FALL 2013
Clayton State University, School of Arts and Sciences Elementary Spanish I (SPAN 1001)
CRN 86444, section 1 M/W/F 9 – 9:50 am (Room G129) Instructor: Dr. Dennis Miller, Jr.
Office: Arts and Sciences, Room G105F Email: [email protected]
Office hours: M/W: 12 – 2 pm; F: 8 – 9 am; 4 – 5 pm.
*********Clayton State University’s Center for Academic Success: It is strongly recommended that you take advantage of CSU’s free services offered in the Center for Academic Success, located on the lower level of the library. For more information, please visit: http://adminservices.clayton.edu/cas/
******** Clayton State University’s Counseling and Psychological Services: http://www.clayton.edu/counseling
******Individuals with disabilities who need to request accommodations should contact the Disability Services Coordinator, Student Center 255, 678-466-5445,
Required text:
Philip R. Donley, et al. Vistas: Introducción a la la lengua española, 4th ed. (Boston: Vista Higher Learning, 2012.) Student textbook ISBN: 978-1-60576-881-6.
WEBSAM (On-line Student Activities Manual: http: vistas.vhlcentral.com)
“All students are required to have a copy of the textbook for this class. If you do not have your textbook in class after the second week of class, you will receive a ZERO for your class participation grade for each day that you come to class without it.”
Highly recommended texts and apps: La Rousse. The American Heritage LaRousse Spanish
Dictionary; English/Spanish, Español/Inglés.
Kendris, C. Dictionary of 501 Spanish Verbs Fully Conjugated in All Tenses Alphabetically Arranged.
Rubin, Jan, and Irene Thompson. How to be a More Successful Language Learner. Schmitt, Conrad. Schaum’s Outlines: Spanish Grammar.
Spinelli, Emily. English Grammar for Students of Spanish. (Olivia Hill, any edition or year). Apps: dictionary.com; dropbox; google translate.
Welcome to SPAN 1001! In this course you develop the four basic language skills of speaking, listening, reading, and writing. You will use these skills to expand your knowledge of the cultures of the Spanish-speaking peoples of the world. Moreover, the emphasis of this course is on spoken and written communication. This is the first part of a two-semester Elementary Spanish course sequence.
Catalog Description: Introduction to listening, speaking, reading and writing in Spanish and to the culture of Spanish-speaking regions. Open to native speakers of Spanish only by permission of the Department of Humanities. Otherwise, native speakers must withdraw from this course.
Computer Requirement: Each CSU student is required to have ready access throughout the semester to a notebook computer that meets faculty-approved hardware and software requirements for the student's academic program. Students will sign a statement attesting to such access. For further information on CSU's Official Notebook Computer Policy, please go to http://www.clayton.edu/hub/itpchoice/notebookcomputerpolicy.
Course Objectives:
By the end of the semester you will be able to communicate using basic Spanish for:
- greeting people and exchanging some polite questions and answers, exchanging phone numbers, talking about days and dates, etc;
- using simple vocabulary related to the classroom; - talking about family;
- discussing typical activities related to traveling in a foreign country, including making hotel reservations, travel arrangements, getting around;
- talking about hobbies and sports.
The Department of Humanities’ Goal:
The exchange of ideas is the basis of all societies. Each culture has its own form of expressing thoughts. Communication is the act or process of transmitting information about ideas, attitudes, emotions, or objective behavior through a common system of signs, symbols, or conduct.
According to the Communicative Approach, the emphasis on communication ensures that second language learners will be able to exchange their thoughts in a way that is comprehensible to the educated native speaker. Our emphasis on written communication is because we believe that a strong lexical and syntactical foundation is the basis for all communication exchange at a level expected from students at the higher education level. Therefore our expectation is that upon completion of the exit courses of their foreign language sequence, students will be able to produce short, comprehensible written pieces of increasing complexity based on the course and content presented at each level. It is our goal that each student will be at the 70th percentile or above in the areas of language (syntax) and vocabulary (lexicon) on a written composition. Program Learning Outcomes:
General education outcomes:
The following link provides the Clayton State University Core Curriculum outcomes (see Area C in particular):
http://www.clayton.edu/Portals/5/core_curriculum_outcomes_clayton.pdf
Specific Student Learning Outcomes for SPAN 1001:
In the target language, by the end of the semester the learner will be able to: - recognize verb conjugations in the present tense;
- recall basic sentence structures;
- reproduce endings for most commonly used irregular verbs in the present; - distinguish various forms of regular verbs in a sentence;
- give examples of specific structures of a given sentence (noun, verb, adj, etc.)
