SPANISH-Module-1.doc

1 MODULE I Lesson 1 The Spanish Language. Spanish Varieties. Spanish in the Philippines Lesson 2 Pronunciation Guide. Alphabet. Greetings and Salutations. Lesson 3 Nouns,...

1 MODULE I Lesson 1 The Spanish Language. Spanish Varieties. Spanish in the Philippines Lesson 2 Pronunciation Guide. Alphabet. Greetings and Salutations. Lesson 3 Nouns, Articles, and Adjectives. Lesson 4 Estar, Ser, and Subject Pronouns. Module I  2 MODULE I BASIC SPANISH  INTRODUCTION This module is an introductory course to the Spanish language and the cultures where the Spanish language is spoken. OBJECTIVES After studying this module, you should be able to: 1. explain the varieties of Spanish language. 2. read and pronounce the Spanish alphabet. 3. count in Spanish. 4. use Spanish pronouns according to gender and number. 5. use the verbs ser, estar, and tener.  DIRECTIONS/ MODULE ORGANIZER There are four lessons in the module. Read each lesson carefully then answer the exercises/activities to find out how much you have benefited from it. Work on these exercises carefully and submit your output to your instructor. In case you encounter difficulty, discuss this with your instructor during the face-to-face meeting. If not contact your instructor via google class, messenger, skype, viber, or email. ¡Buena suerte! UNIT I  3 Lesson 1  The Spanish Language Spanish or Castilian, is a Romance language that originated in the Iberian Peninsula and today is a global language with more than 483 million native speakers, mainly in Spain and the Americas. It is the world's second-most spoken native language, after Mandarin Chinese, and the world's fourth-most spoken language, after English, Mandarin Chinese and Hindi. Spanish is a part of the Ibero-Romance group of languages, which evolved from several dialects of Vulgar Latin in Iberia after the collapse of the Western Roman Empire in the 5th century. The oldest Latin texts with traces of Spanish come from mid-northern Iberia in the 9th century, and the first systematic written use of the language happened in Toledo, a prominent city of the Kingdom of Castile, in the 13th century. Beginning in 1492, the Spanish language was taken to the viceroyalties of the Spanish Empire, most notably to the Americas, as well as territories in Africa, Oceania and the Philippines. A 1949 study by Italian-American linguist Mario Pei, analyzing the degree of difference from a language's parent (Latin, in the case of Romance languages) by comparing phonology, inflection, syntax, vocabulary, and intonation, indicated the following percentages (the higher the percentage, the greater the distance from Latin): In the case of Spanish, it is one of the closest Romance languages to Latin (20% distance), only behind Sardinian (8% distance) and Italian (12% distance). Around 75% of modern Spanish vocabulary is derived from Latin, including Latin borrowings from Ancient Greek. Spanish vocabulary has been in contact with Arabic from an early date, having developed during the Al-Andalus era in the Iberian Peninsula and around 8% of its vocabulary has an Arabic lexical root. It has also had small influences from Basque, Iberian, Celtiberian, Visigothic, and other neighboring Ibero-Romance languages. Additionally, it has absorbed vocabulary from other languages, particularly other Romance languages—French, Italian, Andalusi Romance, Portuguese, Galician, Catalan, Occitan, and Sardinian—as well as from Quechua, Nahuatl, and other indigenous languages of the Americas. UNIT I  4 Spanish is one of the six official languages of the United Nations. It is also used as an official language by the European Union, the Organization of American States, the Union of South American Nations, the Community of Latin American and Caribbean States, the African Union and many other international organizations. Despite its large number of speakers, the Spanish language does not feature prominently in scientific writing, though it is better represented in the humanities. 75% of scientific production in Spanish is divided into three thematic areas: social sciences, medical sciences and arts/humanities. Spanish is the third most used language on the internet after English and Chinese. Varieties of the Spanish Language Some of the regional varieties of the Spanish language are quite divergent from one another, especially in pronunciation and vocabulary, and less so in grammar. While all Spanish dialects adhere to approximately the same written standard, all spoken varieties differ from the written variety, to different degrees. There are differences between European Spanish (also called Peninsular Spanish) and the Spanish of the Americas, as well as many different dialect areas both within Spain and within Latin America. Prominent differences of pronunciation among dialects of Spanish include: 1. the maintenance or lack of distinction between the phonemes /θ/ and /s/ (distinción vs. seseo and ceceo); https://youtu.be/hbTi9382lbI/https://youtu.be/hbTi9382lbI 2. the maintenance or loss of distinction between phonemes represented orthographically by ll and y (yeísmo); 3. the maintenance of syllable-final [s] vs. its weakening to [h] (called aspiration, or more precisely debuccalization), or its loss; and 4. the tendency, in areas of central Mexico and of the Andean highlands, to reduction (especially devoicing), or loss, of unstressed vowels, mainly when they are in contact with voiceless consonants. Among grammatical features, the most prominent variation among dialects is in the use of the second-person pronouns. In Hispanic America the only second-person plural pronoun, for both formal and informal treatment, is ustedes, while in most of Spain the informal second-person plural pronoun is vosotros with ustedes used only in the formal treatment. For the second-person singular familiar pronoun, some Latin America dialects use tú (and its associated verb forms), while others use either vos (see voseo) or both tú and vos] (which, together UNIT I  5 with usted, can make for a possible three-tiered distinction of formalities). There are significant differences in vocabulary among regional varieties of Spanish, particularly in the domains of food products, everyday objects, and clothes; and many Latin American varieties show considerable lexical influence from Native American languages. In a broad sense, Latin American Spanish can be grouped into:  Mexican  Central American  Caribbean (Cuba, Venezuela, Puerto Rico, Dominican Republic, Panama, Caribbean Colombia and Caribbean Mexico and Gulf Coast Mexico).  Andean-Pacific (Colombia, Peru, Ecuador, West Bolivian, and Andean Venezuela).  Rioplatense (Argentina, Uruguay, East Bolivian and Paraguay)  Chilean (Chile, Cuyo) Old World varieties are:  Northern Peninsular (Asturias, Castilla y León, Cantabria, Basque country, Navarre, Aragón, Rioja, Provinces of Guadalajara and Cuenca)  Central-Southern Peninsular (Madrid, Toledo, La Mancha)  Southern Peninsular (Andalusia, Extremadura, and Murcia)  Canarian (Canary Islands) The non-native Spanish in Equatorial Guinea and Western Sahara (formerly Spanish Sahara) has been influenced mainly by varieties from Spain. Spanish is also an official language in Equatorial Guinea, and many people speak it fluently. The Spanish spoken in Gibraltar is essentially not different from the neighboring areas in Spain, except for code-switching with English. It is frequently blended with English as a sort of Spanglish known as Llanito. Judaeo-Spanish, a "Jewish language", encompasses a number of linguistic varieties based mostly on 15th-century Spanish; it is still spoken in a few small communities, mainly in Israel, but also in Turkey and a number of other countries. As Jews have migrated since their expulsion from Iberia, the language has picked up several loan words from other languages and developed unique forms of spelling, grammar, and syntax. It can be considered either a very divergent dialect of Spanish, retaining features from Old Spanish, or a separate language. UNIT I  6 Spanish Language in the Philippines  Spanish was the language of government, education and trade throughout the three centuries of Spanish rule and continued as the country's lingua franca until the first half of the 20th century.  Spanish was the official language of the Malolos Republic, "for the time being", according to the Malolos Constitution of 1899. Spanish was also the official language of the Cantonal Republic of Negros of 1898 and the Republic of Zamboanga of 1899.  During the early part of the U.S. administration of the Philippine Islands, Spanish was widely spoken and relatively well maintained throughout the American colonial period. Even so, Spanish was a language that bound leading men in the Philippines like Trinidad Hermenegildo Pardo de Tavera y Gorricho to President Sergio Osmeña and his successor, President Manuel Roxas. As a senator, Manuel L. Quezon (later President), delivered a speech in the 1920s entitled "Message to My People" in English and in Spanish. Official language  Spanish remained an official language of government until a new constitution ratified on January 17, 1973 designated English and Pilipino, spelled in that draft of the constitution with a "P" instead of the more modern "F", as official languages. Shortly thereafter, Presidential Proclamation No. 155 dated March 15, 1973 ordered that the Spanish language should continue to be recognized as an official language so long as government documents in that language remained untranslated. A later constitution ratified in 1987 designated Filipino and English as official languages. Also, under this Constitution, Spanish, together with Arabic, was designated an optional and voluntary language. Influence  There are thousands of Spanish loanwords in 170 native Philippine