañeras de piso 4. compañeros de trabajo 5. amigo

Actividad 8 1. b) una reunión de trabajo 2. a) el sábado 3. c) graciosa y divertida 4. a) un compañeroIGNOU de trabajo de Ricardo 5. b) a seis 6. a) a Laura y a Ignacio 7. c) a los padres de Clara

109 Familia y el entorno Actividad 9

A-2 B-3 C-4

Actividad 10

A-libro; B-bufanda; C-entrada para el teatro; D-reloj; E-monedero; F-bolso

IGNOU

110 UNIDAD 8 LA CASA Amigos y compañeros

8.1 Introducción

8.2 Objetivos

8.3 ¿Comprar o alquiler?

8.3.1 Características de la casa

8.3.2 Enseres domésticos

8.3.3 La casa y sus alrededores

8.3.4 Relación con los vecinos

8.4 Resumen

8.5 Glosario

8.6 Soluciones 8.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, in this unidad, you will become familiar with vocabulary related to la casa (house), like different kinds of accommodation, furniture items and appliances and what is needed to describe a house or to enquire information about it.

You will also get to know more about habits and traditions in Spain when deciding to buy or to rent a place to live. 8.2 OBJETIVOS (OBJECTIVES) By the end of the unidad, you should be able to: speak about buying or renting a house; describe a house: characteristics and household goods; differentiate the use of ser, tener, estar and haber (there is/there are); and use ¿por qué? (why?) and porque (because).

8.3 ¿COMPRAR O ALQUILER? (BUYING OR RENTING?)

Buying (comprar) a house is one of the main needs and concerns among Spanish citizens. Prices (precios) are generally high but usually people prefer buying (comprar) their house rather than renting (alquilar) it. It is considered an investment for the future. However, thisIGNOU depends on the fact if one is employed or not and also on the country’s economic situation. Due to these two reasons, today the number of rented properties in Spain have increased, with almost 14% of the population living in a rented house.

Land price in cities (ciudades) is higher than in small localities or villages (pueblos). This, added to an urban planning prioritizing multi-storey buildings, makes people 111 Familia y el entorno in cities to live in more affordable flats (pisos) or apartments (apartamentos), unlike people in small localities, where house (casa) prices are lower.

It is also very common that many Spanish people have a second house for weekends (casa de fin de semana) and summer holidays (casa de verano), mostly among people living in cities. This accounts for 36% of Spanish households owning a second property in rural areas or small villages.

University students living far from their family home usually share rented apartments, where each tenant (inquilino/a) pays the rent for an individual room and they share household expenses (compartir gastos domésticos). In Spain, it is not common to share bedrooms (habitaciones) when renting. Sometimes, young single professionals also share apartments to reduce individual expenses.

Normally Spaniards do not like to move into a new house (cambiar de casa, mudarse). This is the reason why buying is the first option for most of them who can afford it.

Now, before moving on, have a look at the following vocabulary: . Comprar/vender/alquilar un piso/un apartamento/una casa - to buy/to sell/to rent a flat/an appartment/a house . Buscar piso/alojamiento - to look for a flat/accommodation . Vivir en un piso/en un apartamento /en una casa - to live in a flat/in an apartment/ in a house . Compartir piso - to share a flat . Cambiarse de casa/mudarse - to change house . Propietario/a – owner . Casero/a – landlord, landlady . Inquilino/a- tenant

8.3.2 Características de la casa (Home characteristics)

According to the number of rooms, regardless of how big the locality is, the biggest group in Spain (more than 30%) is formed by households with 5 rooms, the most common size being between 75-90m2. Usual common spaces are the living-room (salón), the kitchen (cocina) and the bathroom (cuarto de baño). If the place is big enough and there are enough rooms, each child will have their own bedroom (dormitorio). In Spanish homes it is not common for people of different generations to share bedrooms. Some bigger houses or smaller families have also a study room (estudio).

Actividad 1 IGNOULook at the following floor plan (plano) and write the names of the different parts: el pasillo, el salón, la cocina, el cuarto de baño, la terraza, el dormitorio:

These are the most common types of houses in Spain: casa (house), piso (flat), apartamento (apartment), estudio (studio), chalé (villa, chalet), adosado (duplex /row house), ático (penthouse). 112 La Casa

Actividad 2 Lena has just moved to Madrid for study purposes. She is looking for a room to rent in a shared flat. She has posted an advertisement (anuncio) on the university notice board (tablón de anuncios). Which flat do you think suits her the most, A, B or C?

Me llamo Lena, tengo 23 años y soy estudiante de Arquitectura. Busco una habitación para alquilar en un piso compartido con otras chicas estudiantes, más o menos de mi edad. Busco una habitación luminosa, amueblada y de tamaño mediano o grande, en un piso tranquilo, cerca de la ciudad universitaria y bien comunicado. Teléfono: 657 45 36 29

ANUNCIO 2 ANUNCIO 3 ANUNCIO 1 Somos tres chicas Soy una chica de 29 años y Somos un chico estudiante de estudiantes de Enfermería cantante en un grupo musical. Matemáticas y una chica y Económicas, de entre 22 Tengo una habitación libre en mi estudiante de Medicina, los dos y 25 años. Buscamos piso de Lavapiés para alquilar y de 21 años, y buscamos compañera para un piso de busco una chica joven, estudiante compañero/a para una 4 habitaciones, cocina, o trabajadora. La habitación es habitación mediana en un piso salón, un cuarto de baño y grande e interior. El piso está luminoso en Argüelles, cerca un aseo. Es un tercer piso cerca de la estación de metro de de la ciudad universitaria. La con ascensor. El piso es Lavapiés y está muy bien habitación está medio exterior, luminoso y la comunicado con el resto de la amueblada y el piso tiene habitación libre está ciudad, también en autobús. Es cocina, salón y un cuarto de amueblada y tiene balcón. una zona muy animada. Está en baño. Es una sexta planta con IGNOUEstá en Argüelles, cerca de el tercer piso de un edificio ascensor. El precio son 350€/ la ciudad universitaria y a antiguo, sin ascensor. El precio mes, con todos los gastos 50m. de la parada de metro de la habitación, con todos los incluidos (luz, agua e Internet). y de autobús. El precio son gastos incluidos, es de 240€/mes. Si estás interesado/a, llama al 280€/mes. Gastos de luz y 630 84 37 29 de Internet aparte. Si estás interesada, llama al 697 Si estás interesada, llama al 48 24 56 647 48 20 39

A B C 113 Familia y el entorno Actividad 3

[Track 38] Nieves is thinking of buying a new place to live. Listen to the conversation at the real-state agency (agencia inmobiliaria) and choose the right answer for the following questions? 1. ¿Quieren comprar o alquilar? a) Comprar b) Alquilar 2. ¿Qué tipo de vivienda busca? a) Un piso b) Un apartamento 3. ¿Dónde quieren la vivienda? a) En las afueras de la ciudad b) En el centro de la ciudad 4. ¿Cuántas habitaciones necesita? a) tres b) cuatro 5. ¿En qué condiciones está la vivienda que le ofrece la agencia inmobiliaria? a) Es antigua pero está en buen estado b) Es nueva y está en buen estado 6. ¿Qué instalaciones y servicios tiene? Marca las que nombran: a) aire acondicionado b) portero c) ascensor d) garaje e) calefacción 7. ¿Tiene zonas comunitarias? a) Tiene piscina y jardín comunitarios b) Tiene jardín comunitario 8. ¿Cuál es el precio de la vivienda? a) 135 000 euros b) 125 000 euros You can find the vocabulary from the previous actividad in the glossary at the end this unidad. Look at the following antonyms and also some new related vocabulary:

amueblado – furnished sin amueblar – unfurnished medio amueblado - half-furnished antiguo/a – old nuevo/a – new moderno/a – modern céntrico/a – centric en las afueras – in the outskirts en buen estado – in a good condition en mal estado – in a bad condition IGNOUla escalera – the stairs, the staircase la pared – the wall

In the previous actividades, the verbs ser, tener and estar have been used for description. Let’s revise and compare their use with some examples: 114 → Ser is used to describe qualities or characteristics: La Casa . La habitación es grande e interior – The room is big and facing onto a patio. . Las ventanas y las puertas son nuevas – The windows and the doors are new. → Tener describes possession. In the previous units, we used it for describing someone (tiene el pelo rizado, tiene los ojos verdes...). But when the possessor is inanimate, it works the same way: . El piso tiene cocina, salón y un cuarto de baño – The flat has a kitchen, a living- room and a bathroom. . El piso tiene un jardín pequeño en la planta baja del edificio – The flat has a small garden in the ground-floor. → Estar shows location, position or temporary characteristics: . El piso está cerca de la estación de metro – The flat is near the metro-station. . La habitación está medio amueblada – The room is half-furnished. 8.3.2 Enseres domésticos (Household goods)

Actividad 4

Look at the following floor plan (plano) of a house and write down the names of the furniture (muebles) and appliances (electrodomésticos) in the box given below. Some might suit in different parts of the house.

IGNOU

115 Familia y el entorno cocina salón cuarto de baño dormitorio dormitorio de matrimonio ______

______

Actividad 5

[Track 39] Emilio calls to rent a small apartment (un apartamento pequeño). Listen to the conversation where the owner explains to him what all the apartment has. Mark the words that you hear.

sofá sillones mesa estantería espejo cama

percha armario alfombra mesilla de noche bañera ducha

nevera lavaplatos microondas lavadora cocina eléctrica cocina de gas

aspiradora plancha

8.3.3 La casa y sus alrededores (The house and its surroundings)

According to the recent data on demography, the highest percentage of the Spanish population lives in cities. What are the main aspects (advantages and disadvantages) that make them to consider a place good to live at or not?

. trash bins (contenedores de basura) . lack of green areas . schools (colegios) . dirty streets (calles sucias) . nurseries (guarderías) . noises (ruidos) . shops (tiendas) or shopping . crime and vandalism (delincuencia y centres (centros comerciales) vandalismo) . health centres (centros de salud) . pollution (contaminación) . public transport (transporte público) . bad smells (malos olores) from industries (industrias) or traffic . parks and green areas ( parques y (tráfico) zonas verdes) . poor communications (malas . sport areas and facilities (zonas e comunicaciones). IGNOUinstalaciones deportivas) . places for entertainment (lugares de ocio).

We have asked some people living in different parts or neighbourhoods (barrios) in Valencia why do they live there. These are their answers: 116 ¿Por qué vives en...? La Casa

Vivo en las afueras porque es más tranquilo y hay muchas zonas verdes y parques para los niños.

Vivo en Ayora porque es Vivo en Jesús porque tranquilo y está bien comunicado está cerca del centro, es limpio con el centro de la ciudad en y hay muchas tiendas. autobús y en metro.

Vivo en Ruzafa porque tiene muchos bares y zonas de ocio. Es un barrio con mucha vida.

You will learn more about cities in unidad 17 in the course BSL-002 (book ele Indian 2). Let’s focus now on por qué (used in the question) and porque (used in the answer). → ¿Por qué? (why?) is used when asking questions in Spanish: . ¿Por qué no comes carne? (Why don’t you eat meat?). . ¿Por qué aprendes español? (Why do you learn Spanish?). → Porque (because) is used in the answer: . No como carne porque soy vegetariana. (I don’t eat meat because I am a vegetarian). . Aprendo español porque quiero viajar a España. (I learn Spanish because I want to travel to Spain).

Look at the impersonal verb form hayy in the previous bubbles. It means ‘there is’ or ‘there are’ and it can also be used when describing a place, like a city, a neighbourhood or a house. Look at the following examples: . Mi casa tiene tres habitaciones. – My house has three rooms. . En mi casa hay tres habitaciones. – In my house there are three rooms. Actividad 6 IGNOU Write a short description about your house: where is it, what it has and why do you live there (50-80 words). 8.3.4 Relación con los vecinos (Relationship with our neighbours) Mostly in small localities, Spanish people have close relationships with their neighbours as the pace of life (ritmo de vida) is slower in comparison to the big cities. 117 Familia y el entorno Streets in the villages are perceived to be more like spaces where people socialize and interact, and this also brings the neighbours (vecinos) closer. However, in general, regardless of where they live, a sense of neighbourhood is widespread, which is translated into individual behaviours such as: Taking care of common areas (zona común) Not being loud at night or when it is considered that people are resting Paying a regular fee for community expenditures (gastos de comunidad). This happens in buildings, mostly in cities, where the different apartments share common expenses like for lifts (ascensores), electricity (electricidad) in common areas, repairs (reparaciones) that affect the whole building. It doesn’t matter whether we know or do not know our neighbours, but it is common and also a sign of politeness to greet them when you come across them. Saying hola, buenos días, buenas tardes or adiós is sufficient if you bump into each other. In the lift, however, the situation turns out to be different. In such a reduced space, silences might feel a bit uncomfortable, mostly when meeting people whom you know or you have seen earlier. There, besides the usual greetings like Hola or ¿qué tal?, people might exchange some words just to fill in the moment. No serious, nor personal or controversial topics. Spaniards themselves joke about the fact that the weather (el tiempo) is considered as the king of topics in the lift. Without any doubt, a perfectly easy and fairly neutral subject. So, get your vocabulary on weather ready before entering a lift with spanish - speaking people, just in case! 8.4 RESUMEN (LET’S SUM UP)

In this last unidad, of the block Familia y entorno we have focused on our homes as spaces where we live and where we also interact with other people: the house as a basic need, what all is required to live in it, and also as a part of our personal and social life. You have acquired new vocabulary to describe your house and also to take part in a conversations related to buying or renting a place to live.

Now you have a solid basis to move on to the next Block 3, where you will go deeper into daily life situations and interactions. 8.5 GLOSARIO (GLOSSARY) aceptar : to accept allí : there a la próxima : next time alojamiento, el : accommodation adosado : row house alquilar : to rent afueras, las : outskirts alrededores, los : surroundings agencia : real estate agency amueblado/a : furnished inmobiliaria animado/a : lively IGNOUagua, el : water antiguo/a : old ahora mismo : right now anuncio, el : advertisement aire : air conditioning apartamento, el : apartment acondicionado, el aparte : separate alfombra, la : carpet

118 aprender : to learn colegio, el : school La Casa armario, el : wardrobe comedor, el : dining-room Arquitectura, la : arquitecture comer : to eat ascensor, el : lift compañero/a : mate, partner aseo, el : toilet compartir : to share aspiradora, la : vacuum cleaner compartido/a : shared ático, el : penthouse comprar : to buy balcón, el : balcony comunicado : communicated bañera, la : bathtube contaminación, : pollution barrio, el : neighbourhood la bienvenido/a : welcome contar : to tell botella, la : bottle contar : to count on someone (con alguien) brindis, el : toast contenedor : trash bin buen estado : good condition de basura, el buscar : to look for contento/a : happy calefacción, la : heating costar : to cost cama, la : bed crimen, el : crime cama : single bed cuarto : forth individual, la cuarto de : bathroom cantante, el/la : singer baño, el carne, la : meat cubiertos, los : cutlery casa, la : house, home de acuerdo : all right casa de fin de : weekend home desventaja, la : disadvantage semana, la domingo : Sunday casa de verano : summer home dormitorio, el : bedroom casero/a, el/la : landlord, landlady dormitorio : the bedroom where cenar : to have dinner de matrimonio, the (married) couple centro : shopping centre el of the house sleep, as comercial, el opposed to the children bedroom centro de : health centre (dormitorio de los salud, el niños) or the guest cerca : near bedroom chalé, el : detached house (dormitorio de invitados) ciudad, la : city IGNOUducha, la : shower cocina, la : kitchen, stove Económicas : economics cocina eléctrica : electric stove electricidad, la : electricity cocina de gas, la: gas stove electrodomésticos,: appliances cocinero/a, : cooker los el/la 119 Familia y el entorno Enfermería : nursing limpio/a : clean en punto : o’clock lo siento : I am sorry enseñar : to show llamar : to call entonces : then, so lugares de : places for entrada, la : ticket ocio, los entertainment entre : between luminoso/a : bright en alquiler : on rent luz, la : light, electricity en venta : for sale mal estado : bad condition espacioso/a : spacious malos olores : bad smells espejo, el : mirror mañana : tomorrow estantería, la : shelf más o menos : more or less estudio, el : studio Matemáticas : maths flor, la : flower mediano/a : medium foto/ : picture Medicina : medicine fotografía, la mesa, la : table garaje, el : garage mesilla : beside table gastos, los : expenses (de noche), la gastos de : community metro, el : underground comunidad, los expenses microondas, el : microwave guardería, la : nursery mudarse : to change homes habitación, la : room, bedroom mueble, el : furniture hay : there is/there are necesitar : to need importar : to mind nevera, la : fridge incluido/a : included no hay de qué : you are welcome industria, la : industry ocupado/a : busy inquilino/a : tenant ofrecer : to offer instalación, la : facility organizar : to organize instalaciones : sport facilities otros/as : other deportivas, las parada de : bus stop interesado/a : interested autobús, la invitado/a : guest parada de : underground stop invitar : to invite metro, la jardín : garden parque, el : park IGNOUlavabo, el : washbasin parqué, el : parquet lavadora, la : waschin-machine partido de : football match fútbol, el lavaplatos, el : dish-washer pasillo, el : corridor libre : free pastas, las : pastries

120 percha, la : hanger sobre : around La Casa piscina, la : swimmingpool sofá, el : sofa piso, el : flat, floor sólo : only plancha, la : iron sucio/a : dirty plano, el : plan suelo, el : floor planta, la : floor tablón de : notice board planta baja, la : ground-floor anuncios, el poder : can tamaño, el : size ¿por qué? : why tarde : late porque : because techo, el : ceiling portero, el : doorman tercero/a : third puerta, la : door terraza, la : terrace precio, el : price tiempo, el : weather presentar : to introduce tienda, la : shop propietario/ : owner tráfico, el : traffic a, el/la transporte : public transport qué lástima : what a shame público, el quedar : to meet vale : ok querer : to want vandalismo, el : vandalism rechazar : to reject vecino/a, el/la : neighbour recibidor : entrance vegetariano/a : vegetarian reformado/a : refurbished vender : to sell reparación, la : repair venir : to come ritmo de vida, el: pace of life ventaja, la : advantage ruido, el : noise ventana, la : window sábado : Saturday ver : to watch, to see salón, el : living-room viajar : to travel ¡Salud! : To your health! vida, la : life servicio, el : service vino, el : wine sexto/a : sixth vivienda, la : housing siempre : always zona : community area comunitaria, la silla, la : chair zonas verdes, : green areas sillón, el : armchairIGNOUlas

121 Familia y el entorno 8.6 SOLUCIONES (KEY SOLUTIONS)

Actividad 1

Actividad 2 Anuncio 2

Actividad 3 1. a) 2. a) 3. b) 4. b) 5. a) 6. c) and e) 7. b) 8. 135 000 euros Actividad 4 cocina salón cuarto de baño dormitorio dormitorio de matrimonio nevera, estantería, lavabo, bañera, armario, silla, estantería, silla, lavadora silla, mesa, espejo mesa, cama mesa, armario, sofá doble cama individual, plancha

IGNOUActividad 6 sillones, mesa, estantería, cama, armario, mesa de noche, ducha, nevera, lavadora, cocina de gas, plancha

Actividad 6 Free answer to be checked by you tutor. 122 Block 3 Acciones cotidianas Unit 9 La hora 125 Unit 10 El clima 140 Unit 11 La vida rutinaria 151 Unit 12 El tiempo libre 164 IGNOU Acciones cotidianas

IGNOU

124 UNIDAD 9 LA HORA La hora

9.1 Introducción 9.2 Objetivos 9.3 La hora 9.3.1 Preguntar y decir la hora 9.3.2 La hora según las partes del día 9.3.3 Horas de trabajo en los países de habla hispana 9.4 Resumen 9.5 Glosario 9.6 Soluciones 9.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, it is completely indispensable to develop the ability to communicate time whether you are a student, a businessman or just someone interested in learning a foreign language. In this unidad, we will learn to keep track of time and also about the working hours (horas de trabajo) in the Hispanic world. For all that we will need to learn how to ask for (preguntar) and to say (decir) the time (la hora), some verbs to express working hours. This unidad will also provide you a review of both cardinal numbers (the ones used to count) and ordinal numbers (the ones used to express numbers in a series) and how to use these numbers to express times of day. 9.2 OBJETIVOS (OBJECTIVES) In this unidad, we are going to learn: • say and ask for the time; • say and ask about working hours; and • compare working hours between your country and Spanish Speaking countries. For all this, we are going to learn the following language points: • use of prepositions: a, de, hasta, desde • diferenciate between these two questions: ¿Qué hora es? and ¿A qué hora …? • the use of the verbs abrir (to open), cerrar (to close) We are going to learn some more expressions using numbers so... We hope you remember them! If you think you need to revise them, please go through the previous units. 9.3 LA HORAIGNOU (THE TIME) Everyday we see our watch or a clock several times a day. As a student of a foreign language, it is a must to learn the time-related phrases to talk about time. Let us now learn some expressions in Spanish to keep track of time.

125 Acciones cotidianas 9.3.1 Preguntar y decir la hora (Ask for and say the time)

¿Qué hora es? (What time is it?) This is the question we ask in Spanish when we ask for the time. With the following activities you will learn how to answer it.

Actividad 1

[Track 40] DISCOVER. Read the following sentences expressing time and tryy to match it with the correct image of the clock given below Do not worry if you do not understand everything. Just use your intuition and look at the numbers!

A. B. C. D.

E. F. G. H.

I. J. K. L.

M.

1) Son las cuatro menos veinte 2) Son las tres en punto 3) Son las tres y veinte 4) Son las cuatro menos cinco IGNOU5) Son las tres y media 6) Son las tres y cinco 7) Son las cuatro menos diez 8) Son las tres y diez 9) Son las tres y cuarto 10) Son las cuatro menos cuarto 126 11) Son las tres y veinticinco La hora 12) Son las cuatro en punto 13) Son la cuatro menos veinticinco Actividad 2

Now, go back to the hours in the previous activity and put them in order in the clock given below: Son las tres en punto

Son las cuatro menos veinticinco

Let’s find out how time telling works in Spanish. Once again, pay attention to the expressions of time in activity 1 and think... Are there any elements that are being repeated? Which are they?

Actividad 3

REFLEXIONA. Try to discover the structure that we use to tell the time in Spanish and fill in the gaps below using those repeated elements: a) 3:10 ______tres ____ diez

Y

3.20 ______tres _____ veinte

b) 3:50 ______cuatro ______diez menos

3:35 ______cuatro ______veinticinco

As you can see in the previous activity, in Spanish we can divide the clock in two parts. From 12 to 6, we use the hour and we add the minutes, using “Y” (3:10- las tres Y diez, 7:20- las siete Y veinte). From 6 to 12, we use the hour we are going to reach and we restIGNOU the minutes using “MENOS” (3:40-las cuatro MENOS veinte, 7:55-las ocho MENOS cinco)

Remember! To express the time after the hour (but before half past the hour), we use Y (and) and the number minutes. While we use MENOS (less) + the number of the following hour to express the time before the next hour (after half past the hour). 127 Acciones cotidianas So, we can conclude that, in order to answer the question ¿Qué hora es? we use the following structure:

SON LAS ….... Y/ MENOS …. We can also express time numerically using the twenty-four-hour clock used in official timetables. For example, Son las cuatro y cuarenta (It’s 4:40).

We always use ‘SON LAS...’ but we say ‘ES LA UNA’ (1:00), ‘ES LA UNA Y VEINTE’ (13:20).

Actividad 4 Let´s practice saying times in Spanish. Write the following time in words: 7:40: ______

a) 5:20: ______b) 1.15: ______c) 14:50: ______d) 6:10: ______e) 19:30: ______f) 8:55: ______g) 10:15: ______h) 23:35: ______i) 1:45: ______

j) 16:25: ______

k) 00:05: ______

l) 13:55: ______

m) 9.3.2. La hora según las partes del día (Say the time according to the parts of the day)

In Spanish we do not use ‘am’ or ‘pm’ then, how can we distinguish between ‘las 8:30’ (son las ocho y media) and ‘las 20:30’ (son las ocho y media) or ‘las 4:10’ (son las cuatro y diez) from ‘las 16:10’ (son las cuatro y diez)? Well, we indicate which part of the day is to make things quite clear. Usually, we divide the day around in the following sections:

. 00:00 – 6:00 MADRUGADA O MAÑANA (from midnight till early morning) IGNOU. 6:00- 12:00 MAÑANA (for the morning for times up till noon)

. 12:00- 19:00 TARDE (for the afternoon and early evening)

. 19:00- 00:00 NOCHE 128 (for the late evening and night) Remember, for referring to a clock showing 12:00 hours, we say MEDIODÍA La hora (mid-day or noon) and for 00:00 hours, we call MEDIANOCHE (midnight).

Let’s now see once again the previous examples to differentiate between ‘am’ and ‘pm’: . 8:30: son las ocho y media DE LA MAÑANA (It’s 8:30 am) . 20:30: son las ocho y media DE LA NOCHE (It’s 8:30 pm) . 4:30: son las cuatro y media DE LA MAÑANA o DE LA MADRUGADA (It’s 4:30 am) . 16:30: son las cuatro y media DE LA TARDE (It’s 4:30 pm)

Notice the use of the preposition ‘DE’ in the above examples. We have added the preposition ‘de’ to express a definite time. For example, ‘son las diez de la noche’ (it’s 10pm) or ‘son las seis de la mañana’ (it’s 6am). Whereas, to express a period of time, we use the preposition ‘POR’. For example, ‘por la mañana’ (in the morning), ‘por la tarde’ (in the evening) and ‘por la noche’ (in the night).

Actividad 5

Would you like to try? ¿QUÉ HORA ES? Write the time in words. a) 19:40: ______b) 5:10: ______c) 13:25: ______d) 9:15: ______e) 22:30: ______f) 2:45: ______g) 14:20: ______h) 00:35: ______i) 15:15: ______j) 04:30: ______k) 7:50: ______l) 21:10: ______

Actividad 6

[Track 41] Listen to the following dialogues and mark the time that you hear..

a) 14:40 b)12:50 c) 11:25 d)13:15 e) 4:50 f) 6:35 g) 23:25 h)9:30 i) 2:40 j) 18:35 k) 16:50 IGNOUl) 00:10 m) 12:45 n)9:15 o) 21:30 p)17:55 q) 13:05 r) 22:20

129 Acciones cotidianas 9.3.3. Horas de trabajo en los países de habla hispana (Working hours in Spanish-Speaking Countries)

As you may imagine, the working hours in Spain and Latin-America are most probably different to those in your country. In the text below, you will find some information about the working hours in Barcelona (Spain) and Buenos Aires (Argentina). But before we proceed ahead with the text, let’s do the following vocabulary activity that will help you to understand the text better.