- produce and understand simple ideas in writing and orally in Spanish at the novice level about a variety of situations and contexts in the present tense on topics ranging from: university life, the family, and hobbies;
- compare/contrast his/her values with those of Spanish speakers, specifically to those in Spain, Ecuador, and Mexico, as well as the various Hispanic groups in the United States;
- question cultural assumptions about one’s own culture as well as Hispanic cultures;
- point-out main ideas in simple real-world texts (newspapers, magazines, commercials, etc.); - compare structure of typical family in the U.S. to the family in Spanish-speaking America; - list methods of transportation common in certain Spanish-speaking countries;
- use technology and other resources in the target language to practice language skills, research, discuss, collaborate and build communities with other second language learners as well as heritage speakers at a level appropriate for first-semester learners.
Class Format: SPANISH 1001 meets three hours a week. The format of this class is based on the
premise that the best way to learn another language is through repeated, meaningful exposure to the language as well as for opportunities to interact with others. For this reason, class time will be dedicated to communicating in Spanish using structures and vocabulary that you have practiced by doing your homework prior to class. Please note that this is a university setting. As a result, formal, academic Spanish is most appropriate in this particular context.
Course Policies
General Policy: Students must abide by policies in the Clayton State University Student Handbook, and the Basic Undergraduate Student Responsibilities.
University Attendance Policy: In order to meet the course goals and objectives, you must attend
and actively participate in class. Participation is an important component of your final grade. You are expected to participate consistently and audibly in all class activities. Students who do so with good grace and visible commitment will receive high grades for participation. Please note
Clayton State’s official policy regarding attendance:
“Students are expected to attend and participate in every class meeting. Instructors establish specific policies relating to absences in their courses and communicate these policies to the students through the course syllabi. Individual instructors, based upon the nature of the course, determine what effect excused and unexcused absences have in determining grades and upon students’ ability to remain enrolled in their courses. The university reserves the right to determine that excessive absences, whether justified or not, are sufficient cause for institutional withdrawals or failing grades.”
You will be allowed a total of five (5) unexcused absences. Starting with the 6th absence, you will lose 3 percentage points from your final grade for each additional unexcused absence. Note that habitually arriving late and/or leaving early will result in a lowering of your final grade. Each day your instructor will make a mark in his grade book regarding your participation and will assign you a daily grade. If you miss a class, no participation points can be awarded for that day. There is NO make-up for participation points. Daily participation will be graded according to the following scale:
SUPERIOR: (2 points) Used Spanish consistently in class with professor and peers; was
listening attentively when others spoke; showed respect and displayed a positive attitude toward professor, peers, and subject; actively participated in all activities; came to class prepared.
AVERAGE: (1 point) Used Spanish sufficiently in class with professor and peers; got somewhat
distracted, not always listened attentively when others spoke; showed some respect and an agreeable attitude; showed some interest in class activities and discussions, passively participated in activities speaking when called upon; came to class somewhat prepared.
UNSATISFACTORY: (0 points) Poor/rude/uncooperative attitude; did not pay active attention
during class (i.e., sleeping, reading newspaper, talking about unrelated subjects, surfing online, Facebook, twittering, etc.); unprepared for class by either doing work assigned or did not bring the proper materials for class; used English, did not respond when called upon; inconsiderate of others (interrupts class, cell phone, etc.); absent.
Course Evaluation:
Exams (4, 100 pts each), Group Quizzes, Composition (25 pts), Homework (15 pts each lesson), Oral Exam (50 pts), and Websam: 80%
Active Participation/Attendance: 10% Final Exam: 10% TOTAL: 100% Grading Scale: A 100-90% D 69-60% B 89-80% F 59-0% C 79-70%
Exams: Students will have the opportunity to demonstrate their ability and progress in the
language on each exam. The skills areas of listening, reading, and writing will be tested on each exam along with grammar. The exam begins at the start of class time.