languages, and Spanish orthography has influenced the spelling system used for writing most of these languages. Chavacano  Chavacano (also called Zamboangueño), is a Spanish-based creole language spoken mainly in the southern province of Zamboanga and, to a much lesser extent, in the province of Cavite in the northern region of Luzon. An estimated 689,000 people speak Chavacano. In 2010 the Instituto Cervantes de Manila estimated the number of Spanish speakers in the UNIT I  7 Philippines in the area of three million, which included the native and the non-native Chavacano and Spanish speakers. Demographics  According to the 1990 Philippine census, there were 2,660 native Spanish speakers in the Philippines. In 2013 there were also 3,325 Spanish residents. However, there are 439,000 Spanish speakers with native knowledge, which accounts for just 0.5% of the population (92,337,852 at the 2010 census). In 1998, there were 1.8 million Spanish speakers including those who spoke Spanish as a secondary language. THINK! 1.1 Give some Spanish words that are used in your native tongue. Lesson 2  Pronunciation Guide, Alphabet, and Greetings & Salutations ¡Hola! Bienvenido al curso de Español! Guide to Pronunciation Spanish spelling is an exact reflection of the pronunciation of the language. The pronunciation of each letter is subject to precise and consistent rules, and words are pronounced by adding together the sounds of each individual letter. VOWELS Lette r Pronounced like Examples a the a in father la casa, la tapa, Panamá, Canadá e 2 sounds: UNIT I  8 the e in café when final elefante, come, vive, verde, que the e in set elsewhere pero, es, hotel i the I in machine sí, cine, comida two sounds: o the o in hope oso, otro, hospital the o in for if followed by r doctor, professor the u in rule uno, tú, puro written as ü when u pronounced in güe and güi aguero, guira silent in gue and gui guerra, guitar y Spanish i y, soy, hay CONSONANTS IN Spanish, the b and v have the same sound. The sound of English v does not exist in Spanish. Lette r Pronunciation Examples the b in boat when they occur at the beginning of a breath group, or following l, baño, burro, embargo, alba, el b/v m, or n vino, el voto, invierno, vamos softer elsewhere, produced Cuba, la boca, Havana, la through slightly opened lips vaca the c in cat before a,o,u, or c before a consonant camisa, color, concreto the s in sail before e or i centavo, cita, cinco ch the ch in chum chocolate, chorizo d two sounds: the d in dog when it occurs at the beginning of a breath group, or following l or n donde, falda, conde boda, poder, verdad, nada, the th in other elsewhere cada, estudio f English f future, fila, oficina the g in game before a, o, g u, or before a consonant gato, gusto, grande UNIT I  9 the h in hat before e or i genio, generoso, gitano h silent hombre, hasta, hablar j English h (it can also be given a slightly guttural sound) Juan, ojo, mujer k English k kayak, kilómetro, kiwi English l, but with the tip of the tongue touching the l roof of the mouth el, hotel, mil, palo the y in beyond, or in some ll countries, the s in pleasure caballo, bello, llave m English m menos, cama, marrón n English n nota, nación, nariz the ny in canyon or the ni in ñ onion mañana, España, señor English p, but not explosive (without the puff of air in p the English sound) papoel, persona, pobre the k in key (found only in the combinations que and q qui) Quito, queso, equipo the r in ladder (a single r tongue flap) caro, barato, para, hablar the r at the beginning of a word or after l, n, or s is trilled like rr rosa, el río, Enrique. las rosas rr a trill or tongue roll perro, horrible, carro s English s sopa, sala, blusa English t, but not explosive (with the tip of the tongue against the back of the t upper front teeth) torta, talent, tesoro v Spanish b the letter w exists in Spanish only in words of foreign origin and is not considered part of the w Spanish alphabet) x English x expert, examen y Spanish ll z the s in sail azul, brazo, luz Stress, Written Accentuation, and Spelling Natural Stress  Words that end in vowel (a, e, i, o,u) or the consonants n or s have their natural stress on the next to the last syllable. ex: cucaracha, mañana, triste, hablo, volumen, examen, tomates UNIT I  10  Words that end in any consonant other than n or s have their natural stress on the final syllable. ex: salud, amistad, papel, vegetal, azul, mujer, cantar, doctor, nariz Written Accents  When a word does not follow one of the two previous rules, it will have a written accent on the syllable that is stressed. ex: teléfono, lámpara, música, café, canción, lección, defícil, fácil  If a one-syllable word has a written accent, it means that there is another word in the language that has the same spelling, but another meaning. ex: el- the/ él-he, si-if/sí-yes, tu-your/tú-you, se-oneself/sé-I know  If a two-syllable word has