Download verb reference #3 - Clayton State University

FALL 2012
Clayton State University, School of Arts and Sciences
Intermediate Spanish II (SPAN 2002)
CRN 86589, Section 1
M/W/F 10 – 10:50 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: 12 – 1 pm; 4 – 5 pm.
******Individuals with disabilities who need to request accommodations should contact
the Disability Services Coordinator, Student Center 255, 678-466-5445,
[email protected].
Required text:
Philip R. Donley, et al. Vistas: Introducción a la la lengua española, 3rd ed. (Boston: Vista
Higher Learning, 2008.) Student textbook ISBN-13: 978-1-60007-104-1 or ISBN-10: 160007-104-X.
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: 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).
Welcome to SPAN 2002! In this course you continue to 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 second part of a two-semester Intermediate
Spanish course sequence.
Catalog Description: Grammar review and continued development of the student's reading,
conversation and composition skills, with readings of a more difficult nature than those
previously encountered by the student. 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
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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:
- discussing the importance of caring for the environment;
- basic transactions at banks and the post office;
- discussing different exercise routines;
- answering basic job interview questions.
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 2002:
In the target language, by the end of the semester the learner will be able to:
- describe how s/he can improve the environment;
- compose a short composition describing his/her hopes and wishes for both him/herself and for
friends/family;
- recognize the usage and verb conjugations for the perfect tenses;
- identify the usages of the present subjunctive;
- recognize the differences between the subjunctive and the indicative;
- write a composition describing one’s hopes and wishes for the future using the present
subjunctive;
- describe the advantages and disadvantages of living in an urban metro area like the Atlanta
metro area;
- compare/contrast a list of professions students can pursue with at least a BA/BS along with their
pros/cons;
- write compositions that demonstrate greater assimilation of syntactical and grammatical
materials appropriate to fourth semester students;
- prepare a list of recommendations on how to begin/continue an exercise regimen;
- compare/contrast common employment benefits in the United States with those in Latin
America;
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- write a paragraph in Spanish convincing your friends what they could enjoy at some of the most
famous spas in Latin America;
- list what things/activities you have done lately;
- describe what your life will be like in ten years using the future tense;
- predict what you will have realized by the time you graduate from Clayton State;
- compose an oral presentation on a complex subject (a cultural aspect, specific country, historical
movement, etc.);
- compare/contrast his/her values with those of Spanish speakers, specifically to those in
Colombia, Venezuela, Bolivia, Nicaragua, and the Dominican Republic, as well as the various
Hispanic groups in the United States;
- 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 fourth-semester learners.
General Education Outcomes: The following links provide tabular descriptions of the
communications outcome and the critical thinking outcome components (see SPAN 2001 in
the tables):
http://a-s.clayton.edu/campbell/outcomes/core/corecommunicationsoutcomesareacmaster.htm
Class Format: SPANISH 2002 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
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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 attitude; did not pay active attention during class (i.e.,
sleeping, reading newspaper, talking about unrelated subjects, surfing online); 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 (20 pts each), Homework (15 pts each
lesson), Oral Exam (50 pts), and Websam: 70%
Active Participation/Attendance: 10%
Final Exam: 20%
TOTAL: 100%
Grading Scale:
A
100-90%
B
89-80%
C
79-70%
D
F
69-60%
59-0%
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
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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 20% 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: Mid-term Progress Report: The mid-term grade in this
course, which will be issued on October 5, 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 5, 2012.
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.
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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.
Operation Study: At Clayton State University, we expect and support high motivation and academic
achievement. Look for Operation Study activities and programs this semester that are designed to enhance
your academic success such as study sessions, study breaks, workshops, and opportunities to earn Study
Bucks (for use in the University Bookstore) and other items.
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.
*********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
Wednesday
Friday
August 13 – Introduction to the course
August 15 – Lección 13 (Vocabulario; Tarea: p. 443 #3, 4)
August 17 – Lección 13 (Vocabulario/Los Andes/Fotonovela; Tarea:
repasa las páginas 422-424; p. 444 #6; p. 450 Actividades )
Week #2
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*Homework assignments are due the day indicated on the syllabus.