Quizzes: Quizzes will be given on a regular basis. They may or may not be announced. The
format of each quiz may vary. The information on the quizzes will range from prior information in the course to information from the homework due that day. You will be excused from missing
one group quiz; if you miss more than that, regardless of the excuse, you will receive a 0 (zero).
The quizzes are generally only worth 10 – 15 points. There are NO make-ups for quizzes if you arrive late and the quiz has already been given.
Make-ups: No makeup exams are permitted unless your professor has approved the makeup and
the student can provide a verifiable documented excuse for the absence. Missed assignments are to be made up as soon as possible. Make-up tests will not be the same tests taken by the class; they will be more difficult in an effort to dissuade students from missing exams. Class work/ participation cannot be made up. If a makeup exam is granted, each student is allowed ONLY ONE makeup. If any other exams are missed, the student will receive a 0 (zero), regardless of the excuse.
Homework/Class Preparation and Participation/Assignments: You are responsible for all
material covered in class on days that you are absent. It is also your responsibility to be aware of changes made regarding the syllabus. Having missed the previous class is not an excuse to come to class unprepared.
Most grammar is studied before and outside of class so you come to class prepared to practice it. Written practice activities are to be completed before the class meets on a separate sheet of paper in case the professor collects it. These assignments are to be prepared for the day that they appear on the syllabus, prior to coming to class. Each lesson’s homework assignments, all indicated on the syllabus, will be handed in the date of the corresponding exam. Each chapter’s homework will be worth 15 pts; homework points (5) will be deducted if the homework is handed in after the date of the exam.
Final Exam: The final exam, worth 10% of your final grade, will be comprehensive. ALL students, regardless of their average, MUST take the final exam. No exceptions! If you do not take the final exam, you will receive a ZERO (0).
OTHER IMPORTANT INFORMATION:
Mid-term Progress Report: The mid-term grade in this course, which will be issued on October 4, reflects approximately 30% of the entire course grade. Based on this grade, students may choose to withdraw from the course and receive a grade of "W." Students pursuing this option must fill out an official withdrawal form, available in the Office of the Registrar, or withdraw on-line using the Swan by mid-term, which occurs on October 5. Instructions for withdrawing are provided at this link.
The last day to withdraw without academic accountability is Friday, October 4, 2013.
Academic Dishonesty: Any type of activity that is considered dishonest by reasonable standards may constitute academic misconduct. The most common forms of academic misconduct are cheating and plagiarism All instances of academic dishonesty will result in a grade of zero for the work involved. All instances of academic dishonesty will be reported to the Office of Student Life/Judicial Affairs. Judicial procedures are described beginning on page 14 of the Student Handbook (Procedures for Adjudicating Alleged Academic Conduct Infractions
Disruption of the Learning Environment:Behavior which disrupts the teaching–learning process during class activities will not be tolerated. While a variety of behaviors can be disruptive in a classroom setting, more serious examples include belligerent, abusive, profane, and/or threatening behavior. A student who fails to respond to reasonable faculty direction regarding classroom behavior and/or behavior while participating in classroom activities may be dismissed from class. A student who is dismissed is entitled to due process and will be afforded such rights as soon as possible following dismissal. If found in violation, a student may be administratively withdrawn and may receive a grade of WF.
A more detailed description of examples of disruptive behavior and appeal procedures is provided at:
http://www.clayton.edu/Portals/5/DisruptiveClassroomBehavior.pdf
In-class Use of Student Notebook Computers: Student notebook computers will not be used in
the classroom in this course. Computers will be required to access course materials and to communicate with your instructor. All required Websam activities will be completed outside the classroom.
Children/Visitors: Please note that, according to official Clayton State University policy, you are not permitted to bring children or visitors to class. Only students listed on the class roster are permitted to attend class.
Email etiquette
• You are expected to write as you would in any professional correspondence. Email communication should be courteous and respectful in manner and tone. Also, formal, grammatically correct English should be employed in all emails; please do not write in the form of “text messaging.”
• Do not expect an immediate response via email (normally, a response will be sent as soon as possible). If your email question is sent at the last minute it may not be possible to send you a response before an assignment is due or a test is given.
Tips on Effectively Learning Another Language:
1. STUDY EVERY DAY! A foreign language course is different from any other course you take. Language learning is cumulative; you cannot put it off until the weekend. Study 1 or 2 hours for every class hour if you want an A or B.
