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El peogeama de [isqued de bros de Google ayuda alos letores a desea es nos de edo el mundo ala vee que ayn nutty editor lear a mares audieeciag Pod tea lien bisipindas enc tain eompicta de cac Rize en wes ca a plgina itor hocks -gaseis-coa]GALENO NATURAL METHOD A Conversational System of Teaching Languages SPANISH Book One By OSCAR GALENO Spas, eam Pale Irae SFr, Sega Merve cer bas kaha SPOS SES” cites are! Eee, Fully Ulustrated . GREGG PUBLISHING COMPANY Ew yout cMICAC “BOSTON BAM PRANCIECO. LONDON.Copyright, rors By OSCAR GALENO Copyright, 1921 By THE GREGG PUBLISHING COMPANY Copyright, Great Britain and Ireland : All Aihts reserved = 5°,” Propiedad protegtda:pordarleyeh Expagia y | -Paises: Hispanoanteridabas,: W**. - 1921 Todos los derechos reservadosPREFACE ili PREFACE - Tue Spanish used in this book is correct Castilian as approved by the Royal Academy of the Spanish language. There are a few deviations from the Castilian pronunciation used in the Latin American Countries, and also in several parts of Spain, especially in the Southern part. While in current usage in the countries mentioned, these deviations are not considered as correct Spanish. The deviations most commonly met with are as follows: ‘C before “e” or “i” is pronounced like “s” as centavo; pronounced, sentavo (cent), cerro, “serro” (hill). LI is pronounced like the Spanish “y”; it is given the same sound as the “y” in the English word “beyond.” Ex.: silla, “siya” (chair), caballo, “cabayo” (horse). , Z is pronounced like the Spanish “s” as in azul, “asul” (blue), corazon, “corason” (heart). Y sas a consonant is sometimes pronounced like the Eng- lish “j” in joke, as in yo, “jo” (I), ya, “ja” (already). The above deviations are explained also under “alphabet” but the Castilian pronunciation is followed throughout. Any deviations in grammar from the Academy, have been made to conform to the grammar of Andrés Bello, a poet and noted grammarian, who was born in Caracas Venezuela, 1781. He was recognized by the Royal Academy, and, later, founded the Santiago University of Chile. THE ROYAL ACADEMY OF THE SPANISH LANGUAGE was founded in 1713 by the Duke of Escalona, officially approved by Philip V in 1714, and permanently located at Madrid. It is com- posed of 36 members, 24 Spanish correspondents and several foreign correspondents, whose aim consists in “cultivating and fixing the terms and words of the Castilian language in its most exact signifi- M41933iv PREFACE cation, elegance and purity.” Its motto is: “LIMPIA, FIJA-Y DA ESPLENDOR,” Clean, fix and give splendor.” That respectable body is considered as the supreme authority in all that appertains to the Spanish language. The English is translated to convey as nearly as possible the Spanish expression. It is sometimes a literal transla- tion, sometimes a free translation, and at other times a combination. The idea is to convey to the student that the thought in Spanish is different as well as the words and phrases that express the thought.INTRODUCTION Vv INTRODUCTION The aim of this book is to give the student the oppor- tunity to learn the Spanish Language in a practical and interesting way, and to furnish that foundation which is so hard to secure through a study of grammar alone, and which teachers often find tedious and painstaking. The advantages of the Direct Method in general need not be explained. The Direct Method requires a teacher, and this advantage is quite evident, and a matter of common knowledge. In this work the author has endeavored to modify the Direct Method to the extent necessary to make it intelligible and interesting to the self-student with such aid as he may be able to secure, as well as for class and school work. After a long experience in teaching Spanish, the author is convinced that pictures greatly facilitate the teaching of a foreign language, because they not only supply an abun- dance of subjects for conversation, but they also possess the advantage of assisting the memory by calling to its aid the most precious of all our senses, namely sight. That which has once been well understood can scarcely ever be for- gotten, and one remembers equally well that which has been learned with pleasure. “THE EYE IS THE GATEWAY TO THE BRAIN” The value of teaching by presenting an object or the picture of an object is acknowledged by all. In fact it is the NATURAL METHOD. The student learns a new name for the same object, and learns a new manner of ex- pressing the action, being, or state of being of that object; consequently, if he has the object before him, he associates the new words with the object more readily than if he had only the printed or written word that stands for that object. The student must learn to think in the language he wishesvi INTRODUCTION to acquire. You cannot learn a foreign language while thinking in English. If you tried to do so, your conversa- tion would consist largely of pauses, during which you would endeavor to find words or phrases corresponding to your English ones and then try to rearrange them. This would take entirely too much time. Some things must be ex- plained to the student in his own language until he grasps the fundamentals of the new tongue. Gradually his own language should be discarded during his study, until he is able to speak and think in the new language. “LEARN TO SPEAK SPANISH BY SPEAKING SPANISH” You cannot learn to speak Spanish by a discussion of that language in English. You can learn the construction of the Spanish language and to understand it fairly well, when it is written, by a study of it in English; but to learn it properly you must speak it, and hear it spoken, as well as read and write it. This work, consisting of three books, is issued for general use, in the endeavor to help teach the Spanish language in a manner that will teach the spoken, as well as the written or printed word, by presenting it to the student in a natural and practical manner. The grammatical rules and observations are given in both languages to assist the teacher and to enable the student to understand them more readily. It also furnishes much good reading matter for the student. The pronunciation is thoroughly explained under the sections of Alphabet and Pronunciation. The spelling of the pronunciation in English is given throughout the early lessons for the convenience of the private student and to save the teacher much explanation to the class student. The vocabulary is made up of practical every-day words as well as technical and commercial expressions and the subjects covered are those met with in business and social relations.INTRODUCTION Vii For the assistance of teachers, large wall pictures or charts, depicting the illustrations in the books, have been prepared and can be furnished upon application. The teacher will naturally introduce conversation and subjects, interesting to the pupil, in addition to what is given in the text. , The main foundation work has been covered and the . teacher or student will be able to supplement such additional work as the requirements of the student may demand. Some students, for instance, desire to follow literary reading and practice, and some others business and commercial lines. Many books are published covering these subjects, but the foundation work of a thorough understanding of the lang- uage must first be secured. The gradual steps taken in this work are very essential and lay a foundation at every step that rapidly proceeds to an understanding of Spanish in the shortest space of time, and it so permanently impresses the new thoughts and fundamentals of the language that they are retained. Often advanced students find it valuable to study these books. A teachers manual has been prepared to assist the teacher in following the work where it may be required. This takes up and explains the method which the author uses to present the work in such a manner as to maintain the student’s interest. Some teachers may wish to adopt all or part of this, supplementing with their own ideas and experience. The experience of the author in teaching Spanish to many thousands of pupils throughout the United States and English in Mexico City, has enabled him to gain a know- ledge of the requirements of students learning modern languages. He has endeavored to give in this work the method and procedure that has been successful in every way with his own teaching. English-Spanish books, using the same general plan and vocabularies, and the same illustrations, have been pre- pared for Spanish-speaking people to learn the EnglishVili . INTRODUCTION language in the same manner. Other languages are also _under preparation such as French-English, Italian-English, Portuguese-English, English-Portuguese, etc. The entire work is committed to the public in the hope that it will meet with the expectations of the author and be of assistance to students and teachers for teaching modern . languages, thereby promoting more cordial and friendly relations between the different nationalities, especially the United States and the Latin-American Countries of the Western Hemisphere. Grateful acknowledgment is here made to my wife, Mrs. Anna Wilbrand Galeno, and to Mr. J. Ernest Taylor for their valuable assistance in revising the English text. OscaR GALENO-GALENO NATURAL METHODCONTENIDO PART I PRONUNCIACION Y ORTOGRAFIA ‘Pdgina Leccién Preliminar, Pronunciacién y Ortograffa . . I Las vocales ... 2... 2. ee ee eee ee 4 Alfabeto .... 2... 2... 2 ee ee ee 6 Pronunciacién de las 29 letras... ....... 7 Ejercicio de Fonética, Vocales .......... 15 Consonantes..........-4.24+4288 8 16 Pronunciaci6n, Letras de dos signos y letrasdobles . . 20 Diptongos. . ... 1... ee ee ee 22 Triptongos . 2... ee 24 Acentuacién, Acento Ortogréfico .......2.. 25 Acento Diacritico .......... 2.50 eee 29 Puntuaci6n ........ 2.2.2... ee 33 Letras Mayusculas .............2.. 35 Silabeo ..........0.0.2.2.0.0000. 37 PART II LECCION PRIMERA Advertencia .... 2... 1 we ee ee 41 Vocabulario, Objetos y Colores... ....... 42 Observaciones Gramaticales, De los Géneros . . . . 44 Articulo Definido o Determinado ......... 45 Articulo Indeterminado .........2.2.2.2. 46 Observaciones Gramaticales, Pronombre Demostra- tiVO 2... ee 48 _ Observaciones Gramaticales, Adjetivo. ...... 51 Formacién del Plural . . 2... 2... 2... 54 Examen ............20.. eee) 589 LECCION SEGUNDA Vocabulario, La Salade Clase ........2.. 62 Ntmeros Cardinales (del oal Io). .....2... 67 Expresiones familiares para aprender de memoria. . 70 Fxamen............0 0082.8. eae 72CONTENTS PART I PRONUNCIATION AND ORTHOGRAPHY Page Preliminary Lesson, Pronunciation and Orthography I The Vowels . 2... .....0.20 200805 4 Alphabet ............502.2.008., 6 Pronunciation of the 29 Letters ......... 7 Phonetic Drill, Vowels ..........2... 15 Consonants .......... 02+ ee ee 16 Pronunciation, Letters of two signs and double letters 20 Diphthongs .................--. 22 Triphthongs .......... es 24 Accentuation, Orthographic Accent. ....... 25 Diacritic Accent ........ 2.2... ee ee 29 Punctuation... ........02 02 eee 33 Capital Letters. . 2... 2. 1 1 we ew ee ee 35 Syllabication. . 2... we et ee 36 PART II FIRST LESSON Advisory note .........4.. wee eee 4! Vocabulary, Objects and Colors ......... 42 Grammatical Observations, The Gender. . . . . 44 Definite or Determinate Artie ......... 45° Indeterminate Article .............., 46 Grammatical Observations, Demonstrative Pronoun. 48 Grammatical Observations, Adjective. ...... 51 Formation of the Plural .. 2... .....02.., 54 Examination. .........2.....848.,4 59 SECOND LESSON Vocabulary, The Class Room .......... 62 Cardinal Numbers (O to 10). .....2.2.2.2.. 67 Familiar Expressions for Memorizing . ..... . 70 Examination. ...............-.., 72xii CONTENIDO Pégina LECCION TERCERA Vocabulario, Dimensiones de los Objetos ..... 73 Expresiones familiares para aprender de memoria. . 81 Examen. .............. oe eee 81 LECCION CUARTA Vocabulario, Los Vestidos . . .......«. .. 82 Expresiones familiares para aprender de memoria. . 89 Examen... - 2... . 2... ee 89 LECCION QUINTA Vocabulario, Partes del Cuerpo Humano ..... go Ndmeros Cardinales (del tral 19)... 2... 95 Expresiones familiares para aprender de memoria. . 96 Examen... .. 1... ee ee ee ee eee 97 LECCION SEXTA Vocabulario, Posici6n de los Objetos . ...... 98 Observaciones Gramaticales, Verbos SER y ESTAR _ 100 Examen... .. 2... ee ee ee ee eee 104 LECCION SEPTIMA Vocabulario, Pronombres Interrogativos. . ... . 105 Pronombres Personales .........2.2.2.. 106 Introduccién del Tiempo Presente del Verbo TENER III Expresiones familiares para aprender de memoria. . 114 Examen... .... 2... ee ee ee ee . Ig LECCION OCTAVA Vocabulario, Comparaci6n de Cantidades .... . 117 *Expresiones familiares para aprender de memoria. . 122 Examen... . 1 ee ee et tt 123 En el Campo (Primera parte), Lectural ..... 124 LECCION NOVENA Vocabulario, Nameros Cardinales (del 20 al 100) . . 126 Observaciones Gramaticales. Los nimeros cardinales 127 Expresiones familiares para aprender de memoria . . 129 LECCION DECIMA Vocabulario, La Hora... . 1. ee ee ete 131 Observaciones Gramaticales, La Hora. ....-.-: - 134 Expresiones familiares para aprender de memoria. . 137 Las Horas........ fw ew ee ‘ee ee ee 138CONTENTS xiii THIRD LESSON Page Vocabulary, Dimensions of Objects ........ 73 Familiar Expressions for Memorizing ....... 81 Examination. ..........+020.-r08- 81 FOURTH LESSON Vocabulary, The Wearing Apparel ........- 82 Familiar Expressions for Memorizing cee eee. 89 Examination. .........4.4. oc ee ee 89 FIFTH LESSON Vocabulary, Parts of the Human Body ...... .90 Cardinal Numbers (II toI9)...... cee ee) 95 Familiar Expressions for Memorizing . .....-. 96 Examination. .........4.-. oe ee ee) «G7 SIXTH LESSON Vocabulary, Position of Objects ......... 98 Grammatical Observations, Verbs SER and ESTAR I00 Examination. ©... 1 1 ee ee ee 104 .SEVENTH LESSON Vocabulary, Interrogative Pronouns ....... 105 Personal Pronouns ........2.2...5.2.-. 106 Introduction of the Present Tense of the verb TENER 111 Familiar Expressions for Memorizing ....... 114 Examination. .........+44686 oe ee ew TG EIGHTH LESSON Vocabulary, Comparison of Quantities ...... I17 Familiar Expressions for Memorizing . ...... 122 Examination. ..........e868 ee ee 123 In the Country (First Part), Reading I ...... 424 , - NINTH LESSON Vocabulary, Cardinal Numbers (20 to 100) .... 126 Grammatical Observations, The Cardinal Numbers .. 127 Familiar Expressions for Memorizing ....... 129 TENTH LESSON Vocabulary, The Hour ....... oe ee ee I31 Grammatical Observations, The Hour. ...... 134 Familiar Expressions for Memorizing . . .... + 137 The Hours ............4- ». es 138xiv CONTENIDO Pdgina LECCION UNDECIMA Los Verbos SER y ESTAR ........ es 140 Observaciones Gramaticales, Ser y Estar ..... 142 En el Campo (Segunda parte), Lectura]... .. 146 Expresiones familiares para aprender de memoria. . 147 Examen... .- ee eee ee we te ws ~ eee «6148 LECCION DUODECIMA Divisi6n del Tiempo ...........0e0.6. 150 Numeros Cardinales (de 100 a 2,000,000) ..... 153 Observaciones Gramaticales, De los Nimeros ... 155 Expresiones familiares para aprender de memoria. . 158 Examen... 1... 