a written accent that does not affect the pronunciation, it means that there is another word that has the same spelling, but different meaning. ex: este-this/éste- this one, ese-that/ése-that one  Interrogative words have an accent mark that does not affect pronunciation ex: ¿qué? -- what? ¿dónde? --where? ¿como? -- how? ¿quién? – who? ¿por qué? – why? ¿cuál? – which? Spelling Changes  Nouns and adjectives that end in z change to c to form the plural. ex: el lápiz – los lápices la nariz – las narices feliz -- felices  Z followed by a or o changes to c before an e or i. The sound of z and c are the same. ex: comienza – comience empiezo – empiece Other spelling changes  All other spelling changes occur in order to maintain a required sound. ex: Tocar, has a hard c sound that must be preserved in other forms of the verb. If you see toque, with qu replacing the c, it is to maintain the k sound. Llegar, has a hard g sound, which must be preserved. If you see llegue, with gu replacing the g, it is to maintain the hard g sound. Castilian Spanish UNIT I  11  There are only a few differences in pronunciation between the Spanish spoken in Latin America and spoken in Spain.  Both the c that precedes e or I and the z have the sound heard in English thought and thing.  When j or g precedes e or I, it has a slightly more guttural sound. The Alphabet – El alfabeto o abecedario Letter(s) Name A a B belarga/be grande C ce CH che D de E e F efe G ge H (always silent) hache I i J jota K ka L ele LL elle M eme N ene Ň eñe O o P pe Q cu R ere RR erre S ese T te U u V ve corta W doble ve/doble u X equis Y i griega/ye Z zeta DELETREAR A: Me llamo Elizabeth. B: ¿Elizabeth? ¿Como se deletrea? A: e, ele, i, zeta, a, be, e, te, hache. Greetings and Salutations Hola. Hello. UNIT I  12 Buenos días. Good morning. Buenas tardes. Good afternoon. Buenas noches. Good evening. ¿Cómo se llama usted? What’s your name? Me llamo Elizabeth. My name is Elizabeth. Mucho gusto. Pleased to meet you. ¿Cómo está usted? How are you? Bien, gracias, ¿y usted? Fine, thanks. And you? Hasta luego. So long. Hasta mañana. Until tomorrow. Hasta pronto. See you soon. Adiós. Goodbye. Lesson 3  Nouns, Articles, and Adjectives Elements of a Sentence: Nouns, Articles, and Adjectives The Gender of Nouns and the Definite Article  A noun is a person, place, or thing.  In Spanish, all nouns are either masculine or feminine.  In Spanish, the definite article (English:the) agrees with the noun in gender (masculine or feminine) and number (singular or plural): el, la, los, las. Singular Nouns: Masculine  The masculine singular noun takes the definite article el. Most nouns that end in –o are masculine. Pronounce the following words aloud. el amigo the friend el banco the bank el baño the bathroom el carro the car el gato the cat el hermano the brother el libro the book el muchacho the boy el niño the little boy, the child el perro the dog el teléfono the telephone el vino the wine UNIT I  13  Many masculine nouns do not end in –o; therefore, it is necessary to learn each noun with its article. el animal the animal el café the coffee el doctor the doctor el hombre the man el hospital the hospital el hotel the hotel el tomate the tomate el tren the train  Some masculine nouns end in –a or –ma. el clima the climate el día the day el drama the drama el idioma the language el mapa the map el planeta the planet el poema the poem el problema the problem el programa the program el Sistema the system Singular Nouns: Feminine  The feminine singular noun takes the definite article la. Most nouns that end I –a are feminine. Pronounce the following words aloud. la amiga the friend la blusa the blouse la bolsa the bag la cama the bed la casa the house la cerveza the beer la comida the meal la hermana the sister la iglesia the church la lámpara the lamp la mesa the table la muchacha the girl la niña the little girl la persona the person la planta the planta la silla the chair la tienda the store la ventana the window  Nouns that end in –ción, -sión, -dad, -tad, or –tud are feminine. la canción the song la conversación the conversation UNIT I  14 la invitación the invitation la lección the lesson la ilusión the illusion la ciudad the city la verda the truth la amistad the friendship la actitud the attitude  A few nouns that end in –o are feminine. la foto the photograph la mano the hand la radio the radio  Many feminine nouns do not follow these patterns: therefore, it is important to learn each noun with its article. la clase the class la flor the flower la mujer the woman la piel the skin la suerte the luck  LEARNING ACTIVITY Exercise 3.1 Write the appropriate masculine or feminine form of the definite article for each of the following nouns. As you write the answer, make sure you know the meaning of the word. 1. ________ perro 2. ________ zapato 3. ________ profesor 4. ________ avión 5. ________ actriz 6. ________ cartero 7. ________ tío 8. ________ programa 9. ________ drama 10. _______ labor 11. _______ sangre 12. _______ suerte 13. _______ corriente 14. _______ problema 15. _______ aroma  Nouns ending in –ista and –nte can be masculine or feminine, depending on whether it refers to a male or a female. The article indicates the gender of the noun. UNIT I  15 el artista the (male) artist la artista the (female) artist el dentist the (male) dentist la dentist the (female) dentist el cantante the (male) singer la cantante the (female) singer el gerente the (male) manager la gerente the (female) manager Plural Nouns: Masculine  A masculine noun that ends in a vowel adds –s to form the plural; it takes the definite article los. el dia los días el hermano los hermanos el libro los libros  If a noun ends in a consonant, el changes to los and adds –es. el animal los animales el doctor los doctores el hospital los hospitales Plural Nouns : Feminine  A feminine noun that ends in a vowel adds –s to form the plural; it takes the definite article las. la bolsa las bolsas la persona las personas la ventana las ventanas  If the noun ends in consonant, la changes to las and the noun adds –es. la canción las canciones la flor las flores la mujer las mujeres  LEARNING ACTIVITY Exercise 3.2 Write the plural form of each of the following singular nouns. 1. el animal _______________ 2. la Amistad _______________ 3. el teléfono _______________ 4. el tren _______________ 5. el color _______________ 6. el rey _______________ 7. el mes _______________ 8. el arroz _______________ UNIT I  16 9. el tema _______________ 10. la profesora _______________ 11. la piscine _______________ 12. la hija _______________ 13. la enferma _______________ 14. la llave _______________ 15. el árbol _______________ The Indefinite Article  The Spanish singular indefinite article (English a, an) is un before a masculine noun and una before a feminine noun. Pronounce the words in the following lists aloud. By learning these nouns, you are building your vocabulary. Singular Indefinite Articles: Masculine un amigo a (male) friend un baño a bathroom un carro a car Feminine una amiga a (female) friend una biblioteca a library una ciudad a city Plural Indefinite Articles:  The Spanish plural indefinite article (English some) is unos before a masculine plural noun and unas before a feminine plural noun. Masculine unos barcos some boats unos gatos some cats unos idiomas some languages Feminine unas artistas some (female) artists unas casas some houses unas flores some flowers  LEARNING ACTIVITY Exercise 3.3 Translate the following nouns into English. Remember to practice pronouncing the words. 1. el libro _________________________ 2. la página _________________________ 3. la casa _________________________ 4. las flores _________________________ UNIT I  17 5. el baño _________________________ 6. el vino _________________________ 7. el muchacho _________________________ 8. el hermano _________________________ 9. la biblioteca _________________________ 10. el café _________________________ ADJECTIVES  A Spanish adjective agrees in gender and number with the noun it modifies. In Spanish, an adjective almost always follows the noun it describes. Singular Form of Adjective  Adjectives that end in –o are masculine in form and agree with a masculine noun. As you pronounce the following examples aloud, note that the adjective follows the noun it describes. el libro blanco the white book el gato negro the black cat el carro rojo the red car  Adjectives that end in –o change the –o to –a when describing feminine noun. la casa blanca the white house la chaqueta negra the black jacket la lámpara roja the red lamp  Adjectives that do not end in –o have the same form for describing both masculine and feminine nouns. It doesn’t matter what letter ends the adjective, as long as it is not –o. Masculine: Feminine: el libro excelente la comida excelente el perro horrible la cucaracha horrible el poema difícil la lección defícil Key Vocabulary Los colores (The colors) amarillo yellow anaranjado orange azul blue blanco white gris gray marron, pardo brown morado purple moreno brown-skinned negro black rosado pink verde green Other Adjectives agradable agreeable, pleasant alegre happy, cheerful UNIT I  18 barato inexpensive caro expensive débil weak delgado slender defícil difficult estupendo great, terrific excelente excellent fácil easy fantástico fantastic feliz happy feo ugly flaco thin frágil fragile fuerte strong gordo fat grande big guapo/a handsome/beautiful joven young pobre poor Exercise 3.4 Complete the following phrases with the following Spanish adjective. 