Monday
Wednesday
Friday
Week #3
Monday
Wednesday
Friday
Week #4
Monday
Wednesday
Friday
Week #5
Monday
Wednesday
Friday
Week #6
Monday
Wednesday
Friday
Week #7
Monday
Wednesday
Friday
Week #8
Monday
Wednesday
August 20 – Lección 13 (WEIRDO/Presente del subjuntivo; Tarea: p. 448
#1, 2; p. 454 #1)
August 22 – Lección 13 (Subjuntivo vs. Indicativo; Tarea: p. 458 #1, 2)
August 24 – Lección 13 (Subjuntivo vs. Indicativo; Tarea: Hoja de
práctica
August 27 – Lección 13 (Subjuntivo con conjunciones; Tarea: p. 462 #1)
August 29 – Lección 13 (Subjuntivo con conjunciones; Tarea: Hoja de
práctica)
August 31 – Lección 13 (Colombia/Shakira/Juanes; Tarea: p. 473, ¿qué
aprendiste?)
September 3– *****NO HAY CLASES (Día del Trabajo)
September 5 – Lección 13 (Repaso; Tarea: Examen de práctica)
September 7 – Examen #1: Lección 13 (hand in homework)
September 10 – Lección 14 (Vocabulario; Tarea: p. 477 #3, 4)
September 12 – Lección 14 (Vocabulario/Fotonovela/Paseando en metro;
Tarea: p. 478 #5; p. 484 Actividades)
September 14 – Lección 14 (Cláusulas Adverbiales; Tarea: p. 482 #1, 2;
Hoja de práctica)
September 17 – Lección 14 (Cláusulas Adjetivales/Mandatos con
nosotros; Tarea: p. 488 #1; Hoja de práctica)
September 19 – Lección 14 (Mandatos con nosotros; Tarea: p. 491 #1, 2;
*** refer to verb reference #3)
September 21 – Lección 14 (Participios como adjetivos; Tarea: p. 494 #1)
September 24 – Lección 14 (Participios usados como adjetivos/Venezuela;
Tarea: Hoja de práctica; p. 505, ¿qué aprendiste?)
September 26 – Lección 14 (Franco De Vita/Repaso; Tarea: Examen de
práctica)
September 28 – Examen #2: Lección 14 (hand in homework)
October 1 – Lección 15 (Vocabulario; Tarea: p. 509 #3, 4)
October 3 – Lección 15 (Vocabulario/Fotonovela/Spas; Tarea: p. 510 #5;
p. 516 Actividades)
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*Homework assignments are due the day indicated on the syllabus.
October 5 – Lección 15 (Presente perfecto; Tarea: p. 514 #1, 2; p. 520 #1;
***refer to verb reference #2)
******OCTOBER 5th IS THE LAST DAY TO WITHDRAW WITH A “W”******
Friday
Week #9
Monday
Wednesday
Friday
Week #10
Monday
Wednesday
Friday
Week #11
Monday
Wednesday
Friday
Week #12
Monday
Wednesday
Friday
Week #13
Monday
Wednesday
Friday
Week #14
Monday
Wednesday
Friday
October 8 – Lección 15 (Presente Perfecto; Tarea: p. 521 #4)
October 10 – Lección 15 (Pluscuamperfecto; Tarea: p. 523 #1, 2)
October 12 – Lección 15 (Presente Perfecto del Subjuntivo; Tarea: p. 526
#1, 2)
October 15 – Lección 15 (Presente Perfecto del Subjuntivo; Tarea: Hoja
de práctica)
October 17 – Lección 15 (“Un día de éstos;” Tarea: p. 531, Después de
leer)
October 19 – (Repaso; Tarea: Hoja de práctica)
October 22 – Lección 15 (Bolivia/Los Kjarkas; Tarea: p. 537, ¿qué
aprendiste?)
October 24 – Lección 15 (Repaso; Tarea: Examen de práctica)
October 26 – Examen #3: Lección 15 (hand in homework)
October 29 – Lección 16 (Vocabulario; Tarea: p. 541 #3, 4)
October 31 – Lección 16 (Vocabulario/Beneficios en los
empleos/Fotonovela; Tarea: p. 542 #5; p. 548 Actividades)
November 2 – *** No habrá clase
November 5 – Lección 16 (Futuro/Futuro perfecto; Tarea: p. 552 #1; Hoja
de práctica)
November 7 – Lección 16 (Futuro perfecto/Imperfecto del subjuntivo;
Tarea: p. 555 #1; Hoja de práctica; ****refer to verb reference #4)
November 9 – Lección 16 (Imperfecto del subjuntivo; Tarea: Hoja de
práctica)
November 12 – Lección 16 (Imperfecto del subjuntivo; Tarea: p. 558 #1)
November 14 – Lección 16 (Nicaragua/La República Dominicana; Tarea:
Hoja de práctica; p. 569/571, ¿qué aprendiste?)