1 ee ew ewe ee ws . 158 LECCION DEC MA TERCERA El Verbo—VIVIR ...... 2... ee ee ee 159 ‘Vocabulario, La Familia y Los Animales .... . 160 Nota Explicativa, El Apellido ........2.. 164 Expresiones familiares para aprender de memoria . . 167 Examen... .. 1... ee ee ee ew we es 168 LECCION DECIMA CUARTA Vocabulario, Historia Natural .......... 170 Pronombres Demostrativos ........... 174 Observaciones Gramaticales, Pronombres Demostra- tivos . 2... ee te ee ete 175 Expresiones familiares para -aprender de memoria . . 179 Examen. ...........0. 08868 88 6 180 Reglas para la alimentaci6n ........... 181 LECCION DECIMA QUINTA Vocabulario, El Servicio de Mesa. . ....... 182 Pronombres Indefinidos . ....... yi... 187 Examen. ..........0.088808848e8c6 189 Restaurante Galeno, Mend ......2.2.2... 190 LECCION DECIMA SEXTA Vocabulario, El Comedor ....... see ee 6192 Declinacién de las tres Conjugaciones ...... 195 Primera Conjugaci6n, HABLAR ......... 195 Segunda Conjugaci6n, COMER ......... «2196 Tercera Conjugaci6n, SUBIRCONTENTS ELEVENTH LESSON The Verbs SER and ESTAR (to be) ....... Grammatical Observations, Ser and Estar ..... In the Country (Second Part), Reading II... .. Familiar Expressions for Memorizing . ..... . Examination. ........... oe eo eo TWELFTH LESSON Division of Time... .. 1... ee ee oe Cardinal Numbers (100 to 2,000,000) ....... Grammatical Observations, The Numbers ..... Familiar Expressions for Memorizing ....... Examination. . .. 1... 1 ew ee ep ee we THIRTEENTH LESSON The Verb VIVIR (tolive) ........ ce ee Vocabulary, The Family and The Animals. ... . Explanatory Note, Family Names ........ Familiar Expressions for Memorizing ..... . . . Examination. ..... 1... ee ee ee ws FOURTEENTH LESSON Vocabulary, Natural History .......... Demonstrative Pronouns .......2.2.2.4.. Grammatical Observations, Demonstrative Pronouns Familiar Expressions for Memorizing ....... Examination. ....... 2... 50688 e eee Rules for Eating .. 2... 1. 1 ww ee ee FIFTEENTH LESSON Vocabulary, The Table Service. ......... Indefinite Pronouns. . ...... + e+ ee eee Examination... .......+.85050688e8ce8e-r Galeno’s Restaurant, Mend ....... ee ee SIXTEENTH LESSON Vocabulary, The Dining Room. ......2.e.-. Declination of the three conjugations ....... First Conjugation, HABLAR .......... Second Conjugation, COMER .......... Third Conjugation, SUBIR ........... Page 140 146 147 148 150 153 155 158 158 159 160 164 167 168 170 174 175 179 180 181 182 187xvi CONTENIDO Pédgina Observaciones Gramaticales, Verbos Regylares . . . 199 Examen... . 2... ee ee ee ew ee ee 208 Letrilla de Santa Teresa... .. ww we 209 LECCION DECIMA SEPTIMA Vocabulario, LaSala ............0.6. 210 Vocabulario, Las Comidas .........4... 212 Adverbios .... 1... 6. eee ee ew ee es 215 Pronombres Posesivos ...........2..00.8., 221 Lista de los Pronombres Posesivos ........ 222 Reglas concernientes a los Pronombres Posesivos . . 223 La Campifia Chilena (Primera parte) Lectura III, . 228 Examen... 2... 1 ee ee ee ee te 231 LECCION DECIMA OCTAVA Vocabulario, La Alceoba . . .......... 4. 232 Verbos HABER y TENER ........... 236 Observaciones Gramaticales, Haber y Tener... . 237 La Campifia Chilena (Segunda parte), LecturaIV . 241 Frases Cortas Acerca del cuadro de la Campijia Chilena . 2... 1 1 ee ee ee el 243 Examen... 2... 1. 2 ee eee ee eee ee 246 LECCION DECIMA NONA Vocabulario, La Cocina... ........6-. 248 Verbo Irregular, HACER ............ 253 Observaciones Gramaticales, El Verbo Irregular . . 254 Examen... .. 1... ee eee eee oy... 6256 Proverbios. .. 1... ee ee ee ee eee 257 . LECCION VIGESIMA Vocabulario, El Cuarto de Bafio’. . ....... 258 Correspondencia Mercantil ....... ee es 262 Modelo para carta ... 1... 2... 2 ee eee 266 Examen... 1... et ee ew te we te we ees 267CONTENTS Xvil Page Grammatical Observations, Regular Verbs. . . . . 199 Examination. ..............0.08.4 208 Rondelet of St. Theresa... .......2.4. 209 SEVENTEENTH LESSON Vocabulary, The Living Room .......... 210 Vocabulary, The Meals ..........2... 212 Adverbs. . 2... 1 ee eee ee ee ee 215 Possessive Pronouns .........2..4... 221 List of Possessive Pronouns ........... 222 Rules concerning Possessive Pronouns. ..... . 223 The Chilian Field (First Part), Reading III... . 230 Examination. ..... 0.0... ee ee eee 231 EIGHTEENTH LESSON Vocabulary, The Bed Room ........... 232 Verbs HABER and TENER........... 236 Grammatical Observations, Haber and Tener ... 237 The Chilian Field (Second Part), Reading IV... 242 Short Sentences on the Chilian Field . ...... 243 Examination... 2... 1... ee ee ee ee 246 NINETEENTH LESSON Vocabulary, The Kitchen ............ 248 Irregular Verb, HACER (to make, todo) ..... 253 Grammatical Observations, Irregular Verb. . . . . 254 Examination. ....... 0... ee ee eee 256 Proverbs ........-.. 2-240 8 wees 257 TWENTIETH LESSON Vocabulary, The Bath Room .......... 258 Mercantile Correspondence ........2... 262 Model for Letter. . 2... 1... ew wee eee 266 Examination. ........ a ere 1:7PART I / PRONUNCIACION Y ORTOGRAFIA PRONUNCIATION AND ORTHOGRAPHY 4 LECCION PRELIMJNAR Lo esencial del idioma espajfiol / Zé . El autor considera asunto de suma importancia tratar extensamente del alfabeto, ya que un _ conocimiento cabal de los sonidos de cada una de las vocales y conso- nantes es muy necesario, tanto para adquirir una co- rrecta pronunciacién como para facilitar el aprendizaje de la ortografia del idioma. Al estudiar, leer o hablar es- pafiol, el estudiante debe tener siempre presente esta parte esencial de la instruc- cién. Esto contribuira se- guramente a evitar mala pronunciacién. La pronunciacién espajfiola se adquiere muy fAcilmente, puesto que con raras excep- ciones, el idioma se pronun- cia como se escribe. Casi todos los sonidos del espafiol existen en inglés. PRELIMINARY LESSON Essentials of the Spanish Language The author considers of much importance the neces- sity of treating the alphabet extensively, as a thorough knowledge of the sounds of each of the vowels and con- sonants is very essential to a correct pronunciation as well as for making easier the © study of the orthography of the language. When study- ing, reading, or speaking Spanish, the student should always bear in mind this essential part of the instruc- tion. It will surely contri- bute toward avoiding mis- pronunciation. Spanish pronunciation is very easy to acquire, as, with rare exceptions, the language is pronounced as it is written. Nearly all the sounds of the Spanish lan- guage are found in English.2 GALENO NATURAL METHOD En’ “papafiol bay “que dar mucha, importancia , a. iad vocales, ya‘ que puede con- siderarse que cada una tiene un solo sonido invariable, mAs largo y distinto que en inglés. Las vocales son letras que tienen sonido pro- pio, es decir, que pueden ser pronunciadas sin el auxilio de otras. La palabra vocal nace de la palabra latina vox que significa voz, y la gran im- portancia del estudio exacto de los sonidos de las vocales se interpreta mejor si el estudiante se detiene a pen- sar que sin el auxilio de las vocales no pueden pronun- ciarse las otras letras ni sflaba alguna. Las vocales son meras as- piraciones que hacen vibrar la laringe. Modificando es- tas vibraciones por medio de los érganos vocales, princi- palmente la lengua y los labios, se producen todos los sonidos de dichas letras, los que se Ilaman “sonidos abier- tos,” ya que se producen con la garganta y la boca abierta, como a@ en ah. Véase las ilustraciones. En estas ilustraciones fijese en el punto de los respectivos In Spanish great impor- tance should be attached to the vowels since they may be considered as having only one invariable sound, which is more prolonged and sono- rous than in English. Vow- els are self-pronouncing let- ters, that is to say, they may be pronounced without the aid of other letters. The word vowel is derived from the Latin word vox which means voice, and the importance of the exact study of the sounds of the vowels is better understood if the student will think for some time that without the aid of the vowels, no other letters or syllables can be pronounced. Vowels are merely emis- sions of the breath producing vibration of the vocal chords. Modifications of these vi- brations by the vocal or- gans, principally the tongue and lips, produce all the sounds of the letters, which are called “open sounds” as they are produced with the throat and the mouth open, as ain ah. See the illustra- tions. In these illustrations note the location of the respective vowel sounds. Al-SPANISH - sonidos de las vocales. Ob- sérvese también la posicién de los labios ay pronunciaros. El estudiante encon- traré dificultad en pronun- ciar lag vocales espajiolas. No obstante el hecho de que debe atribuirseles mds im- portancia en espajiol que en inglés, se puede decir que en lo general sus sonidos se producen exactamente como en inglés, Las consonantes se pro- nuncian mas suavemente que en inglés. Existe notable diferencia entre la pronun- ciacién de las vocales y la de las consonantes, la que con- siste en que éstas no pueden ser pronunciadassinel auxilio de aquéllas, esto es, que las consonantes no tienen sonido propio. Consonante quiere decir por lo tanto: suena con otra. Las consonantes se pro- nuncian fAacilmente. En efec- to, no existen en el idioma espafiol sonidos de diffcil pronunciacién para las per- sonas de habla inglesa. BOOK ONE 3 so note the formation of the lips in pronouncing them. , The student should have no difficulty in pronouncing Spanish vowels. In spite of the fact that more promi- nence should be given them in Spanish than in English, it may be said in a general way that their sounds are pro- duced exactly as the English vowel sounds. The consonants are pro- nounced more softly than in English. There exists a re- markable difference between the pronunciation of the vowels and of the conso- nants, consisting in the fact that the latter cannot be pro- nounced without the aid of the former, that the conso- nants are not self-pronounc- ing. Consonant means there- fore, sounding with the other. The consonants are easily pronounced, in fact, there are no sounds in the Spanish language which are difficult for English speaking people to pronounce,4 GALENO NATURAL METHOD LAS VOCALES—The Vowels Mlustration of the production ot the Spanish vowel sounds A is always pronounced ah, asin father. E isalways pronounced a, as efinveil.or, bbe exact, the sound isbetween the in veil and thee in met, but nearer the ef in veil, I. isalwayspronouncede,asinautomobile. © is always pronounced o, as in boat. U is always pronounced s, as in rule or a8 00 in cool or moon.SPANISH* BOOK ONE an LAS VOCALES—The Vowels as in father between e¢ in they and e in met | as in machine O as in no as in ruler Illustrations showing modification of the Spanish vowel sounds by the lips. Spanish vowels are always pronounced, and always have, with slight differences, the same sounds as given here,6 GALENO NATURAL METHOD ALFABETO—Alphabet MAYUSCULAS MINUSCULAS PRONUNCIACION PRONUNCIATION (Capitals) (Small Letters) Espafiola English A a a ah B b be bay Cc c ce thay CH ch che chay, D d de day E e e ° ai F f efe difay G g ge hay H h ache Ahchay I i i ee J j jota hotah K k ka kah L l ele dilay Li ll elle dillyay M m eme Aimay N n ene Ainay N ii efie dinyay O oO o oh P Pp pe pay Q q cu coo R r ere diray Ir erre dirray S s ese _ Aisay T t te tay U u u 00 V v ve vay xX x equis Aikeys Y y ye yay Z Zz zeta thaytah W is used only in foreign words. Lis also called “i latina” (ee lah-teé-nah) to distinguish from the Greek. Y is also called “i griega” (ee gre-dy-gah).SPANISH - BOOK ONE ~J PRONUNCIACION DE LAS 29 LETRAS Pronunciation of the 29 Letters A Se pronuncia como en father (padre), bath (bafio), alarm (alarma), y como en amar, l4mina, y cama. B Se pronuncia como en best (mejor), book (libro), y como en beber, barato y bota. Al pronunciar esta letra, debe tenerse cuidado de no confundirla con la 2; se pronuncia casi como en inglés, pero no con sonido tan fuerte. C Se pronuncia, cuando va seguida de una de estas letras, a-o-u-l-r-t-c como en camp (campo), company (compafifa), cut (cortadura), clear (claro), cry (grito), actual (actual) accompany (acompafiar), teniendo en estos casos el sonido de k, y como en capital, costa, cura, clarin, crédito, actitud, acct6n. Cuando va seguida de eo 4 se pronuncia como ¢h en think (pensar), thin (delga- do), thimble (dedal), theft (robo), theology (teologia), y como en centavo, cerro, cinta, ctprés. En muchas partes de Espajia, como en gran parte de la América latina, c, seguida de e 0 7 se pronuncia como s, lo cual es incorrecto. A Is pronounced as in father, bath, alarm, and as in amar (to love), lémina (sheet), and cama (bed). B Is pronounced as in best, book, and as in beber (to drink), barato (cheap), and bota (boot). In pronouncing this letter, care must be taken not to confound it with v; it is pronounced almost as in English but not with such a strong sound. C Is pronounced, when fol- lowed by one of these letters, a-o-u-l-r-t-c, as in camp, company, cut, clear, cry, actual, accompany, hav- ing in these instances the sound of k, and as in capital (capital), costa (coast), cura (priest), clarin (trumpet), crédito (credit), actitud (at- titude), accién (action). When followed by e or 7 it is pronounced as th in think, thin, thimble, theft, theology, and as in centavo (cent), cerro (hill), cinta (rib- bon), ciprés (cypress). In many parts of Spain as in the greater part of Latin America c followed by e or 4 is pronounced as s which is incorrect.oo CH Sepronuncia algo mas suave que en church (iglesia), chill (frio), chocolate (chocolate), y como en, chi- quito, muchacho, chupar. La ch se considera como letra simple. Se pronuncia como en day (dia), done (hecho), y como en dia, dado, dolor. Tiene adem&s un_ sonido especial que equivale al de la th suave en that (eso), their (su), though (aunque) ; cuan- do est4 al fin de una palabra o entre dos vocales, como en bondad, virtud, dedal, dd- diva. Este sonido se pro- duce colocando la lengua mAs adelante que cuando se pronuncia la d inglesa. Se pronuncia como en they (ellos), veil (velo), y como en efecto, entero, em- blema. F Se pronuncia como e1 fall (caida), foot (pié), y como en fdcil, fustl, fecha. G Se pronuncia, cuando va seguida de una de estas letras: a-o-u-l-r, como en give (dar), good (bueno), go (ir), y como en garganta, gota, gutural, glicerina, grant- zo. También se pronuncia del mismo modo cuando va seguida de uno de los dip- GALENO NATURAL METHOD CH Is pronounced not quite as strong as in church, chill, chocolate, and as in chiquito (small), muchacho (boy), chupar (tosuck). Ch is considered as a single letter. D Is pronounced as in day, done, and as in dia (day), dado (die), dolor (pain). It has besides a special sound equivalent to that of th in that, their, though when it is at the end of a word or be- tween two vowels, as in bon- dad (goodness), virtud (vir- tue), dedal (thimble), dédiva (gift). This sound is pro- duced by putting the tongue more to the front than when the English d is pronounced. F— Is pronounced as_ in they, veil, and as in efecto (effect), entero (entire), emblema (emblem). FIs pronounced as in fall, foot, and as in fécil (easy), fusil (shotgun). G _Is