Actividad 7

Discover some of the words by checking the time in the clocks. Each time image represents a letter of the alphabet. Example (Ejemplo): cuatro y media/dos y veinte/ cuatro menos cinco/tres en punto H / O / L / A word (palabra): hola

A BCD

E FG H IGNOUI J K L LL M N Ñ

130 OPQ R La hora

ST U V

W X Y Z

a) tres y diez/tres en punto/ocho en punto/doce y cuarto/una y diez/dos y veinte palabra: ______b) tres en punto/ cinco y cinco/una y diez/cuatro menos veinte/una y diez palabra: ______c) tres y diez/ doce y cuarto/ una y diez/ una y diez/tres en punto/una y diez palabra: ______d) cuatro menos cinco/tres en punto/cinco y cinco/dos y veinte/una y diez/ tres en punto/cinco y cinco/cuatro menos cinco/doce y cuarto/nueve y cuarto palabra: ______e) tres y diez/dos y veinte/una y diez/una y diez/doce y cuarto/dos y veinte/ nueve y cuarto palabra: ______f) tres y veinticinco/doce y cuarto/nueve y cuarto/once y veinte/cuatro menos veinte/siete menos cinco/dos y veinte/nueve y cuarto palabra: ______g) - tres y diez/doce y cuarto/nueve menos cinco/once y veinte/una y diez/ dos y veinte (first word) - tres y diez/dos y veinte/nueve en punto/doce y cuarto/una y diez/tres y diez/cuatro menos veinte/tres en punto/cuatro menos cinco (second word) palabra: ______h) once y veinte/cuatro menos veinte/doce y cuarto/nueve menos cinco/seis y cuarto/tres en punto palabra: ______IGNOU Do you understand all the above words? Here you have the image for each of them. Try to match them with the words you found before. If there are some you do not know, don’t worry, see the glossary at the end of the unit or consult your dictionary

131 Acciones cotidianas

Now, let’s go through the following text. Read it carefully and reply to the questions given in actividad 8 if the sentences are true(verdadero) or false (falso).

Remember, to understand the text, you do not have to understand all the words but the key words. If you find any problem in comprehending the text, consult your dictionary.

HORARIO COMERCIAL DE BARCELONA (ESPAÑA) El horario comercial de Barcelona es bastante extenso, por lo que las visitas a los museos y lugares de interés pueden combinarse con facilidad con las sesiones de compras. La mayor parte de las tiendas de Barcelona abren de lunes a sábado de 9:00 a 13:30 y de 17:00 a 20:00 horas, aunque algunos pequeños comercios cierran los sábados por la tarde. Los centros comerciales están abiertos de lunes a sábado de 10:00 a 22:00. Algunos centros comerciales, como Maremagnum, abren todos los días del año, incluyendo domingos y festivos. Los museos en Barcelona abren generalmente de martes a domingo de 10:00 a 20:00 horas. Los lunes la mayoría de los museos permanecen cerrados, aunque existen algunas excepciones como el Museo del Chocolate o el Museo de Cera que se pueden visitar todos los días de la semana. Los bancos abren de lunes a viernes de 8:30 a 14:00 y los sábados de 8:30 a 13:00. En verano los bancos no abren los sábados. Hay oficinas de cambio en el centro de la ciudad, los principales sitios turísticos, la Estación de Sants y la Estación de Autobuses Barcelona Nord. Estas dos últimas abren hasta las 22:00. HORARIO COMERCIAL DE BUENOS AIRES (ARGENTINA) El horario comercial en Buenos Aires es similar a otros países de Latinoamérica. IGNOULos comercios normalmente cierran un par de horas durante la hora de comer. El horario para oficinas es desde las 09:00 hasta el mediodía y de 14:00 a 19:00, aunque muchas de las grandes oficinas abren durante todo el día. Los bancos abren a las 10:00 y cierran a las 15:00 (algunos bancos extienden el horario hasta las 16:00). Se pueden realizar extracciones de dinero y otras transacciones en los cajeros automáticos, que funcionan las 24 horas. 132 La Sucursal de turismo en Banco Ciudad ofrece una ofrece para el turista. Se La hora pueden cambiar dólares, euros y cheques de viaje (travellers checks) en un horario más amplio que el de los bancos. Los horarios de atención al público son: martes a viernes de 10:00 a 17:00; sábados y domingos de 11:00 a 18:00, lunes de 10:00 a 18:00. Son bancos exclusivos para turistas. Requerimiento: Tener pasaporte. Los museos y atracciones turísticas cierran generalmente los martes y muchos de ellos cierran un mes durante el verano. Las oficinas de correos abren a las 09:00 de lunes a sábado; cierran a las 20:00 de lunes a viernes y a las 13:00 los sábados. La mayoría de las tiendas en el centro de Buenos Aires abren los días laborables de 10:00 a 20:00 y los sábados hasta las 13:00; cierran los domingos. Normalente las tiendas pequeñas cierran durante dos horas al mediodía. Los centros comerciales abren hasta las 22:00 incluso los fines de semana y algunos festivos. Actividad 8

Now reply if the following sentences are true or false (verdadero/falso): 1. Si estoy en Barcelona, puedo ir a cualquier museo los lunes. V/ F 2. En Buenos Aires puedo ir a la oficina de Correos el domingo. V/ F 3. Si vivo en Buenos Aires, puedo ir al banco después del trabajo, a las 5 de la tarde. V/ F 4. Si estoy de visita en Barcelona y necesito cambiar dinero, puedo hacerlo un sábado al mediodía. V/ F 5. En Buenos Aires todas las tiendas abren de 10:00 a 20:00 los días laborables. V/ F 6. En Barcelona puedo ir de compras los domingos. V/ F Let’s learn some the grammar from the text. As you can see, to talk about the working hours in Spanish we use two verbs: abrir (to open) and cerrar (to close). Abrir is a regular –ir ending verb whereas cerrar is an irregular -ar ending verb.

In the previous units, you have learnt the present tense conjugation of verbs ending in –ir. To form the present tense of -ir verbs, the infinitive ending is dropped and the personal endings are added to the root as shown in the table below in case of verb abrir: Verbo: ABRIR ABRIR yo Abro tú Abres IGNOUél/ella/usted Abre nosotros/as Abrimos vosotros/as Abrís ellos/ellas/ustedes Abren

133 Acciones cotidianas But certain verbs are irregular in nature, such as the verb cerrar which is a stem- changing verb. The verb changes the stem of the infinitive e to ie in all forms except nosotros and vosotros. Verbo: CERRAR [e > ie] CERRAR yo Cierro tú Cierras él/ella/usted Cierra nosotros/as Cerramos vosotros/as Cerráis ellos/ellas/ustedes Cierran

Note: Likewise, the following verbs too change the stem of the infinitive: comenzar (to start, begin), empezar (to start, begin), entender (to understand), pensar (to think), querer (to want), etc.

To indicate opening times or days, we use the following prepositions: . ‘de …. a …’ (from …. to …) . ‘desde… hasta …’ (from …. till…) The prepositions de/desde indicate the starting point, the beginning; and a/hasta indicates the end, the final point.

Both expressions mean the same but note that if we want to use ‘desde… hasta ….’ we also need the definite article el/la/los/las. Let’s see some examples from the above text: . El horario para oficinas es desde las 09:00 hasta el mediodía y de 14:00 a 19:00. . Los bancos abren de lunes a viernes de 8:30 a14:00 y los sábados de 8:30 a 13:00. . La mayoría de las tiendas en el centro de Buenos Aires abren los días laborables de 10:00 a 20:00 y los sábados hasta las 13:00; cierran los domingos. You can go back to the text and look for more examples!!

Actividad 9

It is your turn to practice. Have a look to the following opening times and write the IGNOUopening hours. Follow the example given below: For example : La librería Papel abre a las 10 de la mañana y cierra a las ocho y media de la noche de lunes a viernes. Los sábados …...

134 LIBRERÍA PAPEL La hora

Horario comercial: L - S: de 09:00 a 22:00 Festivos: de 10:00 a 22:00

Actividad 10

Go back to the previous text and answer briefly the following questions: a) ¿Qué diferencias hay entre el horario comercial de Barcelona y Buenos Aires? ...... b) ¿Qué diferencias hay con tu país? ¿Cuál es el horario comercial en tu país? ......

......

......

......

Till this point we have learnt how to tell the time and the opening hours of different establishments. It is also important to know what is the difference between the expressions ¿Qué hora es? and ¿A qué hora …? As we have seen earlier in the section 9.3.1, we use the question ¿QUÉ HORA ES? in order to ask for the time itself. For example: ¿Qué hora es? - (Son) las siete y cuarto. But if you want to discuss at what time a particular event will occur, we can use the following question ¿A QUÉ HORA ….?. For example, in order to know at what time the banks open usually, we ask the question: ¿A qué hora abren los bancos (At what time do the banks open?) and we answer it with A la una or A las + any time after 1pm. For example, A las 8 y media de la mañana (At 8:30am). Let’s see some moreIGNOU examples: • ¿A qué hora abre la tienda? (At what time the shop opens?) • A la una. (At 1pm) or A las tres y cuarto. (At 3:15) In this case we do not want to know the time itself but the time when the banks open so the answer will be A las... and not (Son) las... 135 Acciones cotidianas Actividad 11

Do you want to try? Write the question for the following answers: a) ¿...... ? - Las tiendas cierran a las 5 y media de la tarde. b) ¿...... ? - El banco abre a las ocho de la mañana c) ¿...... ? - Son las tres y media d) ¿...... ? - Las cuatro menos veinte de la madrugada e) ¿...... ? - Normalmente como a la una y cuarto 9.4 RESUMEN (LET’S SUM UP)

Dear student, in this unidad we have learnt to tell the time and we have also learnt about the working hours in Spanish speaking countries. At the end of this unit, let’s revise some frequently used time-related words and expressions that you will need to use it your daily conversations with your friends or at work place: English Phrase Spanish Equivalent a second un segundo a minute un minuto a quarter of an hour un cuarto de hora an hour una hora a half hour media hora in the morning / afternoon / evening por la mañana / tarde / noche what time is it?at what time? ¿qué hora es?¿a qué hora? at exactly 5 o’clock a las 5 en punto a about 5 o’clock a eso de las 5 in an hour en una hora in a while dentro de un rato early temprano late tarde unitl 5 o’clock hasta las 5 IGNOUbefore 5 o’clock antes de las 5 after 5 o’clock después de las 5

Do you know: There is a Spanish proverb which says 'Trece y martes ni te cases ni te embarques' (On Tuesday the 13th neither get married nor board a ship).

136 La hora 9.5 GLOSARIO (GLOSSARY) abrir : to open laborales : working days cajero : atm madrugada : part of the day from centro : shopping mall 12am to 6am comercial mañana : morning, tomorrow cerrar : to close medianoche : midnight correos : post office mediodía : noon, midday festivos : holiday at work noche : evening, night regarding some tarde : afternoon festivity tienda : shop fin de semana: weekend verano : summer horario : working hours

9.6 SOLUCIONES (KEY SOLUTIONS)

Actividad 1

1.a, 2.d, 3.l, 4.i, 5.m, 6.b, 7.e, 8.h, 9.c, 10.g, 11.j, 12.f, 13.k

Actividad 2 Son las TRES Son las CUATRO en punto menos cinco Son las TRES y cinco Son las CUATRO Son las TRES y diez menos diez

Son las CUATRO Son las TRES y cuarto menos cuarto

Son las CUATRO menos veinte Son las TRES y veinte Son las CUATRO menos veinticinco Son las TRES Son las TRES y veinticinco y media

Actividad 3 a) 3:10 – son las tres y diez

3.20 – son las tres y veinte b) 3:50 – son las cuatro menos diez 3:35_son lasIGNOU cuatro menos veinticinco Actividad 4 a) 7:40: Son las ocho menos veinte. b) 5:20: Son las cinco y veinte. c) 1.15: Es la una y cuarto. 137 Acciones cotidianas d) 14:50: Son las tres menos diez. e) 6:10: Son las seis y diez. f) 19:30: Son las siete y media. g) 8:55: Son las nueve menos cinco. h) 10:15: Son las diez y cuarto. i) 23:35: Son las doce menos veinticinco. j) 1:45: Son las dos menos cuarto. k) 16:25: Son las cuatro y veinticinco. l) 00:05: Son las doce y cinco. m) 13:55: Son las dos menos cinco. Actividad 5 a) 19:40: Son las ocho menos veinte de la noche. b) 5:10: Son las cinco y diez de la mañana/madrugada. c) 13:25: Es la una y veinticinco de la tarde. d) 9:15: Son las nueve y cuarto de la mañana. e) 22:30: Son las diez y media de la noche. f) 2:45: Son las tres menos cuarto de la madrugada/mañana. g) 14:20: Son las dos y veinte de la tarde. h) 00:35: Es la una menos veinticinco de la mañana/madrugada. i) 15:15: Son las tres y cuarto de la tarde. j) 04:30: Son las cuatro y media de la mañana/madrugada. k) 7:50: Son las ocho menos diez de la mañana. l) 21:10: Son las nueve y diez de la noche. Actividad 6

i, d, k, o, q, r, m, g, j, b

Actividad 7 a) palabra: CAJERO b) palabra: ABRIR c) palabra: CERRAR d) palabra: LABORABLES e) palabra: CORREOS f) palabra: FESTIVOS g) palabra: CENTRO COMERCIAL h) palabra: TIENDA

IGNOUActividad 8 1. Falso 2. Falso 3. Falso 4. Verdadero 5. Falso 6. Verdadero

138 Actividad 11 La hora a) Las tiendas cierran a las 5 y media de la tarde. b) El banco abre a las ocho de la mañana c) Son las tres y media d) Las cuatro menos veinte de la madrugada e) Normalmente como a la una y cuarto

IGNOU

139 Acciones cotidianas UNIT 10 EL CLIMA

10.1 Introducción 10.2 Objetivos 10.3 El clima 10.3.1Los meses y las estaciones del año 10.3.2Hablar del tiempo 10.4 Resumen 10.5 Glosario 10.6 Soluciones 10.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, the weather is a topic that all of us talk about in different situations: to make conversation, to get information about it before we travel, to explain it to a person who does not know our country, to ask about other country’s weather, etc. Therefore, in this unidad, you will learn how to talk about the weather in Spanish as well as to know about the weather in Spain. 10.2 OBJETIVOS (OBJECTIVES) In this unidad, we are going to learn to: • tell the name of the months and seasons of the year; • talk about the weather; • talk about the weather in Spain; and • explain the weather in your region and country. For all this, we are going to learn the following language points: • use of hace, hay, está in climate related expressions. • the use of mucho/a/os/as, bastante, muy. 10.3 EL CLIMA (THE WEATHER)

As you know, the weather changes according to the time of the year so in order to explain it, we need to specify which period of the year we are referring to. Also, as you can imagine, the weather is different in different countries.

Before starting to talk about the weather, let us introduce you the months of the year and the different seasons and afterwards we will go through the weather topic. IGNOU10.3.1 Los meses y las estaciones del año (Months and seasons of the year)

We are going to start with the months and the seasons of the year and we would like to suggest you to discover their names in Spanish by doing the following activity. You can use your dictionary if you need it!

140 Actividad 1 El clima

Here you have four seasons and the twelve months of the year. Each season happens approximately during three months. Match each season with the corresponding groups of months. Write it in the box. First, try to do it without using the dictionary.

ESTACIONES DEL AÑO

VERANO INVIERNO OTOÑO PRIMAVERA

….. …... ….. ….. MARZO JUNIO SPETIEMBRE DICIEMBRE ABRIL JULIO OCTUBRE ENERO MAYO AGOSTO NOVIEMBRE FEBRERO Actividad 2

Can you write the months of the year in the correct order? a) g) b) h) c) i) d) j) e) k) f) l) Actividad 3

Put in the correct order the letter and find out the month of the year. a) yamo: ______b) lrabi: ______c) ostoga: ______d) mienvrembo: ______e) iljou: ______f) neore: ______g) tresmebipe: ______h) razmo: ______Actividad 4______Think about the IGNOUdifferent seasons that you have in your state. Write them along with the months in which they happen. Are they the same as the ones above?

Actividad 5______

Write the name of the season for each image. Which ones happen in your state? There may be more that one answer. 141 Acciones cotidianas

(A) (B) (C)

(D) (E) (F)

(G)

10.3.2. Hablar del tiempo (Talking about the weather)

Now that you have learnt the names of the seasons and the months of the year, it is time to introduce you to how to talk about the weather in Spanish. We are going to do it, little by little, so that you can assimilate and learn all the necessary expressions. To begin with, do the following activities to learn the new vocabulary.

Actividad 6______

Below you have a box with some words. Look them up in the dictionary and match the words with the picture.

sol nube viento frío calor lluvia nieve tormenta

IGNOU(A) (B) (C)

142 (D) (E) (F) El clima

(G) (H) Actividad 7

Let’s go a little bit further. In the box below you will find some expressions that are used in Spanish to describe the weather. Write the correct expression below each picture. There may be more than one expression for each picture.

Hace buen tiempo llueve hay nubes hace calor está nublado nieva hay niebla está despejado hace frío hace mal tiempo hay tormenta hace viento hace sol

AB C

DE F

. GHIGNOU I

JK L 143 Acciones cotidianas

MN O Actividad 8

Now that you are familiar with the expressions, let’s try to classify them according to the way they are used in Spanish. We give you an example to follow:

HACE HAY ESTÁ calor

Note that lluevee (it rains) and nieva (it snows) are verbs LLOVER (to rain) and NEVAR (to snow) and they only take the 3rd person singular. Actividad 9

To end the vocabulary activities, you have few more words to mach with the image.

cálido húmedo tropical seco frío

IGNOUAB

144 CD As you can observe, these expressions describe the climate and not the weather. El clima Therefore, the sentence we use in Spanish is:

EL CLIMA ES... FRÍO CÁLIDO TROPICAL SECO HÚMEDO

It is important to observe that in all these expressions related to the weather the verbs cannot be exchanged. For example, it would be incorrect to say ×HAY frío, ×HACE nubes o ×EL CLIMA ES calor.

Before we go ahead, check the solutions at the end of this unit and make sure you have got it all correct. If not, revise the vocabularies and the expressions as we are going to start practicing all this.

Actividad 10

Let’s learn about the weather in Spain. Read the following text and fill the gaps with the appropriate verb (ES, HACE, HAY).

España tiene muchos climas diferentes según la región y la estación del año. En el interior, el clima _____(a) muy seco. ______(b) mucho frío en invierno y mucho calor en verano.

En el norte, en invierno, ______(c) frío, ______(d) muchas tormentas y ______(e) (nevar) mucho. En las montañas ______(f) mucha nieve y es perfecto para esquiar. El clima ______(g) cálido en verano pero ______(h) bastante húmedo. En otoño ______(i) (llover) bastante.

En la costa, normalmente, ______(j) bastante viento y en verano ______(k) calor.

En el sur, el clima no ______(l) frío, _____(m) (llover) poco y, normalmente, ______(n) buen tiempo.

La primavera ______(o) muy agradable en todo el país. No ______(p) (llover) mucho y _____(q) muchas flores.

Let´s analyze the following sentences from the text. We are going to learnn when to use mucho/s,IGNOU mucha/s, poco, bastante and muy. . España tiene muchos climas diferentes. . Hay muchas tormentas. . Hace mucho frío en invierno. . En las montañas hay mucha nieve.

145 Acciones cotidianas . El clima es muy seco. . La primavera es muy agradable. . El clima es bastante húmedo. . En la costa, normalmente, hace bastante viento. . Nieva mucho. . Llueve poco.

As you can observe, we use muchos/muchas (many) with countable nouns and mucho/mucha (much) with uncountable nouns.

We use muy (very) with adjectives and bastante (quite/quite a lot) with both uncountable nouns and adjectives.

Note that when we are using it with a verb, for example llover : llueve mucho/ poco/bastante (It rains a lot/ a little/quite a lot) these words go after the verb and they are invariable. It would be incorrect to say ×llueve muchos, ×nieva poca, etc... We should always use: mucho/poco/bastante.

Actividad 11

Complete the following sentences with muy, mucho/s, mucha/s, bastante, poco. a) En el norte de India, hace ______frío de octubre a mayo. b) En Goa llueve______durante el monzón y el clima es ______húmedo y hay ______tormentas. c) El mejor mes para visitar Kerala es diciembre porque no hace ______calor y llueve ______. d) En Leh nieva ______en invierno y el verano es ______seco. e) Mi mes favorito en India es enero porque hace ______frío, hay ______nieve y puedo esquiar en las montañas. Actividad 12

How would you describe the weather in your state in the following months? Follow the example to complete the task.

febrero: En España, en febrero es invierno y hace mucho frío. Llueve casi todos los días. A veces hace sol pero, normalmente, está muy nublado. En las montañas hay bastante nieve. El clima no es húmedo.

diciembre : ______IGNOU______mayo:______

146 El clima julio:______octubre:______

Actividad 13

What is your favorite season of the year? Describe the weather in that season.

Do you know: There is a Spanish proverb which says En abril, aguas mil (In April, tons of rain.... meaning that it rains a lot during this month) 10.4 RESUMEN (LET’S SUM UP)

In this unidad, we have learnt to talk about weather and we have also learnt about climate in Spain. At the end of this unit, let’s revise some words and expressions that you will need to use it your daily conversations with your friends or at work place: English Phrase Spanish Equivalent It’s hot Hace calor It’s cold Hace frío It’s windy Hace viento It’s sunny Hace sol The weather is good Hace buen tiempo The weather is bad Hace mal tiempo There is a storm Hay tormenta It’s foggy Hay niebla It’s cloudy Hay nubes /Está nublado It’s clear Está despejado It rains/it’s raining Llueve It snows/it’s snowing Nieva The climate is dry, humid, El clima es seco, húmedo, cálido, frío, tropical hot, cold, tropical It’s veryIGNOU hot/cold Hace mucho calor/frío There is lot of storm Hay muchas tormentas It rains quite a lot Llueve bastante It rains a little/a lot Llueve poco/mucho

147 Acciones cotidianas 10.5 GLOSARIO (GLOSSARY) Los meses del año octubre : October enero : January noviembre : November febrero : February diciembre : December marzo : March Las estaciones del año abril : April la primavera: spring mayo : May el verano : summer junio : June el otoño : autumm julio : July el invierno : winter agosto : August el monzón : monzoon septiemre : September

10.6 SOLUCIONES (KEY SOLUTIONS)

Actividad 1

PRIMAVERA VERANO OTOÑO INVIERNO marzo junio septiembre diciembre abril julio octubre enero mayo agosto noviembre febrero Actividad 2 a) Enero g) Julio b) Febrero h) Agosto c) Marzo i) Septiembre d) Abril j) Octubre e) Mayo k) Noviembre f) Junio l) Diciembre Actividad 3

a) Mayo b) Abril

c) Agosto d) Noviembre

e) Julio f) Enero IGNOUg) Septiembre h) Marzo Actividad 4

Free answer to be checked by your tutor.

148 Actividad 5 El clima

Free answer to be checked by your tutor.

Actividad 6 a) tormenta b) viento c) calor d) lluvia e) nieve f) nubes g) frío h) sol Actividad 7 a) está despejado/hace buen tiempo b) hace calor/hace sol c) hace frío d) llueve/ hace mal tiempo e) hay tormenta f) hay nubes g) hace viento/hace mal tiempo h) está despejado/hace buen tiempo i) llueve/ hace mal tiempo j) está nublado k) nieva/hace frío l) hay niebla m) hay tormenta/hace viento/hace mal tiempo n) llueve/ hace calor o) está nublado Actividad 8 HACE HAY ESTÁ calor nubes nublado llueve (llover) frío tormenta despejado nieva (nevar) viento niebla sol buen tiempo mal tiempo IGNOU Actividad 9 a) cálido/tropical/húmedo b) seco/ cálido c) seco/cálido/frío 149 Acciones cotidianas d) húmedo/frío

Actividad 10

a) es b) hace

c) hace d) hay

e) nieva f) hay

g) es h) es

i) llueve j) hace

k) hace l) es

m) llueve n) hace

o) es p) llueve

q) hay

Actividad 11 a. En el norte de india, hace _mucho_frío de octubre a mayo. b. En goa llueve _mucho_ durante el monzón, el clima es _muy_ húmedo y hay muchas tormentas. c. El mejor mes para visitar Kerala es diciembre porque no hace _mucho_ calor y llueve _poco_. d. En Leh nieva _mucho_ en invierno y el verano es _muy_ seco. e. Mi mes favorito en india es enero porque hace _bastante/mucho_ frío, hay mucha nieve y puedo esquiar en las montañas. Actividad 12 Free answer to be checked by your tutor. Actividad 11 Free answer to be checked by your tutor. IGNOU

150 UNIT 11 LA VIDA RUTINARIA El clima

11.1 Introducción 11.2 Objetivos 11.3 Acciones cotidianas 11.3.1 Acciones que hacemos según el momento del día 11.3.2 Hablar de acciones cotidianas 14.4 Resumen 11.5 Glosario 11.6 Soluciones 11.1 INTRODUCCIÓN (INTRODUCTION)

Dear learner, in this unidad, you will learn how to talk about your routine in Spanish and how often you do the daily activities. Also, once finished the unidad, you will be able to exchange information about other peoples routine. 11.2 OBJETIVOS (OBJECTIVES) In this unidad, we are going to learn to: • explain our routine; • ask people for their daily life; • explain how often we do our daily activities. For all this, we are going to learn the following language points: • use of reflexive verbs regarding the routine; • use of some periphrasis such as empezar a and terminar de; and • use of antes de and después de. Are you ready to start? The following activities will help you to learn all our objectives. 11.3 ACCIONES HABITUALES (OUR ROUTINE)

How is your daily routine? What do you usually do in the morning? And in the afternoon or at night? What time do you start working or go to school? What time do you have dinner or lunch? What do you do after work or school? We all have our routine, those activities we do repeatedly.

Before starting to talk about all this, let us introduce you some useful verbs regarding the activities we do daily. 11.3.1 AccionesIGNOU que hacemos según el momento del día (Actions done regularly during our day)

Actividad 1

Look at the images below and try to classify them according to the moment of the day in which you usually (normalmente tú las haces) do them: in the morning, in the 151 Acciones cotidianas afternoon, at night. Remember that in Spanish there are basically three parts of the day and “the evening” is not used. Follow the example.

