Spanish III El 15 de Septiembre 2016Realidades-2

Capítulo 1A-1B

(NOTEBOOKS)

TAREA

TAREA PARA, el 15 de septiembre 2016

HACE + TIME

EXPRESSIONSTime Expressions with "hacer"

The verb "hacer" can be used in a number of ways to indicate the length of time an action has been taking place. The first way uses the formula:Hace + time + que + present tense form of the verbHace un año que estudio español.I have been studying Spanish for one year.Hace dos años que ellas estudian inglés.They have been studying English for two years.

To make this type of expression negative, just add the word "no" before the verb, as in the following formula:Hace + time + que + no + present tense form of the verbHace un año que no estudio español.I haven't studied Spanish for a year.Hace dos años que ellas no estudian inglés.They haven't studied English for two years.

Another way to use the verb "hacer" to express how long something has been taking place is to use the following formula:Present tense form of the verb + desde hace + timeEstudio español desde hace un año.I have been studying Spanish for one year.Ellas estudian inglés desde hace dos años.They have been studying English for two years.

To make this type of expression negative, again simply add the word

"no" before the verb, as in the following formula:No + present tense form of the verb + desde hace + timeNo estudio español desde hace un año.I haven't studied Spanish for a year.Ellas no estudian inglés desde hace dos años.They haven't studied English for two years.

So, when it comes to using the verb "hacer" to express the length of time an action has been taking place, there are two ways to say the same thing:

Estudio español desde hace un año.Hace un año que estudio español.I have been studying Spanish for one year.“Path of success.” Learn Spanish as it is actually spoken with our 15 audio CD set.   Learn more.

"Hace ..." to mean "ago"Notes:

In a previous lesson, you learned to use the verb hacer with the present

tense form of a verb to indicate the length of time an action has been taking place:

Hace + time + que + present tense form of the verbHace un año que estudio español.

I have been studying Spanish for one year.

When the verb is in the preterite tense, a different meaning is conveyed:

Hace + time + que + preterite tense form of the verbHace un año que estudié español.I studied Spanish one year ago.

There is another way to convey the same idea:Preterite tense form of the verb + hace + timeEstudié español hace un año.I studied Spanish one year ago.

Note the differences and similarities:

Hace un año que estudio español.I have been studying Spanish for one year.Hace un año que estudié español.I studied Spanish one year ago.Estudié español hace un año.I studied Spanish one year ago.

Irregular ComparativesNotes:

Recall from a previous lesson some examples of comparatives and superlatives:Tú eres más alto que yo.You are taller than I.Juan es el chico más inteligente de la clase.John is the smartest boy in the class.

The following adjectives have irregular forms for the comparative and the superlative:Adjective: bueno (good)Comparative: mejor (better)Superlative: el/la mejor (best)Adjective: malo (bad)Comparative: peor (worse)Superlative: el/la peor (the worst)

Note that the words más and menos are not used with the irregular comparatives.

Correct:Este libro es bueno, pero ese libro es mejor.Correct:Esta película es mala, pero esa película es peor.

With the irregular superlatives, the definite article is used.Este libro es bueno.

This book is good.Ese libro es mejor.

That book is better.Aquel libro es el mejor.

That book over there is the best.

Here are two more adjectives with irregular comparatives and superlatives:Adjective: grande (big)Comparative: mayor (older; greater)Superlative: el/la mayor (the oldest; the greatest)Adjective: pequeño (small)Comparative: menor (younger; less)Superlative: el/la menor (youngest; least)

Note that when referring to size, grande and pequeño follow the

normal rules for comparative and superlative forms. That is, they do not use the irregular forms menor and mayor.Esta casa es grande.

This house is big.Esa casa es más grande.

That house is bigger.Aquella casa es la más grande.

That house over there is the biggest.

When referring to age, use the irregular forms mayor and menor.Juan es menor que María.Juan is younger than Maria.

María es la mayor de la familia.Maria is the oldest of the family.

When referring to the concepts "less" or "greater", use the irregular forms mayor and menor.El agua es de mayor importancia que la comida.Water is more important than food.La comida es de menor importancia que el agua.Food is less important than water.

The words joven and viejo are used for non-comparative descriptions of age.El niño es joven.The boy is young.El abuelo es viejo.The grandfather is old.

¡¡¡Estudien Uds.!!! Capitulo 1A

Comparisons of InequalityNotes:

1. The written lesson is below.2. Links to quizzes, tests, etc. are

to the left.

If two things are not equal, they are unequal.We are not the same height.You are taller than I.The two items do not cost the same.The camera is more expensive than the television.

In Spanish, inequality is expressed by using one of the following formulae:más (menos) + adjective + quemás (menos) + adverb + quemás (menos) + noun + que

Here are some examples:Tú eres más alto que yo.

You are taller than I.Mónica habla más lentamente que Carmen.

Monica speaks more slowly than Carmen.

Tengo menos libros que Arsenio.I have fewer books than Arsenio.

If the comparative is followed by a number, use de rather thanque.Hay menos de veinte alumnos en la clase.There are less than twenty students in the class.Él tiene más de noventa años.He is more than ninety years old. (Literally: He has more than ninety years.)

Note that when the sentence is negative, que is used even with

numbers, to convey the meaning "only."Tengo más de cinco dólares.(I have more than five dollars.)butNo tengo más que cinco dólares.(I only have five dollars.)

Hay más de veinte estudiantes en la clase.(There are more than twenty students in the class.)butNo hay más que veinte estudiantes en la clase.(There are only twenty students in the class.)

Comparisons of Equality

When things being compared have equal characteristics, the comparison of equality is used.The book is as good as the movie.The boy is as tall as the girl.

To form the comparisons of equality using adjectives or adverbs, use the following formula:

tan + adjective (adverb) + comoEl libro es tan bueno como la película.(The book is as good as the movie.)El chico es tan alto como la chica.(The boy is as tall as the girl.)

To form comparisons of equality with nouns, use the following formula:tanto(-a,-os,-as) + noun + comoJuan tiene tanto dinero como María.(as much money as)Él tiene tanta paciencia como ella.(as much patience as)

Tiene tantos libros como ella.(as many books as)Tiene tantas plumas como ella.(as many pens as)

Choose the form of tanto to agree with the noun it modifies.tanto dinerotanta pacienciatantos librostantas plumas

When actions (not things) are being compared, and there is no adjective, use the following formula:

verb + tanto + comoSus estudiantes aprenden tanto como mis estudiantes.(learn as much as)Rosario cocina tanto como Josefina.(cooks as much as)Las naranjas cuestan tanto como las manzanas.(cost as much as)

When actions (not things) are being compared, and there is an adjective, use the following formula:verb + tan + adjective (masculine form) + como

Aquí se trabaja tan duro como ahí.(work as hard as)El niño juega tan poco como la niña.(plays as little as)Ellos duermen tan poco como ella.(sleep as little as)

Order Adjective

Comparisons Passive VoiceIn English, to create a comparison with an adjective, we generally add an "-er" to short adjectives (happier, stronger, wilder, etc.) or add the word "more" before longer adjectives (more intelligent, more studious, more loving, etc.). There's no Spanish equivalent for the suffix "-er"; we simply precede all

adjectives with the word más (more) to make them stronger.

más fuerte (stronger) más rádido (faster) más inteligente (more intelligent) más cariñoso (more loving)To indicate "less" rather than "more", we precede all adjectives with the word menos to make them weaker. menos fuerte (less strong / weaker) menos rápido (less fast / slower) menos inteligente (less intelligent) menos cariñoso (less loving)

Comparisons of Inequality with AdjectivesIn order to actually compare two objects in a comparison of inequality (one object being more or less ____ than the other), we use the following construction:

subject + linking verb + más/menos + adjective + que + noun

Marcos + es + más + alto + que + su hermana. (Marcos is taller than his sister.) 

Yo + soy + menos + inteligente + que + tú. (I am less intelligent than you.) 

Mi coche + es + más + rápido + que + el tuyo. (My car is faster than yours.)

La puerta es más roja que una cereza. (The door is redder than a cherry.)