1. el hombre _______________________ (old) 2. la situación ____________________ (difficult) 3. el idionma _____________________ (marvelous) 4. la persona _____________________ (nice) 5. la flor ______________________ (yellow) 6. el jardin ___________________(beautiful) 7. el casa ____________________ (expensive) Plural Forms of Adjectives  Adjectives that end in a vowel add –s to form the plural. blanco blancos roja rojas verde verdes  Adjectives that end in a consonant add –es to form the plural. gris grises fácil fáciles joven jovenes  Adjectives agree in gender and number with the noun they modify. Review each singular and plural form as you pronounce the following nouns and the adjectives that describe them. Masculine: Singular Plural UNIT I  19 el libro blanco los libros blancos el tomate rojo los tomates rojos el hombre hermoso los hombres hermosos Feminine: la casa blanca las casas blancas la persona simpática las personas simpáticas la mujer Hermosa las mujeres hermosas  Exercise 3.5 Write the plural form of each of the following noun and adjective phrases. 1. la lámpara azul - _______________________________ 2. el amigo fantástico - _____________________________ 3. el perro gris - ___________________________________ 4. la cervesa negra - _______________________________ 5. el vino Rosado - _________________________________ Lesson 4  Estar, Ser, and Subject Pronouns Subject Pronouns Singular Plural yo I nosotros we tú you vosotros you  The familiar singular form tú is used with friends and family; its usage varies from country to country.  The familiar plural form vosotros is used only in Spain. él he ellos they  The masculine plural form ellos refers to a group of males or to a group that inludes both males and females. ella she ellas they  The feminine plural form ellas refers to a group that includes only females. usted you ustedes you  Usted is more formal than tú. It is used when meeting people for the first time, in business situations, and with a person you might not know well. Its abbreviation is Ud. UNIT I  20  The plural form ustedes is used to address more than one person. Latin Americans use ustedes for the plural of both tú and Ud. (since vosotros is used only in Spain). Its abbreviation is Uds.  There is no subject pronoun it in Spanish. Él and ella refer to people and sometimes to animals, but not to things. ESTAR (to be)  Spanish has two verbs that are equivalent to English –to be. Begin with the conjugation of the verb estar. yo estoy I am tú estás you are él está he is ella está she is Ud está you are nosotros estamos we are vosotros estáis you are ellos están they are ellas están they are Uds están you are Practice the conjugations of the verb aloud. Notice that él, ella, and Ud have the same form of the verb (third-person plural).  ESTAR is used to express four basic concepts: location, health, changing mood or condition, and personal opinion in terms of taste or appearance.  Location. Estar is used to describe where something or someone is physically located. Yo estoy en la clase. I am in the class. Nosotros estamos en el carro. We are in the car. El restaurant está en el ciudad. The restaurant is in the city. Ellas están en el baño. They are in the bathroom. ¿Estás tú en el hospital? Are you in the hospital?  The verb, which carries the action of the phrase is the essential element of the Spanish sentence or question because of the amount of information it contains. The infinitive is the unconjugated form of the verb. For example, to be, is an infinitive in English. The conjugations are the forms of the verb that belong to a particular pronoun or noun subject. I am and he is are examples of conjugations of the infinitive to be.  Health. Yo estoy bien, gracias. I am fine, thanks. Ella está enferma. She is sick. Los doctores están enfermos. The doctors are sick. ¿Cómo están ustedes? How are you? Estamos bien. We are well. UNIT I  21  Changing Mood or Condition. La muchacha está contenta. The girl is happy. Estoy feliz. I am happy. Los hombres están cansados. The men are tired. Estamos alegres. We are happy. ¿Estás enojado? Are you angry?  Often the pronouns yo, tú, and nosotros are omitted. This is possible because estoy can only mean Iam, estás means you are whether tú is included or not, and estamos carries the meaning we are.  Personal opinion in terms of taste or appearance. When estar is used with food, the English equivalent is taste or tastes. When estar is used with appearance, the English equivalent is look or looks. La comida está Buena. The meal is (tastes) good. El pescado está delicioso. The fish is (tastes) delicious. Ella está Hermosa hoy. She is (looks) pretty today. Él está guapo. He is (looks) handsome.  Key Vocabulary These words will help you enhance your ability to communicate. As you learn them, remember to practice them aloud. Interrogative Words ¿cómo? how? ¿dónde? where? ¿quién? who? Adverbs of Location aquí, acá here allí, allá there Adjectives alegre happy(merry) bonito/a pretty bueno/a good cansado tired enojado angry  Guapo describes people only; bonito, hermoso, and lindo are used to describe both people and things.  