pronounced, when fol- lowed by one of these letters, a-o-u-l-r, as in give, good, go, and as in garganta (throat), gota (drop), gutural (guttural), glicerina (glyce- rine), granizo (hail). It is also pronounced in the same way when it is followed bySPANISH: tongos, we o ut, como en guerra (gay-rrah) (war), gut- tarra (gee-tah-rrah) (guitar). Cuando va seguida de ¢ 07 suena guturalmente como en heat (calor), heel (tac6n) y como en, general, girar. H Es siempre muda, es decir, no se pronuncia, como en hour (hora), exhibi- tion (exhibicién). Es un sig- no meramente ortogrAfico, sin valor ninguno en la pronunciacién. I Se pronuncia como 7 en machine (mAquina), au- tomobile (automévil), y como en ideal, idioma, lima. Tiene el mismo sonido gutural de h en hope (esperanza), hip (cadera), y como en joven, juego, jalea. También igual al sonido de la g seguida de e 07, como en general, girar. K Se pronuncia lo mismo que en inglés en kiosk (kiosko), kilometer (kiléme- tro). ‘Se usaba antigua- mente, pero no se usa ya en espajiol, sino en palabras tomadas de otros idiomas. BOOK ONE 9 one of the diphthongs ue or ui, as in guerra (g4y-rrah) (war), guitarra (gee-tah-rrah) (guitar). When it is followed by e or 2 it sounds, in a gut- teral way, like h in heat, heel, and as in general (hai- nai-rahl) (general), gtrar (hee-r4hr) (to revolve). #7 Is always silent, that is, it is not pronounced, as in hour (hora), exhibition (ex- hibicién). It is merely an orthographic sign without any value in pronunciation. I Is pronounced as in machine, automobile, and as in ideal (ideal), idioma (language), lima (file). Has the same guttural sound as h in hope, hip, and as in joven (hdéh-vain) (young), juego (hoo-4i-goh) (play), jalea (hah-l4i-ah) (jelly); also like the sound of g followed by e or 7 as in ‘ general, girar. K_ Is pronounced the same as in English in kiosk (kiosko), kilometer (kiléme- tro). It was used anciently, but no longer has any use in Spanish except in words taken from other languages.Io GALENO NATURAL METHOD Se pronuncia como en look (mirar), lion (leén), y como en lémina, elevacién, olor, luz. LI Se pronuncia como en brilliant (brillante), W2l- liam (Guillermo), y como en llorar, lluvia, allegar. En algunas partes de Espafia, como en gran parte de la América latina, /] se pronun- cia incorrectamente como y en beyond (mas alla). Ejem- plo: cabayo en vez de ca- ballo; buyir en vez de bullir; la IJ se considera como letra simple. M Se pronuncia como en me (me, mf), mine (mio), moment (momento), y como en mds, muro, mirada. N Se pronuncia como en nine (nueve), never (nun- ca), y como en enemigo, anales, nota. N Se pronuncia como ny, con un fuerte sonido: nasal, parecido a la 2 en onion que se pronuncia asi (un-yun) (cebolla), y como en nifio, afio, flame. Su sonido equivale también al de gn en la palabra francesa mignonette. La # se con- sidera como letra simple. L Is pronounced as in look, lion, and as in lémina (sheet), elevacién (elevation), olor (odour), luz (light). L] Is pronounced as in bril- liant, William, and as in llorar (to cry), lluvia (rain), allegar (to procure). In some parts of Spain, as in a great part of Latin America, ll is pronounced incorrectly, as y in beyond. Example: cabayo instead of caballo; buyir instead of bullir; Il is considered as a single letter. M Is pronounced as in me, mine, moment, and as in més (more), muro (wall), mirada (look). N Is pronounced as in nine, never, and as in enemigo (enemy), anales (annals), no- ta (note). N Is pronounced as ny with a strong nasal sound similar to ” in onion, which is pronounced (un-yun), and as in ntfio (child), afio (year), fiame (yam). Its sound is also equivalent to that of gn” in the French word migno- nette. #% is considered as a single letter.SPANISH: © Se pronuncia como en go (ir), no (no), y como en nado, operar, anotar. Se pronuncia como en pain (dolor), paper (pa- pel), y como en pita, pobre, pulga. Se pronuncia como la k inglesa. La q se escribe siempre seguida de ue 0 u1, en cuyos casos “ es muda. Ejemplo: quedar (kay-dahr); quizés (kee-th4s). R Se pronuncia como en rain (lluvia), rear (tra- sera), rust (moho), y como en arado, hereje, oriundo. Al principio de una palabra o precedida de una de estas tres letras, /-n-s, se pronun- cia vibrando fuertemente la voz como si fuera rr, como en rubio, rojo, malrotar, En- rique, Israel. Sucede ademas con la r que se convierte en rr al principio de una pala- bra que lleva un_ prefijo terminado en vocal, con el objeto de conservar el sonido fuerte que tiene al principio de vocablo, como en con- tra restar, contrarrestar, pro rata, prorrata. También se usa doble en ciertas palabras, pero tnica- BOOK ONE II OC Is pronounced as in go, no, and as in nado (I swim), operar (to operate), anotar (to note). P Is pronounced as in pain, paper, and as in pita (twine), pobre (poor), pulga (flea). Is ‘pronounced as the English k. Q is always written followed by we or ui in which cases 4 is silent. Example: quedar (kay-dahr) to stay; quizds (kee-thds) perhaps. R_ Is pronounced as in rain, rear, rust, and as in arado (plough), hereje (heretic), oriundo (native of). At the beginning of a word or pre- ceded by one of these letters, l, n, s, it is pronounced by rolling (or vibrating) the voice strongly as if it were rr as in rubio (blonde), rojo (red), malrotar (to lavish), Enrique (Henry), Israel (Israel). It occurs besides with r that at the begin- ning of a word it is con- verted into rr when adding a prefix ending in a vowel, with the object of retaining the strong sound that it has at the beginning of a word, as in contrarrestar (to counter- check), prorrata, (apportion-12 GALENO NATURAL METHOD mente entre vocales y se pronuncia vibrando siempre fuertemente la voz como en railroad y como en terrible, perro, arrastrar, corrida. Se pronuncia como en sole (suela), six (seis), y como en asada, solo, suave. ( ¢ f / T Se, pronuncia como, en tart (acre), table {mesa}, / ; . es decir, con mas vigor que en‘inglés, y como en tambor, tenue, tinta, tapa. Se pronuncia como en ruler (regla), rude (rudo), nude (desnudo), y como en nunca, Cuba, fuera. La u nunca se pronuncia en las combinaciones gue, gut, que, quit, como en guerra (gay- rrah), dguila (&h-gee-lah), quedar (kay-dahr), quttar (kee-tahr) excepto en los casos en que la u lleve diére- sis (ii), en cuyos casos se pronuncia como go en inglés, como en moon (luna), goose (ganzo), y como en lingiiista (leen-goo-ées-tah), vergiienza (vair-goo-din-thah), V Se pronuncia como en vain (vano), voice (voz). Teniendo siempre cuidado ment). It is also used double in certain words, but only — between two vowels, and is always pronounced strongly as in ratlroad (ferrocarril), and as in ¢errible (terrible), perro (dog), a@rrastrar (to drag), corrida (race). S _Is pronounced as in sole, six, and as in asado (roast), solo (only), suave (soft). ‘T Is pronounced as in tart, table, with more vigor than in English, and as in tambor (drum), tenue (thin), tinta (ink), tapa (lid). U Is pronounced as in ru- ler, rude, nude, and as in nunca (never), Cuba (Cu- ba), fuera (out). wu is never pronounced in the combina- tions gue, gui, que, qui, as in guerra (gay-rrah) (war), dgui- la (Ah-gee-lah) (eagle), que- dar (kay-dahr) (to stay), quitar (kee-tahr) (to take away), except when u bears the diaeresis (ii) in which case it is pronounced as oo in English in moon, goose, and as in lingiiista (leen-goo- ées-tah) (linguist), vergdenza (vair-goo-4in-thah) (shame). V_ Is pronounced as in vain, voice. Care should be taken not to pronounce it asSPANISH: de no pronunciarla como 0} en barato, bote; pero como en vibracién, voluble, vulgar. ff 4 ¢ 4 X Al fin de una sflaba, bien sea seguida de vocal o de consonante, se pronuncia co- mo en express (expreso), wax (cera) y como en exac- to, axtoma, excelente, ex- plicar. Algunas palabras re- tienen adn la letra x que se pronuncia guturalmente, al principio de una sflaba o de una palabra como la j. Ejemplo: México se pronun- cia Méjico; Oaxaca se pro- nuncia Oajaca; Ximénez se pronuncia Jiménez. En pre- fijos y en otras palabras, la x se pronuncia como en inglés, / / / ’ f Y Al principio de uya sfla- Y bg o de una palabra se pronuncia como en yes (sf), you (Ud.), y como en yegua, yunque, ayuno. Al fin de una palabra, se pronuncia como la 7 espafiola en muy, rey, hay (mui, rei, hai). La y se considera consonante cuando precede a una vocal, con la cual en este caso forma siem- pre silaba. Ejemplo: yegua, arroyo, ayuno, y es vocal, equivalente a la 7 cuando va BOOK ONE 13 b in barato (cheap), bote (boat), but as in vibracién (vibration), voluble (fickle), vulgar (vulgar). XX. At the end of a syllable, | followed by either a vowel or a consonant, is pronounced as in express, wax, and as in exacto (ex- act), axioma (axiom), ex- celente (excellent), explicar (to explain). Some words still retain the letter x which is pronounced in a guttural way at the beginning of a syllable or word, as j. Example: México is pro- nounced (may - hee - coh); Oaxaca is pronounced (oh- ah-héh-cah) ; Ximénez is pro- nounced (hee-mAéy-naith), In prefixes and in other words, the x is pronounced as in English. Y At the beginning of a syllable or word is pro- nounced as in yes, you, and as in yegua (mare), yunque (anvil), ayuno (fast). At the end of a word it is pronounced like the Spanish 1 in muy (very), rey (king), hay (there is or there are). y is considered as a conso- nant when it precedes a vowel, with which it always forms a syllable in this case. Example: yegua (yéa-gwah)14 GALENO NATURAL METHOD pospuesta, es decir, al fin de una palabra como en rey, hoy estoy, y cuando es con- juncién, y (and). En espajiol nunca se en- cuentra entre dos consonan- tes como sucede en inglés en system (sistema), dynamo (dinamo). Se pronuncia como th en thistle (cardo), thought (pensamiento), y como en zebra, zorro, azul, azadén. En muchas partes de Espajia como en gran parte de la América latina la z se pro- nuncia como s, lo cual es incorrecto. W Law no hasido atin ad- mitida por la Real Aca- demia Espajiola en el alfa- beto, pero se encuentra en palabras extranjeras, en cu- yo caso generalmente se pronuncia de acuerdo con el idioma a que pertenece o como la v. (mare), arroyo (ah - rréh- yoh) (creek), ayuno (ah-yt- noh) (fast), and it is a vowel, equivalent to 7 when it follows a vowel, namely, at the end of a word as in rey (king), hoy (to-day), es- toy (I am), and when it is a conjunction, y (and). It is never found in Spanish be- tween two consonants as it happens in English in sys- tem, dynamo. Z \s pronounced as # in \ thistle, thought, and as in zebra (zebra), zorro (fox), azul (blue), azadén (hoe). In many parts of Spain, as in a great part of Latin America, z is pronounced like s which is incorrect. W Has not yet been ad- mitted by the Royal Spanish Academy, into the alphabet, but it is found in foreign words, in which case, it is generally pronounced according to the language to which it belongs or like v.SPANISH: BOOK ONE I5 EJERCICIO DE FONETICA—Phonetic Drill VOCALES—Vowels A (ah) ab ac ad ae af ai (ahb) (ahk) (ahd) (ah-ai) (ahf) (chee) al am an ao ap ar (ahl) (ahm) (ahn) (ah-oh) (ahp) (chr) as at . au ax ay az (ahs) (aht) (ahoo) (chks) (ahee) (ahth) absolver ccién admirar cae (ahb-sol-vdir) (ahb-theedhn) (ahd-me-réhr) (kéh-at) to acquit action to admire he falls afta alma ambicién (Ghf-tah) (era) (dhl-mah) (ahm-bee-theeéhn) thrush , soul ambition iedad baca apto - arma (ahn-seeai-dédth) (bah kak ‘iah-oh) (dhp-toh) (éhr-mah) anxiety codfish apt arm atmésfera aurora | axioma (éhs-mak) (aht-més-fay-rah) (ahoo-réh-rah) (ahks-eeéh-mah) asthma atmosphere dawn axiom hay azteca (ahee) (ahth-tdy-cah) there is Aztec E 7) ed ora (aik) (aid) " (aize) it) im in (ai. oh) er es et eu (arp) (air) (ais) (ait) (atoo) (aiks) (aie) (aith) jalea leccién leed eider (hah-I6i-ah) (laik-theeéhn) (lay-did) (atee-ddir) a y lesson ciderdick gado emblema (ait gh-doh) (aim-bldéi-mah) (aimed) ude on) emblem charm Tread eptagono ‘ ma etnografia (aip-tdh-goh-noh) (air mge tah) (s-péo-mah) (ait-no-grah -fée-ah) heptagon hermitage foam ethnography eunuco extrafio ley pez (atoo-néo-koh) (atks-tréh-nyoh) , (ldi-ee) (paith) - eunuch strange law . fish I (ee) ia ib ic id ie if il (ee-ah) (eed) (eek) (eed) (ee-at) (eef) (eel) ee16 GALENO NATURAL METHOD im in io ip ir is iZ (cem) (een) i” (eep) (eer) (ees) (eeth) ficticio id caricia (pee-dh-nok) (cede yok) (feek-tée-theoh) (ced) (cah-reé-theeah) piano from Ibdes fictitious caress biftec silba paciente innato iodo (yodo) (beef-tdik) (séel-bah) (com-pak theedsn-tay) (een- néh-toh) (eeéh-doh) ne hiss impatient innate iodine irlandés Isr: quierda (den Ptohee goh) (cer-lahn-déis) (ces nh dil) (eth reread ipthong Irish Israel lef O (oh) oa ob oc oe of og oi (oh-ah) (ohb) (ohk) (oh-ai) (ohf) (ohg) (oh-ee) ol om on op or os ox (ohl) (ohm) (ohn) (ore) (ohr) _—(ohs) (ohks) boa objeto enas oftalmia (bh-ah) (oh y-toh) (ohetdh-vob) (oh-6i-nas) (ohf-téhl-meeah) object eighth stockdove ophthalmic oidor olvidar Omnipotente (ashe) (ohee-d6hr) (ohl-vee-déhr) (ohm-nee-poh-tdin-tay) (Shn-tha) “en ma hearer to forget omnipotent ounce ortograffa 6xido (oe te coh) (ohr-toh-grah-fée-ah) (iho oo lok) (chk-se¢-doh) optical orthography kiss oxide U (00) ua ub uc ud uf ui (00-ah) (00b) (ook) (ood) (oof) (o0ee) ul um un uo ur us (ool) (oom) (oon) (00-oh) (oor) (00s) cuajar conductor virtud (coo-ah-héhr) er3n) (cohn-dook-téhr) (veer-téod) to voagulate oo guide virtue ! cu ultraje " umbral oy) (onde doh) (ool-tréh-hay) (oom-bréhl) exclamation care outrage threshold ungiiento dio urbano usted (oon-goodin-toh) (déo-oh) (oor-béh-noh) (o0s-tdidth) liniment duet urban you CONSONANTES—Consonants B ba be bi bo bu (bay) (bah) (bay) Gee) (boh) (oo) bala beber bigo botén (béh-lah) (bay-bdir) (bee- oitay) (boh-téhn) (boo tak sah) bullet to drink mustache button armchairSPANISH+s BOOK ONE 17 Cc ca ce ci co cu (thay) (cah) (thay) (thee) (coh) (coo) cama cena cita comida cuna (céh-mah) (thdy-nah) (thée-tah) (coh-mée-dah) (céo-nah) bed supper appointment dinner cradle Ch cha che chi cho | chu (chay) (chah) (Chay) (chee) (che) (choo) chanza chico (ohare thah) (dsr) (chée-coh) (hohe (hea thr) small to suck D " "e di “do du (day) (dah) (day) ieee) (ar) o) dado dedo dolor (déh-doh) (ddy-dob) (deo-rdsb toh) (doh-I hr) (dos-bin tay) die meer “~— . id F fa (difay) (fah) (fay) 2) (foh) de facil fecha fomentar (féh-theel) (féy-chab (fect coh) (foh-main-téhr) ( A an) easy failure tofoment to smoke G (hay) (gah) (a) (ice) (gon) (goo) nado (gahenc néh-doh) (hanes ahd) (seer) cbt) (gos-séh-noh) cattle general draft worm (gooah) Gay) (goo) fr) (éh-gooah) (ahverds-gay) (ah goodi-roh) (ged water aggregate omen gili (gooee) (gooh) exig tiidad averiguo (atks-ee-gooee-dédth) (ah-vai-rée-goooh) smallness I eee H ha he hi hu (ahchay) (ah) (at) (ee) Gy (00) hacha hecho hijo hoyo humo (éh-chah) (di-choh) (eé-hoh) (6h-yoh) (60-moh) axe fact son hole smoke J ja je ji jo ju (hotah) (hab) (hay) (hee) (hoh) (hoo) ejilla judfo (hai 14 ah) (had rbot gah) (may-hée-lyah) (h3h-vain) (hoo- dée-oh) jelly syringe cheek young jew18 GALENO NATURAL METHOD K ka ki (kah) (kah) (kee) Karaita kilogramo (kah-rah-ée-tah) (kee-loh erdh-moh) a Jewish sect kilogram L la le li lo lu (ailay) (lah) (lay) (lee) (loh) (loo) ladré