Comparisons of Equality with AdjectivesWhile a comparison of inequality compares two objects or people with different characteristics, a comparison of equality means that the two objects have equal characteristics.

In order to make these comparisons, we use the adjective with the expression "tan ... como...", which is like saying "as ... as... ". See the construction below:

subject + linking verb + tan + adjective + como + noun Marcos + es + tan + alto + como + su

hermana.(Marcos is as tall as his sister).

Yo + soy + tan + inteligente + como + tú. (I am as intelligent as you.)

Mi coche + es + tan + rápido + como + el tuyo. (My car is as fast as yours.)

La puerta + es + tan + roja + como + una cereza.(The door is as red as a cherry.)

Comparisons with SuperlativesSuperlatives are also used in comparisons. In English, we create superlatives by placing a definite article before the adjective, to which we add the suffix "-est" (the strongest, the smartest, the nicest, etc.). To turn this into a comparison, we add the group to which the object or person is being compared (She's the prettiest in the class / at the party / of her friends.).To convey this same concept in Spanish, we use a construction very similar to the other comparison formulas we have reviewed, with the definite article (el, la, los, las) preceding the comparison word

(más, menos) and using de instead of que.

subject + verb + definite article + más/menos + adjective + de + rest of sentence

María + es + la + más + guapa + de + sus amigas.(María is the prettiest of her friends.)

Mi coche es el más caro de todos. (My car is the most expensive of them all.)

Sara es la menos alta de su clase.(Sara is the least tall of her class.)

Pedro es el menos rápido de su equipo.(Pedro is the least fast of his team.)

Comparisons with AdverbsThe same formula is used in comparisons with adverbs, the only difference being that you won't have to worry about gender given that adverbs have only one form. (Need a refresher on how to form the superlative? Take a look at this page: Spanish adverbs)subject + verb + más/menos + adverb + que + noun

Sara + estudia + menos + diligentemente + que + Marcos.(Sara studies less diligently than Marcos.)

Su casa + está + más + lejos + que + la mía. (His/Her house is farther than mine.)

Irregular ComparisonsBoth English and Spanish have several "irregular" comparison words, meaning that the adjective changes. Take, for example, the adjective "bad". If we followed normal rules for forming comparisons, we would say "badder" instead of the irregular comparison word "worse". The same goes for Spanish; the word for bad is "malo" but in comparisons instead of saying "más malo" we say "peor".

See a few examples below:

Normal adjective

Adjective in comparison

good = bueno

better = mejor

bad = malo worse = peor

big = grandebigger

= mayor (referring to age)

old = viejo older = mayor

young = joven

younger = menor

little littler

= pequeño= menor (referring to

age)

Examples in context:

I'm older than my sister. = Yo soy mayor que mi hermana.

My sister is younger than me. = Mi hermana es menor que yo.

Your grades are worse than mine. = Tus notas son peores que las mias.

I drive better than my father. = Conduzco mejor que mi padre.

¿Cómo eres tú?

Spanish Adjectives: Part I

Adjectives are frequently descriptive. That is, most often adjectives are used to describe a noun, or distinguish the noun from a group of similar objects. For example, an adjective might describe the color of an object.the red penthe blue pen

In Spanish, most adjectives change form, depending upon whether the word they modify is masculine or feminine. Notice the difference between "the tall boy" and "the tall girl."el chico alto

la chica alta

Adjectives also change form depending upon whether the word they modify is singular or plural. Notice the difference between "the tall boy" and "the tall boys" ; "the tall girl" and "the tall girls."el chico altolos chicos altosla chica altalas chicas altas

Many common adjectives end in -o. These adjectives have four forms. The following words all mean "tall":altoaltaaltosaltas

The correct form of the adjective depends upon the noun it modifies. Is the noun masculine or feminine? Singular or plural?libro rojored book

pluma rojared penlibros rojosred booksplumas rojasred pens

Notice how the endings of the nouns and these adjectives are similar.libro rojopluma rojalibros rojosplumas rojas

Adjectives that end in -e also change form for singular or plural. To form the plural, simply add -s.la chica inteligentelas chicas inteligentes

Adjectives that end in -e do not, however, change form for masculine or feminine.

la chica inteligenteel chico inteligentelas chicas inteligenteslos chicos inteligentes

Similarly, most adjectives that end in a consonant do change form for singular or plural, but do not change for masculine or feminine. To form the plural, add -es.la chica popularel chico popularlas chicas populareslos chicos populares

Let's review.1 Adjectives that end in -o have four forms:

alto, alta, altos, altas2 Adjectives that end in -e have two forms:

inteligente, inteligentes

Adjectives: Part II

Many adjectives of nationality end in -o. These adjectives follow the same rules as other adjectives ending in -o. That is, they have four forms.

el muchacho mexicanola muchacha mexicanalos muchachos mexicanoslas muchachas mexicanas

Many other adjectives of nationality end in a consonant. These adjectives do not follow the same rules as other adjectives ending in a consonant, rather, they have a distinct feminine form ending in -a.el muchacho españolla muchacha españolalos muchachos españoles

las muchachas españolas

There is another group of adjectives that does not follow the normal rules. Adjectives ending in -or, -án, -ón, or -ín also have a feminine form.el chico habladorla chica habladoralos chicos habladoreslas chicas habladorasel hombre trabajadorla mujer trabajadoralos hombres trabajadoreslas mujeres trabajadoras

Note: Adjectives ending in "-erior" do not have a feminine form.

Adjectives that are descriptive usually follow the noun they describe.

el chico alto

la chica altalos libros pequeñoslas plumas rojas

Adjectives of quantity almost always come before the noun. Such adjectives tell how much or how many.pocos librosmucha energíamucho trabajopocas casas

Sometimes, a descriptive adjective can precede the noun. If the adjective is descriptive, but speaks of a quality that is inherent and usually taken for granted, the adjective comes first.

la blanca nievethe white snow (snow is inherently white)los altos picosthe tall peaks (peaks are inherently tall)

Let's review the last two lessons.Adjectives that end in -o have four forms.altoaltaaltosaltas

Adjectives of nationality ending in -o are no different from other such adjectives.

guatemaltecoguatemaltecaguatemaltecosguatemaltecas

Adjectives that end in -e have two forms.inteligenteinteligentes

Most adjectives ending with a consonant have two forms.

popularpopulares

Adjectives of nationality ending in a consonant have four forms.

españolespañolaespañolesespañolas

Adjectives ending in -or, -án, -ón, or -ín have four forms.

hablador

habladorahabladoreshabladorasAdjectives that are descriptive usually follow the noun they describe.

casa blancachica alta

When an adjective speaks of a quality that is inherent and usually taken for granted, the adjective precedes the noun.

la blanca nievelos altos picos

Adjectives of quantity usually come before the noun.

pocos librosmuchos libros

Days of the WeekIn Spanish-speaking countries, the week begins on Monday.lunesMondaymartesTuesdaymiércolesWednesdayjuevesThursdayviernesFridaysábado

SaturdaydomingoSundaySER

In Spanish, there are two verbs that can be translated as "to be." These two verbs are ser and estar. This lesson will not focus on their correct usage; rather, it is designed to give you lots of practice conjugating these two verbs. For detailed explanations of when to use ser and when to use estar, see the following lessons:Ser and estar - the fundamentalsUses of serUses of estarContrasting uses

For these quizzes, you only need know how to conjugate ser and estar.

estar ser

estoyestásestáestamosestáisestán

soyeresessomossoisson

This list isn't complete, but it includes most Spanish- and English-speaking countries as well as countries you're most likely to see in Spanish-language news reports.