POR LA MAÑANA POR LA TARDE POR LA NOCHE

a) b) c)

d) e) f)

g) h) i)

IGNOUj) k) l) a)

152 m) n) o) Actividad 2______La vida rutinaria

Read the following text and try to put the images in the right order. Use the dictionary if you need it and follow the example. Example: a), j), …

La rutina de Alberto

Alberto se despierta a la seis de la mañana pero, como es un poco perezoso, se levanta a las seis y media. Se lava la cara y hace deporte con sus amigos. Siempre corren por la playa durante una hora. Alberto vuelve a casa, se ducha y se seca el pelo. Desayuna a las ocho en punto. Normalmente toma fruta, café y dos tostadas con mermelada. Después de desayunar, se prepara para ir a clase. Se viste- casi siempre lleva vaqueros y camisa-, se peina y se cepilla los dientes. A las nueve, sale de casa y va a la escuela. Alberto empieza a estudiar a las nueve y media de la mañana y tiene clase hasta la una de la tarde. De una a dos de la tarde come en la cantina del colegio y después de comer tiene tres horas más de clase, hasta las cinco. Cuando terminan las clases, Alberto vuelve a casa caminando y charlando con sus amigos. Llega a casa aproximadamente a las seis de la tarde y, antes de cenar, hace los deberes y estudia un rato. Después de cenar, ve su programa favorito en la tele y se acuesta a las diez de la noche.

a) b) c) d) IGNOUe) f)

g) h) i)

153 Acciones cotidianas

j) k) l)

m) n) o)

p) q)

11.3.2 Hablar de acciones cotidianas (Talking about our routine)

Reaching this point, let’s focus on the grammar. For that, we suggest you go through the next activities. They will help you to learn how to talk about your routine in Spanish.

Actividad 3 Go back to the previous text and the images and write down Alberto’s actions during the day in the right order. Follow the example. Example: a) se despierta, j) se levanta, …. Actividad 4 IGNOUCould you now write the infinitives of these verbs like the ones given in the example? You may recognize some of them for sure! Do not worry if you are not able to identify some of them, you will be able to do it later! Example: a) se despierta… DESPERTARSE j) se levanta… LEVANTARSE 154 Shall we go one step further? As you may have observed, among the verbs,, La vida rutinaria some of the infinitive end in –SE and it indicates that the action is made by the person who receives it. These verbs are called reflexive verbs. Let’s compare the following sentences:

1. Alberto SE LEVANTA a las seis de la mañana. (Alberto gets up at 6 o´clock in the morning)

2. Alberto LEVANTA la silla a seis de la mañana. (Alberto picks up the chair at 6 o´clock in the morning)

1. Alberto SE DESPIERTA a las seis de la mañana. (Alberto wakes up at 6 o´clock in the morning)

2. Alberto DESPIERTA a su hermano a las seis de la mañana. (Alberto wakes his brother up at 6 o´clock in the morning)

Read carefully the four sentences and answer these two questions…. think for a minute: a) Who makes the action? b) Who/ What receives the action? Did you reach to any conclusion? • In the sentences number 1, the action is made by Alberto and he himself receives it. • In the sentences number 2, Alberto makes the action and someone or something else receives it. Therefore, in the sentence 1 we use a reflexive verb (in this case DESPERTARSE) and not DESPERTAR.

Please note that not all the verbs can work as reflexive and non-reflexive. For example, think about DESAYUNAR. It cannot work as a reflexive verb because you cannot eat yourself for breakfast…. or can you?

Actividad 5

Now it is your turn. Following the above explanation, try to make sentences using the following verbs A. 1. DUCHARSE 2. DUCHAR

B. 1. LAVARSE LA CARA 2. LAVARIGNOU LA CARA C. 1. PEINARSE 2. PEINAR Actividad 6

Remember the conjugation of the verb LLAMARSE? Revise it if you don’t remember and try to complete the grid: 155 Acciones cotidianas levantarse ducharse lavarse Yo me ducho Tú Él/ella/usted se levanta Nosotros/as nos lavamos Vosotros/as Ellos/ellas/ustedes

As you can observe, the verbs follow the –ar conjugation and add the pronouns (me, te, se, nos, os, se) which are compulsory. See the sentences below which are incorrect in Spanish: × Me lavo MIS manos…… √ Me lavo LAS manos × Yo ducho todos los días…. √ Yo ME ducho todos los días Till now we have mentioned only regular verbs ending in –ar but how does it work with –er/-ir regular verbs? What happens with the irregular verbs? Let’s talk about all this.

First of all, we have to identify the verb (-ar, -er, -ir) and apply the rules for the present tense in each case.

Actividad 7

Go back to the previous text in the actividad 2: ‘La rutina de Alberto’ and try to complete the grid following the examples. Pay attention to the radical changing irregular verbs!! DESPERTARSE VESTIRSE ACOSTARSE VOLVER Yo vuelvo Tú Te vistes Él/ella/usted Se despierta Nosotros/as Nos vestimos Nos acostamos Vosotros/as Os despertáis volvéis Ellos/ellas/ Se acuestan ustedes As you can see, we are introducing here three kinds of irregular verbs according to the change: IGNOU. E>IE - (despertarse: me despierto, te despiertas, …) . E>I - (vestirse: me visto, te vistes, …) . O>UE - (acostarse: me acuesto, te acuestas, …) Note that this irregularity happens ONLY for yo, tú, él/ella/usted and ellos/ellas/ ustedes while nosotros/as and vosotros/as do not change at all.

156 Actividad 8 La vida rutinaria

Look at these irregular verbs. Try to write the conjugation.

a. PODER: yo…………, tú………,

b. PREFERIR: yo…………, tú………,

c. EMPEZAR: yo…………, tú………, d. DORMIR: yo …………, tú …………, Actividad 9

Now it’s your turn to practice. Complete the following sentences with the correct from of the verb given in the bracket. a) Mi madre (levantarse) ______muy temprano y prepara el desayuno. b) Mi hermano y yo (acostarse) ______siempre muy tarde porque (estudiar) ______por la noche. c) Yo (dormir) ______ocho horas al día. d) Mi padre (empezar) ______a trabajar a las nueve y media de la mañana. e) Mis amigos (despertarse) ______muy tarde los domingos. f) Yo nunca (ducharse) ______por la noche. (Preferir) ______ducharme por la mañana. g) Vosotros (desayunar) ______café, fruta y tostadas. h) Las clases (empezar) ______a las nueve de la mañana y (terminar) ______a las cuatro de la tarde. i) Yo siempre (lavarse) ______la cara con agua y jabón. j) Tú no (peinarse) ______. Actividad 10

Sofía is telling us about her daily routine. Read the text given below and select the correct option. Por la mañana (me levanto/levanto) a las siete y media. Primero, (lavo/ me lavo) la cara y después (me desayuno/desayuno). Después de desayunar, (me ducho/ ducho). Luego (me visto/ visto), (peino/me peino), por último, (lavo/ me cepillo) los dientes. A las nueve en punto (salgo/me salgo) de casa porque a las nueve y media (me empiezo/empiezo) a trabajar. A la una y media (me como/como) y a las siete de la tarde (termino/ me termino) de trabajar. Antes de volver a casa, normalmente, doyIGNOU in paseo por el parque o voy a nadar. Mi familia y yo (nos cenamos/cenamos) a las nueve de la noche, (nos vemos/ vemos) la tele y yo (me acuesto/acuesto) a las once y media de la noche. Note, while telling her daily-routine, Sofía uses certain words to link and organizee the story together. These words are: primero (first), después/ luego (after). We can also 157 Acciones cotidianas observe that when there is an infinitive form of the verb, we use después de or antes de (for example, después de desayunar/antes de volver)

Actividad 11

This is Alberto’s daily-routine. Write what he does and at what time. Choose all the possible verbs from the box. Try to write a paragraph similar to Sofia’s daily-routine.

ducharse acostarse desayunar vestirse terminar las clases salir de casa comer ver la tele cenar hacer deporte levantarse empezar las clases despertarse

Actividad 12

¿Y tú? ¿A qué hora te levantas normalmente? ¿Qué es lo primero que haces? ¿Qué haces normalmente por la mañana, por ña tarde y por la noche? ¿A qué hora haces estas actividades? ¿Qué haces después de desayunar? ¿Y antes de acostarte? ¿Cuándo vas al trabajo o a estudiar? ¿A qué hora terminas de trabajar o las clases? Piensa en todo esto y escribe un párrafo contando tu rutina).

Let’s pay attention to some of the expressions that are used to make reference to how often we do certain activities: Todos los días Cada día veranos verano domingos domingo lunes is the same as lunes …. semana IGNOUTodas las semanas tarde tardes noche noches mañana mañanas … … 158 Note that Todos los…/Todas las… are followed by a masculine or feminine noun La vida rutinaria respectively and always in plural while Cada is followed by both masculine and feminine nouns but always in singular.

Actividad 13

Read the following letter written by Tomás where he talks about his daily routine and try to imagine how he is. ¡Hola a todos! Me llamo Tomás y tengo 20 años. Soy de Argentina, pero ahora vivo en India porque estudio hindi en la universidad de Delhi. Vivo con otros dos estudiantes en un piso muy bonito. Esta es mi rutina diaria: Todos los días me despierto a las 7.30 de la mañana pero no me levanto hasta las 8h porque siempre leo el periódico en la cama. Después, hago yoga y me ducho. Me afeito una o dos veces a la semana. Después de ducharme, desayuno. Mi desayuno favorito es café con leche, dos tostadas con mermelada y fruta. Después de desayunar me lavo los dientes, me visto y preparo las cosas de la universidad. Siempre salgo de casa a las 9h y cojo el autobús. Mis clases empiezan a las 9.30h y terminan a las 14.30h. Después, voy a la cantina con mis amigos a comer. Yo siempre tomo dhal y paratha. ¡Qué rica es la comida india! Después de comer, voy a la biblioteca a estudiar y, casi siempre, antes de entrar, tomo un chai o un café en un pequeño bar que hay en la puerta…¡¡para no dormirme!! Siempre estudio en la biblioteca hasta las 19h y antes de volver a casa paso por el súper para comprar alguna cosa. Casi todas las tardes, si no llueve, voy a dar un paseo por un parque al lado de mi casa, voy al gimnasio o juego al fútbol con mis compañeros de piso. Por la noche ceno verduras y yogur mientras veo la tele. Me acuesto a las 23h pero, antes de dormir, siempre leo un rato…. Los sábados por la tarde siempre voy al cine a ver una película de Bollywood y después a cenar con mis amigos. A menudo, los domingos por la mañana nado en la piscina y por la tarde hablo con mi familia por Skype. Bueno, esta es mi rutina. ¿Qué tipo de persona crees que soy? Try to describe Tomás: Tomás es una persona….

Actividad 14

Do you have anything in common with Tomás? Write your daily routine and find out. How would you describe yourself? What kind of person are you? Are you organized, active, lazy…? 11.4 RESUMEN (LET’S SUM UP) In this unidad, weIGNOU have learnt about actions done regularly during our day and how to talk about our routine in Spanish. At the end of this unidad, let’s revise some useful words and expressions that you will need to use it in your daily conversations with your friends or at work place: ENGLISH PHRASE SPANISH EQUIVALENT Reflexive verbs Verbos reflexivos 159 Acciones cotidianas to wake up despertarse to get up levantarse to wash (your face, hands, …) lavarse (la cara, las manos,…) to have a shower ducharse to comb peinarse to shave afeitarse to make up maquillarse to get dressed vestirse to go to bed acostarse Expressing frequency Expresiones de frecuencia always siempre never nunca often a menudo very often casi siempre sometimes a veces rarely casi nunca once (a week, a month, a year,…) una vez (por semana/mes/año…) twice (a week, a month, a year,…) dos veces (por semana/mes/año…) 3, 4, 5, …. times (a week, a 3,4,5,… veces (por semana/mes/año…) month, a year,…) every (day, week, summer,…) todos los días/meses/años/… todas las semanas/ primaveras/… each (day, week, year, monday, …) cada (día/mes/primavera/semana…) 11.5 GLOSARIO (GLOSSARY)

Parts of the day Expressions with parts of the day Mañana : morning Por la mañana : in the morning Tarde : afternoon and Por la tarde : in the afternoon/ early evening evening Noche : late evening and night Por la noche : in the evening/at night Mediodía : midday Al mediodía : at midday Remember that we use de when we say the time.

. Me levanto a las 8 de la mañana (I get up at 8 o´clock in the morning) IGNOU. Estudio por la mañana (I study in the morning) Days of the week

Lunes: Monday Martes: Tuesday

160 Miércoles: Wednesday Jueves: Thursday La vida rutinaria Viernes: Friday Sábado: Saturday Domingo: Sunday 11.6 SOLUCIONES (KEY SOLUTIONS) Actividad 1

Por la mañana Por la tarde Por la noche: a, j, h, b, e, c, q, o, g, p, a, d i, m, n h, f, k

Actividad 2 a, j, h, b, e, c, t, o, g, p, ñ, d, i, m, n, l, f, k

Actividad 3 a) se despierta, j) se levanta, h) se lava, b) hace deporte, e) se ducha, c) se seca, q) desayuna, o) se viste, g) se peina, p) se cepilla, ñ) sale, d) empieza a estudiar, i) come, m) vuelve a casa, n) estudia, l) cena, f) ve la tele, k) se acuesta

Actividad 4 a) se despierta…DESPERTARSE j) se levanta…LEVANTARSE h) se lava…LAVARSE b) hace deporte …HACER DEPORTE e) se ducha…DUCHARSE c) se seca…SECARSE q) desayuna…DESAYUNAR o) se viste…VESTIRSE g) se peina…PEINARSE p) se cepilla …CEPILLARSE n) sale …SALIR d) empieza a estudiar ……EMPEZAR A estudiar i) come …COMER m) vuelve a casa …VOLVER A casa n) estudia…ESTUDIAR l) cena …CENARIGNOU f) ve la tele …VER la tele k) se acuesta…ACOSTARSE

161 Acciones cotidianas Actividad 5 Free answer to be checked by your tutor. Actividad 6 levantarse ducharse lavarse Yo me levanto me ducho me lavo Tú te levantas te duchas te lavas Él/ella/usted se levanta se ducha se lava Nosotros/as nos levantamos nos duchamos nos lavamos Vosotros/as os levantáis os ducháis os laváis Ellos/ellas/ustedes se levantan se duchan se lavan

Actividad 7 DESPERTARSE VESTIRSE ACOSTARSE VOLVER Yo me despierto me visto me acuesto vuelvo Túte despiertas te vistes te acuestas vuelves Él/ella/usted se despierta se viste se acuesta vuelve Nosotros/as nos despertamos nos vestimos nos acostamos volvemos Vosotros/as os despertáis os vestimos os acostáis volvéis Ellos/ellas/ se despiertan se visten se acuestan vuelven ustedes

Actividad 8 a) Poder- puedo, pudes, pude, podemos, podéis, pueden b) Preferir- prefiero, prefieres, prefiere, preferimos, preferís, prefieren c) Empezar- empiezo, empiezos, empieza, empezamos, empezáis, empiezen d) Dormir- duermo, duermes, duerme, dormimos, dormís, duermen

Actividad 9 a) Mi madre (levantarse) SE LEVANTA muy temprano y prepara el desayuno. b) Mi hermano y yo (acostarse) NOS ACOSTAMOS siempre muy tarde porque (estudiar) ESTUDIAMOS por la noche. c) Yo (dormir) DUERMO ocho horas al día. d) Mi padre (empezar) EMPIEZA a trabajar a las nueve y media de la mañana. IGNOUe) Mis amigos (despertarse) SE DESPIERTAN muy tarde los domingos. f) Yo nunca (ducharse) ME DUCHO por la noche. (Preferir) PREFIERO ducharme por la mañana. g) Vosotros (desayunar) DESAYUNÁIS café, fruta y tostadas. h) Las clases (empezar) EMPIEZAN a las nueve de la mañana y (terminar) TERMINAN a las cuatro de la tarde. 162 i) Yo siempre (lavarse) _ME LAVO_ la cara con agua y jabón. La vida rutinaria j) Tú no (peinarse) __TE PEINAS_. Actividad 10 Por la mañana (me levanto/levanto) a las siete y media. Primero, (lavo/ me lavo) la cara y después (me desayuno/desayuno). Después de desayunar, (me ducho/ ducho). Luego (me visto/ visto), (peino/me peino), por último, (cepillo/ me cepillo) los dientes. A las nueve en punto (salgo/me salgo) de casa porque a las nueve y media (me empiezo/empiezo) a trabajar. A la una y media (me como/como) y a las siete de la tarde (termino/ me termino) de trabajar. Antes de volver a casa, normalmente, doy in paseo por el parque o voy a nadar. Mi familia y yo (nos cenamos/cenamos) a las nueve de la noche, (nos vemos/ vemos) la tele y yo (me acuesto/acuesto) a las once y media de la noche.

Actividad 11 Free answer to be checked by your tutor

Actividad 12 Free answer to be checked by your tutor

Actividad 13 Free answer to be checked by your tutor

Actividad 14 Free answer to be checked by your tutor IGNOU

163 Acciones cotidianas UNIDAD 12 EL TIEMPO LIBRE

12.1 Introducción 12.2 Objetivos 12.3 ¿Qué te gusta hacer en tu tiempo libre? 12.3.1 ¿Te gusta el deporte? 12.4 Actividades de tiempo libre 12.4.1 ¿A qué se dedican los españoles su tiempo libre? 12.4.2 Notas culturales sobre el tiempo libre 12.5 Resumen 12.6 Glosario 12.7 Soluciones 12.1 INTRODUCCIÓN (INTRODUCTION) Dear learner, as you know that leisure time is an important element in the integral formation of oneself. The experiences and activities are essential for us; it is like a basic right, a source of health and a means of developing identities, to have satisfactory experiences, as well as to facilitate participation. In this unidad, we will learn about activities that we like do in our free time (tiempo libre) and how Spanish-speaking people like to spend their leisure time (tiempo libre) and also we will discuss about their social relationship (relación social). Spaniards or Latin-Americans take pride on their social life (vida social) and love for the arts (arte), including theatre (teatro) and film (cine). Besides taking part in the cultural activities (actividades culturales), they like to enjoy their tiempo libre by relaxing on the weekend, meeting with friends, going to the countryside (campo), by the sea (mar) or on the mountains (montañas) to do trekking (senderismo). 12.2 OBJETIVOS (OBJECTIVES) In this unidad, we will introduce some useful phrases to talk about leisure time (ocio) and hobbies (pasatiempos). By the end of this unit, you should be able to: • discuss the things you like doing in your free-time; and • talk about your hobbies, and. and For all this, we are going to learn the following language points: • verbs and sentence structures that will allow you to talk about leisure time and hobbies: Gustar (to like/to be pleasing), Encantar (to love - as of an object or to be delighted), and Jugar (to play) • lexicon related to leisure, hobbies, sport, family activities IGNOU12.3 ¿QUÉ TE GUSTAR HACER EN TU TIEMPO LIBRE? (WHAT DO YOU LIKE DOING IN YOUR LEISURE TIME?) Let us prepare you with few new words related to social situations that will help you talk about what you like doing in your leisure time. 164 El tiempo libre Words to remember

el teatro el cine theatre la discoteca cinema el deporte discotheque el turismo sport la política sightseeing la musica politics el arte music art

 • Me gusta el teatro. (I like theatre) ¿Qué te gusta  • No me gusta el deporte. (I like sports) hacer?  • Me gusta mucho ir al cine. (I like going to cinema)  • Me gusta ver la televisión. (I like watching television) As you can see in the above examples, we have used the verb gustar to talk about our likes and dislikes. Now you want to use this very important verb. Here is the conjugation: GUSTAR (to like) Me gusta Nos gusta Te gusta Os gusta Le gusta Les gusta

So, if you want to ask if your friend likes certain activities, this is how you can use this verb gustar: - ¿Te gusta escuchar música? (You like listening to music?) - Sí, me gusta. (Yes, I like it) Let’s see another example: • - ¿Te gusta ver la tele? (Do you like watchig TV?) - No, no me gusta. (No, I don’t like it) • - ¿Quieres jugar al tenis hoy? (Do you want to play tennis today) - No, no me gusta el deporte, me gusta ir de compras. (No, I don’t like to do any sport, I like shopping) OBSERVAR…IGNOU Remember that the verb gustar does not follow the regular verbs conjugation rules. For example, in English it is correct to construct a sentence where you would say I like the book but in Spanish you would NOT say yo gusto el libro (incorrect). The Spanish construction would be: Me gusta el libro.

165 Acciones cotidianas Quite often, the uses of the verbs like gustar give rise to difficulty. Notice that gustar is conjugated as “gusta” or “gustan” and an indirect object pronoun comes at the beginning of the sentence and the subject comes at the end. So, the correct formula to use gustar is as follows: •• Indirect Object Pronoun (of person being pleased) + gustar + subject (thing that is pleasing or we like) indirect object pronoun verb subject Me gusta el libro

Remember that the verb gustar is conjugated as “gusta” or “gustan” as it agrees with the subject of the sentence: • Me gusta el libro. (I like the book.) • Me gustan los libros. (I like the books.) So, the conjugation of gustar will always be “gusta” or “gustan” depending on the subject of the sentence and regardless of what indirect object pronoun is there in the sentence. Have a look at some more examples: • Me gusta el parque. (I like the park) • Me gusta la playa. (I like the beach) • Me gustan los deportes. (I like sports) • Me gustan los museos. (I like museums) • Le gusta bailar. (He likes to dance) • Nos gusta jugar al tenis. (We like playing tennis) Remember that if you want to say that you like doing something, then you use Gusta + Infinitive (verb): • A mí me gusta bailar. (I like to dance) • A nosotros nos gusta jugar al tenis. (We like playing tennis) • A ellos les gusta ir al cine. (They like to go to the cinema) Notice that in Spanish we use a mí, a ti, a él, etc. before the indirect object pronoun to emphasize the person who is liking the things: • A ellos les gustan las fiestas españolas. (They like the Spanish parties) • A mí me gusta el fútbol. (I like football/soccer) • A nosotros nos gusta la película. (We like the movie) • A ellos les gusta la canción. (They like the song) Note that sometimes we use the prepositional phrase a él (or a ella, a usted) or IGNOUthe person’s name to clarify who we are referring to. For example, if we say Le gusta comer, we don’t know if the person who likes to eat is a man, a woman or even you. Compare the difference: • A él le gusta comer. (He likes to eat) • A ella le gusta comer. (She likes to eat)

166 • A usted le gusta comer. (You like to eat) El tiempo libre • A Elena le gustan los coches rápidos. (Elena likes fast cars) Actividad 1______Complete the following sentences with the verb gustar and remember to include the pronouns: a) A María ______el cine. b) A mí ______nadar en la playa. c) A Juan ______los conciertos de música clásica. d) A mis abuelos ______el café con leche. e) A ella ______visitar los museos. f) ¿A ti ______los libros de aventuras? g) A mi hermana ______comer helados de chocolate. h) ¿______a Javier las películas de amor? Let’s summarize the construction used with the verbs like gustar, encantar to talk about our likes and preferences: (A mí) me (A ti) te GUSTA + infinitive (jugar) (A él, ella, usted) le GUSTA/-N + subject in singular/ (A nosotros/-as) nos ENCANTA/-N plural(el deporte), (el cine y el teatro), (los coches) (A vosotros/-as) os (A ellos, ellas, ustedes) les

Actividad 2______Answer the questions using the correct form of the verb gustar/encantar, as in the example: Example: ¿A ti te gustan los chocolates?

Sí, me gustan or No, no me gustan. a) ¿A ti te gustar el español? ...... b) ¿A tus amigos, les encanta ir al concierto? ...... c) ¿A vosotros, os gusta el teatro? ...... d) ¿A tu amiga le gustar bailar salsa? ...... e) ¿A ti te gustanIGNOU las películas de horror? ...... 12.3.1 ¿Te gusta el deporte? (Do you like sport?) Let’s familiarize ourselves with some new words to talk about sport.

167 Acciones cotidianas Words to remember

el fútbol el tenis football/soccer la natación tennis la pesca swimming el esquí fishing el ciclismo skiing el atletismo cycling el patinaje athletics la equitación skating horse-riding Now you might want to talk about the sport you like the most using the verb gustar we learnt in the previous section 12.3:

Me gusta mucho la Me gusta el A ella le gusta A él le gusta jugar natación ciclismo mucho la al tenis Notice that in the above sentence construction “a él le gusta jugar al tenis” we have introduced a new verb Jugar (to play) which is a very important verb that you would need to talk about sport. Let’s learn the conjugation of this verb: JUGAR yo juego tú juegas él/ella/usted juega nosotros/as jugamos vosotros/as jugáis ellos/as/ustedes juegan

As you can see, it’s another one of those radical changing verbs [u  ue]. The verb jugar is followed by “a” when talking about playing a sport, for example: • Yo juego al tenis. (I play tennis) IGNOU• Él juega al fútbol. (He plays football) • ¿Tú juegas al tenis? (Do you play tennis) You can also use another verb “Practicar” (to practice/to do sport) to talk about sports we do. Practicar is used with any sport and is always followed with the definite article “el” or “la”. See the conjugation of this regular –ar ending verb:

168 El tiempo libre PRACTICAR yo practico tú practicas él/ella/usted practica nosotros/as practicamos vosotros/as practicáis ellos/as/ustedes practican

Let’s see some sentence constructions using this verb: • - ¿Juegas al baloncesto? (Do you play basketball?) - No, yo practico el atletismo y el fútbol. (I do athletics and football) Actividad 3______Look at the following pictures and relate them to the words given in the box below:

Actividades del tiempo libre (leisure activities) a) jugar al baloncesto b) jugar al rugby c) jugar al ajedrez d) jugar con misIGNOU hijos e) practicar el atletismo f) practicar el patinaje Actividad 4______

[Track 42] Listen to the audio and match appropriately..

169 Acciones cotidianas 1. Antonio a. el fútbol 2. Paul b. el ciclismo 3. Carmen c. el atletismo 4. Anabel d. la natación 5. Yilak e. el tenis 12.4 ACTIVIDADES DE TIEMPO LIBRE (LEISURE ACTIVITIES) We all like to enjoy and to make the most of our free time (tiempo libre). The way we do it depends on every person, their likes, their life style, the place where they live and the possibilities available. Leisure activities can be done whether at home (en casa) or out. The latter ones are usually activities related to attending shows (espectáculos), doing sports (hacer deportes) and outdoor activities (actividades al aire libre) in natural environments (entornos naturales). Let’s see the following sentence construction to talk about what you like to do in your free time:  A mí me gusta escuchar música. ¿Qué te gusta  A mí me gusta jugar al fútbol y hacer deporte. hacer en tu tiempo  A mí me gustan los videojuegos. libre?  A mí me gusta chatear con mis amigos. Here are some of the leisure activities that we normally like to do with our friends and colleagues:

TO SPEND TIME WITH FRIENDS AND COLLEAGUES (Pasar tiempo con amigos y compañeros)

CÓMO ESTÁS? ¿QUÉ HACES CON TUS AMIGOS Y AMIGOS? COMPAÑEROS (How do you feel?) contento, triste, cansado, (What do you do with your amigo/a, compañero/a friends?) de trabajo, compañero/a preocupado, nervioso, de piso, compañero/a de relajado, enfadado... tomar algo (to have a drink), dar clase, vecino, socio... un paseo (to go for a walk) hacer deporte (to do sport) visitar a alguien (to visit someone), invitar a alguien (to invite someone), hablar (to talk), ir al IGNOUcine (to go to the cinema), celebrar una fiesta (to celebrate a party), celebrar un cumpleaños (celebrate a birthday)...