libra lobo . lugar (lah- dr) an Fon ohn) (ees) (léh-boh) = (loo-géhr’ thie legion wolf place Ll lla lle li Ilo llu (aillyay) (l-yah) “oay) (l-yee) “aeh) (L-yoo) IL allf luv (sdh-mah) Oe toh) (ahl-lyée) (waht (1y60-veeah) flam there rain M ma me mi mo mu (aimay) (nal) (may) (mee) (moh) (moo) mucho nen) (mdy-nohs) (mee rdi-da) (m ‘bh-noh) (m6o-choh) mama less ook monkey much N na ne ni no nu (ainay) (nah) (nay) (nee) (noh) (noo) nada negro nota nudo (ndh-dah) (ndy-groh) (neo (néh-tah) (n6o-doh) nothing black nest note knot N fia fie fii fio fu (ainyay) (nyah) (nyat) (nyee) (nyoh) (nyoo) majiana mufieca mefiique (mah-nyéh-nah) (moo-nydi-kah) (may-nyée-kay) tomorrow doll _ little finger nifio fiurume — (née-nyoh) (nyoo-réo-may) \ child ant-eater P pa pe pi po pu (pay) (pak) (pay) (bee) wen (poo) papa peor amputar (pah-péh) (pay-dhr) (sete) (pon eer van) (ahm-poo-téhr) papa worse whistle popular to amputate QO que qui (coo) (kay) . (key) uilate (kéy-hah) (kel ldh-tay) complaint caratSPANISH *‘ BOOK ONE 19 R ra re ri ro ru (airay) (rah) (ray) (ree) (roh) (roo) arufi (ah-réb-nyah) (ah-réy-nah) (pay-rée-coh) (pdy-roh) (ah-ré0:nyoh) spider sand small parrot but scratch IT tra tre rri tro rru (airray) (rrah) (rray) (rree) (rroh) (rroo) rayo remo risa rosa ruso (rrdh-yoh) (rrdy-moh) fest) (rréh-sah) — (rréo-soh) ray oar rose Russian derramar derretir rrible derrota (day-rrah-méhr) (day-rray-téer (tay-srée blay) (day-rréh-tah) to spill to melt terrible defeat alrededor malrotar (ah-rroo-edhr) (ahl-rray-day-dbhr) (mahl-rroh.téhr) to vine around to misspend enra sonreir Enrique (ain grehnth dah) (sohn-rray-éer) (ain-rrée-kay) arbour to smile Henry enrollar enrudecer Israel (ain-rroh-lydr) (ain-rro0-day thdir) (ees-rrah-dil) to roll to make dull Israel desrelingar . des: desroblar (dais-rray-leen-géhr) (datsreethé) (dais-rroh-bléhr) © to remove boltropes to uncurl to take off rivets S sa se si so su (aisay) (sa) (say) (see) (soh) (soo) silaba solo sutil (sth-tee-rah) (sby-coh) (sée-lah-bah) (séh-loh) (soo-téel) satire dry syllable alone . subtle T ta te ti to tu (17) (Wah) (lay) ~— (tee) (toh) (800) tabaco tener tina tocino tubo (tah bah-cob) (tay-ndir) (teé-nah) (toh-thée-noh) (tdéo-boh) tobacco to have large jar bacon pipe Vv _va ve vi vo vu (vay) (vah) (vay) (vee) (ooh) (voo) valvula (véh-cah) (vay.réh-noh) oe sat) she (véhl-voo-lah) cow summer visual - valve Y ya ye. yi yo yu (yay) (yah) (yay) ve) (yoh) (you) yugo (yoh-théir) (ydy-gwah) (bate (rrdle- yok) (yéu-goh) to lie down mare small hole ray yoke20 GALENO NATURAL METHOD Z za ze (thaytah) (ha) (that) zi (thee) zo zu (thoh) (thoo) zebra (thah- Wee-roh) (théy-brah) (hee hdy-nah) (hoterro) (thdo-moh) sapphire zebra kind of shark juice PRONUNCIACION—Pronunciation Letras de dos signos y letras dobles Letters of two signs and double letters Se llama particularmente la atenciédn de los estudian- tes respecto de la pronun- ciacién de ciertas letras y combinaciones de letras. Segtin la Real Academia Espafiola, el alfabeto del idioma espafiol se compone de 28 letras. De éstas se representan siempre con dos signos las siguientes: ch ll fi que se consideran como le- tras simples. - nn Ir c, n, y, r se duplican a veces, pero Ginicamente en- tre vocales. cc se usa solamente se- guida deeot. La primerac se pronuncia como k en inglés y la segunda como th en thin o theft. Ejemplo: letters. The student’s attention is called particularly to the pronunciation of certain let- _ ters and combinations of letters. According to the Royal Spanish Academy, the al- phabet of the Spanish lan- guage is composed of 28 Of these the follow- ing are always represented by two signs: ch ll fi These are considered as single letters. cc nn Ir c, m, and r are sometimes doubled, but only between — vowels. cc can occur only when followed by e ort. The first c¢ is pronounced as k in English, and the second one as th in thin or theft Exam- ple: leccién (laik-thee-dhn) lesson acceso (ahk-thdt-soh) access nn se usa solamente cuan- do una de las preposiciones con, en, in, O sin va prefija a nn can occur only when one of the prepositional pre- fixes con, en, im, or sin is 4SPANISH: una palabra que empiece por ”. Esta se duplica para conservar la pronunciacién del prefijo. Ambas se pro- nuncian. Ejemplo: connotado (cohn-noh-iéh-doh) ennoblecer (ain-noh-blai-thdir) innovacién (een-noh-vah-theeéhn) sinnfimero (seen-ndo-may-roh) Ir La 7 se duplica en muchas palabras, y se pronuncia siempre con sonido fuerte y vibrante, segtin se explica en el “Alfabeto.” La rr no se considera como letra de por sf, pero debido a su importancia es tratada separadamente en el “Alfa- beto.” Nota. BOOK ONE 21 attached to a word beginning with 2, It is doubled to pre- serve the pronunciation of the prefix. Both are pro- nounced. Example: relationship to ennoble innovation numberless Ir r is doubled in many words, and is always pro- nounced with a strong roll- ing or vibrating sound as explained under “Alphabet.” rr is not considered a letter by itself, but owing to its importance, is treated sepa- rately under “Alphabet.” Para i efecto del silabeo, se advierte que las letras de que se componen ch, ll, rr no se separan en ningun caso, porque juntas presentan sonidos indivisibles, mientras que mn y cc s{ son separables. Note. In the formation of syllables it is advisable to note that the letters ch, ll, rr should never be separated, because together they present indivisible sounds, although nx and cc are separable. aa ee ii oo uu Las vocales también sue- len duplicarse, siendo mA&s frecuente la duplicaci6én de aa ee ii oo uu The vowels are also some- times doubled, but e and o are doubled most frequently. la e y de la 0. Ejemplo: Example: Saavedra (sah-ah-vdi-drah) family name leer (lat-dir) to read proveer (proh-vay-dir) to provide frifsimo (free-ée-see-moh) extremely cold loor (loh-6hr) praise duunviro (doo-oon-véeroh) duumvir duunvirato (doo-oon-vee-réh-toh) duumvirate22 .. GALENO NATURAL METHOD La siguiente lista, da la manera de pronunciar los sonidos de ciertas conso- nantes, seguidas de las dife- rentes vocales. ‘The following list gives the manner of pronouncing certain consonantal sounds before the different vowels. sonido de a e i o u sound of (k) ca que qui co cu sound of (th) za ce - ci ZO zu sound of (g) ga gue gui go gu sound of (h) ja ge gi jo ju sound of (kw) cua cue cui cuo sound of (gw) gua giie gill guo_ cacao queso quinto coco cuna zapato cerro cinco zorra azul gato guerra guitarra goma gusto jardin general -gitano joven justo cual cuero . cuidado cuota guardar gtieldo giro averiguo DIPTONGOS—Diphthongs Las vocales a, e, 7, 0, use dividen en espafiol en dos clases: fuertes y deébiles. Por orden de sonoridad, las vocales ocupan los siguien- tes puestos: a, 0, é, 4, u. Las fuertes son: a, 9, e. Las débiles son: 14, u. La 1 se cambia en y al fin de palabra como en rey, ley, hay. Un diptongo es la com- binacitén de una vocal fuerte y una débil, de una débil y una fuerte o de dos débiles, en una misma silaba, con- servanido sempre cada vocal su sonido propio y pronun- The vowels a, e, 1, 0, u are divided in Spanish into two classes; strong and weak. By order of sonority, the vowels stand as follows: a,/ 0, €, 1, U. The strong ones are: a, 0, e. The weak ones are: 1, 1. I is changed into y at the end of a word as in rey (king), Jey (law), hay (there is or there are). A diphthong is the com- bination of a strong vowel and a weak one, of a weak vowel and a strong one, or two weak ones in the same syllable, each vowel always retaining its proper sound,SPANISH « ciandose como una sola sila- ba. Los divtongos son: ai ei au eu ay ey Ejemplo—Example: baile (ball) diablo causa (cause): hielo hay (there is) idioma reina (queen) triunfo deuda (debt) sois ley (law) bou En el diptongo de una vocal fuerte con una. débil o de una débil con una fuerte, la fuerza de la pronunciacién BOOK ONE 23 and the two vowels being pronounced as one single syllable. The diphthongs are: ia oi ua ie ou ue io oy ui iu uo uy (devil) hoy (today) (ice) agua (water) (language) bueno (good) (triumph) _ruido (noise) (you are) cuota (quota) (joint) muy (very) In a dipthong of a strong vowel with a weak one or of a weak vowel ‘with a strong one, the stress of voice is laid se carga sobre la fuerte. on the strong vowel. Ex- Ejemplo: ample: pausa ,(péhoo-sah) pause cuando (coodhn-doh) when aceite (ah-thdiee-tay) oil siete (seedi-tay) seven rey (rdiee) _ king viola (veedh-lah) viola En el diptongo de dos In a dipthong of two weak vocales débiles, la fuerza de la pronunciaci6n se carga vowels, the stress of voice is laid on the second one. Ex- sobre la segunda. Ejemplo: ample: viudo (veedo-doh) widower ciudad (theeoo-dddth) city ruido (rooée-doh) noise huida (ooeé-dah) flight La concurrencia de dos vocales fuertes no forma The concurrence of two strong vowels does not form24 diptongo, debiéndose con- siderar cada vocal como una s{laba distinta. Ejemplo: GALENO NATURAL METHOD a diphthong, each one being considered as a separate syllable. Example: Saavedra (sah-ah-vdi-drah) family name ‘ caoba (cah-6h-bah) mahogany "caer (cah-dir) to fall . leer (lai-dir) to read océano (oh-thdi-ah-noh) ocean le6n (lai-éhn) lion loor (loh-ohr) praise toalla (toh-éh-lyah) towel poeta (poh-di-tah) poet TRIPTONGOS—Triphthongs Un triptongo es la combi- naci6én de una vocal fuerte en medio de dos débiles, en una misma sflaba, conservando cada vocal su sonido propio y pronunciandose como una sola sflaba. Los triptongos son: tai 4et uat Ejemplo: A tripthong is the com- bination of a strong vowel between two weak ones in the same syllable, each vow- el retaining its proper sound and the three vowels being pronounced as one single syllable. The triphthongs are: uet uay uey despreciais (dats-prai-theedhees) you despise varieis (vah-reediees) that ye change averigiieis (ah-vai-ree-goodiees) that ye inquire continuais (cohn-tee-noodhees) you continue Uruguay (00-r00-gooéhee) Uruguay buey (boodtee) ox En los triptongos la fuerza In triphthongs the stress de la pronunciacién se carga sobre la vocal fuerte. Ejem- plo: pronunciais aprecieis of voice is laid on the strong vowel. Example: Paraguay bueySPANISH - Observacié6n La concurrencia de una vocal fuerte con otra débil, de una débil con otra fuerte, de dos débiles o de una fuerte en medio de dos débiles, suele a veces no formar diptongo o triptongo. En estos casos, la vocal sobre la que se carga la fuerza de la pronunciacién, lleva el acen- to ortografico, para indicar que esas combinaciones de _ vocales, no se pronuncian de acuerdo con las reglas que rigen para la pronunciacién de los diptongos y tripton- gos. Ejemplo: paraiso (pah-rah-ée-soh) acentiio (ah-thain-t6o-oh) BOOK ONE 25 Observation The concurrence of a strong vowel with a weak one, of a weak vowel with a strong one, of two weak ones, or of a strong vowel between two weak ones, does not always form diphthongs nor triphthongs. In such cases the vowel that bears the stress of voice, has the ortho- graphic accent over it to denote that those combina- tions of vowels are not pro- nounced according to the rules that govern the pro- nunciation of diphthongs and triphthongs. Example: fiGido (j160-ee-doh) temfais (tat-mée-ahees) ACENTUACION—Accentuation Acento Ortogrdafico En espafiol cualquier pa- ~ labra de dos o mas sflabas, requiere mayor esfuerzo de voz para emitir una de sus sflabas, es decir, que esa sfla- ba se pronuncia con mayor intensidad que las otras. Esta fuerza especial con que se pronuncia esa sflaba, se Hama acento ténico y la silaba misma, se llama sélaba acen- tuada. El signo que se usa para indicar la sflaba acentuada, se llama acento ortogrdfico y Orthographic Accent In Spanish any word of two or more syllables re- quires a greater stress of the voice to utter one of its syllables than the others. This special stress with which that syllable is pro- nounced is called tonic accent, and the syllable itself is called the accented syllable. The mark that is used to indicate the accented sylla- ble is. called orthographic26 GALENO NATURAL METHOD se escribe asf: (’) y es la tnica forma de acento que se usa en espaiiol. El acento ortografico se coloca sobre la vocal de la sflaba acentuada. . El orden de las sflabas es el siguiente: or — t — — accent and is written thus, (‘); it is the only form of accent used in Spanish. The orthographic accent is placed over the vowel of the accented syllable. The order of the syllables is as follows: grd — fi — wo om > es Fee: ioe trasantepenultima antepeniltima penitltima ultima before the antepenult La acentuacién se rige por las siguientes reglas: 1. Las palabras terminadas en consonante, con ex- cepcién de n, y s, cargan la pronunciacién sobre la ulti- ma silaba y no necesitan el signo del acento ortogrAfico. Ejemplo: usted (you) (00s-tdidth) delantal (apron) (dai-lahn-téhl) 2. Toda desviacién de esta regla, esto es, cualquier palabra terminada en conso- nante, con excepcién de 1 y S, en que se cargue la pro- nunciaci6én sobre la penitl- tima silaba, debe escribirse con acento. Ejemplo: Angel (angel) (dhn-hail) 3. Cualquier palabra ter- minada en una de las vocales a, e, 1, 0, uo de las antepenult lapiz (pencil) (léh-peeth) penult last Spanish accentuation is governed by the following rules: 1. Words ending in a con- sonant, with the excep- tion of m and Ss, bear the stress of voice on the last syllable, and do not need the mark of the orthographic accent. Example: sefior (sir, Mr.) (sat-ny6éhr) capaz (capable) (kah-péhth) 2. Any deviation from the rule, that is, any word ending in a consonant, with the exception of m and s, bearing the stress of voice on the penult must be written with an accent. Example: azticar (sugar) (ah-théo-cahr) 3. Any word ending in one of the vowels a, e, i, 0, u, or of the consonants 7 or s,ee SPANISH: BOOK ONE 27 consonantes 7 0 s, carga la pronunciacién sobre la pe- nUltima silaba y no necesita el signo del acento orto- grafico. Ejemplo: sobre (on, upon) (s6h-brat) Nota. La y que al fin de pala- bra es vocal, se considera conso- nante tratandose de las reglas de la acentuacién. 