2. DISTRIBUTE YOUR STUDY TIME in 15- to 30-minute periods throughout the day. Focus on a different task each time: vocabulary now, grammar next, etc. Get an overview during the first half hour: spend 10 minutes reviewing dialog, 10 minutes learning new vocabulary, 10 minutes learning new grammar...so you will at least have looked at it all. Approximately 80% of your study time should be spent in recitation or practice.
3. ATTEND AND PARTICIPATE IN EVERY CLASS--even if you are not well prepared. Class time is your best opportunity to practice. Learn the grammar and vocabulary outside of class in order to make the most of class time. Spend a few minutes "warming up" before each class by speaking or reading the language. 4. MAKE YOURSELF COMFORTABLE IN THE CLASSROOM. Get to know
your classmates, so you will feel you are among friends. Visit your instructor during office hours to get acquainted. Explain your goals and fears about the course to your instructor.
5. LEARN GRAMMAR IF YOU DON'T ALREADY KNOW IT. Grammar is the skeleton of a language, its basic structure; you must learn it. Review a
simplified English grammar text. Compare new grammatical structures in Spanish to their English equivalents.
6. PRACTICE FOR TESTS by doing what you will have to do on the test. If the test will require you to write, then study by writing--including spelling and accents. If you will be asked to listen, then practice listening. Ask for practice questions; make up your own test questions. Invent variations on patterns and forms. Over-learn; study beyond the point of recognition to mastery.
7. DEVELOP A GOOD ATTITUDE. Have a clear personal reason for taking the class. Set personal goals for what you want to learn. Leave perfectionism at the door; give yourself permission to make mistakes and learn from them.
8. GET HELP IF YOU NEED IT. Talk with your teacher. Form study groups among class members. Use the Center for Academic Success. Don't wait! 9. SET REALISTIC EXPECTATIONS. Learning another language takes a long
time, and you will not be fluent after just a semester or two.
10. BREAK STUDY TIME INTO SMALLER CHUNKS. Research shows that language students learn more effectively and retain more when they study frequently and for shorter periods of time than if they study infrequently for extended periods of time. Try to study each day, and whenever possible, several times a day. This means, for instance, doing a few homework exercises each day rather than doing all homework assignments the night before they are due. *********Clayton State University’s Center for Academic Success: It is strongly recommended that you take advantage of CSU’s free services offered in the Center for Academic Success, located on the lower level of the library. For more
information, please visit: http://adminservices.clayton.edu/cas/
***DISCLAIMER
A syllabus is not a contract. The instructor reserves the right to alter the course requirements, the syllabus, and/or assignments based on new materials, class discussions, or other legitimate pedagogical objectives. Any changes will be discussed with the class. Students who miss the day changes are discussed are responsible for getting the notification from other students in that class.
COURSE SCHEDULE:
(**Hoja de práctica = worksheet your instructor will distribute the class period before it is due; Examen de práctica = Practice test)
*Homework assignments are due the day indicated on the syllabus. Week #1
Monday August 12 – Introduction to the course
Wednesday August 14 – Lección 1 (Saludos; Tarea: p. 3 #3, 4)
Friday August 16 – Lección 1 (Saludos/Fotonovela; Tarea: p. 4 #5) Week #2
Monday August 19 – Lección 1 (La cultura/el alfabeto; Tarea: p. 10 Actividades) Wednesday August 21 – Lección 1 (El alfabeto/los artículos definidos; Tarea: p. 15
#1, 2)
Friday August 23 – Lección 1 (Los números; Tarea: p. 17 #2, 3) Week #3
Monday August 26 – Lección 1 (Los pronombres/El verbo ser; Tarea: p. 22 #1) Wednesday August 28 – Lección 1 (Decir la hora/La cultura; Tarea: p. 26 #1, 2) Friday August 30 – Lección 1 (Los hispanos en Estados Unidos/Repaso; Tarea:
p. 37, ¿qué aprendiste?; Examen de práctica) Week #4
*Homework assignments are due the day indicated on the syllabus. Monday September 2 – *****NO HAY CLASES (Día del Trabajo)
Wednesday September 4 – Examen #1: Lección 1 (hand in exercises from the book) Friday September 6 – Lección 2 (Vocabulario; Tarea: p. 41 #4, 5)
Week #5
Monday September 9 – Lección 2 (Fotonovela/Días de la semana/Cultura; Tarea: p. 42 #6; 48 Actividades)
Wednesday September 11 – Lección 2 (Los verbos que terminan en –ar; Tarea: p. 53 #1)
Friday September 13 – Lección 2 (El verbo gustar; Tarea: p. 53 #2; Hoja de práctica)
Week #6
Monday September 16 – Lección 2 (Como se hacen las preguntas; Tarea: p. 57 #1, 2)
Wednesday September 18 – Lección 2 (Estar + las preposiciones; Tarea: p. 61 #2) Friday September 20 – Lección 2 (Más números; Tarea: p. 61 #1)
Week #7
Monday September 23 – Lección 2 (España; Tarea: p. 65 #3; p. 75, ¿qué aprendiste?)