170 What all activities from the above list you like to do in your free time? And El tiempo libre with what frequency? For this, we need to learn some expressions of frequency:

Frecuencia + Todos los días Normalmente Siempre A veces Dos veces por semana Una vez por semana Casi nunca - Nunca

Let’s see some examples:  Dos veces a la semana voy a clase de español. (Twice a week I go for Spanish class)  Ella va a correr todos los días. (She goes out running everyday)  No voy casi nunca a bailar. (I hardly ever go dancing)

Actividad 5______You live in Valencia and your friend Ana has just sent you an e-mail about her visit to your place next weekend. Read it and underline the leisure time activities she mentions in her email, as well as the expressions denoting her mood.

Fin de semana en Valencia

Hola, ¿cómo estás?

Este fin de semana voy a Valencia a visitarte. Ya tengo el billete de tren. Llego a la estación del Norte a las 6 de la tarde y estoy muy contenta de verte después de tanto tiempo. Tengo ganas de pasar tiempo contigo y de hablar sobre nuestras vidas. ¿Sabes? Tengo novio y estoy muy ilusionada. Se llama Sergio y es guapo y simpático, aunque ahora está enfadado conmigo porque dice que soy algo impaciente. Él es más tranquilo que yo. ¿Tú tienes novio? ¿Cómo son los chicos de Valencia? Tengo ganas de conocer a tus amigos y de salir a tomar algo con ellos. Seguro que son muy divertidos. También podemos visitar algún museo de la ciudad e ir aIGNOU los mercados y a la playa. ¿Qué planes tienes tú? Hasta pronto.

Un beso, Ana

171 Acciones cotidianas We share our free time with our family or with our friends. Sometimes with both, but this is not so common. Usually we do certain activities with our family/relatives while we prefer do a different kind of activities with our friends. Also what we do depends on the day, the time or the age of the people with who we are spending our free time. Actividad 6______Look at the following activities and decide which ones you like to do with your family and which ones with your friends. Note that there is no unique solution for this exercise. Think of other activities that you might want to add. Also write how often you do your favourite activities. Follow the example. Your tutor will check them during the tutorial session. Lista de actividades: ir al cine, ir a un concierto de música, ir al teatro, salir a tomar algo, ir a un restaurante, hacer deporte, pasear, ir a un museo, visitar a la familia, viajar, ir a bailar, ir de excursión, ver la televisión, jugar al tenis, jugar al fútbol. Example: Yo voy una vez a la semana al cine con mis amigos y a veces voy de excursión los fines de semana con mi familia. Con la familia Con los amigos

12.4.1 What do Spaniards do in their free time (¿A qué se dedican los españoles en su tiempo libre?)

[Track 43] Read and listen to the following text adapted from the Spanish Newspaper La Vanguardía which talks about different activities Spanish people like doing in their free time.

¿A qué dedican los españoles en su tiempo libre? Dar un paseo o ver la televisión son las actividades más habituales. Ir a dar un paseo (71,3%) y ver la televisión (70%) son las dos actividades a las que un mayor número de españoles dedica su tiempo libre, según se desprende de la última encuesta realizada por el Centro de Investigaciones Sociológicas (CIS), publicada este martes.Otras actividades bastante habituales durante el tiempo libre son la lectura de libros, revistas o cómics (47,5%), escuchar música (46,6%) y navegar por internet (42,6%).El 37% de los españoles afirma que ir al cine o al teatro es una de las actividades en las que emplea su tiempo libre, porcentaje muy similar a los que se dedican a oír la radio (36,6%) o salir al campo o ir de excursión (36%). IGNOUTexto adaptado. Fuente: https://www.lavanguardia.com

Actividad 7______Now read the text once again and reply the following questions:

172 a) ¿Cuáles son las principales actividades de tiempo libre de los españoles? El tiempo libre ...... b) ¿Cuáles son las opciones que menos tiempo dedican? ...... c) ¿Qué diferencias hay entre España y tu país? ...... 12.4.2 Notas culturales sobre el tiempo libre (Cultural notes on free time) When it comes to spending free time, Spanish people usually like to spend it, first, with their family and, second with their friends. Often they enjoy meeting with their relatives and friends, whether at home or outdoors. The expression Mi casa es tu/su casa (Make yourself at home) shows the usual hospitality and welcoming attitude towards guests at Spanish homes. Keeping close and regular contact with relatives and friends is important for Spaniards since their social life goes around them. Like everywhere else, modern life in Spain has brought along a wide variety of activities to do, mostly in cities: cultural activities, sports, social gatherings, etc. It is on weekends when people have more free time not only to enjoy social relationships, but also to have an entertaining and relaxing break from their routine life. Meeting with friends, going out for dinner or for a drink, going to the cinema, to the theatre or to a gig are usual activities that Spanish people do usually over the weekend. Many people living in big cities also enjoy leaving the big crowd whenever they have a couple of free days and spending time in calmer places in the countryside (campo), by the sea (mar) or on the mountains (montañas). Trekking (senderismo) and picnics are regular and growing activities among groups of friends who like spending some time in touch with nature and far from the city and routine weekday life. Cycling (ciclismo) is also an activity widely practiced, mostly in groups. It is mostly on weekend when friends and cyclist groups, from the most amateurs to the most professional ones, plan their tours and equip themselves to take the roads. As to youngsters in love with the night life they like going out and partying with their friends, usuallyIGNOU on Fridays and Saturdays. A full party night entails going out for dinner, then for a drink at a pub and finishing at a disco. How late? It depends on the energy and the mood. Sunrise is always there waiting for those who want to see it before heading back home. Sunday is taken as a relaxing day. People “recover” themselves from the weekend and gather strength for the week to start. On Sunday, many alarm clocks get a day 173 Acciones cotidianas off, so getting up happens later than the usual time. The day starts slowly and, before lunch, people go to a bar for the aperitif (aperitivo) with the family or with friends. Then, they have lunch with the family. It is usually a big and long meal, with desert, coffee, sweets (dulces) while they remain sitting and chatting for a long while (sobremesa). Afternoons are usually to rest, and later on they go for a walk or a movie at the cinema. Football matches are also weekend events. Football fans usually gather, at home or at a bar to watch the match and to support their teams. It is considered as the number one sport (deporte rey) in Spain. Many fans (aficionados) also visit the football pitch (campo de fútbol) to watch a live game. It can become an authentic and loud celebration (fiesta). As to the elderly people, every locality and neighbourhood in Spain usually has a day centre for the elderly (hogar del pensionista). These are places created and sponsored by the municipalities where aged and retired people gather, mostly in the afternoon. It is a social place where they play cards (baraja), domino and other board games (juegos de mesa). Some of them also organize different kind of activities specifically for this age group, like dancing, gymnastic or dinners. As you can observe, in Spain there are wide options and, most important, spaces where people can enjoy their social relationships, while just gathering or also doing some activities in groups. Spanish people usually like both, meeting at home and outdoors. The lack of extreme weather conditions in most parts of the country enable and encourage life outdoors. As a matter of fact, these outdoor activities (actividades al aire libre) also determine social behaviours and, mostly in smaller localities, the street is considered as an extension of their homes, with neighbours bringing chairs out, sitting and enjoying a cool summer evening after a hot day or just a pleasant temperature while talking to their neighbours. An Indian eye would feel familiar with it. Right? Before we go to the next unidad, let’s do a tarea final (final task). Actividad 8______Write a short text about the activities that you like to do in your free time and where do you usually go and with whom...... 12.5 RESUMEN (LET’S SUM UP) IGNOUIn this unidad, we have learnt to talk about leisure activities that we like and dislike and to also talk about our hobbies. We also learnt new verbs such as gustar, encantar and jugar that will help us to read and write short texts about leisure activities. We have also got some information on how Spanish people spend their free time and how they interact in their social life. We are pretty sure you have found some similarities with India, since in both cultures, Spanish and Indian, social life and free time revolves around family and friends, and both are equally important. 174 12.6 GLOSARIO (GLOSSARY) El tiempo libre aficionado/a : fan fútbol, el : football/soccer aperitivo, el : aperitif hacer deporte : to do sports arte, el : art juego de mesa, el : board game atletismo, el : athletics lugar cerrado, el : indoor place campo de fútbol, : football pitch música, la : music el natación, la : swimming campo, el : country-side pasear : to go for a walk ciclismo, el : cycling patinaje, el : skating cine, el : cinema pesca, la : fishing dar un paseo : to go for a walk plan, el : plan deporte, el : sport playa, la : beach discoteca, la : discotheque política, la : politics dulce, el : sweet senderismo, el : trekking entorno, el : environment teatro, el : theatre entretenido/a : enterteining tenis, el : tennis equitación, la : horse-riding tiempo libre, el : free time espectáculo, el : show todo el día : the whole day esquí, el : skiing todos los días : everyday estación, la : station turismo, el : sightseeing fin de semana, el : weekend 12.7 SOLUCIONES (KEY SOLUTIONS) Actividad 1 a) le gusta b) me gusta c) le gustan d) les gusta e) le gusta f) te gustan g) le gusta h) le gusta Actividad 2 IGNOU a) Sí, me gusta el español. / No, no me gusta el español. b) Sí, a ellos les encanta ir al concierto. / No, no les encanta ir al concierto. c) Sí, nos gusta el teatro. / No, no nos gusta el teatro. d) Sí, a ella le gusta bailar salsa. / No, a ella no le gusta bailar salsa. 175 Acciones cotidianas e) Sí, me gustan las películas de horror. / No, no me gustan las películas de horror. Actividad 3 a) 4 b) 3 c) 6 d) 1 e) 2 f) 5 Actividad 4 1) c 2) e 3) d 4) b 5) a Actividad 5 De: Ana Castellar Para: Asunto: Fin de semana en Valencia Hola, ¿cómo estás? Este fin de semana voy a Valencia a visitarte. Ya tengo el billete de tren. Llego a la estación del Norte a las 6 de la tarde y estoy muy contenta de verte después de tanto tiempo. Tengo ganas de pasar tiempo contigo y de hablar sobre nuestras vidas. ¿Sabes? Tengo novio y estoy muy ilusionada. Se llama Sergio y es guapo y simpático, aunque ahora está enfadado conmigo porque dice que soy algo impaciente. Él es más tranquilo que yo. ¿Tú tienes novio? ¿Cómo son los chicos de Valencia? Tengo ganas de conocer a tus amigos y de salir a tomar algo con ellos. Seguro que son muy divertidos. También podemos visitar algún museo de la ciudad e ir a los mercados y a la playa. ¿Qué te parece? ¿Qué planes tienes tú? Hasta pronto. Un beso, Ana Actividad 6 Free answer to be checked by your tutor Actividad 7 IGNOUa) Dar una vuelta o un paseo y ver la televisión son las actividades a las que dedican la mayor parte de su tiempo libre los españoles. b) Entre las opciones que menos tiempo dedican los españoles son ir al cine o al teatro, oír la radio e ir de excursión. Actividad 8 176 Free answer to be checked by your tutor. Block 4 Mirada sobre el mundo hispano-I Unit 13 El español en el mundo 179 Unit 14 Los ritmos 189 Unit 15 El arte 199 Unit 16 Las fiestas 208 IGNOU Mirada sobre el mundo hispano-I

IGNOU

178 El español en el mundo UNIDAD 13 EL ESPAÑOL EN EL MUNDO

13.1 Introduction 13.2 Objectives 13.3 The importance of Spanish language 13.4 Did you know? Interesting facts about Spanish language 13.5 Spanish in Spain. 13.6 Spanish in America and other parts of the world 13.7 Spanish dialects and varieties 13.8 Let’s sum up 13.9 Key solutions

13.1 INTRODUCTION

Dear learner, at this point you need to know that all your efforts in learning this language have a reward: you are learning one of the most important languages in the whole world. Spanish ranks as the world’s number 2 language in terms of how many people speak it as their first language. With more than 480 million native speakers, Spanish is even ahead of English although far behind Chinese, that has 1.2 billion speakers. But, unlike Chinese, Spanish is also one the most geographically widely spoken languages. In this unit, we will learn why is Spanish such an important language, some interesting facts about this language, and how is it spoken in different parts of the world.

13.2 OBJECTIVES

In this unit, we are going to learn about:

 The importance of Spanish language in terms of number of speakers, as an official language in international institutions and in education.  The origins of Spanish language.  How Spanish arrived to America and which native words were introduced in Spanish language.  Names of countries where Spanish is spoken.  Some phonetic and grammatical varieties in Spanish dialects 13.3 THE IMPORTANCEIGNOU OF SPANISH LANGUAGE The importance of a language has to be seen not only in terms of the number of speakers and its geographical spread but also due to its importance as a cultural vehicle and the economical and political importance of the countries where the language is spoken. That is why, nowadays, Spanish is the third most studied language in the world. In 2018, the number of people studying Spanish as a second language 179 Mirada sobre el mundo hispano-I

Source: El País was more than 21 million. In the following diagram you will see the languages which are studied as a foreign language across the world and its percentage:

Source: El español: una lengua viva –Informe Instituto Cervantes

Let’s see some of the most relevant data regarding the Spanish Language: More than 480 million people speak Spanish as their mother tongue. The number of potential users of Spanish exceeds 577 million. Spanish is the second mother tongue in the world in terms of number of speakers, after Mandarin Chinese. More than 21 million students study Spanish as a foreign language in 107 countries.  Spanish competes with French and Mandarin Chinese for the second place among the most studied languages as a second/foreign language. In the United States, Spanish is the most studied language at all levels of IGNOUeducation. In the UK, Spanish is perceived as the most important language for the future. The contribution of all Spanish-speaking countries to the world GDP (Gross Domestic Product) is 6.9%. Spanish would be the fourth most powerful language in the world, slightly 180 behind French and Mandarin Chinese. Spanish is the third most widely used language on the Internet after English El español en el mundo and Chinese. 8.1% of Internet communication takes place in Spanish. It is the second most used language in Wikipedia, Facebook and Twitter. Spain is the third largest exporter of books in the world, after the United Kingdom and the United States. Two Spanish-speaking countries -Spain and Argentina- are among the top 15 book producers in the world, according to the International Publishers Association. The number of works translated from another language into Spanish is very significant. Spain, Argentina and Mexico are among the top fifteen film-producing countries in the world. Spain ranks eighth in production; Argentina and Mexico rank eleventh and twelfth. It is believed that, if the trends do not change in the next three or four generations, 10% of the world population will speak Spanish. It is also the second language used for international communication in different organizations such as UN, UNESCO or FAO and the third most used language on the Internet. Here you will find a statistical data regarding the total number of native speakers in the Spanish-speaking countries:

COUNTRY POPULATION Meìxico 124.737.788 Colombia 49.608.366 España 46.572.132 Argentina 44.494.502 Perú 32.162.184 Venezuela 31.828.110 Chile 18.552.218 Guatemala 16.838.489 Ecuador 15.924.465 Cuba 11.417.398 República Dominicana 10.266.149 Bolivia 11.307.314 Honduras 9.012.229 Paraguay 7.052.983 El SalvadorIGNOU6.375.467 Nicaragua 6.283.437 Costa Rica 5.003.402 Puerto Rico 3.337.177 Panamá 4.158.783 181 Mirada sobre el mundo hispano-I Uruguay 3.468.879 Guinea Ecuatorial 1.222.442 Total 459.623.914

Source: El español: una lengua viva –Informe 2018 Instituto Cervantes

Actividad 1

Now check if the following sentences are true (verdadero) or false (falso). 1. Spanish is the second largest native language in the world. V / F 2. As many Spanish-speakers countries are not developed, there is no much use of Spanish language on the Internet. V / F 3. Spanish is a diplomatic language. V / F 4. Italian is among the top 4 languages chosen to study as a second/foreign language. V / F 5. Guatemala has much more population than Costa Rica. V / F Actividad 2

Find out in which of the following international organizations Spanish is one of the official languages:  United Nations  UNESCO  NATO  European Union  WTO (World Tourism  African Union Organization)  FIFA  Interpol  OMPI

13.4 DID YOU KNOW THAT? INTERESTING FACTS ABOUT SPANISH LANGUAGE  There are two ways of naming the Spanish Language: español and castellano (the Spanish equivalent of ‘Castilian’). The terms used vary from region to region and from country to country, usually depending on the political point of view of the speaker. As Miguel de Cervantes Saavedra, author of Don Quijote, was an important reference in the world, Spanish is often called la lengua de Cervantes (‘the language of Cervantes’). IGNOU One of the pros of learning Spanish is that it is one of the world’s most phonetic languages. If you know how a word is spelled, you will most certainly be able to pronounce it. The exception is foreign words, recently incorporated to the language, that maintain their original spelling.  Arabic is the language, after Latin, which has highly influenced the Spanish vocabulary. Nowadays, English has come to have a large influence on the 182 El español en el mundo Spanish language, sharing hundreds of words relating to the field of technology and culture.  Some of the Spanish words that include all 5 vowels of Spanish phonetics are murciélago, auténtico and ecuación. After reading and studying the Larousse dictionary, Amparo Atehortua from Medellín (Colombia) discovered 355 examples of these particular words.  The first Spanish grammar was written by Antonio de Nebrija and was published in 1492, the same year Columbus discovered America. It was also the first grammar created for a Romance language!  La Real Academia Española, RAE (‘The Royal Spanish Academy’), which was created in the 18th century, is the official royal regulatory institution that decides what is correct or the standard norm in Spanish. It writes authoritative dictionaries and grammar guides. Its decisions are followed in both Spain and Latin America. It is affiliated with national language academies in 22 other hispanophone countries through the Asociación de Academias de la Lengua Española, ASALE (‘Association of Academies of the Spanish Language’).  Spanish language has its own day for celebration. It is called El Día E: La fiesta de todos los que hablamos español and it happens every year in the month of June since 2009. During this special day, which is also celebrated across the world, there are concerts, conferences, and many activities related with the Hispanic culture. In this celebration people vote for their favorite Spanish word.  A total of 11 Nobel Prizes in Literature have been awarded to authors in Spanish language.  The first written Spanish record that we have is Las Glosas Emilianenses (‘Glosses of Saint Emilianus’) from the 10th century. Actually, these first known documents are notes written in the margins of a religious manuscript in Latin that helped the reader to understand some Latin terms. The first literary long work fully written in Spanish is El Cantar del Mio Cid, an anonymous epic poem from the mid-12th century which is about the Castilian Hero El Cid and relating events that takes place during the reconquista (‘reconquest’) of Spain from the Moors. Actividad 3 DISCOVER! Learn more on the Internet: 1. Could you find 5 Spanish words that have Arabic origin? 2. Could you name all the writers that won the Nobel Prize and from which country do they come from? 13.5 SPANISH IN SPAIN. ORIGINS OF THE LANGUAGE.

Spanish is part of the Indo-European family of languages, which are spoken by more than a third IGNOUof the world’s population. Other Indo-European languages include English, French, German, the Scandinavian languages, the Slavic languages and many of the languages of India.

Spanish evolved from colloquial Latin (Vulgar Latin), which was brought to the Iberian Peninsula by the Romans. It is, therefore, a Romance language, a group that includes French, Italian, Portuguese, Galician, Catalan and Romanian. 183 Mirada sobre el mundo We don’t know exactly when colloquial Latin became Spanish. What we do know is hispano-I that castellano, the language of the Castile region became a distinct language and the most developed romance language in the Iberian Peninsula, partly because of the efforts by King Alfonso X of Castile in the 14th century. This king, called el Sabio (‘the Wise’), tried with success to standardize the language for official use. By the time Columbus discovered America in 1492, Spanish was a unified language, already prepared to be exported to the New World. Actividad 4 DISCOVER! Learn more on the Internet: 1. How many Romance languages are spoken in Spain? 2. Is there any other official language in Spain? 13.6 SPANISH IN AMERICA AND OTHER PARTS OF THE WORLD

Most Spanish speakers are in Latin America. It is the official language of 19 countries in the American continent: Argentina, Bolivia (co-official with Quechua), Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay (co-official with Guaraní), Peru (co-official with Quechua), Uruguay, Venezuela and Puerto Rico (co-official with English).

Spanish is also spoken in the United States, where it is by far the most important second language in the country, with over 50 million speakers. There are more Spanish speakers in the United States than there are speakers of Chinese, French, Italian, Hawaiian, and the Native American languages combined. It is widely spoken in states such as California, Arizona, New Mexico and Texas and in the big cities such as New York, Los Angeles or Miami. It is believed that by 2050 the United States will become the first Spanish speaker country in the world.

From the sixteenth century onwards, Spanish language was taken to America through the Spanish colonization. But the conquerors, dealing with new products, new plants, animals or instruments, needed also to introduce many native words to express the fascinating new reality that they were observing. In the following chart you will see the indigenous languages that influenced Spanish and the areas where they were spoken. Areas Languages Mexico and Central America  náhuatl-azteca The Caribbean  arahuaca/ taino (Dominican Republic, Cuba and Puerto  caribe. IGNOURico), part of Venezuela and Colombia. Andean region of Colombia, Ecuador, Peru,  Quechua Bolivia and north of Chile. Paraguay and north of Argentina ·  tupí-guaraní Here you can see a list of words introduced in Spanish language and their native origin. Most of them are used in daily life. 184 El español en el mundo Languages Words náhuatl aguacate, chocolate, tiza, tomate, cacao, petate… quechua llama, puma, caucho, guano, guagua, cóndor… guaraní jaguar, ananá, tucán… taíno yuca, patata, caníbal, canoa, maíz, tiburón…

In the twentieth century, Spanish was introduced to Equatorial Guinea and the Western Sahara, and to areas of the United States that had not been part of the Spanish Empire, such as New York City. It is also important to remember the importance that Spanish still maintains in Filipinas (Philippines), former Spanish colony, although nowadays English is becoming more and more important in the country, substituting Spanish.

Actividad 5

Identify each flag with the country it represents and write the capital city.

A BC

D EF

Actividad 6

Here are some Spanish words of indigenous origin. Let’s try to guess what they mean! Match a meaning for each word and find out from which indigenous language the word comes from. Chocolate a narrow, keelless boat with pointed ends, propelled by a paddle or paddles. Tomate a soft white limestone used by teachers to write on the blackboard. Maíz a person who eats the flesh of other human beings Tiburón a pear-shaped fruit with a rough leathery skin, smooth oily edible flesh,IGNOU and a large stone Aguacate a starchy plant tuber that is one of the most important food crops, cooked and eaten as a vegetable. If you fry them, they are delicious! Canoa A cereal plant that yields large grains, or kernels, set in rows on a cob Tiza a glossy red pulpy edible fruit that is typically eaten as a vegetable or in salad 185 Mirada sobre el mundo hispano-I Patata a long-bodied chiefly marine fish with a cartilaginous skeleton, a prominent dorsal fin, and tooth like scales. It is very dangerous! Caníbal a food preparation in the form of a paste or solid block made from roasted and ground cacao seeds, typically sweetened! 13.7 SPANISH DIALECTS AND VARIETIES Many people used to think that northern dialects in Spain were closer to the standard Spanish language. It is true that the speech of Madrid has influenced the standard for Spanish in Spain due to its use on radio and television but this doesn’t mean that it is or it has to be the norm. Moreover, the greatest linguistic varieties of Spanish exist in Mexico. It is spoken by more than twenty percent of the world’s Spanish speakers, being the largest Spanish speaking country in the world. Great part of the richness of Spanish is due to the variety of this language all over the world. However, there is a unity among all its variations that allows people from different countries and regions to understand each other. Let’s see some of the most important variations in Spanish: Seseo The phoneme /è/ (spelled z , or c before e or i , and sounds like the English ‘thought’), maintained in northern and central Spain, is merged with the sibilant /s/, and, therefore words such casa and caza, or coser and cocer, sound the same. In Phonology * This happens in: South of Spain and all over Latin America. Aspiration It is the loss or pronunciation as [h] of the sound /s/ at the end of the syllable. The word mismo is pronounced as [mihmo] and tomates as [tomateh]. * This happens mainly in: South of Spain, the Caribbean, and coastal areas of South America. Ustedes/Vosotros The use of ustedes is formal as second person plural in all the countries and regions. But it is also used in informal situations in Latin America, the Canary Islands in Spain, and some regions of Andalusia.* Meanwhile, in the rest of Spain they use vosotros for informal situations. In Grammar Voseo Voseo is the use of vos for the second-person singular. Verb forms also change. Let’s see the differences in present while using tú or vos pronoun. Tú vos IGNOUamas amás comes comés Duermes Dormís *This happens mainly in: Argentina, Paraguay, Uruguay and Central America. In some places such as Chile or Venezuela you can find both 186 forms: tú and vos. Actividad 7 El español en el mundo Now check if the following sentences are true (verdadero) or false (falso). 1. The greatest linguistic varieties of Spanish are from Argentina. V / F 2. A person from Colombia and a person from Spain hardly understand each other due to varieties in Spanish language. V / F 3. Seseo only happens in Latin America. V / F 4. Voseo doesn’t happen in Spain. V / F 13.8 LET’S SUM UP

Although Spanish originated in the Iberian Peninsula, evolving from colloquial Latin, today it has far more speakers in Latin America, having been brought to the New Continent by Spanish colonization. Despite the fact that there are some varieties in grammar and pronunciation between the different countries and regions that speak Spanish, the differences are not so great as to inhibit communication. On the contrary, a person from Guatemala and a person from Chile will be able to understand each other easily. This uniformity, the number of native speakers, its geographical spread and its importance in education, makes Spanish one of the most important languages of the world.