Alemania (Germany) — alemánArgentina — argentinoAustralia — australianoAustria — austriaco, austríacoBélgica (Belgium) — belgaBolivia — bolivianoBrasil — brasileñoCanadá — canadienseChile — chilenoChina — chinoColombia — colombianoCorea del Norte (North Korea) — nortecoreano, norcoreanoCorea del Sur (South Korea) — sudcoreanoCosta Rica — costarricense, costarriqueño (uncommon),Cuba — cubanoDinamarca (Denmark) — danésEcuador — ecuatorianoEgipto (Egypt) — egipcio

El Salvador — salvadoreñoEscocia (Scotland) — escocésEspaña (Spain) — españolEstados Unidos (United States) — estadounidenseFilipinas (Philippines) — filipinoFrancia — francésGales (Wales) — galésGran Bretaña (Great Britain) — británicoGrecia (Greece) — griegoGuatemala — guatemaltecoHaití — haitianoHonduras — hondureñola India — indio, hindúInglaterra (England) — inglésIrak, Iraq — irakí, iraquíIrán — iraníIrlanda — irlandésIsrael — israelíItalia (Italy) — italiano

Japón — japonésMarruecos (Morocco) — marroquíMéxico, Méjico — mexicano, mejicanoNicaragua — nicaragüenseNoruega (Norway) — noruegoNueva Zelanda (New Zealand) — neozelandésPaíses Bajos (Netherlands) — holandésPalestina — palestinoPanamá — panameñoParaguay — paraguayoPerú — peruanoPolonia (Poland) — polacoPortugual — portuguésPuerto Rico — puertorriqueñola República Dominicana (Dominican Republic) — dominicanoRusia — ruso

Sudáfrica (South Africa) — sudafricanoSuecia (Sweden) — suecoSuiza (Switzerland) — suizoTaiwan — taiwanésUruguay — uruguayoVenezuela — venezolano

Comjugation regular Spanish Verbs

Regular Spanish VerbsIn Spanish, there are three categories of verbs. The category is determined by the last two letters of the infinitive:

-ar verbs (like hablar)-er verbs (like comer)-ir verbs (like vivir)

The infinitive is the base form of the verb, such as to speak, to eat, to live,

etc. In Spanish, all infinitives end in -ar, -er, or -ir.

-ar verb

hablar (to speak)

-er verbcomer (to eat)

-ir verbvivir (to live)

To conjugate a verb means to manipulate the infinitive so that it agrees with the different possible subjects. Here is the present tense conjugation of the infinitive "to speak":to speak

I speakyou speakhe speaks

she speakswe speakyou-all speakALL OF YOU speakthey speak

The present tense in Spanish can mean three things. The Spanish phrase "yo hablo" can mean:

yo habloI speak

yo habloI do speak

yo habloI am speaking

Many Spanish verbs are completely regular, meaning that they follow a specific pattern of conjugation. In this lesson you will learn to conjugate regular -ar, -er, and -ir verbs (in the present tense). Before you can do that, you must memorize the following subject pronouns.yo (I)tú (you - informal) VOS= very politeél (he)ella (she)usted (you - formal)

nosotros/nosotras (we)vosotros/vosotras (you-all - informal)

ellos/ellas (they)ustedes (you-all formal)

Tú = you familiar

VOS= You but VERY polite Old Spanish but still used in Many countries - in Central and South America America

Such as- Uruguay , Argentina……

For a review of the subject pronouns, click here.

Spanish infinitives are divided into two parts: the ending and the stem. The ending is the last two letters. Remember, all infinitives end in -ar, -er, or -ir. The stem is everything that's left after you remove the ending.habl + ar = hablar

com + er = comerviv + ir = vivir

In this lesson, we will use three model verbs: hablar, comer, and vivir. In Spanish, you conjugate verbs by changing the ending. If the subject is I (yo), conjugate by dropping the ending and add -o.yo hablo (hablar - ar + o = hablo)I speak, I am speaking, I do speak

yo como (comer - er + o = como)I eat, I am eating, I do eat

yo vivo (vivir - ir + o = vivo)I live, I am living, I do live

If the subject is you - informal (tú),

conjugate by dropping the ending and add -as (for -ar verbs) or -es (for -er and -ir verbs).tú hablas (hablar - ar + as = hablas)you speak, you are speaking, you do speak

tú comes (comer - er + es = comes)you eat, you are eating, you do eat

tú vives (vivir - ir + es = vives)you live, you are living, you do live

If the subject is he (él), she (ella) or you - formal (usted), conjugate by dropping the ending and add -a (-ar verbs) or -e (-er and -ir verbs).él/ella/usted habla (hablar - ar + a = habla)he speaks, she is speaking, you (formal)

do speak

él/ella/usted come (comer - er + e = come)he eats, she is eating, you (formal) do eat

él/ella/usted vive (vivir - ir + e = vive)he lives, she is living, you (formal) do live

If the subject is we (nosotros/nosotras), conjugate by dropping the ending and add -amos, -emos, or -imos, depending on whether the verb is -ar, -er or -ir.nosotros hablamos (hablar - ar + amos = hablamos)we speak, we are speaking, we do

speak

nosotros comemos (comer - er + emos = comemos)we eat, we are eating, we do eat

nosotros vivimos (vivir - ir + imos = vivimos)we live, we are living, we do live

If the subject is you-all - informal (vosotros/vosotras), conjugate by dropping the ending and add -áis, -éis, or ís.vosotros habláis (hablar - ar + áis = habláis)you-all speak, you-all are speaking, you-all do speak

vosotros coméis (comer - er + éis =

coméis)you-all eat, you-all are eating, you-all do eat

vosotros vivís (vivir - ir + ís = vivís)you-all live, you-all are living, you-all do live

If the subject is they (ellos/ellas) or you-all - formal (ustedes), conjugate by dropping the ending and add -an (-ar verbs) or -en (-er and -ir verbs).ellos/ellas/ustedes hablan (hablar - ar + an = hablan)they speak, they are speaking, you-all (formal) do speak

ellos/ellas/ustedes comen (comer - er + en = comen)they eat, they are eating, you-all (formal)

do eat

ellos/ellas/ustedes viven (vivir - ir + en = viven)they live, they are living, you-all (formal) do live

As you can see, to conjugate regular -ar verbs, simply drop the ending (-ar) and add one of the following:-o-as-a-amos-áis-an

To conjugate regular -er verbs, simply drop the ending (-er) and add one of the following:

-o-es-e-emos-éis-enTo conjugate regular -ir verbs, simply drop the ending (-ir) and add one of the following:-o-es-e-imos-ís-en

•

List of some regular- ar -er and -ir verbs

Here’s a list of some common regular -ar, -er, and -ir verbs: -ar verbs alquilar..................... amar ........................ andar ....................... ayudar ..................... bailar ....................... buscar ...................... caminar.................... cantar ...................... cocinar..................... comprar ................... dejar ........................

desear ...................... enseñar.................... entrar (en)................ enviar....................... escuchar .................. esperar..................... estudiar.................... firmar....................... ganar ....................... gastar ...................... hablar ...................... lavar......................... llegar ....................... llevar........................ mandar .................... mirar........................ necesitar .................. olvidar...................... pagar .......................

practicar................... preguntar................. preparar ................... regresar ................... saludar..................... tocar ........................ tomar....................... trabajar .................... viajar........................ visitar ....................... to rentto loveto walkto helpto dance to look for to walk to singto cook

to buyto allow, to leave to desire to teachto enter (into)to sendto listen toto hope, to wait for to studyto signto win, earnto spend moneyto speak, to talkto washto arriveto wear, to carryto orderto watch, to look at to needto forgetto pay forto practice

to askto prepareto returnto greetto touch, to play an instrumentto take, to drinkto workto travelto visit -er verbs aprender .................. to learn beber ....................... to drink comer ...................... to eat comprender ............. to understand correr ....................... to run creer ........................ to believedeber ....................... to have to,

to owe esconder .................. to hideleer .......................... to readmeter en .................. to put into poseer...................... to possess, to own prometer.................. to promise romper..................... to break temer....................... to fearvender ..................... to sell -ir verb abrir......................... to openadmitir ..................... to admitasistir a .................... to attendcubrir ....................... to cover decidir...................... to decide describir ................... to describe descubrir.................. to discover discutir..................... to discuss

escribir ..................... to writeexistir ....................... to exist omitir....................... to omit partir........................ to divide permitir.................... to permitrecibir ...................... to receivesubir ........................ to climb, to go up sufrir ........................ to suffer unir.......................... to unite vivir.......................... to live