Wednesday September 25 – Lección 2 (Repaso; Tarea: Examen de práctica) Friday September 27 – Examen #2: Lección 2 (hand in exercises from the
book) Week #8
Monday September 30 – Lección 3 (Vocabulario; Tarea: p. 79 #3, 4) Wednesday October 2 – Lección 3 (Vocabulario; Fotonovela; Tarea: p. 80 #5) Friday October 4 – Lección 3 (Los adjetivos, las nacionalidades; Tarea: Árbol
genealógico)
******OCTOBER 4TH IS THE LAST DAY TO WITHDRAW WITH A “W”****** Week #9
Monday October 7 – Lección 3 (Cultura/Los adjetivos; Tarea: p. 91 #3)
Wednesday October 9 – Lección 3 (Los adjetivos posesivos; Tarea: p. 91 #2; p. 94 #1) Friday October 11 – Lección 3 (Los verbos que terminan en –er/-ir; Tarea: Hoja
de práctica; p. 98 #1) Week #10
Monday October 14 – ** NO HAY CLASES (Vacaciones de otoño)
Wednesday October 16 – Lección 3 (Los modismos con el verbo tener; Tarea: Hoja de práctica)
Friday October 18 – Lección 3 (Los modismos con el verbo tener; El verbo venir; Tarea: p. 102 #3; Hoja de práctica)
*Homework assignments are due the day indicated on the syllabus. Week #11
Monday October 21 – Lección 3 (Tener vs. venir; Tarea: p. 102 #2; Hoja de práctica)
Wednesday October 23 – Lección 3 (Ecuador; Tarea: Hoja de práctica; p. 113, ¿qué aprendiste?)
Friday October 25 – Lección 3 (Repaso; Tarea: Examen de práctica) Week #12
Monday October 28 – Examen #3: Lección 3 (hand in exercises from the book) Wednesday October 30 – Lección 4 (Vocabulario/Fotonovela; Tarea: p. 117 #3, 4) Friday November 1 – Leccion 4 (Fotonovela; Los deportes en LA; Tarea: p. 118
#5) Week #13
Monday November 4 – Lección 4 (Cultura: Vamos a mirar una película sobre México; El verbo “ir:” Tarea: p. 127 #2)
Wednesday November 6 – Lección 4 (Los verbos que cambian en la raíz; Tarea: p. 127 #3; p. 131 #1, 3)
Friday November 8 – ** No habrá clase (Tarea: Composición en casa) Week #14
Monday November 11 – Lección 4 (Más verbos irregulares; Tarea: p. 133 Inténtalo; p.134 #1)
Wednesday November 13 – Lección 4 (Más verbos irregulares; Tarea: p. 138 #1, 3; Hoja de práctica)
Friday November 15 – Lección 4 (Más verbos/México; Tarea: Hoja de práctica; p. 149, ¿qué aprendiste?)