13.9 KEY SOLUTIONS Actividad 1 1. Verdadero 2. Falso 3. Verdadero 4. Falso 5. Verdadero Actividad 2 Except NATO, all the international organisms that appear in the exercise have Spanish as an official language. Actividad 3 1. Here are some of the possible answers: almohada, azúcar, azucena, alfombra, aceite, aceituna, albañil, alcalde, alcohol, algodón, limón, naranja, sandía, zanahoria. 2. José Echegaray (1904, España); Jacinto Benavente (1922, España); Gabriela Mistral (1945, Chile); Juan Ramón Jiménez (1956, España); Miguel Ángel Asturias (1967, Guatemala); Pablo Neruda (1971, Chile); Vicente Aleixandre (1977, España); Gabriel García Márquez (1982, Colombia); Camilo José Cela (1989, España); Octavio Paz (1990, México) and Mario Vargas Llosa (2010, Perú). Actividad 4 IGNOU 1. Three: Spanish, Galician and Catalan. 2. Yes. There is a language called euskera that is spoken in the Basque Country in the north of Spain. It is not a Romance language.

187 Mirada sobre el mundo Actividad 5 hispano-I A. Cuba - Havana D. Chile - Santiago

B. Argentina - Buenos Aires E. Perú – Lima

C. Colombia – Bogota F. México - Mexico City

Actividad 6

Chocolate (náhuatl) - Tomate (náhuatl) - Maíz (taíno)- Tiburón (taíno) - Llama (quechua) - Canoa (taíno) -Tiza (náhuatl) - Aguacate (náhuatl) -Patata (taíno) - Caníbal (taíno). Canoa a narrow, keelless boat with pointed ends, propelled by a paddle or paddles. Tiza a soft white limestone used by teachers to write on the blackboard. Caníbal a person who eats the flesh of other human beings Aguacate a pear-shaped fruit with a rough leathery skin, smooth oily edible flesh, and a large stone Patata a starchy plant tuber that is one of the most important food crops, cooked and eaten as a vegetable. If you fried them, there are delicious! Maíz A cereal plant that yields large grains, or kernels, set in rows on a cob Tomate a glossy red pulpy edible fruit that is typically eaten as a vegetable or in salad Tiburón a long-bodied chiefly marine fish with a cartilaginous skeleton, a prominent dorsal fin, and toothlike scales. It is very dangerous! Chocolate a food preparation in the form of a paste or solid block made from roasted and ground cacao seeds, typically sweetened

Actividad 7 1. Falso 2. Falso 3. Falso 4. Verdadero IGNOU

188 El español en el mundo UNIDAD 14 LOS RITMOS 14.1 Introduction 14.2 Objectives 14.3 Music from Spain 14.3.1 Flamenco 14.3.2 Spanish pop music 14.4 Music from the Caribbean 14.4.1 Salsa 14.4.2 Other Caribbean rhythms 14.5 Music from South America 14.5.1 Tango 14.5.2 A renowned South American singer: Shakira 14.6 Let’s sum up 14.7 Key solutions

14.1 INTRODUCTION

Dear learner, there are many reasons to start learning a new language. One of them is to understand the meaning of all those songs that you love and you have heard in the radio, in films or in pubs and discos. Who doesn’t know some songs by Shakira, Ricky Martin or Enrique Iglesias? Who has not heard flamenco or watched tango dance? In this unit, we will learn about some of the most important musicians, songs and rhythms of the Hispanic world. 14.2 OBJECTIVES In this unit, we are going to learn about:  Music from Spain: mainly flamenco, declared as one of the Masterpieces of Oral and theIGNOU Intangible Heritage of Humanity, and the star of Spanish pop music, Alejandro Sanz.  Caribbean rhythms such as salsa, merengue, bachata and regaetton.  Tango, born in the underprivileged areas of Buenos Aires but now a UNESCO Masterpiece and a popular music worldwide.  Life and work of Shakira, one of the most renowned South American singer. 189 Mirada sobre el mundo hispano-I 14.3 MUSIC FROM SPAIN

If you think about Spanish music the first thing that will come to your mind is flamenco and Spanish guitar but the truth is that Spanish music is very rich and diverse. There are great opera singers such as Plácido Domingo, Montserrat Caballé or José Carrera and there are also different traditional music and dances, such as la jota in Aragon, la muñeira in Galicia or la sardana in Catalonia. In Spain you can enjoy la zarzuela in the theatre (quite close to Bollywood style), pop singers or singer- songwriter (cantautores). But let’s learn about the most famous rhythms in Spain.

14.3.1 Flamenco

Although the exact origin of flamenco art is unknown, we do know that it is a wonderful creation from the union of many different traditions: the music from the gypsies, the popular songs and dances of Andalusia, Murcia and Extremadura, the Arabic rhythms, etc. This art absorbed everything that was artistically interested! But this is true talking not only about flamenco’s origin but also on what is happening today, when flamenco is incorporating modern music such as rock, pop, salsa, bossa nova or blues (as we can wonderfully appreciate in the work of Enrique Morente). Flamenco developed into its definitive form during the 18th century and it is made up of four main elements: coplas (lyrics), cante (voice), baile (dance), guitarra (guitar)

EL CANTE EL BAILE A GUITARRA Camarón de la Isla Eva la Yerbabuena Paco de Lucía

Flamenco music styles, called palos, are classified according to the basic rhythmic patterns, its geographic origin, and tempo. There are more than 50 different palos: Alegrías, tangos, soleares, bulerías, seguiriyas, tarantas… are just some of the palos you can enjoy in a flamenco show. You will be amazed of the virtuosity of the guitar players (artist like Paco de Lucía, Vicente Amigo or Tomatito are known everywhere), the passion of flamenco singers (such as Camarón de la Isla, Enrique Morente or Carmen Linares), and the movements of flamenco dancers (such as Eva la Yerbabuena, Sara Baras or Joaquín Cortés). Women wear high heels, a rose in the IGNOUhair and beautiful dresses, with many layers of ruffles in different colors. From the beginning of the 20th century flamenco is performed all over the world. It is also taught in many countries: there are more academies in Japan than in Spain! On 2010, UNESCO declared flamenco as one of the Masterpieces of the Oral and Intangible Heritage of Humanity.

190 Los ritmos Listen to Camarón de la Isla and Paco de Lucía in “Volando voy” (from the album La leyenda del tiempo)

Internet: http://www.youtube.com/watch?v=MrUWtOtfwDw

14.3.2. Spanish pop music

Spanish pop music originated from the English and the American rock and roll bands of the early 60’s. But it was in the 80’s, with groups such as Alaska, Radio Futura or Hombres G, when the so-called ‘Golden Age of Pop Music’ happened. Since then, Spanish pop music has never stopped growing and it is heard today in all Hispanic society.

It is difficult to choose one among all the groups and singers, as each one of them has his own style and value. Here are some names: Presuntos Implicados, Jarabe de Palo, Estopa, Ketama (in 90’s), El Canto de Loco, La Oreja de Van Gogh, Álex Ubago, David Bisbal, Amaral (in 2000’s). But, without any doubt, the most famous singer, the most rewarded and the one that has had a greater influence in Hispanic pop is Alejandro Sanz.

To the date, Alejandro Sanz has sold more than 25 million albums around the globe and has won 3 Grammy awards and 16 Latin Grammy awards. He has songs with many International musicians such as The Corrs, Shakira, Calle 13, Juanes or Paolo Vallesi.

Alejandro Sanz was born in Madrid in 1968, although his parents were from Cadiz, Andalusia. He started composing songs and playing the guitar at a very early age but it was in 1991, with the album Viviendo Deprisa (‘Living quickly’) when his career started to flourish. The IGNOUfollowing albums: Si tu me miras (1993) (working with the guitarist Paco de Lucía, who has greatly influenced Alejandro), Más (1997), El alma al aire (2000), No es lo Mismo (2003), El Tren de los Momentos (2006) and Paraíso Express (2009). Some songs as ‘Corazón Partío’ or ‘La Tortura’ with Shakira, have achieved outstanding success in Spain, Latin America and the USA.

191 Mirada sobre el mundo hispano-I Now go to Internet and listen to the song which gave him fame in the initial years: ‘Pisando fuerte’

Internet: http://www.youtube.com/watch?v=WdPCSt7h5Bc

Here is the chorus of the song:

Es tan bonito esto de soñar y tan violenta la verdad, ya no puedo más pero ya me conoces y aunque todo se hunda yo seguiré aquí en pie en pie. Son tan fuertes tus miradas elegantes y estudiadas. Yo soy sólo un adolescente, pero entraré en tu mente pisando fuerte, pisando fuerte. Compartiendo las miradas con las luces apagadas. Empiezo a sentirme yo mismo, a sentirme mas seguro pisando fuerte, pisando fuerte

Actividad 1

DISCOVER. Match each word of column A with the text that corresponds in IGNOUcolumn B. 1. Zarzuela a) one of most influential pioneers of flamenco guitar. 2. Paco de Lucía b) a known flamenco dancer who mixes classical elegance with passion. 192 3. Alaska c) famous artist of the “Golden Age of Pop Los ritmos Music”, who is still performing nowadays. 4. La Oreja de Vang Gogh d) Spanish folk dance and national folk dance of Aragon. The word in Latin means ‘jump’ which describes the lively movements of the dance. 5. La Jota. e) Spanish lyric-dramatic genre that has both spoken and sung scenes incorporating dance as well. Some of the most important pieces are: La Verbena de la Paloma and Gigantes y Cabezudos. 6. Joaquín Cortés f) pop band from San Sebastian, winner of a Latin Grammy. The name of band alludes to the famous post-impressionist painter who cut off his own ear.

14.4 MUSIC FROM THE CARIBBEAN

Let us now read about some of the Caribbean rhythms such as salsa, merengue, bachata and regaetton.

14.4.1. Salsa

If flamenco is the star of Spanish music from an International perspective, so is salsa among all Caribbean music. In Spanish salsa, means ‘sauce’ and refers to the mixture of different ‘ingredients’ that compose this rich rhythm: son and guaguancó from Cuba, plena and bomba from Puerto Rico, Spanish music, mambo… As a style, Salsa was born and named in New York City during the 70’s. The first salsa bands were predominantly ‘Nuyorican’ (New Yorkers of Puerto Rican descendent) but very soon it became popular in other Latin American countries. Some of the founding salsa artists were Johnny Pacheco (the creator of the Fania All-Stars), Willie Colón, RobertoIGNOU Roena or Hector Lavoe. There is a film called El Cantante based on the life and work of this last singer, starred by Marc Anthony, one of today’s most important salsa artists.

The instrumentation of salsa is rich in percussion (congas, bongos, timbales, maracas, guiro, etc.), the lyrics are usually happy and cheerful and the dancing is lively and sensual. Salsa is normally a partner dance, although it can also be danced in groups 193 Mirada sobre el mundo as in Rueda de Casino where groups of couples exchange partners in a circle. Today, hispano-I there are many salsa styles: Cuban Salsa (Casino), New York Style, Los Angeles Style, Columbian Style, etc. But apart from these different styles, the most important thing is that today there are pubs and places all over the world where you can dance salsa: France, Germany, England, Japan and India, of course!

Now go to Internet and listen to Marc Anthony’s song ¿Qué precio tiene el cielo? from his album Sigo siendo yo: Grandes éxitos.

Internet: http://www.youtube.com/watch?v=7ZE_ERUpOqw

14.4.2. Other Caribbean rhythms

Other well-known rhythm of the Caribbean is merengue, the national dance of the Dominican Republic. It is perhaps one of happiest music in the whole American continent and also one of the easiest dances. There are many legends about how merengue dancing originated. Some think that this dance form comes from slaves who were chained together and used to drag one leg as they were working cutting sugarcane to the beat of drums. In others places, its origin dates back to the days of the revolution, when villagers welcomed home a wounded hero who achieved victory. Considering his wound, everybody imitated his limp while dancing, dragging one foot.

The other Dominican music is bachata, a slow dance with very romantic lyrics, excellent for dancing in pairs. The genius of these two Dominican rhythms is Juan Luis Guerra, winner of many awards including 18 Latin Grammy Awards. His songs Ojala que llueva café, Las avispas, La llave de mi corazón or El costo de la vida are known all over the world.

But the last Latin American music phenomenon is the reggaeton which originated in Puerto Rico. This style combines the Jamaican reggae, the Trinidadian soca and dancehall, some bomba and plena from Puerto Rico and hip hop and rap from the IGNOUUnited States. It is a genre dominated by men and there are very few women that sing reggaeton. Lyrics tend to be aggressive and sexually connoted. In an attempt to avoid censorship, some reggaeton artists prefer to use double meanings in the lyrics. Reggaeton dancing, sexy and passionate, is very popular in clubs and discos worldwide, and especially in Puerto Rico. The reggaeton singer Daddy Yankee has produced many hits, such as Gasolina and Lo Que Paso, Paso.

194 Los ritmos Now go to Internet and listen to Juan Luis Guerra’s song: Ojala que llueva café.

Internet: http://www.youtube.com/watch?v=uJimpth-yNs

Actividad 2

DISCOVER. Do you recognize these artists? Try to match each picture with a sentence.

a) b) c)

d) e) 1. Daddy Yankee is a reggaeton rapper from Puerto Rico, known by his song La Gasolina. 2. Juan Luis GuerraIGNOU is a Dominican singer, winner of numerous awards including 18 Latin Grammy Awards. 3. The Cuban Celia Cruz was internationally known as the “Queen of Salsa” 4. Ruben Blades is a Panamanian salsa singer, songwriter and also a lawyer! 5. The “nuyorican” Jennifer López is the female singer who co-stars with Marc Anthony in a film based on Hector Lavoe’s life. 195 Mirada sobre el mundo hispano-I 14.5 MUSIC FROM SOUTH AMERICA In the previous section, we have learnt about some of the Caribbean rhythms such as salsa, merengue, bachata and regaetton. We hope you have enjoyed listening to the Caribbean music! In the following section we will learn about South America’s famous music and dance form, el tango and we will read about the life and work of Shakira.

14.5.1 Tango

If you think of Argentinean music, the first thing that will come to your mind is tango. Tango originated in the poor and underprivileged areas of Buenos Aires during the 19th century. These neighborhoods were filled with African and European immigrants who used to dance in the street or in brothels. Tango music is, therefore, a blend of European, African and gaucho rhythms. The sensual dance form that was emerging in Argentina was not looked upon kindly by the upper classes of Buenos Aires. Only after it became popular in Europe the wealthy porteños (Buenos Aires citizens) started to give it some recognition. Today, it is danced all over the world and there are many international contests in USA, Japan and Europe on tango dancing. In 2009, UNESCO declared tango one of the Masterpieces of the Intangible Heritage of Humanity.

Tango music is played with a piano, a double bass, a violin and a bandoneón. The songs are composed using a local slang called lunfardo and often express the amorous sorrows of a man, blaming women for his heartaches. Enrique Santos Discépolo, one of the greatest exponents of this music, defined tango as un pensamiento triste que se baila (‘a sad thought that is danced’). Tango is danced in pairs with slow movements, long steps, and, the most important component: passion. One of the most important figures in tango music is Carlos Gardel, who became a symbol in Hollywood. His song Por una cabeza was popularized through numerous films like Scent of a Woman (1992), where Al Pacino starring a blind Colonel dances a tango.

Go to Internet and listen to Carlos Gardel’s ‘Por una cabeza’, a song thatt you may have heard in Delicatessen (1991), Scent of a Woman (1992), Schindler’s List (1993), True Lies (1994), Titanic (1996), Bad Santa (Uncut Version, 2003), All the King’s Men (2006) or Planet 51 (2009). IGNOU

Internet::http://www.youtube.com/watch?v=SJ1aTPM-dyE

196 14.5.2. A renowned South American singer: Shakira Los ritmos

Shakira Shakira Isabel Mebarak Ripoll) is perhaps one of the most famous Hispanic singers of the moment. Born in Barranquilla, Colombia, from a Lebanese father and a mother with Spanish roots, Shakira has in her blood the fusion. And fusion is her music: pop and rock, oriental and occidental, Spanish and English… She started writing her own songs at the age of eight and today she has already released five albums and won two Latin Grammys.

Her first album was Magia (Magic), composed of songs that she wrote as a child, and was released when she was a teenager. But the album that gave her huge success was Pies Descalzos (‘Barefeet’), released when she was sixteen. She sold almost four million copies internationally and toured two years, performing to audiences worldwide. In order to be even more international, Shakira started writing songs in English. Although she was raised with English rock bands such as the Beatles, Nirvana, the Police or Led Zeppelin, in the beginning it was difficult to create lyrics in a language other than Spanish. But reading English poetry and looking up words in rhyming dictionaries helped her a lot in the new task. Who knows… perhaps one day you will also write poems and songs in Spanish!!

Go to Internet and listen to Shakira’s ‘Pies descalzos, sueños blancos’ (Pies descalzos). You will be able to read the lyrics while she is singing.

Internet: http://www.youtube.com/watch?v=1tKlYkdShVQ

Actividad 3 Check whether the following sentences are Verdadero (True) or Falso (False). a) From the beginning,IGNOU tango was appreciated by all the porteño society. V/ F b) As tango songs are written in Spanish, everyone in Latin America is able to understand them. V/ F c) Shakira started writing songs at a very young age. V/ F d) Shakira is one of the most famous singers of Colombia. V/ F

197 Mirada sobre el mundo hispano-I 14.6 LET’S SUM UP

In this unit, we have got to know about some of the most important rhythms of the Hispanic world (flamenco, salsa, merengue, reggaeton, tango…) and some renowned artists such as Alejandro Sanz or Shakira. Also, we have listened to various famous songs such as ‘Volando voy’ ‘Por una cabeza’ or ‘Ojalá que llueva café’. But the best way to sum up is trying to remember all that we studied in this unit. For that, you have your last actividad:

Actividad 4 Could you classify all these words in the following three categories? Spain Caribbean South America

Plena/ soleares/ Carlos Gardel/ Joaquín Cortés/ Rueda de Casino/ sardana/ porteño/ Camarón de la Isla/ lunfardo/ “Por una cabeza”/ “Corazón Partío”/ Johnny Pacheco/ bandoneón/ “Nuyorican”/ David Bisbal/ “La llave de mi corazón”/ Pies descalzos/ bachata

14.7 KEY SOLUTIONS Actividad 1 1)-e 2)-a 3)-c 4)-f 5)-d 6)-b Actividad 2 a) 3 b) 4 c) 1 d) 5 e) 2 Actividad 3 a) F b) F c) T d) V Activity 4 Spain Caribbean South America Camarón de la Isla soleares “Nuyorican” porteño Joaquín Cortés Johnny Pacheco Carlos Gardel David Bisbal” Rueda de Casino "Por una cabeza" Corazón Partío” "La llave de mi corazón” bandoneón lunfardo IGNOUsardana plena bachata Pies descalzos

198 Los ritmos UNIDAD 15 EL ARTE

15.1 Introduction 15.2 Objectives 15.3 Paintings 15.3.1 Pablo Picasso 15.3.2 Frida Kalho 15.4 Sculpture and Architecture 15.4.1 Antonio Gaudí 15.4.2 Fernando Botero 15.5 Cinema 15.5.1 Pedro Almodóvar 15.5.2 Latin-American Cinema 15.6 Let’s sum up 15.7 Key solutions 15.1 INTRODUCTION

Dear learner, a great way of understanding a culture is through art. Art depicts people, landscapes, traditions, myths, dreams or ideals. The best way of understanding what happened in some historical events (for example, la Guerra Civil Española –‘the Spanish Civil War’) is certainly to admire a painting (such as Guernica) or watch a movie. In this unit, we will learn about some of the most important painters, sculptors, architects, film directors and actors of the Hispanic world.

15.2 OBJECTIVES In this unit, we are going to learn about:  Some of the most famous Hispanic painters who contributed richly to the art world: Pablo Picasso and Frida Kalho.  The Prado Museum, considered as one of the best art galleries in the world.  The artistic work of the Spanish Antonio Gaudí and the Colombian Fernando Botero.  Some of the most important film directors and actors in Spain and Latin America. 15.3 PAINTINGS In this section, youIGNOU will find the life and work of some of the most famous Hispanic painters who have contributed immensely to the art world and their most renowned paintings. 15.3.1 Pablo Picasso Some of the world’s most renowned artists are from Spain: Diego de Velázquez, Francisco Goya, El Greco, Bartolomé Esteban Murillo, Joan Miró, Dalí, Antonio 199 López… In fact, many tourists come to Spain attracted by the long artistic tradition Mirada sobre el mundo th hispano-I of the country. Perhaps the most valued Spanish painter of the 20 century is the innovative Pablo Picasso.

His long artistic career (that lasted 75 years) was in constant evolution: the traditional paintings during the first years, the Blue Period affected by the tragic death of his best friend, Cubism, Classicalism, Surrealism… At every moment, Picasso knew how to adapt his creations to the vertiginous technological and cultural events of his time.Picasso was born in 1881 in Malaga, Spain, and it is said that his first words were “piz, piz”, in an attempt to say lápiz (the Spanish word for pencil).

At the age of 14, he completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in just one day, despite being one of the youngest ones! His mother knew from the beginning that he was meant to be an important person and she used to tell him: “If you become a soldier, you’ll be a general. If you become a monk you’ll end up as the pope”. But he chose to be a painter and definitely he ended up being one of the most important painters of all times.

Guernica, 1937 Source: www.museoreinasofia.es His most famous works are from his Cubism epoch. In fact, he was a pioneer in challenging the norms of copying nature as it is. On the contrary, he tried fracturing objects and watches them from different perspectives in order to create a new reality. He started this period with Les Demoiselles d’Avignon, depicting five naked prostitutes. But his most known work is Guernica which is considered as his most powerful political statement, as reaction of the devastating bombing on the Basque town of Guernica, a town in the north of Spain, by the Nazis, during the Spanish Civil War. This painting portrays the tragedies of war and the suffering it inflicts upon individuals, particularly innocent civilians. This work can be seen in the Museo Reina Sofía in Madrid. IGNOU15.3.2 Frida Kahlo

200 Unlike Picasso, the Mexican artist Frida Kahlo didn´t El arte always wanted to be a painter. Her artistic career started after a bus accident, when she was 18. She spent over a year in bed recovering from fractures to her spine, ribs and pelvis. She went through more than 30 operations in her lifetime and during her convalescence she began to paint.

Four years later she married the famous Mexican muralist Diego Rivera, who was 20 years older than she. They had a turbulent relationship filled with infidelities, fights, reconciliations, and sufferings (Frida La columna rota had a poor health and couldn’t have children).

During her lifetime, Frida created around 200 paintings related to her experiences in life, physical and emotional pain and her tempestuous relationship with Diego. Many of these drawings were self-portraits. Frida used to say that she painted so many self-portraits: “Because I am so often alone....because I am the subject I know best.” Some of her best works are: Las dos Fridas, Mi nacimiento o La columna rota.

She died at the age of 47. One year after her death, Rivera gave her house to the Mexican government to become a museum. Today many people visit the “Museo Frida Kahlo” to contemplate her art. By the way, today her paintings fetch more money than any other female artist in the world! If you want to know more about the life and work of this impressive artist watch the movie Frida (2002), starring Salma Hayek, which won an Oscar for Best Soundtrack.

Activity 1

Read this text about El Prado Museum and fill in the blanks with the appropriate word. EL MUSEO DEL PRADO

Las Meninas Independence El Dos De contemporary art Mayo

Felipe II Madrid masterminds Bourbon Carlos

La Maja Vestida Triangulo Picasso Baroque del Arte

“The Prado Museum is situated in ______(a), the capital of Spain. It is considered one of the best art galleries in the world and contains an excellent collection of paintings from the 16th-18th centuries.IGNOU It began with the royal collection of ______(b) , but it also contains some paintings of the Catholic Kings and of the Emperor______(c), his father. Both the Habsburgo dynasty and the ______(d) dynasty have continued the tradition, acquiring paintings and sculptures that make up the current collection. It can be said that among the many artists that make up the collection, one stands out above the rest due to his extreme importance in art all over the world: Diego Velázquez, and in particular 201 Mirada sobre el mundo hispano-I his piece called “______(e)” (“Ladies In Waiting”), from the peak of the ______(f) era in Spain. It is found in room 12, on the central wall of the apse of the museum. Another of the great ______(g) that revolutionized painting on a global scale, and who has an extraordinary collection in the museum is Francisco de Goya, artist for the court of Carlos IV and graphic witness of the Spanish War of ______(h) (1808-1814). Among them are “______(i)” (The Clothed Woman”), “______(j)” (“The Second of May”), and “La Familia de Carlos IV” (“The Family of Carlos IV”). (…) Two other museums make up the Prado, the Thyssen-Bornemisza, the private collection of Baron Thyssen; and the Reina Sofía which was completed in 1990. The majority of this is dedicated to ______(k) and highlights on its second floor the work of art by Pablo ______(l), “Guernica” (1937), among other works by the same artist. These three museums which are situated strategically near each other create the so called “______(m)” (“Art Triangle”) of Madrid, which you must visit during your stay in the capital of Spain”

Source: Don Quijote academy. Web http://www.donquijote.org/

15.4 SCULPTURE AND ARCHITECTURE

In this section, we will study about the artistic work of the Spanish architect Antonio Gaudí and the Colombian sculpture artist Fernando Botero. 15.4.1 Antoni Gaudí.

The most famous Spanish architect in Spain is Antoni Gaudí. Thanks to his works, Barcelona has today a unique and original style. Gaudí used to miss many classes when he was studying Architecture, but, on the contrary, he was always at the library, attending lectures about different topics (he believed that new developments in architecture would depend on social, political or economical conditions, rather than on architecture itself). As he didn’t gain good grades, when he finally graduated, the school’s headmaster Elies Rogent said: “Who knows if we have given a diploma to a nutcase or a genius. Time will tell.”

If you pay a visit to the city of Barcelona you won´t have any doubts. You will visit Park Güell, a city-garden park full of colors modeled after English parks, observe the undulating wall patterns of the façade of Casa Batlló or understand why Casa Milá is known as La Pedrera or “Stone Pit”.

His biggest project was the construction of the IGNOUcathedral La Sagrada Familia. Gaudí worked on this project for most of his life (more than 40 years), without ever seeing it finished. It is still unfinished nowadays. As there are no blue prints to follow (Gaudí worked wholly from his ideas), it is believed that the construction will be completed by 2025. 202 La Sagrada Familia During his last days, Gaudí became taciturn man and stopped caring about his El arte appearance. On June 7th of 1926, he was run over by a street tram. Cab drivers, confusing him with a beggar, refused to drive him to a hospital believing that he would not be able to pay the ride. He died three days later.

15.4.2 Fernando Botero

The Columbian Fernando Botero is considered the living artist most recognized in the Hispanic world. In 2012, he received the International Sculpture Center’s Lifetime Achievement in Contemporary Sculpture Award. His style is very distinctive. Botero depicts women, men, animals, nature, historical events and characters with exaggerated and disproportionate volumetry. The artist has always been attracted to “fat figures”, without knowing why. He creates intuitively, choosing colors, shapes, and proportions based on intuitive aesthetic thinking.