Exercise 4.1 Complete the following sentences with the correct form of estar. Pay attention to the meaning of each sentence. Then indicate whether the sentence expresses health, location, changing mood, or changing direction. UNIT I  22 Ejemplo: Nosotros estamos en la clase. (location) 1. Daniel ______________ muy cansado. (______________) 2. El teléfono y el libro _______________ en la mesa. (________________) 3. La mujer _______________ bien; el hombre ______________ enfermo. (_________________) 4. ¿Cómo _____________ ustedes? (_______________) 5. ¿Dónde _______________ ellos? (_________________) SER (to be)  The Spanish verb ser is also equivalent to English to be. In English, there is a single verb that means to be. We say, for example: The dog is here. (location) The dog is brown. (description)  The verb is the same in both cases. But in Spanish, there is a difference, and you have to choose the correct verb. yo soy I am tú eres you are él/ella es he/she is usted es you are nosotros somos we are vosotros sois you are ellos/ellas son they are ustedes son you are  Ser is used to express seven basic concepts: description, profession, point of origin, identification, material, possession or ownership, and where an event takes place.  Description La casa es roja. The house is red. El libro es azul. The book is blue. Los carros son viejos. The cars are old. Somos simpáticos. We are nice. ¿Es la flor amarilla? Is the flower yellow?  Profession Yo soy estudiante. I am a student. É les arquitecto. He is an architect. Ellas son maestras. They are excellent. excellentes. Somos doctors. We are doctors. Roberto es abogado. Robert is a lawyer. ¿Eres tú ingeniero? Are you an engineer?  Spanish does not translate a/an when stating an unmodified profession. Unmodified: José es estudiante. Modified : José es un estudiante fantástico.  Point of Origin De here means from. UNIT I  23 ¿De dónde es usted? Where are you from? (sing.) ¿De dónde es ustedes? Where are you from? (pl.) Yo soy de Nueva York. I am from New York. ¿De dónde es ella? Where is she from? Somos de Italia. We are from Italy. Ellos son de los Estados Unidos. They are from the United States. El vino es de Portugal. The wine is from Portugal. La cerveza es de México. The beer is from Mexico. El café es de Brazil. The coffee is from Brazil.  Identification Identification specifies characteristics such as relationship, nationality, race, or religion. Somos amigos. We are friends. José y Eduardo son Joe and Ed are brothers. hermanos. Pablo es español. Paul is Spanish. ¿Eres tú Cubano? Are you Cuban? Ella es católica? She is Catholic?  Material De here means of. La mesa es de madera. The table is of wood. La bolsa es de plástico. The bag is of plastic. Los zapatos son de cuero. The shoes are of leather. Las ventanas son de vidrio. The windows are of glass. La casa es de piedra. The house is of stone.  Possession or Ownership De here means of. La muñeca es de la niña. It’s the child’s doll. (The doll is of the child.) Los amigos son de María. They are Maria’s friends. (The friends are of María.) La idea es de Pedro. The idea is Pedro’s. (The idea is of Pedro.) El barco es del hombre rico. The boat belongs to the rich man. (The boat is of the rich man.)  The contraction: de + el (of + the) = del. There are only two UNIT I  24 contractions in the Spanish language; del is one of them. Use de (English of) to express possession or ownership. When de (English of) is followed by the masculine el (English the), the words contract to del, meaning of the.  Where an event takes place La fiesta ese n la casa de José. The party is (takes place) in Joe’s place. El concierto ese n el club. The concert is (takes place) in the capital.  Exercise 4.2 Complete the following sentences with the appropriate form of ser in each blank. Indicate whether the sentence expresses description, profession, point of origin, identification, material, or possession in parentheses. Ejemplo: El hombre es guapo. La mujer es guapa tambien. (description) 1. El café _________________ de Colombia. (_______________) 2. Ellos __________________ doctors. Ella _______________ profesora. (____________________) 3. ¿De dónde __________________ los turistas? (__________________) 4. Los hermanos de Pablo __________________ simpáticos. (_________________) 5. El hotel Viejo ___________________ excelente. (_______________) Exercise 4.3 Complete the following sentences with the appropriate form of ser. Indicate the reason for your choice in parentheses. 1. Helena _______________ de Colombia. (____________________) 2. El hermano de ella ________________católico. (_______________) 3. Ellos _______________ profesores excelentes. (________________) 4. Los carros __________________ grises. (_________________) 5. Nosotros __________________ estudiantes. (_________________) Exercise 4.4 Complete the following sentences with the appropriate formof estar. Indicate the reason for your choice in parentheses. 