Week #15
Monday November 18 – Lección 4 (Repaso; Tarea: Examen de práctica) Wednesday November 20 – Examen #4: Lección 4 (hand in exercises from the
book)
Friday November 22– *Examen Oral Week #16
Monday November 25 – *Examen Oral
Wednesday November 27 – *NO HAY CLASES (Día de Acción de Gracias) Friday November 29 – *NO HAY CLASES (Día de Acción de Gracias) Week #17
Monday December 2 – Repaso para el examen final (Tarea: Examen de práctica) FINAL EXAM SCHEDULE:
SPAN 1001: Friday, December 6, 2013, 8:00 am – 10:00 am (in the same room) **Important Dates:
August 31 – September 2, 2013: Labor Day Break (No classes) September 17 – October 1, 2013: Midpoint grade submission
October 4, 2013: (Midpoint) Last day to withdraw without academic penalty October 14 – 15, 2013: Fall Break (No classes)
November 27 - 30, 2013: Thanksgiving Break (No classes) December 2, 2013: Last weekday class
December 12, 2013: All Faculty Grades Due
________________________________________________________________________ EXPECTATIONS FOR ORAL EXAM
When? Friday, November 22, 2013, and Monday, November 25, 2013. General Rules:
- You may work by yourself or with another classmate. - Each person will speak for approximately two minutes. - You may do a power point presentation if you wish. TOPICS:
**You may make up your own topic, but here are some ideas: (*if you work with a classmate, you may do your skit in the form of an interview/dialogue.)
(1) You may describe your favorite family member/star/singer (try to incorporate as much of the vocabulary/grammar we have studied, such as ser/estar, adjectives, -ar/ -er/-ir verbs, stem changing verbs, etc.)
(2) Describe yourself. What is a typical day like for you? (Practice adjectives, -ar/-er/-ir verbs, gustar, maybe some stem changing verbs as well)
(3) Your university life. Describe your classes. How many classes do you have? What are your favorite classes? Why are they your favorite? What are your least favorite? Why? (4) What are your favorite sports? Why? Least favorite sports? Why? What sports do you play? Why?
(5) Describe your ideal boyfriend/girlfriend mate. What is s/he like? Using a variety of adjectives and verbs, the verb gustar, what makes her/him ideal?
Your grade will be based on the following criterion: 1) Did you read too much? 2) Did you use grammar points (the ones in covered this semester) correctly most of the time? 3) Would an educated native speaker (who doesn’t speak English) comprehend overall what was said?
________________________________________________________________________ VERB REFERENCE #1 (LESSONS 2, 3, 4)
To conjugate verbs in the Present Indicative tense drop the -ar, -er, and -ir endings in every verb and replace them with the endings indicated in the chart.
(-ar regular verbs listed on pages 50-51, Lesson 2) (-er/-ir regular verbs listed on pages 96-97, Lesson 3) Present Indicative Tense -Ar ending verbs -Er ending verbs
-Ir ending verbs
Yo -o -o -o
Tú -as -es -es
él /ella/ usted -a -e -e
Nosotros(as) -amos -emos -imos
Ustedes/ ellos/ ellas -an -en -en
_______________________________________________________________________ VERB REFERENCE #2 (LESSON 4)
LOS VERBOS IRREGULARES (p. 130)** Must be memorized
ser (to be): soy, eres, es, somos, son (p. 20)
estar (to be): estoy, estás, está, estamos, están (p. 59)
tener (to have): tengo, tienes, tiene, tenemos, tienen (p. 100) venir (to come): vengo, vienes, viene, venimos, vienen (p. 100) ir (to go): voy, vas, va, vamos, van (p. 126)
A. e to ie (p. 130)
cerrar (to close): cierro, cierras, cierra, cerramos, cierran
comenzar (to begin): comienzo, comienzas, comienza, comenzamos, comienzan empezar (to begin): empiezo, empiezas, empieza, empezamos, empiezan
entender (to understand): entiendo, entiendes, entiende, entendemos, entienden pensar (to think): pienso, piensas, piensa, pensamos, piensan
perder (to lose): pierdo, pierdes, pierde, perdemos, pierden
preferir (to prefer): prefiero, prefieres, prefiere, preferimos, prefieren querer (to want): quiero, quieres, quiere, queremos, quieren
B. o to ue (p. 130)
almorzar (to have lunch): almuerzo, almuerzas, almuerza, almorzamos, almuerzan contar (to count): cuento, cuentas, cuenta, contamos, cuentan
dormir (to sleep): duermo, duermes, duerme, dormimos, duermen
encontrar (to find): encuentro, encuentras, encuentra, encontramos, encuentran mostrar (to show): muestro, muestras, muestra, mostramos, muestran
poder (to be able to, can): puedo, puedes, puede, podemos, pueden
recordar (to remember): recuerdo, recuerdas, recuerda, recordamos, recuerdan volver (to return): vuelvo, vuelves, vuelve, volvemos, vuelven
jugar (to play): juego, juegas, juega, jugamos, juegan
C. e to i (p. 133)
pedir (to order, ask for): pido, pides, pide, pedimos, piden
conseguir (to get): consigo, consigues, consigue, conseguimos, consiguen decir (to say, tell): digo, dices, dice, decimos, dicen
repetir (to repeat): repito, repites, repite, repetimos, repiten
seguir (to follow, continue, keep on): sigo, sigues, sigue, seguimos, siguen servir (to serve): sirvo, sirves, sirve, servimos, sirven
D. Irregular yo forms (p. 136)
poner (to put, place): pongo, pones, pone, ponemos, ponen salir (to leave, go out): salgo, sales, sale, salimos, salen
suponer (to suppose): supongo, supones, supone, suponemos, suponen traer (to bring): traigo, traes, trae, traemos, traen
oír (to hear, listen to): oigo, oyes, oye, oímos, oyen ver (to see, watch): veo, ves, ve, vemos, ven