At the beginning, his work was inspired by pre-Colombian and Spanish colonial art and the political murals of Mexican artist Diego Rivera (Frida Kalho´s husband). He was also influenced by the works of Francisco de Goya and Diego Velázquez, his artistic idols at the time,. By the early 1950s, Botero began studying painting in Madrid, where he made his living copying paintings hanging in the Prado and selling them to tourists. In the late 50’s Botero having experimented with proportion and size, developed his style: round, inflated figures. Some critics of art believe that the expanded proportions of his figures while he was in New York, including those in Presidential Family (1967), suggest an element of political satire.

Botero has lived in Madrid, Barcelona, New York City, Paris, Medellín and Pietrasanta, in Italy. His sculpures can be also seen all over the world: Man on horse, in Jersualem, Caballo in Medellín (Colombia), Mujer con espejo in Madrid (Spain), etc Actividad 2 IGNOU

203 Mirada sobre el mundo DISCOVER. Try to complete this crossword with some data of Antoni Gaudí hispano-I and Fernando Botero. You will need to check on the Internet to find some of the answers.

ACROSS 4 In 2012, Botero received the “International ______Center’s Lifetime Achievement in Contemporary Sculpture Award”. 5 Gaudiì was the youngest of ______children, of whom only three survived to adulthood. 6 Gaudiì remained single as he was entirely devoted to his ______. 8 Seven of Gaudiì ìs works have been declared World Heritage Sites by______. DOWN 1 Gaudiì’s work is marked by 3 big passions in life: architecture, religion and ______. 2 Botero’s wife is from______. 3 The style of Fernando Botero is called ______. 7 In 2004 and 2005 Botero painted the United States forces’ abuses of prisoners at Abu Ghraib prison during the ______War. 15.5 CINEMA

An interesting way of introducing yourself to the Hispanic culture is by films. It is a great way to learn colloquial expressions, train your ear to the rhythm and cadence of spoken Spanish and be able to see some day-to-day scenes.

Hispanic cinema is a growing industry as the number of films presented in famous international film festivals or nominated for Oscars demonstrates. Hispanic actors and actresses are also becoming more and more famous and they appear in many English-speaking films. Today the names of Penélope Cruz, Javier Bardem, Antonio Banderas or Gael García are internationally well known. There are also important film festivals and prizes in the Hispanic world such as the Spanish Goya awards, where winners receive a small bronze bust statue of the Spanish painter Francisco Goya.

15.5.1 Pedro Almodóvar

Pedro Almodóvar is the most successful and internationally known Spanish film director, screenwriter and producer. From the very beginning he works with women in his films because, as he says, “they are much more spectacular to talk about.” In his well-known movie All About My Mother (Todo sobre mi madre )(1999), Almodóvar pays a grand tribute to women and their ability to renew themselves. The film won the Oscar for Best Foreign Language film in 2000. For this, he is often described as IGNOUa “women’s director” because many of his films focus on strong and attractive female characters. In the Oscar acceptances speech he said: “Right now I don’t know if I have dreamt about this or not. But when you are in the ocean you must swim. Being on the race for the Oscars, logically I want to win”.

Almodóvar was an important figure in the Spanish culture way before All About My Mother. By early 1980’s, he was already famous in Madrid’s flourishing alternative 204 cultural movement known as La Movida. Since then he has always been proud of El arte being associated with Spanish culture: “I have no objection to my name being used to promote Spanish cinema; on the contrary, I shoot in Spanish, I produce other Spanish-speaking films, I live in Spain and this is my culture”.

The regular topics of his films are desire, passion, identity and family. He likes to use popular songs, elements of pop culture, strong colors, scornful humor, melodrama and complex narratives to create his movies. All this produces a particular style that has achieved international recognition: he has virtually received all prizes related to films and Harvard University gave the filmmaker an honorary doctoral degree in 2009 from for his contribution to the arts. Some of his best films are: Mujeres al borde de un ataque de nervios (1988), Tacones lejanos (1991), Todo sobre mi madre (1999), Volver (2006) and La piel que habito (2011).

15.5.2 Latin American cinema

Despite having very modest budgets, Latin American cinema is rich and diverse. There are some wonderful productions and Argentinian and Mexican cinema are worldwide recognized. Argentina is the only country to have won several Oscars with movies such as La historia oficial (The official story)(1985) and El secreto de sus ojos (The Secret in Their Eyes) in 2010. They have also achieved international success Argentine films as El hijo de la novia (2000), Nueve reinas (2000), La Ciénaga (2000) and El abrazo partido (2004).

During the forties, the golden age of Mexican cinema, the film industry in Mexico was very close to that of Hollywood. Stars of the epoch were María Félix, Dolores del Río, Jorge Negrete and Cantinflas. We shouldn’t forget to name the Spanish director Luis Buñuel, who was living in Mexico at that time. Currently Mexican cinema has been reborn with films like Amores Perros (2000) and Y Tu Mama También (2001). Some Mexican directors have gained access to Hollywood: Alejandro González Iñárritu directed Babel and Alfonso Cuarón was the director of famous films such as Children of Men and Harry Potter and the Prisoner of Azkaban. Guillermo del Toro, co-founder of the famous Guadalajara Film Festival, directed the film Pan’s Labyrinth (2006), was nominated for the an Oscar for the best foreign film. This film is settled five years after the Spanish Civil War, during the early period of Franco dictatorship. The story of the film blends the real and historical world with a mythical world of abandoned labyrinths and mysterious faun creatures. Through Ofelia, the main character, we can observe not only the postwar repression of Spain but also the importance of imagination: this young girl may be the princess of a mysterious underground kingdom.

Actividad 3 Match each pictureIGNOU with the name

(a) (b) (c) (d) 205 Mirada sobre el mundo hispano-I

(e) (f) (g) Almodóvar: born in 1949 in Spain, he is one of the most successful directors in the Hispanic world. Guillermo del Toro: Mexican film director. He has worked in Spanish dark fantasy pieces, such as Pan’s Labyrinth (2006), but also in conventional American movies, such as Blade II (2002) or Hellboy (2004). Gael García: Mexican film actor born in 1978, famous for having played Ernesto “Che” Guevara in The Motorcycle Diaries (2004). Antonio Banderas: Spanish film actor, who started his career on films by Pedro Almodóvar. He is now a famous Hollywood artists, having starred films as Evita, Interview with the Vampire, Philadelphia or The Mask of Zorro. Ricardo Darín: Darín is one of the most important movie stars in Argentina, having worked in important films such as Nine Queens (2000), El Hijo de la Novia (2001) or El Aura (2005). Cantinflas: Mexican comic film actor, who often portrayed impoverished campesinos (peasant). Javier Bardem: Spanish actor born in 1969. He is the first Spaniard to be nominated for an Oscar Best Actor (in 2000 for Before Night Falls), and the first to win an Academy Award. 15.6 LET US SUM UP In this unit, we have learnt about some important Hispanic painters like Pablo Picasso and Frida Kalho who have conributed to the art world and their best art works like Guernica which potrays an important historical event like the Spanish Civil War. We also learnt about some important sculptors and architects like Antonio Gaudí, Fernando Botero. At the end, we studied about some most important film directors and actors in Spain and Latin America. 15.7 KEY SOLUTIONS. Actividad 1 (a) Madrid (b) Felipe II IGNOU(c) Carlos (d) Bourbon (e) Las Meninas (f) Baroque (g) Masterminds 206 (h) Independence El arte (i) La Maja Vestida (j) El Dos De Mayo (k) contemporary art (l) Picasso (m) Triangulo del Arte Actividad 2

1) Gaudí’s work is marked by 3 big passions in life: architecture, religion and _NATURE__. 2) Botero’s wife is from _GREECE__ . 3) The style of Fernando Botero is called …. BOTERISMO. 4) In 2012, Botero received the “International _SCULPTURE__ Center’s Lifetime Achievement in Contemporary Sculpture Award”. 5) Gaudí was the youngest of __FIVE__ children, of whom only three survived to adulthood. 6) Gaudí remained single as he was entirely devoted to his _PROFESSION__. 7) In 2004 and 2005 Botero painted the United States forces’ abuses of prisoners at Abu Ghraib prison during the _IRAQ_War. 8) Seven of Gaudí’s works have been declared World Heritage Sites by_UNESCO_. Actividad 3 a) Gael García b) Javier Bardem c) Pedro AlmodóvarIGNOU d) Antonio Banderas e) Cantinflas f) Guillermo del Toro g) Ricardo Darín 207 Mirada sobre el mundo hispano-I UNIDAD 16 LAS FIESTAS

16.1 Introduction 16.2 Objectives 16.3 Social and family celebrations 16.4 National celebrations: religious and historical celebrations 16.5 Other surprising celebrations 16.5.1 Los San Fermines 16.5.2 La Tomatina 16.6 Let’s sum up and Final Task. 16.7 Key solutions.

16.1 INTRODUCTION

Dear learner, did you know that Hispanics are one of the most cheerful people in the world? They love to celebrate as many occasions as they can with food, music and dances. Every party is a chance to meet with your beloved ones, to remember your traditions and to make a pause in your daily life and to recall your priorities and goals in life. In this unit, we will learn about some of the most important celebrations of the Hispanic world. You will find some of them surprising whereas in others you will see many similarities with the Indian traditions. Nevertheless, you will really enjoy getting to know about all these celebrations by the Spanish-speaking people.

16.2 OBJECTIVES In this unit, we are going to learn about:  Celebrations that happen in the daily life of a Spanish-speaking family: birthdays, weddings, and funerals.  Celebrations that commemorate a religious or a historical event.  Some other fascinating celebrations that you will find too surprising or too close to some Indian celebrations, such as Los Sanfermines or La Tomatina.

16.3 SOCIAL AND FAMILY CELEBRATIONS Birth, Death and Marriage are the principal events of everybody’s personal life and also the events that you share with your beloved ones.

Birthdays in Spain and Latin America are special days, Cumpleaños feliz particularly for children who love to throw parties. IGNOUAs with any celebration, it is a good excuse to get Cumpleaños feliz together with family and friends. After having some food all the guests surround the cumpleañero (the Te deseamos todos persons who is celebrating his birthday), singing the Happy Birthday song. In Spanish, it goes like this:

208 A funny practice in Spain is the “ear-pulling”: friends or family members will pull Las fiestas the birthday boy or girl’s ear as many times as corresponds to his/her new age. For a Latin-American girl the most important birthday is when she turns 15. This event is called Quinceañera (The word quinceañera comes from the Spanish words quince for 15 and años for years).

It marks the transition from childhood to maturity in the life of a woman. The girl wears a special dress that includes certain traditional elements. She is accompanied by her father to the celebration and they both dance a waltz: the father has the first dance with his daughter. There is plenty of food and dances during the evening and the girl gets to dance with friends and family members. In some Latin-American countries, a quinceañera is much more traditional where the celebration usually starts with a Mass held in a Catholic church.

Weddings (bodas in Spanish) are also important events in Spain and Latin America. Traditionally, the man asks the father of the bride for permission to marry his daughter and only with his blessing they start all the arrangements. Whole extended family is invited to the celebration, which usually never has less than 200 guests. During the celebration, that usually starts late (around 7 pm); the groom gives the bride 13 coins known as arras, representing his commitment to support her. Nowadays, many brides and grooms exchange these coins as a symbol of the wealth they will evenly share.

After the ceremony, they both walk down the aisle while everybody throws rice and flower petals to the newly married couple. During the banquete de bodas (wed- ding feast), the bride and the groom move around from table to table carrying a basket with small wedding gifts that they personally hand out to each guest such as sweets, a cigar or a mini-bottle of wine for men, a perfume or a candle for women.

INVESTIGAR. Watch the following documentaryy about a traditional Castilian wedding with traditional dresses on the Spanish TV channel (RTVE) La 1: https://bit.ly/2GPDnwX

Perhaps, it will sound surprising but most Hispanic countries also celebrate the death! Family and friends gather on st ndIGNOU the 1 and 2 of November to remember and pray for friends and family members who have died. The Day of the Deads (Día de los muertos) is particularly celebrated in Mexico, where it is a national holiday. People 209 Mirada sobre el mundo build altars at home to honor the departed ones using photographs, sugar skulls, hispano-I marigolds, and the favorite foods and beverages of the deceased. They will also visit their graves and decorate them with flowers and gifts.

It is not a sad event. On the contrary, everybody remembers funny events and anecdotes about the departed ones and share traditional Mexican drinks like tequila, mezcal or pulque. It is believed that the spirits of the dead are also enjoying the party, eating and drinking the ofrendas (offerings) and reminding those who are alive that there is rebirth after death.

Actividad 1 Now check if the following sentences are true (verdadero) or false (falso). 1. The celebration of Quinceañera in Spain is not traditional. V / F 2. Bride’s father opinion is very important for the realization of a weeding in Hispanic culture. V / F 3. After some days, the Spanish married couple gives small wedding gifts to all the guests who couldn’t attend the weeding. V / F 4. There are no alcoholic beverages during the Día de los muertos in Mexico’. V/ F

16.4 NATIONAL CELEBRATIONS: RELIGIOUS AND HISTORICAL CELEBRATIONS

On December 25, all the Hispanic countries celebrate La Navidad (‘Christmas’), the commemoration of the birth of Jesus Christ. Chirstmas tree is not as popular as it is in Anglo- Saxon countries, but children prepare a Belén, a Nativity Scene with tiny figures that represent baby Jesus, Virgin Mary, Saint Joseph, a cow and a mule, all together sheltered near the manger in a barn (or cave). In many places people compete to create the most original and realistic of these scenes, adding little houses, rivers, peasants, animals, etc.

On 24th December, the night of Christmas IGNOUEve (Nochebuena in Spanish) people gather close to the Belén and eat a copious meal, taste delicious sweets (such as turrón, mazapán or polvorones) and sing villancicos (Chirstmas songs). In countries such as Puerto Rico, a group of people (called Parranda) make sur- 210 prise visits to houses late in the night singing these songs. The host has to open the door, invite the singers to come in and of- Las fiestas fer them some beverages and food. Once they have fulfilled their appetite they will go to a new house. Everybody is happy and cheerful during those days when nobody ever misses tasty food, happy songs, hot drinks and plenty of fun.

The red-dressed Santa Claus (Papa Noel in Spanish) isn’t usually the person who brings gifts to children in Hispanic countries. They wait for the Three Kings-Melchor, Gaspar and Baltasar. It is believed that they read the letters that kids send them, asking for specific gifts. They come very silently late at night and leave the gifts close to the pair of shoes of each member of the family. For children, that morning of 6th of January is their favorite date in the Hispanic calendar, popularly known as Día de los Reyes Magos.

Other important celebration of the Christian community is the Holy Week (la Semana Santa in the Spanish-speaking world), the week before Easter (Pascua in Spanish), where Jesus death is commemorated. During these days, there are many processions of pasos, realistic sculptures made of wood that represent individual scenes of the events of the Passion or images of the Virgin Mary showing her grief for the torture and killing of her Son. One of the most breathtaking things that a visitor can experience in many cities of Spain is the nazarenos. Dressed in a habit and with a pointed hood (called capirote) that covers entirely their heads, holding long wax candles, sometimes barefoot, they march in silence before the paso. It is a moment of grief and sorrow.

Apart from these religious celebrations, there is also a common festival that is celebrated in all Hispanic countries. It falls on the 12th of October commemorating the anniversary of Christopher Columbus’s arrival to the American continent. It is observed as the national holiday of Spain, called Día de la Hispanidad, wanting to celebrate the connection of the country to the Hispanidad, the international Hispanic community.

Some Latin-American countries remember the In- digenous peoples’IGNOU resistance to the European settle- ment, and they name this day Día de la Raza (‘Race Day’) or Día de la Resistencia Indígena (‘Day of Indig- enous Resistance’). However, most Hispanic coun- tries choose to commemorate not the Spanish influ- ence or the Indigenous importance but both, recog- nizing the blend of European, American, African and Asian cultures that helped to compose each and 211 Mirada sobre el mundo every Latin American country. Thus, they call this important day as Día de las Culturas hispano-I (‘Day of the cultures’) or Día del Respeto a la Diversidad Cultural (‘Day of Respect for Cultural Diversity’).

Actividad 2 Match each picture with the description of the festival below. FERIA DE ABRIL LAS FALLAS

CARNAVAL DÍA DE SAN JORGE a) It is celebrated in Sevilla, the capital of Andalucía, during the month of April and it lasts one week. Each day begins with the parade of carriages and riders, carrying people to La Real Maestranza, where the bullfighting takes place. At night, people party in their casetas (temporary tents decorated with many colors), where they eat tapas, drink a wine called manzanilla, and dance Sevillanas. b) Catalonia (Cataluña) remembers the death of Saint Gorge, on 23rd of April as Día de San Jorge or Diada de Sant Jordi (in catalán), exchanging gifts between colleagues and loved ones. Traditionally, men give women a rose, and women give men a book to celebrate the occasion (this day is also know as el Día de la Rosa or el Día del libro). The custom of giving books is related to the celebration of two great writers who died on the same date 23 April 1616: Miguel de Cervantes and William Shakespeare. c) Although it is celebrate across all Hispanic countries, one of the most important celebrations is the one of Santiago de Cuba. It has its origins in a festival called Mamarrachos, where people wear costumes and masks, drink rum and sing and dance the whole day. Sugarcane workers, most of whom were slaves of African origin, used to participate in this party. Today it is celebrated from July 18–27, IGNOUin honor of the Revolution, commemorating Fidel Castro’s assault on the Moncada barracks. d) This celebration, form 12 to 19 of March, held in commemoration of Saint Joseph (San José), takes place in the city of Valencia, Spain. Each neighborhood produces a construction in wood, carton and paper of huge puppets, called ninots that represent a humoristic scene or a famous character. The last night all 212 ninots, except the winner of the contest, is eventually burnt. Las fiestas 16.5 OTHER SURPRISING CELEBRATIONS:

In this section, we will discuss some more fascinating celebrations that take place is Spain such as Los Sanfermines and La Tomatina.

16.5.1 Los San Fermines

Every year, thousands of persons fill up the streets of Pamplona (Navarra, Spain) to celebrate the week-long of festivities in honor of San Fermín from July 7 to 14. This huge celebration, known as Los Sanfermines, starts with the launch of a rocket (el chupinazo) and the singing of this infectious song:

“Uno de enero, dos de febrero,tres de marzo, cuatro de abril,cinco de mayo, seis de juniosiete de julio, ¡SAN FERMÍN!A Pamplona hemos de ir,con una media, con una media,a Pamplona hemos de ircon una media y un calcetín.”

The American author Ernest Hemingway used the events of this celebration in one of his famous books (“The Sun Also Rises”), and since then it has become one of the most famous festivals around the world. This is why many visitors from other parts of Spain and even the world come to celebrate with the Pamploneses (the people from Pamplona). Everybody is dressed with white clothing and put a red handkerchief around their neck and enjoy music, fireworks, religious ceremonies and the most popular event: the Encierro (bullrunnings). In this scaring event, hun- dreds of people run in front of six bulls along some narrow streets of old town of Pamplona. This event is very dangerous and some people even get accidently killed or injured by the bulls. However, it is still one of the most expected moments of Los Sanfermines. The festival ends at midnight on the 14th, with this sad song: Pobre de mí, pobre de mí, que se han acabado las fiestas de San Fermín (“Poor me, poor me, the San Fermín festivities have ended”). 16.5.2 La Tomatina

Actividad 3 IGNOU Read this text published in The Hindu, and fill in the blanks with the appropriate words given below.

213 Mirada sobre el mundo hispano-I

100,000 over-ripe La Tomatina

fun Spain 10,000 Holi coloured

North India tomatoes red world

5000 Tomato Throwing Party

“How many of you played ______(a) on March 11? If you live in_____(b), chances are you all did. These days Holi is being celebrated even in South India. So how is it celebrated? The participants spray each other with ______(c) water using plastic bottles, and apply coloured powder on each other.

Would you believe there is another celebration like Holi? This is ______(d) and it is celebrated in the Town of Buñol in_____(e). It is held on the last Wednesday of August every year. This year the festival took place on August 26.

This festival is very much like Holi and just as much ______(f). In this festival, people gather at the centre of the town, and have a ‘food fight’ with _____(g). It is described as a “______(h)”, and everyone has a lot of fun throwing ripe tomatoes at one another! This makes people bright _____(i) just like we do when we get smeared with Gulal and Abhir. This celebration began in the 1940s as a ‘food fight’ between friends, but it has now become the world’s biggest ‘food throwing party’!

There are only about _____(j) people who live in Bunol but about _____(k) people from all over the ______(l) come to join the party and have fun. Over ______(m) kgs of tomatoes IGNOUare thrown at each other! There are festivals for a whole week before the actual day, and events such as a cooking contest.

Since the tomatoes are ______(n) there is no danger from this fight. However, just to make sure nobody gets hurt the players squeeze each tomato before they throw it. Safety goggles and gloves are worn. Just like ‘Holi’ glass bottles and other ‘weapons’ are not allowed”. 214 Actividad 4 Las fiestas

DISCOVER. Have you seen the multi-starred film Zindagi Na Milegi Dobara? If you haven’t, check this link and enjoy the party!!! Can yoy find other spanish celebration shown in this film.

Source: http://www.youtube.com/watch?v=4pzSLSJYxiI

16.6 LET’S SUM UP

In all these fascinating festivals we have seen a variety of contrasts. These are not only official festivals such as El día de la hispanidad, a national day in many countries, but also popular ones, such as La tomatina, which survives mainly because of the people. We have studied about religious celebrations such as the Semana Santa of Sevilla and also others that have nothing to do with religion such as La Feria de Abril. We have learnt about new celebrations, such as la Quinceañera, and also old ones that have been running for centuries, such as La Navidad. Some festivals as the Día de San Jorge or Diada de Sant Jordi (in catalán) are peaceful and well organized whereas others such as Carnival highlight the chaos. With all this information it is time to do your final task.

FINAL TASK: Write an essay answering these questions: - Which aspects of the celebrations mentioned in this unit have surprised you the most? - Are there any similarities between some of these fspanish estivals and the ones celebrated in India? Choose any particular festival of Spain or Latin America and one from your own culture: what are the similarities/ differences between them? - Which aspects of the festivals and celebrations from your own culture may be surprising to a person from Spain or Latin-America?

16.7 KEY SOLUTIONS Actividad 1 1. Verdadero 2. Verdadero 3. Falso 4. Falso Actividad 2  Feria de IGNOUabril: a)  Las Fallas: d)  Carnaval: c)  Día de San Jorge: b)

215 Mirada sobre el mundo Actividad 3 hispano-I (a) Holi (b) North India (c) Coloured (d) La Tomatina (e) Spain (f) Fun (g) Tomatoes (h) Tomato Throwing Party (i) Red (j) 10,000 (k) 50,000 (l) World (m) 100,000 (n) over-ripe Actividad 4 In the film Zindagi Na Milegi Dobara, you will be able to see La Tomatina Festival, Los Sanfermines and an Andalusian party, very much alike to the Feria de Abril.

IGNOU

216 Las fiestas

Transcripts (Audio tracks)

IGNOU

217 Transcripts (Audio Tracks)

IGNOU

218 Unit 1 Transcripts (Audio Tracks)

[Track 1] Look at the pictures and see some examples of situations when you may use hola or Buenos días/buenas tardes/buenas noches: Situation one Boy: ¡Hola! Girl: ¡Hola! Situation two Receptionist: ¡Buenos días! Employee: ¡Buenos días! Situation three Doctor: Buenas tardes. Patient: Buenas tardes. Situation four Waiter: ¡Buenas noches! Young man and woman (at the same time): Buenas noches.

[Track 2] Listen to the sounds of the lettrs in Spanish : a, b, c, d, e, f, g, h, i, j, k, l, m, n, ñ, o, p, q, r, s, t, u, v, w, x, y, z.

[Track 3] Listen to the following words that are written with elle or double l. Lluvia Llave Ella Llamada

[Track 4] Listen to the following words that are written with che or ch Cheque Coche Chico /chica Chaqueta

[Track 5] Listen to the following words that are written with ge or g 1. GeneralIGNOU 5. Gato 9. Guerra 12. Pingüino 2. Gesto 6. Gallina 10. Guitarra 13. Cigüeña 3. Gimnasio 7. Gorro 11. Guisante 14. Lingüística 4. Girar 8. Guapo

219 Transcripts (Audio Tracks) [Track 6] Listen to here how we pronounce the following words:

Strong sound: Soft sound with e, i General Guerra Gesto Guitarra Gimnasio Guisante Girar

Dieresis Soft sound with a, o, u Pingüino Gato Cigüeña Gallina Lingüística Gorro

Guapo

[Track 7] Listen to the following words that are written with c

C pronounced like a k C pronounced like the (c plus a,o,u) Spanish z (c plus e, i) 1. Casa 1. Cena 2. Cesta 2. Caja 3. Cine 3. Cosa 4. Circo

[Track 8]

1. Perro

2. Llama

3. Chico

4. Guerra

5. Valla IGNOU6. Para 7. Paje

8. Caco

220 Transcripts (Audio Tracks) ACTIVITY 5 [Track 9]

1. M-A-H-A-T-M-A G-A-N-D-H-I 2. J-A-W-A-H-A-R-L-A-L N-E-H-R-U 3. A-M-I-T-A-B-H B-A-C-H-C-H-A-N 4. S-H-A-H-R-U-K-H K-H-A-N 5. S-H-R-E-Y-A G-H-O-S-H-A-L

ACTIVIDAD 6 [Track 10] Listen and complete with the first name and family names (one first name and two family names) of the people who are speaking. Dialogue one: Woman 1: Hola, ¿cómo te llamas? Woman 2: Me llamo María, María Martínez Pérez. Dialogue two: Woman: Buenos días, ¿su nombre y apellidos por favor? Man: Antonio Gómez Collado Dialogue three: -Hola, ¿Qué tal? ¿Te llamas Lidia Tena Ribera? -Sí. Dialogue four: -Buenas noches, me llamo José López Garrido. -Buenas noches, Señor Garrido.

[Track 11] Listen and read at the same time. -Hola, ¿cómo te llamas? -Me llamo Carla, ¿y tú? -Yo me llamo Alex. -Hola Alex. -¡Hola! [Track 12] Listen and read at the same time -Hola, buenos días, ¿cómo se llama? -José Ramón Sánchez.IGNOU ¿Y usted? -Elvira Machado Mora. -Encantado -Encantada.