November 16 – Lección 16 (Repaso; Tarea: Examen de práctica)
Week #15
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Monday
Wednesday
Friday
November 19 – Examen #4: Lección 12 (hand in homework)
November 21 – *NO HAY CLASES (Día de Acción de Gracias)
November 23– *NO HAY CLASES (Día de Acción de Gracias)
Week #16
Monday
Wednesday
Friday
November 26 – Repaso para el examen final (Tarea: Examen de práctica)
November 28 – *Examen Oral
November 30 – *Examen Oral
FINAL EXAM SCHEDULE:
SPAN 2002: Monday, December 3, 2012, 10:15 am – 12:15 pm (same room)
**Important Dates:
September 1-3, 2012: Labor Day Break (No classes)
September 18 – October 2, 2012: Midterm grade submission
October 5, 2012: (Midterm) Last day to withdraw without academic penalty
September 18 – October 2, 2012: Midpoint grade reporting period
November 21 - 25, 2012: Thanksgiving Break (No classes)
November 30, 2012: Last weekday class
December 11, 2012: All Faculty Grades Due
EXPECTATIONS FOR ORAL EXAM
When? Wednesday, November 28, 2012, and Friday, November 30, 2012.
General Rules:
- You may work by yourself or with another classmate.
- Each person will speak for approximately three 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 could do your skit in the form of an interview/dialogue.)
(1) Pretend you are interviewing one of the singers whose music we listened to:
Shakira/Juanes/Franco DeVita/Los Kjarkas/Sergio Vargas.
(2) Dramatize a typical day between you and your child(ren)/partner/best friend
mentioning things you want him/her to do using examples of the present subjunctive.
Or, pretend you have a romantic evening planned with your love interest; what do you
hope/want her/him to do this evening to make it unforgettably romantic? (subjunctive)
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(3) Compare your current car/partner/house to the one of your dreams, contrasting the use
of the indicative with that of the subjunctive. (Lesson 14)
(4) You are trying to defend your significant other to your friend who feels s/he hasn’t
done a lot for you lately. What has he/she done for you lately? What do you tell him/her?
(present perfect, Lesson 15)
(5) What will your life be like in the future? If you work with a classmate, you could
predict what each other’s lives will be like in the future. You may also talk about the
resolutions that you plan to have done by the end of the year (future perfect here)
(6) What did your mother want you to do when you were little? What did you want your
mother do? Etc (using the imperfect subjunctive)
GRADE:
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
A. THE PRESENT TENSE (covered in lessons two and three)
To conjugate verbs in the Present Indicative tense and the Preterit tense,
drop the -ar, -er, and -ir endings in every verb and replace them with the
endings indicated in each chart.
(-ar regular verbs listed on pages 50-51)
(-er/-ir regular verbs listed on pages 96-97)
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
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Ustedes/ ellos/ ellas
-an
-en
-en
B. THE PRETERIT (INTRODUCED IN LESSON 6)
(p. 206: regular preterit verbs; p. 207: -car/-gar/-zar verbs + creer/leer/oír)
(p. 244: ir/ser in the preterit)
(p. 274-275: sausage verbs)
Preterit
-Ar ending
verbs
-Er
ending
verbs
-Ir ending verbs
Yo
-é
-í
-í
Tú
-aste
-iste
-iste
él /ella/ usted
-ó
-ió
-ió
Nosotros(as)
-amos
-imos
-imos
Ustedes/ ellos/ ellas
-aron
-ieron
-ieron
C. THE IMPERFECT TENSE (INTRODUCED IN LESSON 10)
Imperfect
Indicative Tense
-Ar ending
verbs
-Er
ending
verbs
-Ir ending verbs
Yo
-aba
-ía
-ía
Tú
-abas
-ías
-ías
él /ella/ usted
-aba
-ía
-ía
Nosotros(as)
-ábamos
-íamos
-íamos
Ustedes/ ellos/ ellas
-aban
-ían
-ían
D. PRESENT SUBJUNCTIVE (PRESENTED IN LESSON 12)
To conjugate the Present Subjunctive tense, follow the next steps:
1. Use the Present Indicative tense.
2. Select the first person singular (YO).
3. Eliminate the “o” ending like in “Yo hablo” (habl-).
4. Add the endings indicated in the chart.
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Present
Subjunctive
-Ar ending
verbs
-Er ending
verbs
-Ir ending
verbs
Yo
-e
-a
-a
Tú
-es
-as
-as
él /ella/ usted
-e
-a
-a
Nosotros(as)
-emos
-amos
-amos
Ustedes/ ellos/ ellas
-en
-an
-an
VERB REFERENCE #2
THE PERFECT TENSES (STUDIED IN LESSONS 15 AND 16)
Presente Perfecto: I have spoken (p. 518)
he hablado
has hablado
ha hablado
hemos hablado
han hablado
he comido
has comido
ha comido
hemos comido
han comido
he vivido
has vivido
ha vivido
hemos vivido
han vivido
Pluscuamperfecto: I had spoken (p. 522)
había hablado
habías hablado
había hablado
habíamos hablado
habían hablado
había comido
habías comido
había comido
habíamos comido
habían comido
había vivido
habías vivido
había vivido
habíamos vivido
habían vivido
Presente Perfecto del Subjuntivo: I have spoken (p. 525)
haya hablado
hayas hablado
haya hablado
hayamos hablado
hayan hablado
haya comido
hayas comido
haya comido
hayamos comido
hayan comido
haya vivido
hayas vivido
haya vivido
hayamos vivido
hayan vivido
VERB REFERENCE #3
FUTURE TENSE (PRESENTED IN LESSON 16, p. 550-551)
In the Future Indicative tense keep the -ar, -er and -ir endings and add
the ending that is indicated in the following chart.
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Future Indicative
-Ar ending
verbs
Yo
-é
-é
-é
Tú
-ás
-ás
-ás
él /ella/ usted
-á
-á
-á
Nosotros(as)
-emos
-emos
-emos
Ustedes/ ellos/ ellas
-án
-án
-án
-Er ending verbs -Ir ending verbs
VERB REFERENCE #3
Lección 14: Irregular “nosotros” commands (p. 390)
dar: demos
ir: vamos OR vayamos
saber: sepamos
haber: hayamos
estar: estemos
ser: seamos
A. p. 130 (e : ie)
cerrar: cerremos
comenzar: comencemos
empezar: empecemos
entender: entendamos
pensar: pensemos
perder: perdamos
preferir: prefiramos
querer: queramos
B. p. 130 (o : ue)
almorzar: almorcemos
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contar: contemos
dormir: durmamos
encontrar: encontremos
mostrar: mostremos
poder: podamos
recordar: recordemos
volver: volvamos
jugar: juguemos
C. p. 133 (e :i)
pedir: pidamos
conseguir: consigamos
decir: digamos
repetir: repitamos
seguir: sigamos
D. p. 136 (formas irregulares con “yo”)
conocer: conozcamos
decir: digamos
hacer: hagamos
poner: pongamos
salir: salgamos
suponer: supongamos
tener: tengamos
traer: traigamos
venir: vengamos
ver: veamos
oír: oigamos
E. Los verbos reflexivos (p. 237)
acordarse: acordémonos, no nos acordemos
acostarse: acostémonos, no nos acostemos
afeitarse: afeitémonos, no nos afeitemos
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bañarse: bañémonos, no nos bañemos
cepillarse: cepillémonos, no nos cepillemos
despedirse: despidámonos, no nos despidamos
despertarse: despertémonos, no nos despertemos
dormirse: durmámonos, no nos durmamos
ducharse: duchémonos, no nos duchemos
enojarse: enojémonos, no nos enojemos
irse: vámonos, no nos vayamos
lavarse: lavémonos, no nos lavemos
levantarse: levantémonos, no nos levantemos
llamarse: llamémonos, no nos llamemos
maquillarse: maquillémonos, no nos maquillemos
peinarse: peinémonos, no nos peinemos
ponerse: pongámonos, no nos pongamos
preocuparse: preocupémonos, no nos preocupemos
probarse: probémonos, no nos probemos
quedarse: quedémonos, no nos quedemos
quitarse: quitémonos, no nos quitemos
secarse: sequémonos, no nos sequemos
sentarse: sentémonos, no nos sentemos
sentirse: sintámonos, no nos sintamos
vestirse: vistámonos, no nos vistamos
VERB REFERENCE #4
PAST SUBJUNCTIVE (PRESENTED IN LESSON 16, pages 556-557)
To Conjugate the Imperfect Subjunctive tense, follow the next steps:
1. Go to the “ellos” form of the verb in the preterit (hablaron)
2. Eliminate the ending -ron
("–ron" ending like in "Ellos hablaron" (habla-)
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3. Add the following endings: -ra, -ras, -ra, -ramos, -ran. *Note the “nosotros”
form always has an accent on the vowel before the “ramos.”