4. Toda desviacién de esta regla, esto es, cualquier palabra terminada en una de las vocales 0 consonantes mencionadas y en que se cargue la pronunciacién so- bre la Ultima sflaba, debe escribirse con acento. Ejem- plo: papa (papa) (bah-pah) 5. Toda palabra en que se carga la pronunciacién sobre la antepentltima si- laba, como teléfono o sobre la trasantepeniltima sflaba, como cdéntamelo, debe escri- birse con acento ortogr&fico, cualquiera que sea la letra de su terminacién. Ejemplo: puerta (door) (poo-dir-tah) _ café (coffee) (cah-fd1) bears the stress of voice on the penult, and does not need the mark of the ortho- graphic accent. Example: martes (Tuesday) (méhr-tais) Note. The letter y, as the final letter of a word, is a vowel but is considered a consonant for the purposes of the rules of accentua- tion. 4. Any deviation from this rule, that is, any word ending in one of the vowels or consonants mentioned, and bearing the stress of voice on the last syllable, must be written with an accent. Example: inglés (English) (een-gldis) 5. All words bearing the stress of voice on the antepenult, as feléfono, ‘or on the syllable before the ante- penult, as céntamelo, must ‘be written with the orthograph- ic accent, whatever its final letter may be. Example: articulo (article) pirfémide (pyramid) mascara (mask) (ahr-tée-coo-loh) (pee-réh-mee-dat) cémpramelo (buy it from me) (céhm-prah-mat-loh) Nota. La formacién del plural en nada afecta las reglas prece- dentes. (méhs-cah-rah) repitamela (repeat it for me) (rai-pée-tah-mai-lah) Note. The formation of the plural does not in any way affect the preceding rules.28 GALENO NATURAL METHOD 6. En algunas palabras el acento ténico se traslada de la Ultima sflaba, en singular, a la pentltima, en plural; pasando esas a la categoria de las que no llevan el acento ortogrAfico. Ejemplo: ‘inglés (English) rinc6én (corner) 7. En cambio, en algunas ~ palabras el acento ténico se traslada de la peniltima silaba, en singular, a la antepeniltima, en plural, pasando esas palabras a la categoria de las que llevan el acento ortografico. Ejem- plo: joven (young person) _ 8. En muchas palabras el acento ortografico pasa de la pentiltima silaba, en singular, a la antepentltima, en plural, y de la antepe- niltima a la trasantepenitl- tima. Ejemplo: arbol (tree) (éhr-bohl) lapiz (pencil) (léh-peeth) cantalo (sing it) (céhn-tah-loh) Nota. Las palabras cardcter y régimen forman el plural asf: cardcter (character) (cah-réhk-tair) régimen (regimen) (rrdt-hee-main) 6. In some words the tonic accent is carried over from the last syllable in the singular, to the penult in the plural; these words pass into the class of those that do not bear the orthographic accent. Example: ingleses (English) rincones (corners) 7. In other instances, in some words the tonic accent is carried over from the penult in the singular, to the antepenult in the plural; these words pass to the class of those that bear the orthographic accent. Ex- ample: jévenes (young persons) 8. In many words the or- thographic accent is car- ried over from the penult in the singular, to the ante- penult in the plural, and from the antepenult to the syllable before the antepen- ult. Example: Arboles (trees) (éhr-boh-lais) lapices (pencils) (léh-pee-thats) cdntamelo (sing it for me) (céhn-tah-mat-loh) Note. The words cardcter and régimeh form their plural thus: caracteres (characters) (cah-rahk-tdt-rais) regimenes (regimens) (rai-hée-mai-nats)SPANISH: Acento Diacritico 9. Hay muchas palabras que también llevan el acento con el objeto de dis- tinguirlas de otras de distinta significacié6n pero que se es- criben de igual manera. En estos casos el acento que se usa se llama diacritico, y sees- . cribe del mismo modo que el ortografico, colocdndolo en general sobre la palabra cuya pronunciacién requiera més énfasis. Ejemplo: mas (more) él (he, him, it) di (Pret. of “dar”) dé (Subj. and Imper. of dar) bajo (I descend) cémo (How!) hé . (behold..Imper. of , “haber”) ha (ago) mi (me) ta (thou, you) sé (I know, Imper. of “ser”) sélo (only) s6bre (exceeds. Verb) si (yes, one’s self) s6n (sound) suéfio (I dream) vé (go. .Imper. of “ir”) BOOK ONE 29 Diacritic Accent g. There are many words that also bear the accent with the object of distin- guishing them from others with a distinct meaning but written alike. In these in- stances the accent that is used is called diacritic, and is written in the same way as the orthographic, the accent being then generally placed over the word whose pronunciation requires more emphasis.. Example: mas (but) el (the) di (Imper. of “decir”) de (of, from) bajo (low) como (as) he- (I have) ha (he, she, it has, you have) mi (my) tu (thy, your) se (one’s self) solo (alone, single) sobre (over, on, upon, en- velop) si (if) son (are) suefio (dream. .Noun) ve (sees, see. . Pres. and Imper. of “ver”)30 GALENO NATURAL METHOD 10. El acento diacritico se usa también para dis- tinguir los pronombres y adverbios usados como in- terrogativos o de exclama- cién de los usados como rela- tivos. Ejemplo: ecudndo? (when?) ecual? (which ?) ecudles? (which?) ecuadnto? (how much?) ecudnta? (how much? écudntos? (how many?) écudntas? (how many?) jcudnto! (how much!) jcuadnta! (how much!) jcudntos! (how many!) jcudntas! (how many!) éCémo? (how?) jCémo! (how!) jcudn! (how!) equién? (who? whom? whose?) équiénes? (who? whom? whose?) tquién! (who!) tquiénes! (who!) equé? (what? how?) tqué! (what! how!) edénde? (where?) j tanto! (so much!) j tanta! (so much!) jtantos! (so many!) jtantas! (so many!) tan! (so!) 11. Cualquier pronombrede- mostrativo usado en lu- gar de un substantivo lleva 10. The diacritic accent is used also to distinguish the pronouns and adverbs _ used interrogatively or ex- clamatory from those used as relative pronouns. Ex- ample: cuando (when) cual (which, as) cuales (which) cuanto (as muchas, as) cuanta (as much as, as) cuantos (as many as, as) cuantas (as many as, as) cuanto (as much as, as) cuanta (as much as, as) cuantos (as many as, as) cuantas (as many as, as) como (as, I eat) como (as, I eat) cuan (as) quien (who, whom) quienes (who, whom) quien (who, whom) quienes (who, whom) que (that, which, than) donde (where) tanto (somuch, asmuch) tanta (somuch, asmuch) tantos (somany,asmany) tantas (somany,asmany) tan (as, so) 11. Any demonstrative pro- noun used in place of a substantive bears the dia-SPANISH: BOOK ONE 31 el acento diacritico. Ejem- plo: Esta carta llegé ayer; ésta critic accent. Example: ha llegado hoy. This letter arrived yesterday; this has arrived today. éste, ésta (this one) éstos, éstas (these) ése, ésa (that one) ésos, ésas (those) aquél, aquélla (that one yonder) aquéllos, \ (those yonder) ‘aquéllas 12. En la conjugacién de los verbos, el acento orto- grafico se conserva atin en los casos de agregarse a los verbos uno o més pronom- bres. Ejemplo: fué (he went) fuése (he went away) pidid (he asked) pidiémelo (he asked it from me) se arrepentira (he will repent) arrepentiradse (he will repent) 13. Al agregarse uno o mds pronombres a un verbo, en cualquier tiempo o modo, de manera que la silaba acen- tuada pase a ocupar el ante- pentltimo puesto u otro més alejado de la ultima sflaba, el acento debe escribirse. Ejemplo: hablan (they speak) hablanle (they speak to him) este, esta (this) estos, estas (these) ese, esa (that) esos, esas _ (those) aquel, aquella(that) (yonder) aquellos, aquellas 12. In the conjugation of verbs, the orthographic accent is retained even when one or more pronouns are added to the verbs. Ex- } (those) (yonder) ample: vid (he saw) vidlo (he saw it) meti (I put in) metime (I went into) exigiéd (he demanded) exigidsela (he demanded it from him) 13. When one or more pro- nouns are added to a verb, in any time or mode, so that the accented syllable should pass over to the ante- penult, or to a_ syllable further away from the last syllable, the accent must be written. Example: aguarda (wait) agudrdanos (wait for us)32 GALENO NATURAL METHOD remitiendo (remitting) robado (stolen) remitiéndonoslo (remitting it robéndole (stolen from to us) him) tragar (to swallow) viendo (seeing) tragarselo (to swallow it by viéndotelo (seeing it on himself) you) dirigiré - (I shall address) dirigiréselo (I shall address it to him) 14. En palabras compuestas, cada una retiene su acen- tuacién original, llevando o no, acento ortografico. En este caso la palabra se pro- nuncia como si fueran dos. Ejemplo: 14. In compound words, each retains its original accent whether it bears the. orthographic accent or not. In this case the word is pro- nounced as if it were two. Example: décimo y séptimo (décimoséptimo) seventeenth décimo y cuarto corta plumas 15. En adverbios formados con la terminacién men- te, cada parte retiene su acentuacién original, llevan- dq I> Bis ASBNSA) OrtogEALGS, (décimocuarto) fourteenth (cortaplumas) penknife 15. In adverbs formed with the ending mente, each part retains its original ac- cent whether it bears the IK) accent or not. (BGogHR ay Hrbobsten S591) aM ERY (oho thiarinsiapcee she award | is palakagi *S@rpponuncia como pronounced as if it were two si fueran dos. -O1q S10M 10 9m & Ot bob ahi}. aldsllye bIAPI99s -9tns ot oliberal libel hh i|ménte) o2 bom 1 sity fey (ip ords. Example: asont oO ony IA .g1 9TQ9s . eb ea OT odiey iy 62 q. obont on rashe RP pple» no Frese tam Zoras 18 1Squo0 & SES sbsut aldsifte ad¢erBio tunipireee- an The vaabeerky amin|iipoe- Jes] aio Metventesqiediied, ad seumuderpen adé dldsdas se acent dal (etna! pata titi car quéiqw)comBhisasa de fas alodisneg zegshisugerma diptongo en este caso; pero Sdsbededrbisthe sbrbleheth Hepohres, ad givonotneced fa two syllables, anrbiqsroad- (shrantedddajin) to denoselthet ahkeqeombtihation of shesidied- étsiaz a@boes not form a dip-SPANISH: seguido del verbo, conserva el diptongo, en cuyo caso no se escribe con acento. Ejem- plo: BOOK ONE 33 thong in this case; but when it is followed by the verb, it retains the diphthong, in which case it is not written with an accent. Example: Aun estén comiendo They are still eating. No han ratificado afin el tratado They have not yet ratified the treaty. 17. La preposicién a@ y las conjunciones e y 00 “no se escriben con acento como anteriormente. -Para la acentuaci6n de los diptongos y triptongos como también de las com- binaciones de vocales que no los forman, véase el cap{tulo titulado: Diptongos o Trip- tongos. 17. The preposition a@ (to) and the conjunctions e (and), o (or), and x (or) are no longer written with an accent. For the accentuation of diphthongs and triphthongs and also for the combina- tions of vowels that do not form them, see chapter en- titled: Diphthongs or Triph- thongs. PUNTUACION—Punctuation Los siguientes signos orto- graficos son los que se usan en espajiol para la puntua- cién. ’ acento tilde diéresis guién , coma punto final : dos puntos ; punto y coma co: sh The following orthograph- ic marks are used in Spanish for punctuation ’ accent tilde diaeresis - hyphen » comma . period : colon ; semicolon co: Sh34 ' GALENO NATURAL METHOD é principio de interroga- cién ? fin de interrogacién i principio de admira- cién ! fin de admiracién comillas o comillas — raya subraya .... puntos suspensivos ( ) paréntesis El acento (’) se usa para indicar la silaba que lleva la fuerza de la pronunciacién y también para distinguir entre sf, palabras que se es- criben y se pronuncian de igual modo, pero de signifi- cacién distinta. La tilde (*) se pone sobre la nm (fi), para indicar que se pronuncia con el sonido nasal de ainyay y no ainay. La diéresis o crema (‘*) se coloca sobre la u precedida de g y seguida de e o de 1, para indicar que la wu no es muda en esos casos, sino que debe pronunciarse con un sonido natural de 00 como en fool. Ejemplo: antigiiedad (antiquity) (ahn-tee-gooat-dédth) 2 inverted interrogation mark ? interrogation mark j inverted exclamation mark ! exclamation mark “ ®” quotation marks — dash underscore .... suspensive points ( ) parentheses The accent (‘) is used to indicate the syllable upon which the stress of voice is laid and also to distinguish from other words written and pronounced alike but which have a different mean- ing. The tilde {~) is placed over n, thus (fi), to indicate that it is pronounced with the nasal sound ainyay and not ainay. The diaeresis (°*) is placed over « when it is preceded by g and followed by e or 1 to indicate that u is not mute in such cases, but must be pronounced with its na- tural sound of oo in fool. Example: argiiir (to argue) (ahr-gooéer)SPANISH: BOOK ONE 35 E! guién (-) se usa al fin de renglén para indicar que la ‘palabra final, contintia al principio del _renglé6n si- guiente; es decir, para divi- dir palabras al fin de renglén; sirve también para separar en varios casos los compo- nentes de una palabra com- puesta. Toda frase o palabra inte- rrogativa, va entre los dos signos mencionados (i?). Se usa la forma inversa al prin- cipio y la otra al fin. Lo mismo si se trata de palabra o frase admirativa, en cuyo caso se usan los dos signos mencionados (j!). Esta costumbre tiene por objeto advertir al lector, res- pecto de la naturaleza de la frase para la debida entona- cién de la voz. The hyphen (-) is used at the end of a line to indicate that the balance of the word continues at the beginning of the following line. It serves also in several cases to sepa- rate the component parts of a compound word. All interrogative phrases or words are placed between the two question marks (;?). The inverted form is used at the beginning and the regu- lar, at the end. The same occurs with an exclamatory word or phrase in which case these two marks are used (j!). This custom is to apprise the reader of the nature of the phrase in order to give it the right modulation of the voice. LETRAS MAYUSCULAS—Capital Letters Los nombres de meses y dias no se escriben con maytscula, ni tampoco el pronombre yo, salvo, cuando The names of the months and days and the pronoun yo (I) are not written with capital letters, except when36 GALENO NATURAL METHOD son la primera palabra de una oracién. Ejemplo: they are the first word of a sentence. Example: Recibi su carta el martes, 27 de julio. I received your letter on Tuesday, July 27. Martes es el segundo dia de la semana. Tuesday is the second day of the week. En el teatro nunca fumo yo. In the theatre I never smoke. Yo aprendo espafiol muy bien. I learn Spanish very well. Agesto es uno de los meses de verano en Norte América. August is one of the summer months in North America. Tampoco se escriben con maytsculas los adjetivos nacionales o gentilicios, ex- cepto cuando son la primera palabra de una oracién. Ejemplo: Neither the adjectives that denote nationality nor their derivatives are written with capital letters except when they are the first word of a sentence. Examples: Los colombianos hablan espafiol. The Colombians speak Spanish. Americanos son los jévenes llegados hoy. The young people that arrived today are Americans. Por lo demas el uso de las letras iniciales maytsculas, se rige por las mismas reglas que en inglés. De acuerdo Con La Real Academia, los tratamientos, y especialmente si est4n en abrevia- tura, como Sefior Don (Sr. D.), Sefiora (Sra.), Sefiorita (Srta.), etc., deben escribirse con mayus- cula, no obstante que el uso permite escribirlos sin mayuscula cuando llevan todas sus letras. In all other cases the use of initial capital letters is governed by the same rules as in English. According to the Royal Ac- ademy the titles of courtesy, espe- cially if they are abreviated, as Sefior Don (Sr. D.), Sir, Mr., Sefiora, Mrs., Madam, Sefiorita, Miss, etc., should be written with an initial capital letter; neverthe- less, usage permits writing them without initial capitals when writ- ten in full, :SPANISH: BOOK ONE 37 SILABEO—Syllabication La divisién de palabras en sflabas forma, para las personas de habla inglesa, ‘parte muy importante del estudio de este idioma, ya que las reglas del silabeo espafiol difieren esencial- mente de las del idioma in- glés, adem4s de que un cono- cimiento exacto de ellas con- tribuira eficazmente a ad- quirir una correcta pronun- ciacién. 