221 Transcripts (Audio Tracks) ACTIVIDAD 9 [Track 13] Listen and decide if the following dialogues are formal or informal. 1. Man 1: Buenos días, ¿podría decirme su nombre y apellidos, por favor? Man 2: Adolfo Pérez Ramírez. Man 1: Gracias. 2. Woman: Hola, ¿cómo te llamas? Man: Me llamo Juan, ¿y tú? Yo me llamo Lidia. 3. Woman: ¿Usted es la señora Maruja de la Torre? Woman: Sí, soy yo 4. Hola, ¿tú te llamas María, no? Sí, ¿y tú? ¿Cómo te llamas? -Me llamo Andrea Now listen again to the same dialogues and complete them with the words that are missing. 5. Man 1: Buenos días, ¿podría decirme su nombre y apellidos, por favor? Man 2: Adolfo Pérez Ramírez. Man 1: Gracias. 6. Woman: Hola, ¿cómo te llamas? Man: Me llamo Juan, ¿y tú? Yo me llamo Lidia. 7. Woman: ¿Usted es la señora Maruja de la Torre? Woman: Sí, soy yo Girl 1: -Hola, ¿tú te llamas María, no? Girl 2: -Sí, ¿y tú? ¿Cómo te llamas? Girl 1:-Me llamo Andrea

Unit 2 [Track 14] IGNOUTo tell your name, you can say: Yo soy Alberto or Mi nombre es Alberto. But if you need to introduce someone in an informal situation like your friends, use the following sentence constructions in Spanish: • Este es Antonio. • Esta es Paula. • Estos son Antonio y Paula. 222 • Estas son Rosa y Verónica. Transcripts (Audio Tracks)

[Track 15]

In a formal situation, you can use the verb presentarse to introduce someone. Let’s learn some basic expressions using this verb: • Le presento a José Ramón Sánchez. • Le presento a la señora Verdía. • Le presento al señor Machad.

[Track 16] Alemania alemán / alemana Argentina argentino/argentina Brasil brasileño/brasileña Chile chileno/chilena Colombia colombiano/colombiana España español/española Francia francés / francesa India indio / india Inglaterra inglés/inglesa México mexicano/mexicana Panamá panameño/panameña Perú peruano/peruana Portugal portugués/portuguesa [Track 17] Las ocupaciones estudiante professor/-a médico/-a dentista enfermero/-a abogado/-a periodista secretario/-a IGNOU cocinero/-a executivo/-a artista director/-a 223 Transcripts (Audio Tracks) taxista housewife autónomo/-a [Track 18] a) Hola. Me llamo Paula. Soy chilena y soy ama de casa. b) Hola. Me llamo Pablo. Soy español y soy cantante. c) Hola. me llamo Ángela. Soy peluquera y vivo en España. Ah, soy colombiana. d) Hola. Soy Federico y trabajo de ingeniero. e) Hola. Me llamo Héctor y trabajo en un restaurante de Lima como camarero.

Unit 3 Actividad 5 [Track 19] Ricardo’s classmates are talking about their favorite subject. Listen and indicate the subjects mentioned by each student. a) - Pedro, ¿cuál es tu asignatura favorita? - Mi asignatura favorita es la historia. b) – Luis, ¿cuál es tu asignatura favorita? - Mi asignatura favorita es la música. c) – Olga, ¿cuál es tu asignatura favorita? - Mi asignatura favorita es el inglés. d) – Teresa, ¿cuál es tu asignatura favorita? - Mi asignatura favorita es el español. Actividad 11 [Track 20] Este año estudio matemáticas, lengua española, inglés, física, geografía, química, informática, technología, biología, música, deporte, gimnasio, dibujo, religión. ¡Ah! Y también trabajos manuales. ¡Buff! Muchas asignaturas. Y ¿tú qué asignaturas tienes este año?

Unit 4 Actividad 1 [Track 21] Luis: Buenos días, Ana. ¿Cómo está usted? Ana: Bien, gracias, Sr. Mosquera. Luis: Mire, le presento al Sr. Domínguez, el nuevo gerente de exportaciones. IGNOUAna: Encantada de conocerle, Sr. Domínguez. Antonio: Gracias, igualmente.

Actividad 2 [Track 22] Mi oficina está al lado de un parque. Es bastante grande. Hay un escritor y una silla de trabajo pero también una mesa y cuatro sillones para ver a mis clientes. Hay un 224 ordenador y una impresora y también un ordenador portátil y un proyector portátil Transcripts (Audio Tracks) para presentaciones. Hay un teléfono y un móvil. No hay una fotocopiadora en mi propio despacho, pero la hay en el corredor, compartida con todos los colegas. Hay una vista buena al parque.

Actividad 4 [Track 23] Listen and learn the dialogue. Miguel: ¡Hola, Clara! ¿Qué tal? ¿Tú en está empresa? ¿Trabajas aquí? Clara: ¡Hola, Miguel! ¡Qué sorpresa! Bueno, ahora trabajo en esta empresa. Miguel: ¡Qué bien! Y, ¿dónde vives? Clara: Vivo cerca de la Plaza Mayor. Miguel: Ah, ¿sí? ¿En qué calle? Clara: En la calle de la Amargura, número 7. Miguel: ¿Tienes teléfono? Clara: Sí, tengo móvil. Es el 650 312 2467. ¿Y tú? ¿Cuál es tu número de teléfono? Miguel: El 664 906 3678. ¿Tienes correo? Clara: Sí, [email protected] Miguel: Bueno, me voy porque tengo una reunión con el jefe. ¡Adiós! Clara: ¡Adiós, hasta luego!

Actividad 6 [Track 24] Here are the Spanish numbers from 0-10. Listen and repeat: 0 - cero 6 – seis 1 – uno 7 – siete 2 – dos 8 – ocho 3 – tres 9 - nueve 4 - cuatro 10 - diez 5 – cinco Actividad 8 [Track 25] Listen and repeat: 11- once 21 -veintiuno 31 -treinta y uno 41 -cuarenta y uno 12 -doce 22 -veintidós 32 -treinta y dos 42 -cuarenta y dos 13 - treceIGNOU 23 -veintitrés 33 -treinta y tres 43 -cuarenta y tres 14 - catorce 24 -veinticuatro 34 -treinta y cuatro 44 -cuarenta y cuatro 15 -quince 25 -veinticinco 35 -treinta y cinco 45 -cuarenta y cinco 16 -dieciséis 26 -veintiséis 36 -treinta y seis 46 -cuarenta y seis 17 -diecisiete 27 -veintisiete 37 -treinta y siete 47 -cuarenta y siete 225 Transcripts (Audio Tracks) 18 -dieciocho 28 -veintiocho 38 -treinta y ocho 48 -cuarenta y ocho 19 -diecinueve 29 -veintinueve 39 -treinta y nueve 49 -cuarenta y nueve 20 -veinte 30 -treinta 40 -cuarenta 50 -cincuenta

Actividad 9 [Track 26] Listen and mark the numbers you hear. 3, 9. 19, 5, 28, 15, 30, 14, 40

Actividad 10 [Track 27] Listen to the conversations and write the telephone numbers: a) - Ana, ¿cuál es tu número de teléfono? - Es el 936 547 8321. - Gracias. b) - Alfonso, ¿puedes decirme tu número de teléfono? - Sí, es el 955 835 6210. - Vale. c) María, ¿tienes teléfono? Sí, tengo móvil. Es el 692 682 242. - Gracias. d) - Isabel. ¿sabes el número de teléfono de Aeropuerto de Barajas? - Sí, es el 959 314 3374. e) - Manuel, ¿tienes el teléfono de Radio Taxi de Barcelona? - Sí, es el 915 920 6201. - Vale, gracias.

Unit 5 Actividad 4 [Track 28] [Sofía está hablando con otra persona (un chico), sobre su familia. o En mi familia somos mi madre, mi padre, mis dos hermanos y yo. ¿Cómo se llaman tus padres? o Mi padre se llama Cristóbal y mi madre Josefina. ¿Tienes hermanos? o Sí, tengo dos hermanos. Mi hermano mayor se llama Raúl; luego estoy yo, que IGNOUme llamo Sofía, y después mi hermano pequeño, que se llama Sergio. Y tus abuelos, ¿cómo se llaman? o Mi abuelo Marcos y mi abuela Teresa. Estos son los padres de mi madre. ¿Y cómo se llaman los padres de tu padre? o El padre de mi padre se llama Joaquín y la madre Luisa. [Pausa] Tengo también 226 una tía. ¿Cómo se llama tu tía? Transcripts (Audio Tracks) o Silvia. ¿Y de quién es hermana? o Es la hermana de mi madre. o Y tengo dos sobrinos. ¿Cómo se llaman? o Rubén y Óscar. ¿Y son hijos de quién? o De mi hermano Raúl. ¿Y cómo se llama la mujer de tu hermano? o Clara. Se llama Clara.

Actividad 7 [Track 29] 1. Soy el hermano de Esteban e Isabel. Mis padres son Manuel y Francisca. No tengo hijos pero tengo cuatro sobrinos. Se llaman Sara, Ruth, Luis y Roberto. Soy español y vivo y trabajo en Salamanca. Tengo 42 años. 2. Soy el marido de Francisca. Tengo tres hijos -Esteban, Alberto e Isabel, y cuatro nietos -dos nietos y dos nietas. Soy argentino pero vivo en Madrid. Tengo 67 años. 3. Soy el más pequeño de la familia. Tengo 9 años. Tengo un hermano, Luis. Mis padres se llaman Julio e Isabel. Tengo también dos primas, Sara y Ruth. Vivo con mis padres y con mi hermano en Barcelona.

Actividad 9 [Track 30] La familia de Nuria Me llamo Nuria. En mi familia somos cuatro: mi padre, mi madre, mi hermano y yo. Mi padre se llama Víctor. Es médico y trabaja en un hospital. Mi madre se llama Lucía y trabaja en un instituto. Es profesora de matemáticas. Raúl, mi hermano, es estudiante en la universidad. El hermano de mi padre, mi tío Sebastián, está casado. Su mujer se llama Estrella. Mis tíos Sebastián y Estrella tienen dos hijas, Gloria y Elvira. Son mis primas. Mi madre tiene una hermana, mi tía Carmen. Ella no tiene marido. Es soltera. Mi familia y yo vivimos en Madrid, la capital de España.

Unit 6 Actividad 2 [TrackIGNOU 31] Estela describing herself and three relatives. a) Este es Javier, mi hermano. Tiene el pelo largo y castaño. Lleva barba. b) Este es Carlos, mi novio. Es moreno y tiene el pelo corto. Lleva gafas y un poco de barba.

227 Transcripts (Audio Tracks) c) Esta es Rocío, mi prima. Tiene el pelo largo, rizado y castaño. Tiene los ojos azules. d) Esta soy yo. Soy rubia y tengo el pelo largo y liso. Tengo los ojos verdes.

Actividad 4 [Track 32] You will listen now to four very short descriptions about the following people. Write their names under the pictures: a) El hombre de gafas y pelo corto es peruano y se llama Claudio. b) El señor que lleva barba y bigote es chileno y se llama Ernesto. c) El niño pelirrojo es español y se llama carlos. d) La chica joven de pelo largo y pelirroja se llama Margarita y es nicaragüense.

Actividad 5 [Track 33]

Look at the following pictures and listen to the people’s descriptions.

En esta imagen hay cuatro personas. La chica es irlandesa. Se llama April y es estudiante de arquitectura. Tiene 23 años. Es alta y delgada. Tiene los ojos grandes y lleva melena y flequillo. Mariana es una mujer de 41 años. Es cocinera. Trabaja en un restaurante en Roma. Es un poco baja y rubia. Hans es un hombre alemán de 42 años. Es comercial en una empresa de coches. Es muy alto y grande. Lleva el pelo corto y gafas. El chico se llama Paulo. Es portugués y tiene 29 años. Es director de cine. Es moreno y tiene el pelo largo. Lleva barba y bigote.

Actividad 4 [Track 34]

Listen to three young men from different Spanish-speaking countries. Pay attention to how they describe themselves and mark the features that match with each one of them. Some features match with more than one: 1) Hola, me llamo Yago y soy argentino. Tengo 27 años y soy maestro en un colegio de Buenos Aires. Trabajo con niños pequeños y, por eso, tengo mucha paciencia, aunque a veces soy un poco nervioso. Soy alto, moreno y tengo el pelo rizado y un poco largo. Llevo gafas. 2) Hola, me llamo Feliciano. Soy venezolano pero vivo en Londres. Tengo 35 años y trabajo de traductor en una empresa. Soy joven pero estoy ya un poco calvo. Llevo gafas. Soy un chico bastante normal, agradable, ordenado y muy independiente. 3) Me llamo Fabián. Soy español y vivo en Valencia. Soy entrenador de baloncesto. Soy muy alto y tengo el pelo corto y pelirrojo. Soy muy deportista y estoy fuerte. También soy bastante sociable. IGNOUActividad 13 [Track 35] Clara: Yo me parezco mucho a mi madre en el físico: las dos somos bajitas y delgadas. En el carácter me parezco más a mi padre: los dos somos bastante extravertidos y sociables.

228 Blanca: Pues yo me parezco a mi padre en todo: somos altos, tenemos el pelo Transcripts (Audio Tracks) castaño y somos también algo tímidos. A mi madre no me parezco en nada.

Enrique: Yo no me parezco nada a mis padres pero mi hermana gemela y yo nos parecemos bastante a la hermana de mi padre. Tenemos los mismos ojos grandes y oscuros, el pelo ondulado y rubio. La única diferencia es que yo soy un poco más alto que ellas. Sonia, y tú, ¿a quién te pareces?

Sonia: Pues dicen que me parezco a la familia de mi padre porque soy muy seria y responsable. Además, llevamos todos gafas. David, ¿y tú?

David: Yo no me parezco ni a mi padre ni a mi madre. Ellos son personas muy tranquilas y yo soy más nervioso. Y en el aspecto físico tampoco, ellos son bajitos y un poco gorditos y yo soy bastante alto y delgado.

Unit 7

Actividad 3 [Track 36]

You are going to listen to Álvaro describing himself.

Hola, me llamo Álvaro y tengo 32 años. soy bastante alto. Mido 1,85 y peso 70 kilos. Soy traductor y trabajo 6 horas al día, desde casa. Hablo cuatro idiomas: español, inglés, francés y alemán. Soy una persona seria, formal y sincera y leo mucho, sobre todo novelas.

Actividad 8 [Track 37]

You will listen now to a conversation. Clara and Ricardo have just moved to a new apartment and they are planning to invite a few friends for dinner. CLARA : Ricardo, ¿el viernes trabajas todo el día? RICARDO : El viernes tengo una reunión de trabajo muy importante por la mañana. CLARA : ¿Y por la tarde? RICARDO : Por la tarde, este viernes no trabajo pero tengo una cita con el dentista a las siete. CLARA : Ummm... Entonces no podemos hacer la cena el viernes. RICARDO : No, mejor el sábado. Tenemos todo el día libre. CLARA : Sí, mejor el sábado. Invitamos a Juan y a Graciela, a Ignacio, a Laura, a Marcos y... ¿a alguien más? RICARDO : Podemos invitar también a Esther. Es muy graciosa y divertida. Además, ya no está con su novio y creo que está un poco sola. CLARO : EsIGNOU verdad. Buena idea. Además, se lleva muy bien con Laura. ¿Invitamos también a tu compañero de trabajo nuevo? ¿Cómo se llama? RICARDO : ¿A Manuel? Uf, no sé. No lo conozco mucho y prefiero no mezclar amistades con trabajo.

229 Transcripts (Audio Tracks) CLARA : Entonces no le invitamos y somos ocho. Perfecto, porque sólo tenemos ocho sillas. RICARDO : Es verdad (riendo). CLARA : Pues ya está. Les invitamos para el sábado a eso de las 9. ¿Hablas tú con ellos o yo? RICARDO : Yo mañana como con Marcos y luego voy a ver a Juan en el gimnasio. Con ellos hablo yo. Llama tú a Laura, a Ignacio y a Esther. CLARA : Bueno, ya les llamo yo luego. ¿Y qué hacemos el viernes por la tarde entonces? RICARDO : Podemos visitar a tus padres. Hace tiempo que no les vemos. CLARA : Después del dentista no vas a poder hablar mucho. RICARDO : Por eso (riendo). CLARA : Qué caradura (riendo). Unit 8

Actividade 3 [Track 38] AGENTE INMOBILIARIO: Hola, buenos días. ¿En qué puedo ayudarle? NIEVES: Buenos días. Busco un piso para comprar por el centro de la ciudad. AGENTE INMOBILIARIO: Pues tenemos unos cuantos pisos en venta por aquí por el centro. ¿Cuántas habitaciones necesita? NIEVES: Mínimo cuatro, para tener un comedor, un dormitorio, un dormitorio de invitados y un estudio, porque yo trabajo desde casa. AGENTE INMOBILIARIO: Hay un piso en venta en la calle del Mar, con dos habitaciones grandes, una un poco más pequeña, un comedor grande, cocina y dos cuartos de baño. Es un cuarto piso con ascensor. NIEVES: ¿Es un edificio antiguo o moderno? AGENTE INMOBILIARIO: El edificio es antiguo, de techos altos, pero está en muy buen estado porqué está recién reformado. Las ventanas y las puertas son nuevas y el suelo es de parqué. Además, es exterior y es muy luminoso. Tiene también calefacción y ascensor. NIEVES: ¿Tiene garaje? AGENTE INMOBILIARIO: No, al ser un edificio antiguo, no tiene garaje, pero puede alquilar o comprar uno en los alrededores sin problemas. NIEVES: ¿Y zona comunitaria? IGNOUAGENTE INMOBILIARIO: Tiene un jardín pequeño en la planta baja del edificio. NIEVES: ¿Cuál es el precio? AGENTE INMOBILIARIO: Son 135 000 euros. NIEVES: ¿Y cuándo puedo visitar el piso?

230 AGENTE INMOBILIARIO: Ahora mismo, si quiere. Está aquí al lado. Transcripts (Audio Tracks) NIEVES: Bueno, pues vamos.

Actividad 5 [Track 39] EMILIO: Hola, llamo por el anuncio del apartamento en alquiler. PROPIETARIO: Ah sí, dígame. EMILIO: ¿Me puede decir cómo es, ¿dónde está exactamente, ¿qué tiene...? PROPIETARIO. Claro, pues es un apartamento pequeño en un cuarto piso de la avenida de Francia. Es exterior y tiene ascensor. Tiene un salón-comedor con dos sillones, una mesa, cuatro sillas y una estantería. El dormitorio tiene una cama, un armario y una mesilla de noche. Luego, hay un cuarto de baño con ducha y la cocina tiene nevera, lavadora y una cocina de gas. Ah, y también hay plancha. EMILIO: ¿Tiene televisor? PROPIETARIO: No, televisor no, pero hay conexión de antena. EMILIO: ¿Y cuánto cuesta el alquiler? PROPIETARIO: Son 400 euros al mes, con gastos de comunidad incluidos. EMILIO: De acuerdo. Muchas gracias.

Unit 9 Actividad 1 [Track 40] a) Son las cuatro menos veinte b) Son las tres en punto c) Son las tres y veinte d) Son las cuatro menos cinco e) Son las tres y media f) Son las tres y cinco g) Son las cuatro menos diez h) Son las tres y diez i) Son las tres y cuarto j) Son las cuatro menos cuarto k) Son las tres y veinticinco l) Son las cuatro en punto m) Son la cuatro menos veinticinco

Actividad 6 [Track 41] 1. - Perdone, ¿tiene hora? + Si, claro. Son las tres menos veinte de la mañana 2. - ¿Qué hora es? + Es la una y cuarto de la tarde 3. - María, ¿qué hora es? + A ver...sonIGNOU las cinco menos diez de la tarde. 4. - Disculpa, ¿tienes hora? + Sí, sí... son las nueve y media de la noche 5. - ¿Qué hora es? + Es la una y cinco de la tarde 231 Transcripts (Audio Tracks) 6. - Juan, ¿tienes hora? + Sí, mira, son las diez y veinte de la noche 7. - Perdone, ¿tiene hora? + Es la una menos cuarto de la tarde 8. - ¿Qué hora es? + Son las once y veinticinco de la noche 9. - ¿Tienes hora? + Si, son las siete menos veinticinco de la tarde 10. - Pedro, ¿qué hora es? + Es la una menos diez de la tarde

Unit 12 Actividad 4 [Track 42] 1. Antonio practica el atletismo. 2. Paul juega al tenis. 3. Carmen no practica la natación. 4. A Anabel le gusta mucho el ciclismo. 5. A Yilak le gusta jugar al fútbol.

Section 12.4.1 [Track 43] ¿A qué dedican los españoles su tiempo libre? Dar un paseo o ver la televisión son las actividades más habituales. Ir a dar un paseo (71,3%) y ver la televisión (70%) son las dos actividades a las que un mayor número de españoles dedica su tiempo libre, según se desprende de la última encuesta realizada por el Centro de Investigaciones Sociológicas (CIS), publicada este martes.

Otras actividades bastante habituales durante el tiempo libre son la lectura de libros, revistas o cómics (47,5%), escuchar música (46,6%) y navegar por internet (42,6%).

El 37% de los españoles afirma que ir al cine o al teatro es una de las actividades en las que emplea su tiempo libre, porcentaje muy similar a los que se dedican a oír la IGNOUradio (36,6%) o salir al campo o ir de excursión (36%).

232 Transcripts (Audio Tracks)

Glossary (English-Spanish)

IGNOU

233 GLOSSARY English to Spanish A a un/una amusing divertido above arriba, sobre and y; (after ‘i’ or ‘h’) e abroad extranjero, el angry furioso academy academia, la animal animal (el) accent acento, el annoying pesado accident accidente, el ankle tobillo, el accommodation alojamiento, el another otro accompany, to acompañar answer respuesta according to según answer, to contestar accustomed, to soler answering contestador be machine automático, el accountant contable, el/la anthropology antropología ache dolor, el antiseptic antiséptico, el active active apart (adverb) aparte activity actividad, la apartment apartamento, el actor actor (el)/actriz (la) appear (seem), parecer adaptor adaptador, el to add, to añadir aperitif aperitivo, el address dirección, la appetite apetito, el adequate adecuado apple manzana, la adjective adjective, el application form impreso de solicitud, adventure aventura (la) el advise aconsejar appointment cita, la aeroplane avión, el april abril affectionate afectuoso/a aquarium acuario, el after… desoués de… area zona, la afternoon tarde (la) arm brazo, el afterwards después around alrededor again otra vez arrive llegar against contra art arte, el age edad art galley galería de arte, la agenda orden del día, el arrive llegar agency agencia, la artist artista, el/la agreement acuerdo, el as como air aire, el as: as soon as lo antes posible air conditioning aire acondicionado, possible el aspirin aspirina, la airline compañía aérea, la ask for, to pedir (i) airport aeropuerto, el at a alarm clock despertador, el at all nada all todo at home en casa allow, to permitir; dejar at once en seguida along por at: at the post en correos alphabet alfabeto, el office already ya attention cuidado that’s all eso es todo atm cajero automático, el almost casi attic el ático alone solo attractive guapo; (object) already ya bonito; (offer) IGNOUatractivo also también although aunque aubergines berenjenas, las always siempre august agosto aunt tía, la

235 autumn otoño available disponible automatic automático awful horrible

B baby el niño, el bebé big grande back la parte de atrás; bill la cuenta (body) la espalda bin el contendor de bachelor el soltero basura backpack la mochila bird el pájaro bad malo birth nacimiento, el bag la bolsa birthday el cumpleaños bake cocer al horno birthday el regalo de bakery la panadería present cumpleaños balcony el balcón biscuit la galleta ball el balón; la pelota black negro ballpoint pen el balígrafo blackboard pizarra banana el plátano blank, gap hueco, el band la banda blankets la manta bandage la venda blind ciego bank el banco blonde (adj) rubio bank card la tarjeta de banco blood la sangre banknote el billete de banco blood test el análisis de sangre bar el bar blouse la blusa barber la peluquería de blue azul caballeros boarding pass la tarjeta de embarque bargain la ganga boat el barco; (small) la basement el sótano barca basin (sink) el lavabo body el cuerpo basketball el baloncesto boiled hervido bath el baño bone el hueso bath, to have a bañarse book el libro bathing suit el traje de baño bookshop la librería bathroom el cuarto de baño boot la bota; (car) el battery la batería; la pila maletero beach la playa boring aburrido beans las judías boss el/la jefe bear oso/a (el, la) bottle la botella beard la barba bottom el fondo; (part of beautiful prescioso; guapo body) el trasero because porque bowl el cuenco bed la cama box la caja bed, to go to acostarse box office la taquilla bedroom el dormitorio boy el chico bedside lamp la lamparilla de noche boyfriend el novio bedside table la mesilla de noche bracelet la pulsera bedspread la colcha brake el freno; (verb) frenar before (adverb) antes brave valiente before antes de … bread el pan (preposition) … break (in school recreo, el beginning al principio day) behind detrás (de) breakfast desayuno bell la campana; el timbre bridge el puente below debajo de briefcase la cartera belt el cinturón brilliant fenomenal beside IGNOUal lado de brochure el folleto better mejor broken roto between entre brother el hermano bicycle la bicicleta brown marrón; (hair)

236

castaño; (skin) business el negocio moreno business card la tarjeta de visita bucket el cubo bus station la estación de builder el albañil autobuses building el edificio busy ocupado bull el toro but pero bullfight la corrida de toros butter la mantequilla bullfighter el torero button el botón burglar el ladrón buy comprar burn la quemadura; (verb) quemar bus el autobús

C cabbage la col central heating la calefacción central cable car el teleférico centre el centro café el café certificate el certificado cage la jaula chair la silla cake (small) el pastel; (large) la change el cambio tarta; (sponge cake) el character (in a personaje, el bizcocho book) cake shop la pastelería chat, to charlar calculator la calculadora charger el cargador called, to be llamarse cheap barato camera la cámara de fotos check-in la factruación campfire la hoguera check in (verb) facturar campsite el camping check- la caja can (tin) la lata out(supermarket) canal el canal cheers! ¡salud! candle la vela cheese el queso canoeing Piragüismo, el chemist la farmacia canteen cantina, la cheque el cheque cap (bottle) el tapón; (hat) la gorra chequebook el talonario de cheques capital (city) capital, la cherry la cereza car el coche chess el ajedrez card la tarjeta chest el pecho cardigan la rebeca chewing gum el chicle cards cartas, las chicken el pollo careful prudente; be carefull! - child el niño/la niña cuidado! children los niños caretaker el portero chips las patatas fritas car park el aparcamiento chocolate el chocolate carpenter el carpintero choose, to elegir carpet la alfombra christmas la navidad carrot la zanahoria church la iglesia carry, to llevar cigarette cigarrillo, el cash el dinero; cobrar cinema el cine (verb) city la ciudad cashier el cajero city centre el centro castle el castillo class la clase cat el gato classroom el aula catch coger clean (adj) limpio cathedral la catedral cleaner la asistenta catholic (adj) católico clear (obvious) evidente; (water) claro cauliflower IGNOUla coliflor clever listo cave la cueva client el cliente celebrate, to celebrar climate el clima celebration fiesta, la clock el reloj