Present indicative[

Verbs Yo Tú Vos Él / Ella /

UstedNosotros / Nosotras

Vosotros / Vosotras

pensar

pienso

piensas

pensás piensa pensamos pensáis

contar

cuento

cuentas

contás cuenta contamos contáis

perder pierdo pierdes p

erdés pierde perdemos perdéis

moler muelo mueles m

olés muele molemos moléis

oler huelo hueles olés huele olemos oléis

sentir siento sientes sentís siente sentimos sentís

dormir

duermo

duermes

dormís duerme dormimos dormís

Present subjunctive[edit]

Verbs Yo Tú Vos (*) Él / Ella /

UstedNosotros / Nosotras

Vosotros / Vosotras

pensar

piense

pienses pienses / pensés piense pensemos penséis

contar

cuente

cuentes cuentes / contés cuente contemos contéis

perder pierda pierdas pierdas / perdás pierda perdamos perdáis

moler muela muelas muelas / molás muela molamos moláis

oler huela huelas huelas / olás huela olamos oláis

sentir sienta sientas sientas / sintás sienta sintamos sintáis

dormir

duerma

duermas

duermas / durmás duerma durmamos durmáis

(*) In Central America pensés, contés, etc. are used,[2] but Spanish Royal Academy prescribes pienses, cuentes, etc., according to Rioplatense Spanish.Imperative[edit]

Verbs Tú Vos Vosotros /

Vosotras Usted

pensar

piensa

pensá pensad (*) p

iense

contar

cuenta

contá contad (*) c

uente

perder pierde p

erdé perded (*) pierda

moler muele m

olé moled (*) muela

oler huele olé oled (*) huela

sentir siente sentí sentid (*) sienta

dormir

duerme

dormí dormid (*) d

uerma

(*) Only used in Spain. Formal conjugations of the plural imperative end in -d, but in colloquial use the most common conjugation ends in -r instead: pensar, contar, etc.

Note that sentir and dormir also undergo vowel raising. Additional diphthongizing verbs include acordar(se), divertir(se), doler, empezar, encontrar, entender, llover, morir, mostrar, mover, poder, probar, querer, recordar, sentar(se), tener, venir, volar, and volver.Many verbs with -e- or -o- in the root do not alternate. Common non-diphthongizing verbs include acercar(se), beber, comer, comprar, conocer, correr, creer, deber,

dejar, entrar, esperar, lamentar, llegar, llevar, meter, parecer, poner, prometer, quedar, regresar, responder, suceder, temer, and tomar.Less frequent verbs of this kind are often a source of mistakes for children learning to speak, and also for some adults:• rebosar → yo *rebueso, él *rebuesa... instead of yo

reboso, él rebosa...Vowel raising[edit]Vowel raising appears only in verbs of the third conjugation (-ir verbs), and in this group it affects dormir, morir, podrir (alternative for the more common pudrir) and nearly all verbs which have -e- as their last stem vowel (e.g. sentir, repetir); exceptions include cernir, discernir and concernir (all three diphthongizing).Affected forms[edit]The forms that exhibit the change can be described negatively as those in which the stem vowel is not diphthongized and the ending does not contain stressed /í/[3] or the /ir/ sequence. In other words, vowel raising affects the forms whose endings do not contain an i which is not part of a diphthong, taking into account that diphthongizing overrides vowel raising.In effect, for diphthongizing verbs (e.g. sentir, dormir), the vowel-raising forms are:3the first-person and second-person plural of the present

subjunctive (sintamos, sintáis, durmamos, durmáis);4the gerund (sintiendo, durmiendo);5the third-person singular and plural of the preterite

(sintió, sintieron, durmió, durmieron);6all forms of the imperfect subjunctive (sintiera/sintiese...,

durmiera/durmiese...) and of the future subjunctive (sintiere..., durmiere...).

For non-diphthongizing verbs (e.g. pedir) it affects these same forms (pidamos, pidáis, pidiendo, pidió, pidieron, pidiera...), plus:• in the present indicative, all singular forms and the third-

person plural (pido, pides, pide, piden);• the remaining forms of the present subjunctive (pida,

pidas, pidan);• the tú form of the imperative (pide).The forms which do not undergo either diphthongizing or vowel raising are:• the first-person and second-person plural of the present

indicative (sentimos, sentís), because these forms have stressed /í/ in their endings.

• the infinitive (sentir), past participle (sentido), imperfect indicative (sentía...) and the vos and vosotros/as forms of the imperative (sentí, sentid), for the same reason.

• the future (sentiré...) and conditional (sentiría...), whose endings contain the /ir/ sequence.

Affected verbs[edit]Verbs which are diphthongizing and vowel-raising include:• those ending in -entir (sentir, mentir, arrepentirse...) and -

ertir (convertir, advertir...);• those ending in -erir (herir, requerir, preferir, digerir...),

except aterir;• venir and derived verbs (convenir, prevenir...) in the

gerund (viniendo...), as the rest of forms undergo other overriding irregularities.

• dormir and morir.

The diphthongizing -er verb poder exceptionally undergoes vowel rising in the gerund (pudiendo), but the first- and second-person plural of the present subjunctive are regular (podamos, podáis).Non-diphthongizing vowel-rising verbs include:those ending in -edir (medir, pedir, despedir...), -etir

(competir, repetir) and -egir (corregir, elegir...; note forms with j before a/o such as corrijo, corrija).

those ending in -eír (reír, sonreír, freír, desleír). Double i that would result is simplified (rieron, not *riieron or *riyeron). Note that stressed i in contact with a/e/o must take an acute accent (río, ríe, ría) but monosyllabic forms of the preterite do not have it (rio, riais, but rió and riáis also valid if you pronounce them in two syllables).

those ending in -eñir (teñir, ceñir...). Note that unstressed i between ñ and a vowel is dropped (tiñendo, tiñó, tiñeron, tiñera...).

decir and derived verbs (bendecir, predecir...), in the forms that do not undergo other overriding irregularities.

embestir.podrir. Note that the affected forms are equal to those

derived from the more usual infinitive pudrir, which is regular except in the past participle podrido.

The vowel-raising verb erguir is usually diphthongizing (with ye- forms as yergo...), not-diphthongizing forms are however valid but rare (irgo...).Diphthongs and hiatuses[edit]Cambio vs. envío[edit]Diphthongs in the infinitive may be preserved throughout the conjugation or broken in the forms which are stressed

on the stem, depending on whether the i or u in contact with a/e/o take the stress or not. The stressed vowel is marked bold in the examples: cambiar > cambio, but enviar > envío (requiring an acute accent to indicate the resulting hiatus). The Spanish Royal Academy doesn't consider either behaviour as an irregularity, but illustrates each with six "regular" models, one for each possible diphthong in the infinitive: anunciar, averiguar, bailar, causar, peinar and adeudar for diphthong-keeping verbs and enviar, actuar, aislar, aunar, descafeinar and rehusar for diphthong-breaking ones. Remember that the presence of a silent h does not break a diphthong, so a written accent is needed anyway in rehúso.All verbs ending in -guar are diphthong-keeping, as well as saciar, desairar, restaurar and reinar. Note that two dipththongs are kept in desahuciar > desahucio (again the -h- makes no difference), which thus follows both the anunciar and causar models.Diphthong-breaking verbs include ahincar, aislar, aunar, aullar, maullar, aupar, aliar, vaciar, contrariar, evaluar, habituar, reunir. The verbs criar, fiar, guiar, liar and piar are also diphthong-breaking (crío, guíe), but when the stress falls on the endings the resulting forms are generally considered as monosyllables and thus written without accent: crie, fie, guiais, lieis.... In spite of that, you can follow the regular accentuation rules if you pronounce these forms as bisyllabic: crié, guiáis...For the verbs licuar and adecuar both options are valid: adecuo or adecúo.Note that the ui diphthong in cuidar is kept throughout the conjugation despite the fact of the i getting the stress in

forms such as cuido (written without stress mark).Verbs ending in -uir and -oír[edit]All verbs ending in -uir (e.g. construir, disminuir, distribuir) add a medial -y- before all endings not starting with i: construyo, construyes, construya... Taking into account that these verbs also undergo the change of unstressed intervocalic i to y (see orthographical changes above), they have many forms containing y.This also applies to the forms of oír and desoír that do not undergo the -ig- change: oyes, oye, oyenAgain, note that some regular forms of fluir, fruir and huir are written without stress mark if considered monosyllabic, but may bear it if pronounced as bisyllabic: vosotros huis or huís (present), yo hui or huí (preterite).Note that logically argüir loses the diaeresis before y: arguyo, arguyó...Other common irregular patterns[edit]Endings starting with o/a in er/ir verbs[edit]In er and ir verbs, the first person singular of the present indicative and the whole present subjunctive are the only forms whose endings start with o/a instead of e/i. These two different phonetic environments made Latin forms evolve differently in many verbs, leading to irregularities. Note that:Whenever the first person singular of the present

indicative has an irregularity other than diphthongizing, but still ends in -o, the whole present subjunctive shares the same irregularity:

hacer > hago, haga...lucir > luzco, luzca...caber > quepo, quepa...