1. Las vocales que forman diptongos o triptongos no deben separarse. (Véase las listas de los diptongos y triptongos.) Ejemplo: nuevo (nue-vo) new guardia (guar-dia) guard 2. Cuando una consonante inclusive ch, Il, rr, que representan sonidos de con- sonantes simples, se halla entre dos vocales, ella forma silaba con la vocal siguiente. Ejemplo: ademfas a-de-mds (besides) Gnico 1-ni-co (only) bullir bdu-lkr (to boil) 3. Cuando dos consonantes, excepto ch, Il, rr, se ha- llan en medio de dos vocales, generalmente la primera se The division of words into syllables is, for the English speaking people, a very im- portant part of the study of Spanish, since the rules of Spanish syllabication differ essentially from the English. An exact knowledge of them will contribute effectively to the acquiring of a correct pronunciation. 7 1. Vowels that form diph- thongs or triphthongs must not be separated. (See the lists of diphthongs and triphthongs. Example: juicio (jui-cio) judgment despreciéis (des-pre-ciéis) you depreciate 2. When a consonant, in- cluding ch, ll, rr, which represents sounds of simple consonants, occurs between two vowels, it forms a sylla- ble with the vowel following. Example: leche _le-che (milk) arrojar a-rro-jar (to dart) comida co-mi-da (dinner) 3. When two consonants, except ch, ll, rr occur be- tween two vowels, the first one is generally joined to the38 GALENO NATURAL METHOD junta con la vocal prece- preceding vowel and the dente y la segunda con la _ second one to the vowel fol- siguiente, Ejemplo: tambor (tam-bor) inmediato (in-me-dia-to) ennoblecer (en-no-ble-cer) disgustar (dis-gus-tar accion (ac-cién) atleta (at-le-ta) 4. Cuando la/ va precedida de b,c, f, zg, p,o la r pre- cedida de 6, c, d, f, 2, Pty seguidas de una vocal, nunca deben separarse de esas con- sonantes. Ejemplo: tabla (ta-bla) tecla (te-cla) aflojar (a-flo-jar) aglomerar (a-glo-me-rar) aplicar (a-pli-car) abril (a-bril) acroébata (a-cro-ba-ta) padre (pa-dre) azafrén (a-2za-fran) agrandar (a-gran-dar) apretar (a-pre-tar) metro (me-tro) Excepcién: Las palabras compuestas forman excep- cién sobre esta Ultima regla. También los prefijos forman sflabas por s{ solos. Ejem- plo: subrogacién (sub-ro-ga-cién) sublunar (sub-lu-nar) lowing. Example: drum close to ennoble to disgust © action athlete 4. When | is preceded by 3, _ ¢,f, g, p, or when r is pre- ceded by 8, c, d, f, g, p, £ and followed by a vowel, it must never be separated from those consonants. Example: tablet key of a pianoforte to loosen to heap ufon to apply April acrobat father saffron to enlarge to impress meter Exception: Compound words make an exception to this last rule, and prefixes form syllables by them- selves. Example: substitution earthlySPANISH: BOOK ONE 39 subrayar. (sub-ra-yar) to underscore preinserto (pre-in-ser-to) ‘previously inserted desalentar (des-a-len-tar) to discourage reunir (re-u-nir) to reunite 5. Cuando tres o cuatro consonantes, de las cua- les la segunda es s, se encuen- tran entre dos vocales, se juntan la consonante s y la precedente a la vocal an- terior. Ejemplo: 5. When three or four con- sonants, of which the second one is s, occur between two vowels, the consonant s and the preceding one are joined to the first vowel. Ex- ample: perspicacia (pers-pi-ca-cia) sagacity constante (cons-tan-te) constant transcribir (trans-cri-bir) to transcribe En la concurrencia de dos vocales fuertes como: In the concurrence of two strong vowels as: “aa” en contraal- (con-tra-al-mi-ran-te) rear admiral mirante “oo” en cooperar (co-0-pe-rar) to cooperate “ee” en leer (le-er) to read “ae” en caer (ca-er) - to fall “ea” en leal (le-al) loyal “ao” en sarao (sa-ra-o) evening party “oe” en héroe (hé-ro-e) hero “oa” en codgulo (cod-gu-lo) coagulated blood “eo” en meteoro (me-te-o-ro) meteor La primera, si no es inicial, forma sflaba con la letra que la precede y la segunda, forma sflaba a veces por sf sola y a veces con la letra siguiente. The first one, not being the initial one, forms a sylla- ble with the preceding letter, and the second one some- times forms a syllable by itself and sometimes with the letter following.40 6. Cuando una vocal fuerte y una débil o vice versa no forman diptongo se divi- den en sflabas de acuerdo con las reglas anteriores. Ejem- plo: baal (ba-zl) caida (ca-i-da) fall 7. Las sflabas de una sola letra no deben separarse de modo que queden solas, bien sea al principio o al fin de un rengl6én como podria suceder con estas palabras: atender (a-ien-der) GALENO NATURAL METHOD 6. When a strong and a weak vowel (or vice versa) do not form a diph- thong, they are divided ac- cording to the preceding rule. Example: trunk continGo (con-ti-nz-0) continuous fittiido (flti-i-do) fluid 7. Syllables composed of a single letter should not be separated so that they stand alone, whether at the beginning or at the end of a line, as might happen in these words: utilidad (u-t-li-dad) héroe (hé-ro-e)PART II ADVERTENCIA—Advisory note . Antes de empezar la pri- mera leccién, sirvase usted arreglar su mesa del modo como se ve en el grabado. Tenga usted sobre la mesa libros de diferertes colores, también dos o mas reglas, dos o mAs cajas, dos o mas lApices, etc., a fin de famili- arizarse con los objetos y los colores tanto en singular como en plural. Al practicar el vocabu- lario y hacer los ejercicios, use un indicador de madera, mostrando cada objeto que se ve en el grabado, mien- tras usted hace las preguntas y respuestas que llevan los ntimeros correspondientes a los del grabado. Este es uno de los mejores sistemas que se pueden emplear para adquirir el hAbitode pensar en espajiol. Trate de evitar traducciones inglesas al estar practicando. Con el objeto de obtener la pronunciacién de cada pala- bra y cerctorarse de la sflaba que lleva la fuerza de la pro- nunciacién, se acentuaré la vocal de la sflaba correspon- diente en Ja pronunciacién. Ejemplo: Nevada, una palabra es- pafiola, se pronuncia (nay- vah-dah) y significa, cubier- ta de nieve Before beginning the first lesson, try to arrange your table in the same manner as the one in the picture. Place upon the table books of different colors, also two or more rulers, two or more boxes, two or more pencils, etc., in order to practice the objects and colors in their singular and plural sense. In practicing the vocabu- lary and exercises, use a wooden pointer and_indi- cate each object that you see in the picture, while you ask and answer the ques- tions which have the num- bers corresponding to those in the illustration. This is one of the best methods for acquiring the habit of think- ing in Spanish. Try to avoid the English transla- tion in your practice. In order to obtain the pro- nunciation of each word and to detect where the accented syllable should be, an accent mark will be placed above the stressed vowel in the pronunciation. Example: Nevada, a Spanish word, pronounced (nay-v4h-dah), meaning snow covered. 41METHOD 6. LECCION PRIMERA—FIRST LESSON @ -ALENO NATURAL (aik-theedhn) (pree-méi-rah) “ oneq !9ogerseD :8 ‘ovalour feo ome t] UMOLEg (s7043) (YDUS-FpH “yo43-t (yon p-ap-srouu-if0) aad ‘od i ‘ettou ‘oiboa Moras (3) STEVES (xop-u4pd ‘yop-s498) “Gopusps) 4 you YD) wou “ep: ls vuoauil ‘apron oypk Cul) ompsoiae Cqoo-wypia “yoo-wenig) aopapyo) (ropegps ‘yor-494) ama ‘ooueyq, ong aze ‘pod “efor ‘ofor (sp-syptyoo sya) ‘u01e9 eu —SH0109 SOT sos ler eeinowes cx Be pullin + (syourogtd syo1) (you-ond 401) (qor-supuryoo 00) sued aip swumd sv cr wad 3ip ‘wand |g = yaaseq eoysouN oF (wok p99s qou-09) (yopi-kps yon) G woo) atey @'eyps von 11 spina oy) “wptes By y00g 8 Ya = © (qos pee aot) @ i}0) a1ges au ‘ese BOF yg at Sa 9 9 004 Sasa (ye-yp2 yo%-o9) (yous woo) (apd 9) 'x0q Wn ¢ PUES UE ‘OFOR OS aaded 2 Toded 19 samjeg pow sisH{aQ—sm¥OT09 A SOLaIEO # (yo321-4-009-02-Y08)SPANISH - ROOK ONE Objetos y Colores—Objects and colors44 GALENO NATURAL METHOD OBSERVACIONES GRAMATICALES Grammatical Observations DE LOS GENEROS (a) Hay dos géneros en es- pajiol, masculino y femenino. (b) La significacién o la terminacién o la concurren- cia de ambas en una misma palabra determina el género de los nombres. Son masculinos casi todos los nombres terminados en una de las vocales (e, i, 0, u) o en las consonantes (j, J, r, s, t, 2). Ejemplo: el aceite the oil el manf the peanut el libro the book elbambfii =the bamboo Se excepttia la palabra mano que es del género feme- nino. Son masculinos también los nombres que significan varén y sus ocupaciones, ani- mal macho y seres que nos representamos como de este sexo, cualquiera que sea la terminaci6n de esos nom- bres. Son masculinos los nom- bres propios de pafses, mares, rfios, vientos, dfas, meses, montafias y cordilleras. GENDER (a) There are two genders in Spanish, themasculine and the feminine. (b) The meaning or the ending or the concurrence of both in the same word de- termines the gender of nouns. Nearly all nouns ending in one of the vowels e, 7, 0, 4, or in the consonants j, J, 7, s, t, z, are masculine. Example: el reloj the watch el papel the paper _ el autor the author el lapiz the pencil The word mano (hand), which is feminine, is an ex- ception. The nouns are also mascu- line that signify males and their occupations, male ani- mals, and beings that are considered as belonging to this sex regardless of the ending of those nouns. Names of countries, seas, rivers, winds, days, months, mountains, and mountain chains are masculine.SPANISH* BOOK ONE 45 Casi todos los nombres terminados en a, tén, umbre, ze son femeninos. Ejemplo: la pluma (the pen) laleccién _—_(the lesson) Son excepciones las si- guientes palabras termina- das en a que son masculinos: | el dia (the day) el cometa (the comet) Son femeninos los nom- bres que significan el sexo femenino y sus ocupaciones y los seres que nos represen- tamos como de este sexo, islas y los nombres de las ciencias y artes. Articulo definido o deter- minado Los artficulos determina- dos el, la, los, las se traducen al inglés por the. El se usa ante un nombre masculino singular, como: el papel (the paper) el libro (the book) La se usa ante un nombre femenino singular, como: la mesa (the table) la silla (the chair) Los se usa ante un nombre masculino plural, como: los papeles (the papers) los libros (the books) Nearly all nouns ending in a, ton, umbre, te are feminine. Example: “1a costumbre (the custom) laespecie (the species) The following words end- ing in a, which are mascu- line, are exceptions: el mapa (the map) el planeta (the planet) Names that signify the feminine sex and their occu- pations, and beings that are considered as belonging to this sex, islands, and the names of the sciences and arts, are feminine. The definite or determinate article The definite articles el, la, los, las are translated into English by the. El is used before a mascu- line singular noun, as: el hombre (the man) (the boy) La is used before a femi- nine singular noun, as: © la mujer (the woman) la nifia (the girl) Los is used before a mas- culine plural noun, as: los hombres (the men) los nifios (the boys) el nifio46 GALENO NATURAL METHOD Las se usa ante un nombre femenino plural, como: las mesas (the tables) las sillas (the chairs) Articulo indeterminado Los articulos indetermi- nados un y una se traducen al inglés por a o an. Un se usa ante un nombre masculino, como: un libro (a book) un canasto (a basket) Una se usa ante un nombre femenino, como: una mesa (a table) una silla (a chair) Uno se usa tnicamente como adjetivo numeral o como pronombre indefinido. Las is used before a femi- nine plural noun, as: las mujeres (the women) las nifias (the girls) The indeterminate article The indefinite articles un and una are translated into English by a or an. Un is used before a mascu- line noun, as: un tintero(an inkstand) un indio (an indian) Una is used before a femi- nine noun, as: . una hora (an hour) una tia (an aunt) Uno is used only as a numeral adjective (uno-one) or as an indefinite pronoun. ¢Cuantos libros tiene usted? Tengo uno How many books have you? I have one. Uno canta y otro llora One sings and the other cries. Unos, Unas se usan a veces en plural, tanto en masculino -como en femenino y significa en estos casos: some, any, a few. Ejemplo: Unos, Unas are used some- times in the plural, in the masculine as well as in the feminine, and mean in these cases: some, any, a few. Ex- ample: Unos libros (some books, a few books) Unas plumas (some pens, a few pens) Los articulos determina- dos y los indeterminados The definite and indefinite articles agree always in gen-SPANISH: concuerdan siempre en géne- ro y niGmero, con los nom- bres. Ejemplo: el nifio (the boy) los nifios (the boys) un libro (a book) Lo mismo que en inglés los articulos se anteponen siempre a los nombres. BOOK ONE 47 der and number with the nouns. Example: la nifia (the girl) las nifias (the girls) una carta (a letter) As in English the articles always stand before the nouns. CONVERSACION—Conversation NOMBRES SINGULARES (Masculino)—Singular Nouns (masculine) r 2Qué es esto? (kay ats ats-toh) What is this? 2 2Qué es esto? (kay ats ats-toh) What is this? 3 2Qué es esto? (kay ats ats-toh) What is this? 4 éQué es esto? (kay ats ats-toh) What is this? 5 2Qué es esto? (kay ats ats-toh) What is this? — (oniluoeset . Es un papel. (ais oon pah-pdil) It is a paper. Es un libro. (ais oon lée-broh) It is a book. Es un canasto. (ais oon cah-néhs-toh It is a basket. Es un lapiz. (ais oon Idh-peeth It is a pencil. Es un tintero. (ais oon teen-téy-roh) It is an inkstand. sfifdttanns (Femenino)—Singular Nouns (feminine) ,929f1t) eS (I9tueN vi. Aviw ay ats ats-to What is this? Whe PBtQuon tiodt on. Es una regla. odin {ais 60+ 6o-nah rdy-glah) t is a ruler. B&B ,dQué asheghe? onilusesm s eobBswna pluma. omnint. Y GS otzs 10,181 sa & T 28 ai dit ats- pean) oizs to Istwulq aprrsla 20'za 7 ( geek (eidt) wie (qisobe rail pléo-mah) (aq aids) oss i Myon - Pease heen48 GALENO NATURAL METHOD 10 Qué es esto? Es una mesa. (kay ais ats-toh) (ats 60-nah mdéy-sah) What is this? It is a table. Ir 2Qué es esto? Es una silla. (kay ats ats-toh) (ais 60-nah séel-lyah) What is this? It is a chair. EJERCICIO AFIRMATIVO con nombres en singular (masculinos) Affirmative exercises with singular nouns (masculine) 1 éEs este el papel? Si, Sefior, es el papel. (ais dis-tay ail pah-pdil) (see say-nyér ais ail pah-tdil) Is this the paper? Yes, sir, it is the paper. 2 4Es este el libro? Si, Sefior, es el libro. (ats dis-tay ail lée-broh) (see say-nyér ais ail lée-broh) Is this the book? Yes, sir, it is the book. 3 2Es este el canasto? Si, Sefior, es el canasto. (ais dis-tay ail cah-néhs-ioh) (see say-nyér ais atl cah-néhs-toh) Is this the basket? Yes, sir, it is the basket. 4 2Es este el lapiz? Si, Sefior, es el lapiz. (ais dis-tay atl Idh-peeth) (see say-nyér ais atl léh-feeth) Is this the pencil? Yes, sir, it is the ‘pencil. 5 2Es este el tintero? Si, Sefior, es el tinterc. (ats dis-tay ail teen-téy-roh) (see say-nyor ats atl teen-téy-roh) Is this the inkstand? Yes, sir, it is the inkstand. OBSERVACIONES GRAMATICALES Grammatical Observations . Pronombre Demostrativo—Demonstrative Pronoun a. The demonstrative pronouns, este, (this, masculine), esta, (this, feminine), and esto, (this, neuter), with their plurals, estos, (these, masculine and neuter), estas, (these, feminine), generally precede their nouns and agree with them in gender and number. b. Este, (this) precedes a masculine singular noun, as, este libro (this book). sta, (this) precedes a feminine singular noun as, esta pluma (this pen). The plural of este is estos (these) and the plural of esta is estas (these), as, estos libros (these books); estas plumas (these pens).SPANISH: BOOK ONE 49 c. The neuter pronoun esto is used only when the noun is not mentioned as: {Qué es esto? (What is this?) gQué son estos? (What are these?) EJERCICIO AFIRMATIVO con nombres en singular (femenino) Affirmative exercise with singular nouns (feminine) 7 éEs esta la regla? (ais dis-tah lah réy-glah) Is this the ruler? 