GRAMMATICAL TERMS TO REVIEW
1. Adjective (adjetivo): a word that modifies a noun or a pronoun; a describing word (ugly, beautiful, rich, poor, etc.)
2. Adverb (adverbio): modifies a verb, adjective, or another adverb, usually ends in –ly in English and – mente in Spanish (quickly, shortly, etc.)
3. Conditional (condicional): A verb form used to state hypothetical or an uncertain event. (I would move to Costa Rica if I were rich.)
4. Conjunction (conjunción): a word that connects words, phrases, or sentences (and, but, or). 5. Conjugate (conjugar): to show person, number, gender, tense, aspect, etc. of a verb. 6. Diphthong (diptongo): two different vowels pronounced as one vowel (caos vs. baúl)
7. Direct object: (objeto directo): a noun or pronoun that receives the action of a verb, answers the who(m) or the what of the sentence. (They saw her friend yesterday. OR My sister ate the pizza.)
8. Fragment (fragmento): An incomplete sentence. (I the book. She the pizza.) 9. Imperative (imperativo): Direct command form or request (Eat! Leave! Go home!)
10. Imperfect (imperfecto): A past tense that denotes something habitually done in the past; in English usually things you used to do, things you would do. (When I was little, I used to play baseball every day with my brother. We would go to New York every summer to visit our grandmother.)
11. Indicative (indicativo): a verb form that states an objective fact. (I read the book. We will go to Puerto Rico.)
12. Indirect object (objeto indirecto): a noun or pronoun that indicates the to whom or for whom the action of a verb. (I gave the money to Maria. OR She bought the present for her son.)
13. Infinitive (infinitivo): To + the simple form of the verb; in Spanish ends in –ar, -er, or -ir (to speak, to eat, to attend, etc.)
14. Noun (sustantivo, nombre): A word that names a person, place, thing, quality, or action (house, car, book, money, love, etc.)
15. Perfect tense (el perfecto): A verb tense usually formed by the helping verb (have) followed by a past participle (usually ends in –ed). (I haven’t been to Miami in a while. She will have earned her degree by the year 2012.)
16. Present Progressive (present progresivo): In English, the present tense of the verb “to be” followed by the present participle (-ing in English) In Spanish, the present tense of the verb estar following by the present participle (ending in –ando or –iendo). (She is talking. They are eating in the cafeteria.) 17. Preterit (pretérito): The simple past; in English it usually ends in –ed. (I walked to the park.) 18. Pronoun (pronombre): a word that takes the place of a noun (me, you, him/her, them, it, us, etc.) 19. Sentence (oración, frase): A group of words that expresses a complete idea (I went to the store.) 20. Subject (sujeto): the part of the sentence that indicates what it is about. (She is studying.)
21. Subjunctive (subjuntivo): A tense used to typically express a wish, a desire, a command; not an actual, factual state. (I wish I were rich; It is important that she be prepared, etc.)
22. Synonym (sinónimo): different words with similar or identical meanings (to speak, to talk) 23. Tense (tiempo): The time of a verb (present, past, future).
24. Verb (verbo): Describes an action (I sent the email.) 25. Vowel (vocal): In Spanish, the letters: a, e, i, o, or u.