1. San Francisco __________________ en California. (_____________) 2. ¿Córno ________________usted? Yo _______________ bien. (_________________) 3. El professor ___________________ enfermo. (__________________) UNIT I  25 4. Nosotros ________________ en la clase. (____________________) 5. ¿__________________ tú triste? (______________________) Exercise 4.5 Complete the following sentences with the appropriate form of either ser or estar. Indicate the reason for each choice in parentheses. Ejemplo: Yo soy español. (identification) Ellos están aqui. (location) 1. José y Juan __________________ enfermos. (__________________) 2. Tú __________________ abogado. (_____________________) 3. La lección _______________ fácil. (_____________________) 4. Los estudiantes ____________ en la ciudad.(___________________) 5. ¿Cómo ________________ ustedes? Nosotros __________________ bien, gracias. (__________________, ____________________) Exercise 4.6 Answer the following questions aloud using the appropriate formof ser or estar. 1. ¿Cómo estás? 2. ¿Dónde está la hermana de Teresa? 3. ¿De dónde es ustedes? 4. ¿Quién estáen el carro caro? 5. ¿Dónde es el concierto?  Reading Comprehension La Casa Mi casa es vieja y grande, con muchas ventanas. Las cortinas en toda la casa son gruesas. Las paredes del interior de la casa son blancas; el exterior es gris. El patio es bonito, con flores todavía. Un espejo antiguo y una mesa de madera fina están en el vestíbulo. El comedor es sencillo, con una mesa y seis sillas; la alfombra es roja y azul marino. La cocina es amplia, con paredes amarillas y gabinetes blancos. La nevera es bastante grande, y la estufa y el horno están en la sala. Mi alcoba con un baño privado es azul y blanco. Mis libros, mis cuadernos, mis lápices y bolígrafos, mi colección de discos compactos, y mis videos están en el studio. Hoy es un día hermoso. Nombres (Nouns) la alcoba the bedroom la alfombra the rug el bolígrafo the ballpoint pen la cocina the kitchen la colección the collection el comedor the dining room la cortina the curtain el cuaderno the notebook el espejo the mirror UNIT I  26 el studio the study la estufa the stove el gabinete the cabinet el horno the oven el lápiz the pencil la madera the wood la nevera the refrigerator la pared the wall el patio the yard la sala the living room el sillón the easy chair el vestíbulo the entryway el video the video Adjectivos (Adjectives) amplio ample antiguo old azul marino navy blue cómodo comfortable fino fine, delicate grueso thick limpio clean mi, mis my (sing./pl.) privado private sencillo simple todo all Adverbios (Adverbs) bastante enough todavía still Preguntas (Questions) After reading the selection, answer the following questions in Spanish. 1. ¿Es nueva la casa? ____________________________________________________________ 2. ¿Es bonito el día? ____________________________________________________________ 3. ¿Es grande la cocina? ____________________________________________________________ 4. ¿Dónde está el piano? ____________________________________________________________  UNIT I UNIT SUMMARY  27 In this unit , you learned that the Spanish language has its varieties and it has greatly influenced the Philippine language. You were introduced to the different greetings and common sentences and phrases which a beginner must know. One of the goals of this course is to be familiar with the Spanish alphabet and how each letter is pronounced. Another basic knowledge you learned is the correct usage of personal pronouns along with their gender and their number (whether singular or plural) which is a necessity in constructing sound and logical Spanish sentences. Your newly acquired know-how about the verbs “ser” and “estar” will surely make it easy for you in the succeeding lessons. ¡Felicidades! You have just studied UNIT I. Now you are ready to evaluate how much you have benefited from your reading by answering the summative test. ¡Buena suerte!  SUMMATIVE TEST Use the correct form of Ser/Estar for each sentence. 1. El professor no _____________ en la escuela. 2. El libro ____________ encima de la mesa. 3. El señor Lopez ___________ de La Union. 4. Manila ______________ en Filipinas. 5. Mi prima _______________ trabajando en la oficina. 6. Mis hermanos ______________ estudiando Nihongo. 7. _________ la una y treinta. 8. ¿Dónde ____________ los chicos? 9. Mi padre _____________ enfermo. 10. Claudia y Leticia __________ hermanas. 11. Daniela y yo ___________ cocinando pollo. 12. Nosotros ____________ tristes. 13. ¿Dónde ____________ el museo de Iloco? 14. El 30 de Agosto _________ el cumpleaños de la señorita. 15. La bandera ___________ delante de la ventana. 16. Enrique y Mateo _________ inteligente. 17. Lourdes __________ cansada. UNIT I  28 18. __________ las dos y quince. 19. La señora Calderon ______________ delgada. 20. Catriona _________ alta, no ________ baja. UNIT I