ver > veo, vea...; prever > preveo, prevea...When the first person singular of the present indicative

does not end in -o, the present subjunctive is also irregular, but in a different way:

ser > soy, sea...ir > voy, vaya...haber > he, hayasaber > sé, sepa...

G-verbs[edit]Before o (in the first person singular of the indicative present tense) and a (that is, in all persons of the present subjunctive), the so-called G-verbs (sometimes "go-verbs" or "yo-go" verbs) add a medial -g- after l and n (also after s in asir), add -ig- when the root ends in a vowel, or substitute -g- for -c-. Note that this change overrides diphthongization (tener, venir) but combines with vowel-raising (decir). Many of these verbs are also irregular in other ways. For example:salir: yo salgo, tú sales...valer: yo valgo, tú vales...poner: yo pongo, tú pones...tener: yo tengo, tú tienes...venir: yo vengo , tú vienes...caer: yo caigo, tú caes...traer: yo traigo, tú traes...oír: yo oigo, tú oyes...hacer: yo hago, tú haces...decir: yo digo, tú dices...asir: yo asgo, tú ases...ZC-verbs[edit]This group of verbs—which originated in the Latin

inchoative verbs but now includes other verbs as well— substitute -zc- for stem-final -c- before o and a. The group includes nearly all verbs ending in -acer (except hacer and derived verbs), -ecer (except mecer and remecer), -ocer (except cocer and derived verbs), and -ucir. For example:nacer: yo nazco, tú naces...crecer: yo crezco, tú creces...conocer: yo conozco, tú conoces...producir: yo produzco, tú produces...Yacer may alternatively be conjugated with -zc- (yazco), -g- (yago) or a compromise -zg- (yazgo).Irregular forms in the future, conditional and imperative[edit]Some -er and -ir verbs (most G-verbs plus haber, saber, poder and querer) also change their stem in the future and conditional tenses. This involves:Just dropping the infinitive e: haber → habré..., saber →

sabré..., poder → podré..., querer → querré...Dropping the infinitive e/i and padding the resulting *-lr-/*-

nr- with a -d-: tener → tendré..., poner → pondré..., venir → vendré..., valer → valdré..., salir → saldré...

Dropping the infinitive -ce- or -ec-: hacer → haré..., deshacer → desharé..., decir → diré... Predecir, contradecir and desdecir may share this irregularity (prediré...) or, more commonly, use the regular forms (predeciré). For bendecir and maldecir only the regular forms are used (bendeciré...).

Many of these verbs also have shortened tú imperative forms: tener → ten, contener → contén, poner → pon, disponer → dispón, venir → ven, salir → sal, hacer → haz, decir → di. However, all verbs derived from decir are

regular in this form: bendice, maldice, desdícete, predice, contradice.

Anomalous stems in the preterite and derived tenses[Some verbs (including most G-verbs) have a completely different stem in the preterite. These stems are very old and often are found in Latin as well. The same irregular stem is also found in the imperfect subjunctive (both in -ra and -se forms) and the future subjunctive. This stems are anomalous also because:they are stressed in the first and third persons singular,

ending in unstressed -e and -o respectively (while in all other cases the preterite gets the stress over the suffix).

the rest of the endings are the usual for -er/-ir verbs even for the -ar verbs estar and andar.

in the verbs with -je preterite (conducir, decir, traer...) unstressed i is dropped between the j and a vowel: ellos trajeron, yo trajera... Note that this doesn't happen with regular or vowel-raising -ger/-jer/-gir/-jir verbs (proteger > protegieron, tejer > tejieron, corregir > corrigieron, crujir > crujieron).

Examples:estar → estuv-: yo estuve, tú/vos estuviste(s), él estuvo..., ellos estuvieron; yo estuviera...andar → anduv-: yo anduve, tú/vos anduviste(s), él anduvo..., ellos anduvieron; yo anduviera...tener → tuv-: yo tuve, tú/vos tuviste(s), él tuvo..., ellos

tuvieron; yo tuviera...haber → hub-: yo hube, tú/vos hubiste(s), él hubo..., ellos hubieron; yo hubiera...caber → cup-: yo cupe, tú/vos cupiste(s), él cupo..., ellos cupieron; yo cupiera...saber → sup-: yo supe, tú/vos supiste(s), él supo..., ellos supieron; yo supiera...venir → vin-: yo vine, tú/vos viniste(s), él vino..., ellos vinieron; yo viniera...poder → pud-: yo pude, tú/vos pudiste(s), él pudo..., ellos pudieron; yo pudiera...poner → pus-: yo puse, tú/vos pusiste(s), él puso..., ellos pusieron; yo pusiera...hacer → hic-/hiz-: yo hice, tú/vos hiciste(s), él hizo..., ellos hicieron; yo hiciera...reducir → reduj-: yo reduje, tu/vos redujiste(s), él redujo.., ellos condujeron; yo condujera...decir → dij-: yo dije, tú/vos dijiste(s), él dijo..., ellos dijeron; yo dijera...Irregular past participles[edit]A number of verbs have irregular past participles. This includes verbs which are irregular in many other ways, as poner and decir, but for some other verbs this is their only irregularity (e.g. abrir, romper), while some very irregular verbs (as ser and ir) have regular past participles. Examples:abrir → abierto, morir → muerto, volver → vuelto, devolver

→ devuelto...romper → roto, escribir → escrito...ver → visto, prever → previsto, poner → puesto,

componer → compuesto...

hacer → hecho, rehacer → rehecho, decir → dicho, predecir → predicho (but bendecir → bendecido, maldecir → maldecido)...

pudrir → podrido.There are three verbs that have both a regular and an irregular past participle. Both forms may be used when conjugating the compound tenses and the passive voice with the auxiliary verbs haber and ser, but the irregular form is generally the only one used as an adjective:• freír → he freído or he frito, but papas fritas.• imprimir → he imprimido or he impreso, but papeles

impresos.• proveer → he proveído or he provisto, una despensa

bien provista far more usual than una despensa bien proveída.

Others[edit]The verbs ser (to be) and ir (to go) both exhibit irregularities in the present, imperfect and preterite forms. Together with ver (to see) and prever (to foresee), they are the only four verbs with irregular imperfect indicative. Their tú imperative forms are sé, ve (for both ir and ver, although mirar is more common than ver in commands) and prevé. Their vos imperative forms are sé, andá (the verb andar replaces ir), ve and prevé.