8 4 Es esta la pluma? (ais dis-tah lah pléo-mah) Is this the pen? 9 Es esta la caja? (ais dis-tah lah céh-hah) Is this the box? 1o Es esta la mesa? (ais dis-tah lah mdy-sah) Is this the table? Ir 2Es esta la silla? (ais dis-tah lah séel-lyah) Is this the chair? Si, Sefior, es la regla. (see say-nyér ats lah rdy-glah) Yes, sir, it is the ruler. Si, Sefior, es la pluma. (see say-ny6r ais lah pléo-mah) Yes, sir, it is the pen. Si, Sefior, es la caja. (see say-nyér ais lah céh-hah) Yes, sir, it is the box. Si, Sefior, es la mesa. (see say-nyér ais lah mdy-sah) ; Yes, sir, it is the table. Si, Sefior, es la silla. (see say-nyér ais lah séel-lyah) Yes, sir, it is the chair. EJERCICIO NEGATIVO con nombres en singular (masculino) Negative exercise with singular nouns (masculine) 1 2Es este el lapiz? (ats dis-tay atl léh-peeth) Is this the pencil? 2 Es este el papel? (ais dis-tay atl pah-pdil) Is this the paper? 3. 2Es este el tintero? No, Sefior, es el papel. (no say-nyér ais ail pah-pdil) No, sir, it is the paper. No, Sefior, es el libro. (no say-nyér ais ail lée-broh) No, sir, it is the book. No, Sefior, es el canasto. (ais dis-tay ail teen-tdy-roh) (no say-nyér ais ail cah-néhs-toh) Is this the inkstand? 4 éEs este el libro? (ais dis-tay ail lée-broh) Is this the book? 5 2Es este el canasto? No, sir, it is the basket. No, Sefior, es el lapiz. (no say-nyér ais ail léh-peeth) No, sir, it is the pencil. No, Sefior, es el tintero. (ais dis-tay ail cah-néhs-toh) (no say-nyér ais ail teen-téy-roh) Is this the basket? No, sir, it is the inkstand.50 GALENO NATURAL METHOD EJERCICIO NEGATIVO con nombres en singular (femenino) Negative exercise with singular nouns (feminine) 7 2Es esta la silla? (ais dis-tah lah séel-lyah) Is this the chair? 8 Es esta la mesa? (ais dis-tah lah mdy-sah) Is this the table? 9 4Es esta la regla? (ais dis-tah lah réy-glah) Is this the ruler? 10 Es esta la pluma? (ais dis-tah lah pléo-mah) Is this the pen? 11 éEs esta la caja? (ais dis-tah lah céh-hah) Is this the box? Nota: Al practicar los nombres plurales siga los ndimeros de la ilustracién e imagine que hay dos o tres objetos correspondientes a cada nimero. Como se ve en el No. 6 tenemos tres libros; en el No. 12 tenemos tres plumas; despues piense Ud. ars tenemos tres canastos en No. 3, dos o mas reglas en el No. 7, etc. No, Sefior, es la regla. (no say-nyér ais lah réy-glah) No, sir, it is the ruler. No, Sefior, es la pluma. (no say-nyér ais lah pléo-mah) No, sir, it is the pen. No, Sefior, es la caja. (no say-nyér ais lah céh-hah) No, sir, it is the box. No, Sefior, es la mesa. (no say-ny6r ais lah méy-sah) No, sir, it is the table. No, Sefior, es la silla. (no say-nyér ais lah séel-lyah) No, sir, it is the chair. Note: While practicing the plural nouns follow the numbers in the illustration and try to imagine that there are two or three objects corresponding with each number. As you will see, on No. 6 we have three books; on No. 12 we have three pens; then think that on No. 3 we have three baskets, on No. 7 we have two or more rulers, etc. EJERCICIO con nombres en plural (masculino) Exercise with plural nouns (masculine) 6 2Qué son estos? (kay sohn dis-tohs) What are these? i 2Qué son estos? (kay sohn dis-tohs) What are these? 3 2Qué son estos? (kay sohn dis-tohs) What are these? 4 2Qué son estos? (kay sohn dis-tohs) What are these? Son los libros. (sohn lohs lée-bros) They are the books. Son los papeles. (sohn lohs pah-pdy-les) They are the papers. Son los canastos. (sohn lohs cah-néhs-tos) They are the baskets. Son los lapices. (sohn lohs ldh-pee-thes) They are the pencilsSPANISH: 5 2Qué son estos? (kay sohn dis-tohs) What are these? BOOK ONE 5! Son los tinteros. (sohn lohs teen-tdy-ros) They are the inkstands. EJERCICIO con nombres en plural (femenino) Exercise with plural nouns (feminine) 12 2Qué son estas? (kay son dis-tahs) Wha t are these? 7 éQué son estas? (kay sohn dis-tahs) What are these? 9 2Qué son estas? (kay sohn dis-tahs) What are these? 10 2Qué son estas? (kay sohn dis-tahs) What are these? Iz 2Qué son estas? (kay sohn dis-tahs) What are these? Son las plumas. (sohn lahs pléo-mahs) They are the pens. Son las reglas. (sohn lahs rdy-glahs) They are the rulers. Son las cajas. (sohn lahs céh-hahs) They are the boxes. Son las mesas. (sohn lahs mdy-sahs) They are the tables. Son las sillas. (sohn lahs séel-lyahs) They are the chairs, OBSERVACIONES GRAMATICALES Grammatical Observations ADJETIVO—Adjective Formaci6n del género En espafiol los adjetivos varian de terminaci6én para concordar, a veces en género, a veces en nfimero y a veces en ambos a la vez, con los nombres que modifican. Ejemplo: El libro es blanco La caja es blanca Formation of the gender In Spanish adjectives vary in their endings to agree, sometimes in gender, some- times in number, and some- times in both at the same time, with the nouns which they modify. Example: (The book is white) (The box is white) Los canastos son blancos (The baskets are white) Las mesas son blancas (The tables are white)52 GALENO NATURAL METHOD Forman el plural en ambos géneros siguiendo las mismas reglas que rigen para la for- maci6én del plural de los sus- tantivos. Los adjetivos terminados en 0 como rojo, amarillo, ne- gro, blanco y pardo, cambian su terminaci6n o por a, cuando concuerdan con un nombre femenino singular. Ejemplo: El libro es blanco. El lapiz es negro. Los adjetivos terminados en cualquiera otra letra como, verde, gris,azul, déspota y cortés no cambian la termi- nacién al concordar con un nombre femenino singular. Ejemplo: el canasto verde la cinta azul Forman excepcién a esta titima regla, agreg4ndose a en femenino singular los siguientes adjetivos: (a) Los terminados en con- sonante y que significan na- cionalidad. Ejemplo: francés espafiol (b) Los terminados en an, on uor. Ejemplo: holgazan bonachén peleador They form their plural in both genders by following the same rules that govern the formation of the plural of nouns. Adjectives ending in o as, rojo, amarillo, negro, blanco, and pardo, change their ter- mination o for a when they agree with a feminine singu- lar noun. Example: La caja es blanca. La pluma es negra. Adjectives ending in any other letter as, verde, gris, azul, déspota, and cortés do not change their termination on agreeing with a feminine singular noun. Example: la mesa verde el cielo azul The following adjectives make an exception to this last rule by adding a in the feminine singular: (a) Those ending in a con- sonant and signifying na-’ tionality. Example: francesa (French) espafiola (Spanish) (b) Those ending in an, on or or. Example: holgazana (idle) bonachona (kind) peleadora (fighter) }SPANISH: Excepcién: Se exceptian los adjectivos de compara- cién terminados en or, como, BOOK ONE 53 Exception: An exception is made of adjectives of com- parison ending in or as, exterior, inferior, mejor, peor, anterior, superior, posterior Que se escriben de igual modo tanto en masculino singular como en femenino singular. Ejemplo: Un método superior A superior method El sistema peor The worst system (c) Los aumentativos y diminutivos terminados en ote y ete se cambian en ola y eta enfemenino. Ejemplo: grandote fuertote Nota: Para indicar la substan- cia de que un objeto esta hecho o compuesto, no existen en espajiol adjetivos que por sf solos la puedan expresar. En estos casos el nom- bre del objeto de que se trata va seguido primero de la preposicién de y del nombre de la substancia despues. Ejemplo: These adjectives are writ- ten the same in the mascu- line singular as in the femi- nine singular. Example: Con fecha anterior A former date Una idea mejor A better idea (c) The augmentative and diminutive terminations ote and ete change into ota and efa in the feminine. Example: grandota (big) fuertota (strong) Note: To denote the substance of which an object is made or com- posed, there are no adjectives in Spanish that, by themselves, can express it. In such cases the name of the object in question is followed first by the preposition de, and afterwards by the name of the ma- terial. Example: el sombrero de lana _ (the woolen hat) Ja cuchara de plata (the silver spoon) una mesa de madera (a wooden table) Sucede en espajiol que las ~ palabras que denotan nacio- nalidad o el idioma de un pais se usan sin variacién alguna tanto como substan- tivo asi Ejemplo: El francés se bate muy bien. como adjetivo. In Spanish words which denote nationality or the language of a country are used without any change as substantives or as adjec- tives. Example: The French fights very well.54 GALENO NATURAL METHOD (Francés, substantivo que significa ciudadano francés.) El libro francés es muy interesante (Francés, adjetivo que sig- nifica de procedencia fran- cesa.) (French, as a noun, sig- nifies a French citizen.) The French book is very interesting. (French, as an adjective, signifies of French origin.) FORMACION DEL PLURAL—Formation of the Plural El plural de cualquier palabra en espafiol termina siempre en s. . Los substantivos termi- nados en vocal no acentuada forman el plural afiadiendo una s. Ejemplo: el libro los libros la regla las reglas The plural of any word in Spanish ends always in s. Nouns ending in an unac- cented vowel form their plural by adding an s. Ex- ample: (the books) (the rulers) el canasto los canastos (the baskets) la silla Los_ substantivos termi- nados en vocal acentuada, en consonante o en y, forman el plural afiadiendo es. las sillas (the chairs) Nouns ending in an ac- cented vowel, in a conso- nant, or in y, form their plu- rals by adding es. el rubi los rubies _ (the rubies) el bambfi los bambées (the bamboos) el papel los papeles (the papers) el jardin los jardines (the gardens) la mujer las mujeres (the women) el francés los franceses (the French) el rey los reyes: (the Kings) la ley las leyes (the laws) el convoy los convoyes (the convoys) Nota: la y que es vocal al fin de palabra se convierte en consonante al preceder la terminacién es del plural. Note: The letter y that is a vowel at the end of a word changes into a consonant on preceding the termination es of the plural form.SPANISH: EXCEPCION: La’ siguien- tes labras, terminadas en vocal agentuada hacen el plural en esta forma. BOOK ONE 55 ExcepTion: The follow- ing words ending in an ac- cented vowel have their plural in this form. mamé mamas chacé chacés corsé corsés papa papas pie pies pagaré pagarés café cafés fe cabrolié cabroliés Las palabras de mds de una sflaba, terminadas en s, y que no llevan el acento sobre la filtima silaba, no cambian en plural. Ejem- plo: el lunes fes los lunes Words of more than one syllable ending in s and that do not bear the stress of voice on the last syllable, do not change in the plural. Example: (the Mondays) la hipétesis las hipétesis (the hypotheses) el andlisis los andlisis los dos Carlos (the two Charles)’ Carlos Los apellidos patronimi- — cos terminados en z cuyo acento carga sobre la penil- tima o la antepentltima silaba, no cambian en plural. Ejemplo: Sanchez Alvarez Lo propio sucede con al- (the analyses) Patronymic surnames end- ing in zg and bearing the stress of voice on the penult or on the antepenult do not change in the plural. Ex- ample: los Sanchez los Alvarez Some Latin nouns follow gunos nombres latinos. thissame rule. Example: : Ejemplo: . el déficit los déficit el ultimatum los ultimatum Las palabras terminadas en z cambian esta letra en Words ending in z change this letter into a ¢ and add56 GALENO NATURAL METHOD c y se les afiade es para es to form their plural. Ex- formar el plural. Ejemplo: ample: el lapiz los laépices (the pencils) la cruz las cruces (the crosses) Las palabras terminadas Words ending in ¢ change enc cambian esta letra en gu _ this letter into gu and add es y se les afiade es para formar to form their plural. Exam- el plural. Ejemplo: ple: el frac los fraques (the dresscoats) el clac los claques (the opera hats) Excerci6n: La palabra EXcEPTION: The word sinc hace zines en plural. zinc becomes gines in the plural. EJERCICIO ACERCA DE LOS COLORES Drill on Colors /¢ - 1 El papel es blanco. 9 La caja es blanca. (atl pah-pdil ais bléhn-coh) (lah céh-hah ats bléhn-cah) The paper is white. The box is white. / 5 EI tintero es negro. 11 La silla es negra. (atl teen-tdy-roh ais ndt-groh) (lah sée-lyah ais ndi-grah) The inkwell is black. The chair is black. 3 El canasto es amarillo. 7 La regia es amarilla. (atl cah-néhs-toh ais ah-mah- (lah réy-glah ais ah-mah- rée-lyoh) rée-lyah) The basket is yellow. The ruler is yellow. 4 2 El libfo es azul, La pluma es negra. (atl lée-bro ais ah-théol) (oh pldo-mah ats _ndi-grah) The book is blue. The pen is b 4 El lapiz es rojo. ~~, 14 La caja es raja. (atl léh-peeth ais réh-hoh) (lah céh-hah ais roh-hah) The pencil is red. The box is red. 15 El libro es pardo. ‘ro La mesa es parda. (ail lée-bro ais péhr-doh) (lah mdy-sah ais péhr-dah) he book is brown. The table is brown.SPANISH: BOOK ONE 57 13. El papel es gris. 12 Lasplumassonamarillas. (atl pah-pdil ais grees) (las pléo-mas sohn ah-mah-rée-lyahs) The paper is grey. The pens are yellow. 6 Los libros son verdes. (lohs lée-bros sohn vdir-days) The books are green. 1 2De qué color es el papel? El papel es blanco. (day kay coh-léhr ais ail pah- pail) (ail Pah-pail ats bléhn-coh) Of what color is the paper? he paper is white. 9 De qué color es la caja? La caja es blanca. (day kay coh-léhr ais lah céh-hah) (lah céh-hah ais bléhn-cah) Of what color is the box? The box is white. 5 De qué color es el tintero? El tintero es negro. (day kay coh-léhr ais ail teen- _— (ail teen-tdy-roh ats ndt-groh) tdy-roh) Of what color is the inkwell? The inkwell is black. ir gDe qué colores la silla? La silla es negra. (day kay coh-léhr ats lah sée-lyah) (lah sée-lyah ats nd1-grah) Of what color is the chair? The chair is black. 3 éDequécoloreselcanasto? El canasto es amarillo. (day kay coh-léhr ais atl cah- (ail cah-néhs-toh ais ah-mah- - nths-toh) rée-lyoh) Of what color is the basket? The basket is yellow. 7 2gDe qué colores la regla? La regla es amarilla. (day pay coh-léhr ais lah rdy- (lah rdéy-glah ats ah-mah-rée- la lyah a. Of what color is the ruler? The ruler is yellow. 2 De qué colores el libro? El libro es azul. (day kay coh-lohr ais atl iée-broh) (ail le-brok ats s ah-théol) Of what color is the book? The book is b 8 3De qué color es la pluma? La pluma es nebre. (day kay coh-lohr ais lah pléo-mah) (ah pléo-mah ais nd1-grah) Of what color is the pen? he pen is black. 4 éDe qué colores el lapiz? El lapiz es rojo. (day Gay coh-léhr ais ail léh-peeth) (atl lah-peeth ats réh-hoh) Of what color is the pencil? The pencil is red. 14 2De qué color es la caja? La caja es roja. (day 29 coh-léhr ats lah cdh-hah) (lah céh-hah ais réh-hah) Of what color is the box? The box is red.58 GALENO NATURAL METHOD 15 ¢@Dequécoloresellibro? _ El libro es pardo. (day kay coh-léhr ats atl e-broh) (ail lée-broh ats péhr-doh) Of what color is the book? he book is brown. 