Imperfect
-Ar ending verbs -Er ending verbs
Subjunctive
Yo
-ra
-ra
-Ir ending verbs
-ra
Tú
-ras
-ras
-ras
él /ella/ usted
-ra
-ra
-ra
-ramos
-ramos
-ran
-ran
Nosotros(as) -ramos
Ustedes/
ellos/ ellas
-ran
Imperfecto del subjuntivo (p. 556)
Los verbos irregulares
A. Irregulares (p. 207, p. 244)
creer (creyeron): creyera, creyeras, creyera, creyéramos, creyeran
destruir (destruyeron): destruyera, destruyeras, destruyera, destruyéramos,
destruyeran
ir/ser (fueron): fuera, fueras, fuera, fuéramos, fueran
leer (leyeron): leyera, leyeras, leyera, leyéramos, leyeran
oír (oyeron): oyera, oyeras, oyera, oyéramos, oyera
B. Cambios de ortografía, e ►i…… o ►u (p. 237, 274)
conseguir (consiguieron): consiguiera, consiguieras, consiguiera, consiguiéramos,
consiguieran
despedirse (despidieron): me despidiera, te despidieras, se despidiera, nos
despidiéramos, se despidieran
divertirse (divirtieron): me divirtiera, te divirtieras, se divirtiera, nos divirtiéramos, se
divirtieran
dormir (durmieron): durmiera, durmieras, durmiera, durmiéramos, durmieran
invertir (invirtieron): invirtiera, invirtieras, invirtiera, invirtiéramos, invirtieran
morir (murieron): muriera, murieras, muriera, muriéramos, murieran
pedir (pidieron): pidiera, pidieras, pidiera, pidiéramos, pidieran
preferir (prefirieron): prefiriera, prefirieras, prefiriera, prefiriéramos, prefirieran
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repetir (repitieron): repitiera, repitieras, repitiera, repitiéramos, repitieran
sentirse (sintieron): me sintiera, te sintieras, se sintiera, nos sintiéramos, se sintieran
seguir (siguieron): siguiera, siguieras, siguiera, siguiéramos, siguieran
servir (sirvieron): sirviera, sirvieras, sirviera, sirviéramos, sirvieran
vestirse (vistieron): me vistiera, te vistieras, se vistiera, nos vistiéramos, se vistieran
C. Más verbos irregulares (p. 310)
conducir (condujeron): condujera, condujeras, condujera, condujéramos, condujeran
dar (dieron): diera, dieras, diera, diéramos, dieran
decir (dijeron): dijera, dijeras, dijera, dijéramos, dijeran
estar (estuvieron): estuviera, estuvieras, estuviera, estuviéramos, estuvieran
haber (hubieron): **********hubiera
hacer (hicieron): hiciera, hicieras, hiciera, hiciéramos, hicieran
poder (pudieron): pudiera, pudieras, pudiera, pudiéramos, pudieran
poner (pusieron): pusiera, pusieras, pusiera, pusiéramos, pusieran
querer (quisieron): quisiera, quisieras, quisieras, quisiéramos, quisieran
saber (supieron): supiera, supieras, supiera, supiéramos, supieran
tener (tuvieron): tuviera, tuvieras, tuviera, tuviéramos, tuvieran
traducir (tradujeron): tradujera, tradujeras, tradujera, tradujéramos, tradujeran
traer (trajeron): trajera, trajeras, trajera, trajéramos, trajeran
venir (vinieron): viniera, vinieras, viniera, viniéramos, vinieran
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)
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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 (presente 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.
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