Present indicative tense Imperfect indicativeser ir ver prever ser ir ver prever

yo soy voy veo preveo era iba veía preveía

tú eresvas ves prevés eras ibas veías preveías

vos sos

él, ella es va ve prevé era iba veía preveía

nosotros/as

somos

vamos

vemos prevemos éram

osíbamos

veíamos preveíamos

vosotros/as sois vais veis prevéis erais ibais veíais preveíais

ellos/as son van ven prevén eran iban veían preveían

Remember that whenever the preterite is irregular, the imperfect subjunctive (-ra and -se forms) and the dated future subjunctive (-re) share the same irregularity; indeed, these tenses may always be correctly formed by substituting the appropriate endings for the -ron ending of the third person plural preterite: fueron > fuera/fuese,...; fuere....The verbs dar (to give) and estar (to be) both exhibit irregularities in the present indicative and present subjunctive because their stems cannot be stressed (in dar the stem is just d-, in estar it was originally st-). The form dé is so written to distinguish it from the preposition de. Both verbs are also irregular in the preterite and derived tenses: dar follows the pattern of regular -er/-ir verbs, while estar has an anomalous preterite stem and follows the corresponding common pattern:

Present indicative

Present subjunctive Preterite

dar estar dar estar dar estaryo doy estoy dé esté di estuve

tú, vos das estás des estés diste estuviste

él, ella da está dé esté dio estuvo

nosotros/as

damos estamos demos estemos dimo

s estuvimos

vosotros/as dais estáis deis estéis diste

is estuvisteis

ellos/as dan están den estén dieron estuvieron

• Spanish conjugation Spanish conjugator. 12,000 verbs conjugated.• Diccionario panhispánico de dudas. Apéndice 1: Modelos de conjugación

verbal.Saved in parser cache with key enwiki:pcache:idhash:1977630-0!*!0!!en!4!*

and timestamp 20160814104623 and revision id 730223557 <img src="//en.wikipedia.org/wiki/Special:CentralAutoLogin/start?type=1x1" alt="" title="" width="1" height="1" style="border: none; position: absolute;" />

STEM CHANGING VERBSStem Changing VerbsIn all three conjugations of verbs (-ar, -er, and -ir) there are some verbs whose vowels change within the stem. These stem-changes occur in all persons except nosotros and vosotros. These two persons maintain the regular stem. There are six varieties of stem-changes: o->ue, e -> ie, e -> i, i -> ie, u -> ue, o -> hue. Each of these is described below with examples.1. e to ieThis is the most common stem change for Spanish verbs.Conjugation Examplequerer - to wantquiero queremo

squieres queréisquiere quieren

The Boot!As you can see, the stem change is only applied in 1st, 2nd, 3rd person singular and 3rd person plural, forming the shape of a boot in the conjugation chart. The "boot" is a good way to remember which persons have the stem change.Some Common e -> ie Verbsacertar to guess divertirs

e to have fun pensar (en)

to think (about)

atenderto attend to

empezar to begin perder to lose

atravesar to cross encender

to light/ignite, to turn on

preferir to prefer

calentar to warm encerrar to enclose querer to wantcerrar to close entende

rto understand

recomendar

to recommend

comenzar to begin fregar to scrub/wash remendar to

mend/patchconfesar to

confessgobernar to govern sentar

(se) to sit downhelar to freeze sentir to feel sugerir to suggest

defender to defend mentir to lie tropezar

(con)to stumble (into, across)

descender

to descend negar to deny

despertar (se)

to wake up nevar to snow

2. o to ueThis is the 2nd most common stem change after e->ie.Conjugation Examplesoñar - to dreamsueño soñamossueñas soñáissueña sueñanSome Common o -> ue Verbsabsolver to absolve doler to hurt recorda

rto remember

acordarse (de) to agree on dormir to sleep remove

r to remove

almorzar to have lunch encontrar to find resolve

r to resolve

aprobar to approve envolver to wrap retorcer to twist

cocer to boil/bake llover to rain revolver

to mix/shake

colgar to hang (up) morder to bite rogar to begconmover

to move (emotionally) moler to grind soler

to be accustomed to

contar to count morir to die sonar to soundcostar to cost mostrar to show soñar to dreamdemoler to demolish mover to move torcer to twistdemostrar

to demonstrate/prove

poder to be able to tronar to thunder

devolver to return (something) probar to taste,

to prove volar to fly

disolver to dissolve promover

to promote

3. e to iConjugation Examplerepetir - to repeatrepito repetimo

srepites repetísrepite repitenSome Common e -> i Verbsconseguir to get repetir to

repeat

corregir to correct

reírse (de)

to laugh/to make fun of

despedirto fire/to say goodbye

seguir to follow

elegir to elect servir to serveimpedir to

impedesonreírse to smile

medir to measure vestirse to get

dressedperseguir to follow

4. i to ieThere are only only two commonly used verbs whose stem changes from i to ie:Conjugation Examplesadquirir - to acquire inquirir - to

inquireadquiero adquirimo

sinquiero

inquirimos

adquieres adquirís inquieres inquirís

adquiere adquieren inquiere inquieren

5. u to ueThere is only one commonly used verb whose stem changes from u to ue, and it is a very common verb.Conjugation Examplejugar - to playjuego jugamosjuegas jugáisjuega juegan6. o to hueThere is only one commonly used verb whose stem changes from o to hue.Conjugation Exampleoler - to smellhuelo olemoshueles oléishuele huelen

Affirmative and negative commands

AFFIRMATIVE AND NEGATIVE WORDS IN SPANISHPalabras Affirmativas y Negativas en EspañolIn these notes you will learn more about negative and affirmative words used in Spanish including indefinite pronouns to mean nobody, nothing, someone, something, and many more. Read the explanations and the example sentences carefully to be ready to complete the exercises below to practice and to test yourself.

Libros en la biblioteca

When we want to talk about an indefinite situation, we use

an affirmative word.When we want to talk about a negative situation, we use a negative word.

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51. Saber vs Conocer / Pedir vs Preguntar a. Basic Quiz b. Mini-Test c. Quiz 2 d. Quiz 3 e. Quiz 4 f. Test 2 g. Final 52. Numbers: 31-1000

53. Telling Time 54. Por and Para 55. Irreg. Comparatives 56. Demonstratives 57. Time Expressions With Hacer 58. Possessive Pronouns 59. Reflexive Verbs I 60. Reflexive Verbs II 61. Definite Article II

Unit Six Unit Seven Unit Eight Unit Nine

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Saber vs Conocer / Pedir vs. PreguntarNotes:

1. The written lesson is below.2. Links to quizzes, tests, etc. are

to the left.

In Spanish, there are two verbs that express the idea "to know." These two verbs are "saber" and "conocer." The verb you choose depends upon the context in which it is used. These verbs arenot interchangeable.

To express knowledge or ignorance of a fact or information about something, use "saber."Juan sabe donde está María.Juan knows where Maria is.Yo no sé tu número de teléfono.I don't know your telephone number.

To say that one is or is not acquainted with a person, a place, or an object, use conocer.Yo no conozco a María.I don't know (am not acquainted with) Maria.Alberto y Alfredo conocen Madrid.Alberto and Alfredo know (are acquainted with) Madrid.

To express knowledge or ignorance of a subject or learning discipline, use saber or conocer, depending upon the context.Juan no sabe nada de inglés.Juan doesn't know any English.Él sabe matemáticas.He knows mathematics.Juan conoce la literatura española.Juan is familiar with Spanish literature.

To express knowledge or ignorance of a skill, or how to do something, use saber + infinitive.María sabe conducir.Maria knows how to drive.No sé nadar muy bien.I don't know how to swim very well.

To say that you know something by heart, use saber.María sabe los verbos irregulares.Maria knows the irregular verbs (by heart).Ella no sabe la letra de esa canción.She doesn't know the words to that song.

The situation with regards to the correct use of saber and conocer can be summarized as follows:saberto know a fact, to know something thoroughly, to know how to do somethingconocerto be acquainted with a person, place, or thing

The same sort of situation exists with respect to the two Spanish verbs pedir and preguntar. They

both mean "to ask" but they are not interchangeable. Fortunately, the rules for using them are a bit more straightforward:pedirto ask for, or request an object, service or favorPido más carne.I ask for more meat.Pedimos ahora.We order now (ask for service).preguntarto ask a question, or request informationPregunto qué hora es.I ask what time it is.Preguntamos a qué hora sirven la cena.We ask what time they serve dinner.