237 close (near) cerca; (verb) cerrar corner la esquina close to junto correct correcto closed cerrado correct, to corregir clothes la ropa corridor el pasillo cloud nube (la) cost costar coat el abrigo cotton el algodón cock gallo (el)/gallina (la) cough la tos; (verb) toser cockroach la cucaracha country el país coffee el café countryside el campo coin la moneda couple la pareja cold (illness) el resfriado course el curso collection la colección cousin el/la primo/a colour el colour cover, to tapar come, to venir cow la vaca company la compañía/ empresa cream la nata; (lotion) la compare, to comparar crema competition el concurso credit card la tarjeta de crédito complete, to completar crisps las patatas fritas complicated complicado cross, to cruzar compulsary obligatario cry llorar; (shout) gritar computer el ordenador cuestion la pregunta computer games los vídeo-juegos cucumber el pepino concert el concierto cup la taza conditioner el acondicionador cupbroad el armario conference la conferencia curly rizado/a conference room la sala de conferencias currency la moneda congratulations! ¡felicitaciones! curry el curry consulate el consulado curtain la cortina contract el contrato cushion el cojín conversation conversación, la customs la aduana cook el/la cocinero/a cycling el ciclismo cool fresco

D dad papá deny negar daily diario department el departemento dairy products los productos lácteos department store los grandes almacenes dance el baile; (verb) bailar departure la salida dangerous peligroso describe, to describir dark oscuro description la descripción date fecha designer el diseñador/ la date of birth fecha de nacimiento diseñadora daughter la hija desire desear day el día despite a pesar de day after pasado mañana desk la mesa de escritorio tommorrow dessert el postre dead muerto dial marcar deaf sordo dialogue el diálogo dear (person) querido diarrhoea la diarrea diary la agenda december diciembre dictionary el diccionario decide, to decidir die morir deep profundo diet la dieta delayed IGNOUretrasado different diferente deliberately a propósito delivery la entrega difficult difícil dentist el/la dentista dine cenar

238 dining room el comedor double doble double room la habitación doble dinner la cena dinner party le cena down hacia abajo drawing dibujo director el/la director/a dream soñar dirty sucio dress el vestido disabled minusválido drink la bebida; (verb) discover, to descubrir beber el descuento discount drink, to have a tomar algo dishwasher el lavavajillas divide, to dividir drinking water agua potable divorced divorciado conducir do, to hacer drive, to doctor el/la médico/a driving licence el carnet de conducir document el documento dog el perro dry seco doll la muñeca dry cleaner la tinotorería dollar el dólar during durante door la puerta dustbin el cubo de la basura

E each (every) cada empty vacío ear el oído; (outer) la oreja end el final early temprano engine el motor early evening la tarde engineering la ingeniería earrings los pendientes enjoy, to disfrutar de earn ganar enough bastante earth la tierra enroll, to matricularse easily fácilmente enter, to entrar east este entertaining divertido(a) easy fácil enterainment las diversiones eat, to comer entrance la entrada eat breakfast desayunar envelope el sobre eat dinner, to cenar envious envidioso/a eat lunch, to comer, almorzar eraser la goma de borrar economic económico(a) escalator la escalera mecánica egg el huevo especially sobra todo egoist egoísta espresso el café solo eight ocho estimate el presupuesto eighteen dieciocho evening la tarde eighty ochenta event el acontecimiento elbow el codo ever nunca, jamás electrician el/la electricista every cada; (every day) todos electricity la electricidad los días eleven once everybody todo el mundo electronic electrónico every day todos los días elephant el elefante everyone todos e-mail correo electrónico, everything todo email la dirección de email everywhere por todas partes address exactly exactamente embarrassing embarazoso exam examen (el) embassy la embajada example el ejemplo; (for example) emergency la emergencia por ejemplo emergency el servicioIGNOU de urgencias excellent excelente department except excepto emergency la salida de emergencia excess exceso de quipaje exit baggage employee el empleado exchange, to cambiar

239 exchange el cambio exhibition la exposición rate exit la salida excursion la excursión explain, to explicar executive el ejecutivo expensive caro exercise el cuaderno export, to exportar book eye el ojo exercice el ejercicio eyebrow la ceja

F Face la cara flavour el sabor fail, to suspender flight el vuelo fair la feria floor el suelo; (storey) el piso false falso flour la harina family la familia flower la flor famous famoso flute la flauta fan el ventilador; el anabico fly la mosca (insect); volar fantastic fantástico (verb) far lejos flyover el paso elevado fare el billete, la tarifa fog la niebla farm la granja folk music la música farmer el granjero following siguiente fashion la moda food la comida fast rápido foot el pie fat (adj) gordo football el fútbol father el padre for para; por favourite favorito; preferido for example por ejemplo february febrero foreign extranjero feed, to alimentar, dar de comer foreigner el/la extranjero/a feel, to tocar forest el bosque festival fiesta, la forget, to olvidar few pocos (as) fork el tenedor fifteen quinze forty cuarenta fifth quinto (a) fountain pen la pluma fifty cincuenta four cuatro figures los números fourteen catorce file, folder la carpeta fourth cuarto fill in, to rellenar free libre; gratis film la película free time el tiempo libre filter el filtro freezer el congelador find, to encontrar frequency la frecuencia finger el dedo friday viernes finish, to terminar fridge el frigorífico fire el fuego; el incendio fried frito fire el extintor friend el/la amigo/a extinguisher friendly simpático fireworks los fuegos artificiales frightened asustado/a firm la empresa from desde; de first primero/a from time to de vez en cuando first class de primera time first floor el primer piso frozen helado first name el nombre de pila frozen foods los congelados fish el pez; (food) el pescado fruit la fruta fishing la pesca; (to go fishing) ir fruit juice el zumo de frutas a pescar fry freír five cinco frying pan la sartén el aguaIGNOU con gas lleno fizzy water full flag la bandera fun divertido flat (level) plano funny divertido flat tyre la rueda pinchada furniture los muebles

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G game el juego to game (match) partido, el go in, to entrar games, sports deportes, los go out, to salir garage el garaje; (for repairs) el go shopping, ir de tiendas, ir de taller to compras garden el jardín go to bed, to acostarse garlic el ajo go up, to subir gas el gas gold el oro gate la puerta going to do ir a (+ infin.) geography la geografía (simple general general future) generally en general golf el golf generous generoso/a good bueno genial genial good buenas tardes get dressed, to vestirse afternoon get undressed, quitarse la ropa goodbye adiós to good evening buenas noches get up, to levantarse good morning buenos días get (fetch) traer government el gobierno get on subirse granddaughter la nieta get out bajarse grandfather el abuelo get up levantarse grandmother la abuela gift el regalo grandparents los abuelos ginger el jengibre grandson el nieto giraffe la jirafa grapes las uvas girl la chica green verde give, to dar greetings saludos glad alegre grey gris glass el cristal; (for drinking) el grocer’s la tienda de comestibles vaso ground floor la planta baja glasses las gafas guarantee la garantía; (verb) gloves los guantes garantizar glue el pegamento guide el/la guía go, to ir guide book la guía turística go away, to irse guided tour la visita con guía go down, to bajar guitar la guitarra go on holiday, ir de vacaciones

H hair el pelo head la cabeza hairdresser’s la peluquería headache el dolor de cabeza half medio headphones los auriculares hall el vestíbulo healthy sano hand la mano hear, to oír handbag el bolso heart el corazón hand luggage el equipaje de mano heat el calor handshake el apretón de manos heating la calefacción handsome guapo heavy pesado happy feliz, alegre heel el tacón hard duro; (difficult) difícil hello hola hardly ever casi nunca help la ayuda; (verb) ayudar hardworking trabajador/IGNOU-a here aquí hat el sombrero; el gorro high alto have tener high school instituto (el) have time, to tener tiempo hiking el senderismo

241 hill el monte hotel el hotel hire, to alquilar hour la hora history la historia house la casa hitchhike hacer auto-stop housewife ama de casa hobby el hobby household los productos del hogar holiday el día festivo products holidays las vacaciones how? ¿cómo? home la casa; (at home) en casa however sin embargo home work los deberes how many? ¿cuántos(as)? honest sincero how much? ¿cúanto? honey la miel how are you? ¿qué tal? hope, to esperar hug el abrazo horrible horrible hug, to abrazar horse caballo (el) /yegua(la) hundred cien horsemanship equitación (la) hunger hambre hospital el hospital hurt doler hot caliente husband el marido

I ice el heilo ink la tinta ice-cream el helado insect el insecto if si insurance el seguro ill malo(a), enfermo(a) insurance la compañía de seguros image imagen, la company immediately inmediatamente intelligent inteligente important importante interesting interesante impossible imposible internet el internet in en interpret interpretar included incluido interpreter el/la intérprete incredible increíble interview entrevista, la indigestion indigestión interview, to entrevistar inexpensive barato introduce, to presentar infection la infección invitation la invitación information la información invoice la facture in front of en frente iron el hierro; (for cloths) la in spite of a pesar de plancha; (verb) planchar injection la inyección island la isla injury la herida it lo/la

J jacket la chaqueta jog (v.) hacer footing jam la mermelada joke la broma january enero journey el viaje jazz el jazz juice el zumo jeans los tejanos, los vaqueros july julio jersey el jersey june junio jeweller’s la joyería just sólo job (n.) el trabajo

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K keep, to guardar kill, to matar key la llave kitchen la cocina keyboard el teclado kiss beso; (verb) besar kidney el riñón knee la rodilla kilo el kilo knife el cuchillo kilometer el kilómetro know, to saber; conocer

L label la etiqueta lie la mentira laces los cordones (de los lie, to mentir zapatos) life la vida lady la señora lift el ascensor lake el lago light la luz; (weight) ligero; lamb el cordero (not dark) claro lamp la lámpara light bulb la bombilla land la tierra; (verb) aterrizar lighter el encendedor lanscape el paisaje line la cola language el idioma lipstick la barra de labios large grande lion león (el)/leona (la) last último list la lista late tarde listen, to escuchar later más tarde literature la literatura laugh, to reír litre el litro law el derecho litter la basura lawn el césped little (small) pequeño lawyer el abogado/ la abogada live, to vivir lazy perezoso liver el hígado leaf la hoja lively animado(a) leaflet el folleto living room el cuarto de estar learn, to aprender lobster la langosta leather el cuero location localidad, la leave, to dejar lollipop el chupa-chups lecturer el profesor/la profesora long largo (university) de universidad look after, to cuidar left izquierda look at, to mirar leg la pierna look for, to buscar leisure el ocio lorry el camión lemon el limón lose, to perder lemonade la limonada lot: a lot mucho lenght la longitud loud alto lens la lente love el amor; (verb) querer less menos loving cariñoso/a lesson la clase low bajo letter la carta; (of alphabet) la luck (good) ¡suerte! letra luggage el equipaje letterbox el buzón lunch la comida lettuce la lechuga luxurious lujoso(a) library la biblioteca licence el permiso

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M mad loco miss señorita madam señora mixed mixto magazine la revista mobile phone el teléfono móvil, el mail el correo celular main course el plato principal moment el momento main road la calle principal monday lunes maintenance mantenimiento, el money el dinero make, to hacer monitor el monitor make-up el maquillaje morning la mañana man hombre (el) morning, early la madrugada manager el/la gerente (dawn) many muchos/ muchas month el mes map el mapa monument el monumento march marzo moon la luna market el mercado more más marmalade la mermela monkey el/la mono/a married casado morning la mañana; (in the marry, to casarse morning) por la mass (church) la misa mañana material (cloth) la tela most más matter: it no importa most of all sobre todo doesn’t matter mosquito el mosquito mattress el colchón mother la madre may mayo motorboat la motora maybe quizás motorcycle la motocicleta meal la comida motorway la autopista mean: what ¿qué significa esto? mountain la montaña does this mountain bike la bicicleta de montaña mean? mouse el roton meat la carne moustache el bigote mechanic el mecánico mouth la boca medicine la medicina move mover; (oneself) mediterranean el mediterráneo moverse; (house) medium-dry semi-seco mudarsa de casa meet, to encontrar movie la película meeting la reunión mr. señor melon el melón mrs. señora menu la carta; (set menú) el mug la jarrita menú (del día) mum mama message el recado, el mensaje muesum el museo metro station la estación de metro mushroom los champiñones, las microwave el microondas setas midday el mediodía music la música middle: in the en el centro musical el instrumento musical middle instrument midnight medianoche musician el músico milk la lecha music system el equipo de música mineral mineral mussels los mejillones mineral water el agua mineral must (to have tener que ministry el ministerio to) minus (-) menos mustard la mostaza minute el minuto mirror el espejo mistake laIGNOU equivocación

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N nail la uña night la noche nail clippers el cortauñs nightclub la discoteca nail polish el esmalte de uñas nine nueve name el nombre nineteen diecinueve napkin la servilleta ninety noventa narrow estrecho no no nationality la nacionalidad nobody nadie nature la naturaleza noisy ruidoso near (to) cerca (de) noon mediodía nearly casi normally normalmente necessary necesario north el norte neck el cuello nose la nariz nacklace el coller not at all de nada needle la aguja nothing nada neighbour el/la vecino/a notice-board el tablón nephew el sobrino novel la novela never nunca november noviembre new nuevo now ahora news las noticias nowadays hoy en día newspaper el periódico nowhere en ninguna parte next próximo, siguiente number el número next year el año que viene number plate la matrícula nice bonito; (pleasant) nurse el enfermo/la enferma agradable nut (fruit) la nuez nickname el apodo niece la sobrina

O obtain, to obtener, conseguir open abierto; (verb) abrir occasionally de vez en cuando opinión, in my en mi opinión occupied ocupado opening times el horario de apertura occupation la profesión operation la operación october octubre operator la operadora of de opposite enfrente de of course desde luego; claro optician el/la oculista office la oficina; (room) el or o despacho orange la naranja; (colour) official oficial naranja often a menudo orchestra la orquesta oil el aceite order el pedido ointment la pomada ok vale origin origen, el old viejo other el otro olive la aceituna outside fuera olive oil el aceite de oliva outskirts las afueras olive tree el olivo oven el horno omelette la tortilla over … encima de …; on … en … overcoat el abrigo once una vez overtake, to adelantar one uno owe, to deber onion la cebolla owner el dueño, la dueña only soloIGNOU

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P package el paquete phrase book el libro de frases page la página piano piano pain el dolor pickpocket el carterista paint la pintura picnic el picnic painter el pintor, la pintora picture el dibujo painting el cuadro piece el pedazo pair el par pig el/la cerdo/a palace el palacio pillow la almohada pale pálido pilot el piloto paper el papel; (newspaper) el pine el pino periódico pineapple la piña parcel el paquete pink rosa parents los pardes pizza la pizza park el parque; (verb) aparcar place el lugar party la fiesta; (political) el plane el avión partido planet planeta pass, to aprobar plant la planta passeneger el pasajero plastic el plástico passionate apasionado/a plastic bag la bolsa de plástico passport el pasaporte plate el plato password la contraseña platform el andén pasta la pasta (train) path el camino play (theatre) la obra de teatro pavement la acera please por favor pay, to pagar pleased to encantado/encantada payment el pago meet you peach el melocotón plug el enchufe peanuts los cacahuetes plumber el fontanero/la fontenera pear la pera pocket el bolsillo pearl la perla poetry poesía (la) peas los guisantes poison el veneno pedestrian el peatón police la polocía pedestrain la zona peatonal police station la comisaría zone polite educado/a pen la pluma politics la política pencil el lápiz pollution la contaminación pencil el sacapuntas poor pobre sharpener popular popular pen pal el amigo/la amiga por pop music la música pop correspondencia possible posible people la gente post el correo; (verb) echar al pepper la pimienta; (red,green) el correo pimiento postbox el buzón per cent por ciento postcard la postal perfect perfecto postcode el código postal perfume el perfume poster el póster perhaps quizás postman el cartero person la persona post office correos petrol la gasolina potato la patata petrol station la gasolinera prawns las gambas pets la mascota prefer, to preferir phone book la guía telefónica prepare, to preparar phone booth la cabina telefónica present (adj.) presente phonecard la tarjeta telefónica present (gift) regalo, el photocopier la fotocopiadoraIGNOU prescription la receta photograph la foto (grafía); (verb) pretty bonito; (quite) bastante fotografiar price el precio photographer el fotógrafo printer la impresora

246 private privado pupil el/la alumno/a probably a lo mejor puncture el pinchazo problem el problema purple morado professor el catedrático purse la cartera, el monedero profits los beneficios push, to empujar programme programa, el put, to poner prohibited prohibido put on, to ponerse proud orgulloso/a pyjamas el pijama public público public el día de fiesta holiday

Q quality la calidad quiet tranquilo; (person) callado quarter el cuarto quite bastante; (fully) question la pregunta completamente quick rápido

R rabbit el conejo responsible responsable radio la radio rest el resto; (verb: relax) radish el rábano descansar railway el ferrocarril restaurant el restaurante rain la lluvia return volver; (give back) rain, to llover devolver rainy lluvioso return ticket el billete de ida y vuelta raisins las pasas revision el repaso raspberry la frambuesa rice el arroz rare raro rich rico rat la rata right correcto; (not left) razor blades las cuchillas de afeitar derecho read, to leer right away en seguida; ahora mismo ready listo ring (for el anillo reason razón finger) receive, to recibir ripe maduro receipt el recibo river el río reception la recepción road la carretera receptionist el/la recepcionista robbery el robo red rojo rock (stone) la roca red-haired pelirrojo romantic romántico/a refreshments los refrescos roof el tejado refrigerator el frigorífico room la habitacón region la región room service el servicio de habitaciones registered correo certificado rope la cuerda post rose la rosa relative el pariente round redondo relax relajarse; (rest) descansar roundabout la rotonda religion la religión rubber la goma remain, to quedar rubbish la basura rent, to alquilar rucksack la mochila repair arreglar rug la alfombra reservation la reservaIGNOU rugby el rugby reserved reservado/a run,to correr residence domicilio, el

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S sad triste shirt la camisa safe (not seguro shoelaces los cordones de los dangerous) zapatos salary el salario shoe polish la crema de zapatos sale las rebajas shoes los zapatos sales las ventas shoe shop la zapatería salt la sal shop la tienda sand la arena shopping la compra; (to go sandals las sandalias shopping) ir de sandwich el bocadillo compras sardine la sardina short corto; (height) bajo saturday sábado shorts los pantalones sauce la salsa cortos saucepan el cazo shoulder el hombro saucer el platillo show el espectáculo sauna la sauna show, to mostrar say decir shower la ducha; (rain) el scarf la bufanda; (head) el chaparrón pañuelo shower gel el gel de ducha school el colegio shy tímido/a science las ciencias sightseeing el turismo scissors las tijeras sign, to firmar screen la pantalla signature la firma sea el mar silk la seda seafood los mariscos silver la plata; (color) season la estación plateado seat el asiento simple sencillo seat belt el cinturón de sing cantar seguridad singer el/la cantante second el segundo single (only) único; secretary la secretaria (unmarried) see, to ver soltero/soltera see you soon hasta luego single room la habitación self-employed el/la autónomo/a individual sell, to vender sink el fregadero seminar el seminario sister la hermana send, to mandar, enviar sit down, to sentarse sentence la frase six seis separate distinto sixteen dieciséis separated separado sixty sesenta september septiembre size el tamaño serious serio skating el patinaje seven siete ski, to esquiar seventeen diecisiete skiing: to go ir a esquiar seventy setenta skiing several varios skirt la falda sew, to coser sky el cielo shark el tiburón sleep el sueño; (verb) dormir shave el afeitado; (to have a shave) afeitarse sleeping bag el saco de dormir shaving foam la espuma de afeitar sleepy, to be tener sueño shawl el chal sleeve la manga sheep/ewe la oveja slippers las zapatillas sheet la sábana; (of paper) slow lento IGNOUla hoja small pequeño shell la concha smell el olor; (verb) oler shellfish mariscos smile la sonrisa; (verb) ship el barco sonreír

248 smoke el humo; (verb) steamed al vapor fumar still todavía snack la comida ligera stockings las medias snow la nieve stomach el estómago snow, to nevar stomach-ache el dolor de soap el jabón estómago sociable sociable stop (bus) la parada; (verb) socks los calcetines parar sofa el sofá storm la tormenta soft blando story historia (la) soft drink refresco (el) straight liso/a soil la tierra strawberries las fresas some algún, alguna; unos street la calle somebody alguien string la cuerda somehow de algún modo strong fuerte something algo student el/la estudiante sometimes a veces study, to estudiar somewhere en alguna parte stupid estúpido son el hijo subject la asignatura soon pronto suburbs las afueras song la canción success el éxito sorry! ¡perdón! sugar el azúcar soup la sopa suit el traje south el sur suitcase la maleta south-east el sureste sun el sol souvenir el recuerdo sunbathe tomar el sol speak, to hablar sunday domingo speed la velocidad sunglasses las gafas de sol spend, to gastar(money), sunny hace sol pasar(time) sunshade la sombrilla spinach las espinacas suntroke la insolación spoon la cuchara supermarket el supermercado sport el deporte supplement el suplemento sportsman el/la deportista sure seguro square (in town) la plaza; (adj) surname el apellido cuadrado sweat el sudor; (verb) squid el calamar sudar staircase la escalera sweater el jersey stamp el sello sweet dulce stapler la grapadora swim, to nadar star la estrella swimming la natación start el principio; (verb) swimming pool la piscina empezar switch off, to apagar starters los entrantes switch on, to encender statement la declaración syrup el jarabe station la estación stay at home, to quedarse en casa statue la estatua steal, to robar

T table la mesa talk la charla; (verb) hablar tablet la pastilla talkative hablador/-a take, to tomar tall alto take a walk, ir deIGNOU paseo tap el grifo to taxi el taxi take a picture sacar fotos taxi-driver el/la taxista take out, to sacar tea el té

249 teach, to enseñar tobacco el tabaco teacher el profesor/ la profesora tobacconist el estanco technician el técnico today hoy telephone el teléfono; (verb) llamar together juntos por teléfono toilet el baño; television la televisión toilet paper el papel higiénico tell a lie, to mentir tomato el tomate temperature la temperatura; (fever) la tomato juice el zumo de tomate fiebre tomorrow mañana ten diez tongue la lengua tennis el tenis tonight esta noche tent la tienda (de campaña) too (also) también; (excessively) terminal la terminal demasiado terrace la terraza tooth el diente test la prueba toothache el dolor de muelas text el texto toothbrush el cepillo de dientes textbook el libro de texto toothpaste la pasta dentífrica than que top máximo thank (verb) agradecer torch la linterna that ese/esa, eso; tour la excursión that one ése/ésa tourist el/la turista the el/la; (plural) los/las tourist office la oficina de turismo theatre el teatro towel la toalla then entonces; (after) después tower la torre there allí town el pueblo thick grueso town hall el ayuntamiento tidy ordenado/a toy el juguete thief el ladrón trade fair la feria thin delgado track suit el chandal thing cosa, la tradition la tradición think, to pensar traffic el tráfico third tercero traffic jam el atasco thirsty tengo sed traffic lights el semáforo thirteen trece train el tren thirty treinta translate, to traducir this éste/ésta translator el/la traductor/a thousand mil travel agency la agencia de viajes throat la gargante tray la bandeja through por tree el árbol three tres trolley el carrito translate, to traducir trousers el pantalón travel, to viajar truck el camión travel agency la agencia de viajes true cierto tree el árbol truth la verdad trip el viaje try, to intentar trousers los pantalones tuesday martes thunderstorm la tormenta tunnel el túnel thursday jueves turn tuerza (a la izquierda/ a la ticket (train el billete; (theatre etc) la (left/right) derecha) etc) entrada twelve doce ticket office la taquilla twenty viente tie la corbata; (verb) atar two dos tight ajustado type el tipo tights las medias typical típico time tiempo typewriter la máquina de escribir timid timido tyre el neumático timetable el IGNOUhorario tired cansado tissues los pañuelos de papel toast la tostada

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U ugly feo unmarried soltero(a) umbrella el paraguas unripe verde uncle el tío until hasta under … debajo de … unusual poco común underground el metro up arriba (railway) upon encima (de) underpants los calzoncillos urgent urgente understand entender use el uso;(verb) usar underwear la ropa interior useful útil university la universidad usually en general

V vaccination la vacuna video games los vídeo-juegos vacuum la aspiradora view la vista cleaner villa el chalet valley el valle village el pueblo vanilla la vainilla vinegar el vinagre various vario; diverso violet violeta vase el jarrón violin el violín vegetables la verdura visit la vista; visitar (verb) vegetarian vegetariano visiting hours las horas de visita vehicle el vehículo visitor el/la visitante verb verbo (el) vocabulary el vocabulario very muy; very much mucho voice la voz vest la camieseta voicemail la mensajería de voz vet el veterinario vollyball el vóleibol video el vídeo

W wait, to esperar wear, to llevar waiter el camarero weather el tiempo waiting room la sala de espera website el sitio web walk el paseo; (verb) andar wednesday miércolas wall la pared; (outside) el muro week la semana wallet la cartera week-end el fin de semana want, to querer welcome ¡bienvenido! (adj.); (verb) war la guerra dar la bievenida wardrode el armario well bien warm caliente; (weather) caluroso west el oeste wash, to lavar wet mojado washing machine la lavadora what? ¿qué? washing powder el detergente wheel la rueda washing-up liquid el lavavajillas when? ¿cuándo? waste-paper la papelera where? ¿dónde? watch el reloj; (verb) mirar where to? ¿adónde? water el agua whether si IGNOUla cascada which? ¿cuál? waterfall water heater el calentador while mientras wave la ola white blanco wavy ondulado white coffee el café con leche

250 who? ¿quién? wolf lobo/a (el, la) why? ¿por qué? woman la mujer wide ancho wood la madera wife la mujer wool la lana wind el viento word la palabra window la ventana work el trabajo; (verb) trabajar wine el vino world el mundo winter invierno worse peor with con wrist la muñeca without sin write, to escribir winter invierno, el writing paper el papel de escribir witness el testigo wrong equivocado

X, Y, Z x-ray department el sevicio de radiología yoghurt el yogur year el año you’re welcome de nada year (school) curso, el young joven yellow amarillo youth hostel el albergue juvenil yes sí zebra la cebra yesterday ayer zip la cremallera yet todavía; (not yet) todavía no zoo el zoo

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