Your verb flashcards should be your constant companions. You should always have them with you, and you should pull them out several times each day, even if you only look at them for a couple of minutes. Now, let's add these two verbs to our growing stack:saber: to know (facts, information, how to do something, something by heart)conocer: to know (to be familiar with people, places, things)Pedir vs Preguntarpedir: to ask (for an object or a service)

preguntar: to ask (a question, request information)

Actividades Antes y Después de Clases SHAPE America (organización de educadores de salud y educación física) recomienda que los niños de edad escolar deben hacer 60 minutos diariamente de actividad física moderada a vigorosa.1 Las escuelas pueden aumentar la actividad física de los alumnos dentro de la escuela con la incorporación de mayor movimiento en los programas extraescolares, a través de actividades internas como deportes, clubs o con otros programas de caminar o ir en bicicleta a la escuela. Actividades como

estas de antes y después de clases fomentan la ayuda de los padres y la comunidad. Programas de Tiempo Fuera de la Escuela Muchas escuelas ofrecen programas de “tiempo fuera de escuela” (OST) incluyendo oportunidades de aprendizaje extendidas (ELO) para el apoyo y enriquecimiento académico, también algunas escuelas ofrecen un programa de guardería para niños de edad escolar (SACC) para apoyar a padres que trabajan con cuidado de niños antes y después de clases. La Asociación Nacional de después de clases (NAA) recomienda que los programas deben dedicar por lo menos 20 porciento o 30 minutos del tiempo a la actividad física, y que incluyan actividades aeróbicas y de tonificación. 2 Si el programa de su escuela no cumple con estas normas, intente trabajar con el director del programa para fomentar la actividad física. El YMCA y el Boys &

Girls Club colaboran con algunas escuelas en el área. CATCH Kids Club, SPARK PE, Playworks y Focused Fitness tienen materiales y/o entrenamientos para mejorar el programa existente. Programas de Intramuros Un programa de intramuros, actividades antes y después de clases puede usar la experiencia de familias y la comunidad para fomentar la participación de los alumnos: ■ Establezca un club enfocando en lo que le guste: caminar, correr, vóleibol, yoga, karate, saltar la cuerda- las posibilidades son infinitas ■ Busque un profesor o un voluntario para impartir clases sencillas de baile ■ Busque un entrenador o atleta jubilado que pueda oficiar eventos de intramuros deportivos ■ Pídale a un integrante de un club ciclista de la comunidad que vaya a hablar con los niños sobre la seguridad en bicicletas y que pueda realizar un grupo de ciclistas una vez

al mes ■ Pídale a la escuela que le abran el gimnasio- organice a los alumnos a que se ejerciten con actividades fáciles y divertidas ■ Traiga un programa ya establecido a través de un centro recreativo o de algún negocio u organización como yoga, Zumba®, artes marciales, etc. Para más ideas: Consejos para el éxito: Programas de intramuros ■ Asegurar que la participación en actividades y eventos sea voluntaria. ■ Dar oportunidad a cada alumno para que participe independientemente de su habilidad o necesidades. ■ Incluir alumnos en la planeación de actividades. ■ Promover actividades con alumnos y familias por medio de volantes, panfletos y sitios de internet. ■ Asegurar que las actividades sean consistentes con las reglas del distrito para la supervisión y mantenimiento de la escuela/facultad. Estableciendo un club de correr o caminar Hagan algo sencillo-

pregúntele a su administrador, profesor u otro adulto que dirija a alumnos en correr o caminar por las mañanas, o aquí están algunos programas ya establecidos para llevar a su escuela: ■ New York Road Runners Mighty Milers: www.nyrr.org/youth-and-schools/mighty-milers ■ Girls on the Run: www.girlsonthe

Actividades Antes y Después de Clases SHAPE America (organización de educadores de salud y educación física) recomienda que los niños de edad escolar deben hacer 60 minutos diariamente de actividad física moderada a vigorosa.1 Las escuelas pueden aumentar la actividad física de los alumnos dentro de la escuela con la incorporación de mayor movimiento en los programas extraescolares, a través de actividades internas como deportes, clubs o con otros programas de caminar o ir en bicicleta a la escuela.

Actividades como estas de antes y después de clases fomentan la ayuda de los padres y la comunidad.

Programas de Tiempo Fuera de la Escuela Muchas escuelas ofrecen programas de “tiempo fuera de escuela” (OST) incluyendo oportunidades de aprendizaje extendidas (ELO) para el apoyo y enriquecimiento académico, también algunas escuelas ofrecen un programa de guardería para niños de edad escolar (SACC) para apoyar a padres que trabajan con cuidado de niños antes y después de clases.

La Asociación Nacional de después de clases (NAA) recomienda que los programas deben dedicar por lo menos 20 porciento o 30 minutos del tiempo a la actividad física, y que incluyan actividades aeróbicas y de tonificación. 2 Si el programa de su escuela no cumple con estas normas, intente trabajar con el director del programa para fomentar la actividad física. El YMCA y el Boys & Girls Club colaboran con algunas escuelas en el área. CATCH Kids Club, SPARK PE, Playworks y Focused Fitness tienen materiales y/o entrenamientos para mejorar el programa existente. Programas de Intramuros Un programa de intramuros, actividades antes y después de clases puede usar la experiencia de familias y la comunidad para fomentar la participación de los alumnos: ■ Establezca un club enfocando en lo que le guste: caminar, correr, vóleibol, yoga, karate, saltar la cuerda- las posibilidades son infinitas ■ Busque un profesor o un voluntario para impartir clases sencillas de baile ■ Busque

un entrenador o atleta jubilado que pueda oficiar eventos de intramuros deportivos ■ Pídale a un integrante de un club ciclista de la comunidad que vaya a hablar con los niños sobre la seguridad en bicicletas y que pueda realizar un grupo de ciclistas una vez al mes ■ Pídale a la escuela que le abran el gimnasio- organice a los alumnos a que se ejerciten con actividades fáciles y divertidas ■ Traiga un programa ya establecido a través de un centro recreativo o de algún negocio u organización como yoga, Zumba®, artes marciales, etc. Para más ideas: Consejos para el éxito: Programas de intramuros ■ Asegurar que la participación en actividades y eventos sea voluntaria. ■ Dar oportunidad a cada alumno para que participe independientemente de su habilidad o necesidades. ■ Incluir alumnos en la planeación de actividades. ■ Promover actividades con alumnos y familias por medio de volantes, panfletos y sitios de internet. ■ Asegurar que las actividades sean consistentes con las reglas del distrito para la supervisión y mantenimiento de la escuela/facultad. Estableciendo un club de correr o caminar Hagan algo sencillo- pregúntele a su administrador, profesor u otro adulto que dirija a alumnos en correr o caminar por las mañanas, o aquí están algunos programas ya establecidos para llevar a su escuela: ■ New York Road Runners Mighty Milers: www.nyrr.org/youth-and-schools/mighty-milers ■ Girls on the Run: www.girlsontherun.org ■ WorldFit: www.worldfit.org/ ActionforHealthyKids.org/Game-On Iniciativas de

caminar o ir en bicicleta a la escuela La preocupación por la seguridad es la razón principal que los niños no caminan a la escuela. ■ Rutas Seguras a la Escuela (SRTS) Por la Secretaría federal de transportación, SRTS tiene recursos, actividades y financiamiento para ayudar que el ir a pie o en bicicleta a la escuela sea una ruta segura en su comunidad.

1http://www.aahperd.org/naspe/standards/nationalGuidelines/PAguidelines.cfm 2http://www.ymca.net/news-releases/20110809-afterschool-standards.html 3http://www.cdc.gov/nccdphp/dnpa/kidswalk_september2003.htm 4 The National Center for Safe Routes to School (2011). “How Children Get to School: School Travel Patterns from 1969 to 2009.” http://saferoutesinfo.org/ sites/default/files/resources/NHTS_school_travel_report_2011_0.pdf Actividades Antes y Después de Clases Escuela Programas de caminar o bicicleta ─ un grupo de alumnos caminando o en bici a la escuela con “choferes” adultos. Las familias pueden tomar turnos caminando a sus hijos a la escuela o desarrollar una ruta más formal y estructurada con puntos de reunión, una línea de tiempo y un horario rotativo de voluntarios capacitados. ■

Comience un programa de ir a pie o en bicicleta a la escuela. Buscar información, presentaciones, guías de programación y herramientas para la promoción por medio de la iniciativa de Centers for Disease Control’s KidsWalk . Los Programas eficaces abordan los problemas de seguridad por medio de:3 Animar a los niños que caminen en grupos y organizar adultos responsables que los acompañen.

Enseñar la conducta segura como peatón rumbo a la escuela. Otorgar a vecinos y agencias locales de trabajar juntos para crear rutas seguras a la escuela. Unirse con la policía para hacer cumplir la velocidad obligatoria. Facilitar guardias de cruce para la ida y venida hacia la escuela. Programas fuera de la escuela ■ YMCA: www.ymca.net/ ■ Boys & Girls Clubs: www.bgca.org/ ■ CATCH Kids Club: www.catchinfo.org/ ■ SPARK PE: www.sparkpe.org/after-school/ ■ Playworks: www.playworks.org/training/ ■ Focused Fitness Fab 5: www.focusedfitness.org/ Programa de caminar o bicicleta hacia la escuela ■ Día nacional de ir a pie o en bicicleta: www.walkbiketoschool.org. ■ CDC KidsWalk: www.cdc.gov/nccdphp/dnpa/kidswalk_september2003.ht

m ■ Safe Routes to School: www.saferoutesinfo.org/ ■ Walking School Bus or Bicycle Train:

www.walkingschoolbus.org/Walking_School_Bus_Basics.pdf Recursos En 1969, 48% de los niños de edades 5-14 años fueron a pie o en bici a la escuela. En el 2009, el número disminuyó a 13%.

PALABRASAFIRMATIVAS

PALABRAS NEGATIVAS

algo - something nada - nothing

alguien - someone nadie - nobody

alguno/a/as, algún - a, one, any, some

ningún, ninguno/a - none

siempre - always nunca, jamás - never

alguna vez - ever nunca, jamás - never

también - also tampoco - neither

o … o, either … or ni … ni - neither … nor

Alguno and ninguno must match the gender and number of the noun they replace or modify.Note that alguno changes to algún when used before masculine singular nouns.

Similarly, ninguno changes to ningún when used before masculine singular nouns.

• Alguno de ellos. (One of them.)• Un hombre está lavando su coche. (A man is

washing his car.)• Algunos de los muchachos. (One of the boys.)• Algunos hombres están lavando el coche. (Some

men are washing the car.)• Algunas mujeres están lavando el coche. (Some

women are washing the car.)• Algún libro se perdió en la biblioteca. (A book

was lost in the library.)• Algún hijo se perdió en el parque. (A boy was lost

in the park.)• No hay ningún libro en las mesa. (There is no

book on the table.)Note that if you are including the masculine noun, you will

use the words algún or ningún. But if you are not including the masculine noun because it is already known, it was already mentioned, etc, you use the form alguno and ninguno.

7 ¿Están todos los libros en la biblioteca? No, alguno se perdió.

8 (Are all the books in the library? No, one was lost.)

9 ¿Están todos los niños listos? No, ninguno está listo.

10 (Are all the children ready? No, none of them is ready.)

If a verb is preceded by "no", any words that follow must be negative. A double negative is required in Spanish when "no" precedes the verb:• No tenemos nada - We don’t have anything.

[Literally: we don't have nothing.]• No me gusta ninguna blusa - I don’t like any

blouse.However, if the negative word comes before the verb, we don't need to use "no".• Yo nunca veo películas de terror - I never watch

horror movies.• Nadie vio esa película porque era horrible -

Nobody watched that movie because it was horrible.Exercise 1: Look at the pictures and answer the questions with suitable words.Ejercicio 1: Mira las fotos y responde las preguntas con las siguientes palabras.

Hints: ningún (x2), algunas, algunos, ninguna, siempre, nadie (x3).

Note: Try to use the correct written accents if you can e.g.: á, é, í, ó, ú, ñ, ü.If you don't know the correct answer, type '?' to reveal it.

1. ¿Hay alguna persona en el mar? - Sí hay   personas.2. ¿Hay algún tiburón en el mar? - No, no hay   tiburón en el mar.3. ¿Hay mucha gente en el verano? -   hay mucha gente en el verano.

4. ¿Hay alguien en la playa? - No, no hay   en la playa.5. ¿Algunas personas juegan en el mar? - No,   juega en el mar.

6. Me parece que no hay   joven en este parque.7. Sí, hay   jóvenes en el parque. ¡Mira!8.   mujer está usando vestido.9. ¿Alguien está comiendo? - No,   está comiendo.

Exercise 2: Classify these words as affirmative or negative.

Ejercicio 2: Clasifica estas palabras como positivas o negativas1. Algo

Afirmativo     Negativo     ---2. NadaAfirmativo     Negativo     ---3. AlguienAfirmativo     Negativo     ---4. SiempreAfirmativo     Negativo     ---5. NadieAfirmativo     Negativo     ---6. TampocoAfirmativo     Negativo     ---7. NuncaAfirmativo     Negativo     ---8. NiAfirmativo     Negativo     ---9. AlgunoAfirmativo     Negativo     ---10. TambiénAfirmativo     Negativo     ---11. NingunoAfirmativo     Negativo     ---Exercise 3: Complete the Spanish sentence to mean the same as the English.Ejercicio 3: Lee las oraciones en inglés y completa las que están en español para que tengan el mismo significado.

Hints: alguien, alguno, algún, algunos, nada, nadie, no, nunca, siempre, tambien, tampoco

Note: Try to use the correct written accents if you can e.g.: á, é, í, ó, ú, ñ, ü.If you don't know the correct answer, type '?' to reveal it.

1. I do not have anything in my backpack. - No tengo  en mi mochila.2. I always eat spaghetti. - Yo   como spaghetti.3. I never drive a Ferrari. - Yo   conduzco una Ferrari.4. Nobody is dancing. -   está bailando.5. Someone is knocking on the door. -   está golpeando la puerta.6. I like ice-cream and I also like chocolate. Me gusta el helado y   me gusta el chocolate.7. I have some books on the shelf. - Tengo   libros en el estante.8. I don’t have a blue car. -   tengo un auto azul.9. - Me neither. - Yo   .

Exercise 4: Choose the correct word.Ejercicio 4: Elige la palabra correcta.

1. Visitaste alguna vez México? - No,   -   nuncasiemprehe visitado México. 2. ¿Hablas con tus amigos? - Sí,   -   siemprenuncahablo con mis amigos. 3. ¿Hay alguien que sepa hablar francés en la clase? - Sí, hay   -   nadiealguienque sabe hablar francés.

4. ¿   -   AlgúnAlgunoniño puede correr rápido? 5. No,   -   ningúnningunopuede correr rápido. 6.   -   NadieAlguienvino a la fiesta, fue muy aburrida. 7. Sí, y   -   no había ningúnno había nadanadie había ningúnnadie había nadapara comer. 8. ¿No tienes los cuadernos? - No, y   -   tambiéntampocotengo el diccionario. 9. ¿Vas a la escuela? - No,   -   tampoco

novoy a la escuela, voy a la universidad. Exercise 5: Complete with a suitable wordEjercicio 5: Completa con una palabra adecuada.Hints: algún, alguno, algunos, alguien, ningún, ninguna, nada, nadie, nunca.1. La clase de matemáticas es muy difícil, no comprendo

.2. Estoy asombrado,   había visto a una mujer tan bonita.3. Estoy muy triste porque   vino a mi fiesta.4. ¿Hay   que pueda leer la mente?5. ¿Hay   planeta llamado Capricornio?6. ¡No! ¡No hay   planeta llamado Capricornio!7. No hay   que pueda volar como Superman.8. Asombrosamente,   estudiante aprobó el examen porque no estudiaron.9.   jóvenes quieren ir a la fiesta.

HACE + Time Expressions

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