10 gDe qué color es la mesa? La mesa es parda. (day kay coh-lohr ats lah mdy-sah) (lah md+y-sah ats péhr-dah) Of what color is the table? The table is brown. 13 ¢De qué color es el papel? El papel es gri (day kay coh-lohr ais ail pah-pdil) (att pak pel ais grees) Of what color is the paper? The paper is grey. 12 De qué color son las plumas? Las plumas son amarillas. (day kay coh-lohr sohn lahs pléo- (las pléo-mas sohn ah-mah- mahs rée-lyahs) Of what color are the pens? The pens are yellow. 6 gDequécolorsonloslibros? Los libros son verdes. (day kay coh-léhr sohn lohs lée- (lohs lée-bros sohn vdir-days) bros) Of what color are the books? The books are green. 1 2Es el papel blanco? Si, Sefior, el papel es blanco. (ais ail pah-pdil bléhn-coh) (see say-nyér atl tah-pdil ais - bléhn-coh) Is the paper white? Yes, sir, the paper is white. 5 Es el tintero blanco? No, Sefior, el tintero es negro. (ats ail teen-tdy-roh bldhn-coh) (no say-nyér atl teen-tdy-roh ats né1-groh) Is the inkwell white? No, sir, the inkwell is black. 9 Es la caja negra? No, Sefior, la caja es blanca. (ats lah céh-hah né1-grah) (no say-nyér lah céh-hah ais bléhn-cah) Is the box black? No, sir, the box is white. 3 éEs el canasto azul? No, Sefior, el canasto es amarillo. (ats atl cah-néhs-toh ah-théol) (no say-nyér ail cah-ndhs- toh ats ah-may-rée-lyoh) Is the basket blue? No, sir, the basket is yellow. 4 Es el lapiz verde? No, Sefior, el lapiz es rojo. (ais atl ldh-peeth vdir-day) (no say-nyér ail Idh-peeth ats Is the pencil green? rdh-ho of sir, the pencil is red. 1o Es la mesa gris? No, Sefior, la mesa es parda. (ais lah mdy-sah grees) (no say-ny6r lah mdy-sah ais péhr-dah) Is the table grey? No, sir, the table is brown.SPANISH+ BOOK ONE 59 4 ¢ / ‘ ! ‘ 4 1r Es la silfa negra? Si, Sefior, la silla es negra. (ats lah sée-lyah ndt-grah) (see "say-nyér lah sée-lyah ats nd1-grah) Is the chair black? Yes, sir, the chair is black. 4 ¢ f 7 éEslaregla amarilla? Si ‘Sefior,laregla esamarilla. (ais lah réy-glah ah-mah-rée- (see say-nyér lah réy-glah ais lyah) ah-mah-rée-lyah) Is the ruler yellow? J Yes, sir, the ruler is yellow. f f ” ¢ sf 4 6 Son los libros verdes? Si, Sefior, los libros son verdes. (sohn lohs lée-bros vdir-days) (see say-nyér lohs lée-bros sohn vdir-days) Are the books green? Yes, sir, the books are green. EXAMEN—Examination Péngase el artfculo el, la, Place the article el, la, los, los o las ante los nombres or las before the following siguientes. El artfculo debe nouns. The article must concordar en género y nf- agree in gender and number mero con el nombre. with the noun. .. tintero .... regla .... papel .... Silla .... libro .. pluma .... caja .... Mipiz .... Mesa .... Canasto .. plumas .... mesas .... papeles .... canastos .... tinteros ..Cajas ....reglas ....lapices.... sillas .... libros .. tintero .... plumas .... libro .... Mesa .... Canastos .... Mesas .... canasto.... regla .... papeles .... libros ... laipices .... caja .... tinteros .... silla .... papel ... pluma .,.. reglas .... sillas ...» Lapiz vie Cajas60 GALENO NATURAL METHOD Llénense las siguientes frases con las palabras pro- pias. Los ndmeros ante cada pregunta o respuesta corres- ponden a los nimeros de la illustracién. Por ejemplo: La primera pregunta nimero 5 debe decir, “:Qué es esto?” la res- puesta a esta es “Es el tintero.” En el nimero 6 debe decir “Qué son estos? su respuesta es, “Son Jos libros,” § ¢Qué —_____ esto? 3 ¢———___ es esto? I 2Qué es _______? 2 Qué ? 8 2Qué esto? Io 2 es esto? 4. esto? 7° 9 2éQué ———— esto? Ir 2 es ——____? 6 Qué son ——_—_—-? 12 e son ———___-? 3 2Qué estos? * 9 2—— estas? 7 « estas? 4 2Qué son ————? 5 ¢Qué ——_—— estos? I g¢————— Son estos? *A fin de hacer ejercicio con los nombres en plural, trate de imaginarse que hay varios objetos en el grabado correspondiente a cada ni- mero. _ El punto que esta al prin- cipio de algunas frases repre- senta el signo de interroga- Fill in the following blanks with proper words. The numbers before each ques- tion or answer corresponds with the number in the illus- trations. For example: The first question, No. 5, should read “:Qué es esto?” the answer would be “Es el tintero.” No. 6 should read “:Qué son estos?”, the answer would be “Son los libros.” Es el —_____- Es ———- canasto. —_——_— el papel. Es e] —____ Es la ———___. —__—_ _ la —__ — —__. —_____ lApiz. Es —_—____ regla. Es ——__—_- silla. Son ————- libros. Son Ias los Son cajas. ——— reglas. los —___ Son tinteros Son los ———____ *In order to practice the plural nouns, try to imagine that there are several objects in the picture corresponding to each number, The dotat the beginningof some of the sentences repre- sents the inverted interroga-SPANISH - ’ cién que se usa al principio de una frase interrogativa. Este es muy importante, ya que en el idioma espajiol cada pregunta debe empezar con un signo interrogativo. También debe cada pre- gunta terminar con un signo interrogativo como en inglés. El! discipulo deber4 marcar el signo de interrogacién en el lugar del punto. Complétense las siguientes frases con sus propias pala- bras. Los ntimeros ante cada pregunta corresponden a los ntimeros de la illustraci6n. 5 2éEs este tintero? It e esta la —____? 3 2Es este el ______? 7 «Es la -_____? ro ~— esta mesa? 2 — el libro? 4 ¢Es— —— ? Q +—— esta —— ? 1 g— el ______? 8. ——_ —_ 5 éEs —— canasto? 8 2—— esta —— mesa? 4 -Es _______ el libro? 7 Es esta silla? 3 — —— tintero? 9 2Es esta __—— regla? 2 «— el papel? 10 +—— —— pluma? I e—— este —___—- lfpiz? BOOK ONE 61 tion mark that is used at the beginning of a _ sentence. This is very important, as in the Spanish language every question should start with an inverted question mark. It should also finish with an interrogation mark, as in English. The student should mark the ‘nverted interroga- tion mark in the place of each dot. Complete the following with the proper words. The numbers before each ques- tion correspond with the numbers in the illustration. Si, Sefior, es —— Si, —____ es ——_ —_____ —— Sefior —— el Si, Sefior, ——_ —— —_____ Si —_____ es _—__ mesa. —. es —— - ______ Si —_— —— Sefior —— el ?__ _ No, Sefior, es ——— , No, — la ——___ —— Sefior, es ——- ——___- — —____- es la No, —— el canasto. No, Sefior ——_- ——62 GALENO NATURAL METHOD LECCION SEGUNDA—SECOND LESSON (latk-theeéhn) (say-géon-dah) (yD44-ypys-204 401) Pseoqyoesq ay} ‘eirezid By (you-a94-109 401) UIeLIND ay} ‘BUTIO BT (yiprps-yod 401) [Tes oy? ‘pored vy e (YDu-4p}-u100 40) AMOPULM 94} ‘suejueA BT OL (y0}-42p004 401) or 100p ay} ‘vyzend Bg (0-004-YPp-UtD]-Y409 110) 6 Jepuayes ay} ‘omepuareo ye S / (0-394-494-3949-SUD 11D) 8 YSep ay} ‘o10zII9sea Jo —F / Moor SSUID SYL—ASVIO AC VIVS VI (Y09a4-4)]-009-4D9-Y400) Areinqeo0A—OTAVINAVOOA (o4p-49009 120) ainjoid ay} forpend [a (01-2p-00s 140) IOOY ay} Sofans [a (yo49-194 110) BUI[Ia9 BY} ‘oYI9} [9 /SPANISH - BOOK ONE 6 La sala de clase—The class room,GALENO NATURAL METHOD CONVERSACION—Conversation (cohn-vatr-sah-theeéhn) 4 7 éQué es esto? (kay ats d1s-toh) What js thig? / 2Qué es esto? (kay ais dis-toh) What is this? éQué es esto? (kay ats dis-toh) What is this? 2Qué es esto? (kay ats dts-toh) What is this? 2Qué es esto? (kay ais dis-toh) What is this? 2Qué es esto? (kay ais dis-toh) What is this? éQué es esto? (kay ais dis-toh) What is this? 8 Qué es esto? (kay ais dis-toh) What is this? 9 Qué es esto? (kay ais dis-toh) What is this? 10 ¢gQué es esto? (kay ais dis-toh) What is this? 4 4 E6 el techo. (ais atl tdi-tchoh) It ig the ceilipg. Es el suelo. (ais atl soodi-loh) It is the floor. Es el cuadro. (ais atl coodh-droh) It is the picture. Es el escritorio. (ats ail ais-cree-téh-ree-oh) It is the desk Es el calendario. (ais atl cah-lain-déh-ree-oh) It is the calendar. Es la puerta. (ats lah poodir-iah) . It is the door. Es la ventana. (ats lah vain-téh-nah) It is the window. Es la pared. (ats lah pah-rdidth) It is the wall. Es la cortina. (ats lah cor-tée-nah) It is the curtain. Es la pizarra. (ais lah pee-théh-rah) It is the blackboard. Note: Each lesson is made as interesting as possible, and leads up gradually to give the student an extensive vocabulary. But the student must practice each word until he has thoroughly grasped its meaning, eliminating all thinking in English. EJERCICIO CON NOMBRES MASCULINOS Drill with masculine nouns 1 Es este el techo? Si, Sefior, es el techo. (ais dis-tay ail tdy-tchoh) (see say-nyér ais atl téy-tchoh) Is this the ceiling? Yes, sir, it is the ceiling.SPANISH: BOOK ONE 65 4 4 ¢ 4 / 4 4 2 éEs este el suelo? Si, Sefior, es el suelo. (ais dis-tay atl soodi-loh) (see say-nyér ats ail soodi-loh) Is this the floor? Yes, sir, it is is the floor. 3 éEs este el cuadro? Sf, Sefior, es el cuadro. (ats dis-tay atl coodh-droh) (see say-nyér ats ail cooéh-droh) Is this the picture? Yes, sir, it is the picture. 4 dEs este el escritorio? Si, Sefior, es el escritcrio. (ais dis-tay ail ats-cree-téh- (see say-nyér ais ail ais-cree- reeoh) téh-reeoh) Is this the desk? Yes, sir, it is the desk. 5 2Es este el calendario? Si, Sefior, es el calendario. (ats dts-tay ail cah-lain-déh- (see say-nyér ats ail cah-lain- reeoh) déh-reeoh) Ic this the calendar? ' Yes, sir, it is the calendar. EJERCICIO CON NOMBRES FEMENINOS Drill with feminine nouns 6 2Es esta la puerta? Si, Sefior, es la puerta. (ais dis-tah lah poodir-tah) (see say-nyér ats lah poodir-tah) Is this the door? Yes, sir, it is the door. 7 éEs esta la ventana? Si, Sefior, es la ventana. (ats dis-tah lah vain-téh-nah) (see say-nyér ats lah vain-téh- nah Is this the window? on) sir, it is the window. 8 2Es esta la pared? Si, Sefior, es la pared. (ais dis-tah lah pah-rdidth) (see say-nyér ais lah pah-rdidth) Is this the wall? Yes, sir, it is the wall. 9 éEs esta la cortina? Si, Sefior, es la cortina. (ais dis-tah lah cor-tée-nah) (see say-nyér ais lah cor-tée-nah) Is this the curtain? Yes, sir, it is the curtain. EJERCICIO CON NOMBRES MASCULINOS Drill with masculine nouns 2 2Es este el techo? No, Sefior, es el suelo. (ais dts-tay atl tdé1-tchoh) (no say-nyér ats atl soodt-loh) Is this the ceiling? No, sir, it is the floor. 5 2Es este el suelo? No, Sefior, es el calen- dario. (ais dis-tay ail soodi-loh) (no say-nyo6r ais atl cah-lain- déh-reeoh) Is this the floor? ' No, sir, it is the calendar.66 GALENO NATURAL METHOD 4 2Es este el cuadro? No, Sefior, es el escritorio. (ais dis-tay ail coodh-droh) (no say-ny6r ats atl ais-cree-téh- reeoh) Is this the picture? No, sir, it is the desk. 1 2Es este el escritorio? No, Sefior, es el techo. (ais ne atl ats-cree-téh- (no say-nyér ais ail téy-tchoh) reeoh Is this the desk? No, sir, it is the ceiling. 3 ‘2Es este el calendario? No, Sefior, es el cuadro. (ais dis-tay atl cah-lain-déh- (no say-ny6r ats atl cooéh-droh) reeoh Is 1) the calendar? No, sir, it is the picture. EJERCICIO CON NOMBRES FEMENINOS Drill with feminine nouns 7 Es esta la puerta? No, Sefior, es la ventana. (ais dis-tah lah poodir-tah) (no say-nyér ais lah vain-téh-nah) Is this the door? No, sir, it is the window. 8 Es esta la ventana? No, Sefior, es la pared. (ats dis-tah lah vain-téh-nah) (no saynyer ats lah pah-rdidth) Is this the window? O, sir, it is the wall. : 10 Es esta la pared? No, Sefior, es la pizarra. (ais dis-tah lah pah-rdtdth) (no say-nyér ais lah pee-théh-rah) Is this the wall? No, sir, it is the blackboard. 6 Es esta la cortina? No, Sefior, es la puerta. (ats dts-tah lah cor-tée-nah) (no say-nyér ats lah poodir-tah) Is this the curtain? No, sir, it is the door. 9 Es esta la pizarra? ‘No, Sefior, es la cortina. (ais dis-tah lah pee-thah-rah) (no say-nyér ats lah cor-tée-nah) Is this the blackboard? No, sir, it is the curtain. EJERCICIO CON NOMBRES MASCULINOS EN PLURAL Drill with masculine nouns in plural Los siguientes nombres en The following plural nours plural deben practicarse del should be practiced in the mismo modo que los de la same manner as those in the leccién precedente. former lesson. 5 2Qué son estos? Son los calendarios. (kay sohn dis-tohs) (sohn lohs cah-lain-déh-reeohs) What are these? These are the calendars. ,= ~ Io SPANISH: 2Qué son estos? (kay sohn dits-tohs) What are these? éQué son estos? (kay sohn dis-tohs) What are these? ¢Qué son estos? (kay sohn dis-tohs) What are these? 2Qué son estos? (kay sohn dis-tohs) What are these? BOOK ONE 67 ’ Son los cuadros. (sohn lohs coodh-dros) These are the pictures. Son los techos. (sohn lohs tdy-tchos) These are the ceilings. Son los suelos. (sohn lohs soodi-lohs) These are the floors. Son los escritorios. (sohn lohs ais-cree-t6h-reeohs) These are the desks. EJERCICIO CON NOMBRES FEMENINOS EN PLURAL Drill with feminine nouns in plural éQué son estas? (kay sohn dis-tahs) What are these? éQué son estas? (kay sohn dis-tahs) What are these? éQué son estas? (kay sohn dis-tahs) What are these? 2Qué son estas? (kay sohn dis-tahs) What are these? éQué son estas? (kay sohn dits-tahs) What are these? Son las cortinas. (sohn lahs cor-tée-nahs) These are the curtains. Son las ventanas. (sohn lahs vain-téh-naks) These are the windows. Son las pizarras. (sohn lahs pee-théh-rahs) These are the blackboards. Son las paredes. (sohn lahs pah-rdi-days) These are the walls. Son las puertas. (sohn lahs poodir-tahs) These are the doors. NUMEROS CARDINALES—Cardinal Numbers (n6o-may-rohs cahr-dee-néh-lays) cero, zero (thdy-roh) uno, one (60-noh) una, one (60-nah) dos, two (dohs) 3 4 5 tres, three (trats) cuatro, four (cooéh-troh) cinco, five (théen-coh) seis, six (sdiees)68 GALENO NATURAL METHOD 7 siete, seven . 9 nueve, nine (seedt-tay) (noodi-vay) 8 ocho, eight 1o diez, ten (6h-tchoh) (deedith) Note: The number uno, when used before a masculine noun, drops the o. This rule does not apply with feminine nouns because uno in these cases changes the o toa. Examples: un libro one book una regla one ruler un lapiz one pencil una pluma one pen EJERCICIO CON LOS NUMEROS—Drill with Numbers éQué nfimero es este? (8) Es el nimero ocho. (kay néo-may-roh ais dis-tay) (ais ail néo-may-roh 6h-tchoh) What number is this? It is number eight. éQué nGmero es este? (6) Es el nGmero seis. (kay néo-may-roh ais dis-tay) (atsail néo-may-roh sdiees) What number is this? It is number six. éQué namero es este? (4) Es el nGmero cuatro. (kay n6o-may-roh ais dis-tay) (ats ail néo-may-roh cooch-troh) What number is this? It is number four. 2Qué nfimero es este? (1) Es el nfiimero uno. (kay néo-may-roh ais dis-tay) (ats ail néo-may-roh 60-noh) What number is this? It is number one. éQué nfimero es este? (10) Es el nimero diez. (kay néo-may-roh ais dis-tay) (ais ail néo-may-roh deedith) What number is this? It is number ten. 2Qué nGmero es este? (2) Es el nimero dos. (kay néo-may-roh ais dis-tay) (ais ail néo-may-roh dohs) What number is this? It is number two. ¢Qué néimero es este? (5) Es el nimero cinco. (kay n6o-may-roh ats dis-tay) (ais ail néo-may-roh théen-coh) What number is this? It is number five. 2Qué ndimero es este? (3) Es el nGmero tres. (kay néo-may-roh ais dis-tay) (ats ail néo-may-rok traits) What number is this? It is number three. 2Qué nimero es este? (7) Es el nGmero siete. (kay n6o-may-roh ais dis-tay) (ats ail néo-may-roh seedi-tay) What number is this? : It is number seven. éQué ndmero es este? (9) Es el némero nueve. (kay néo-may-roh ais dis-tay) (ats ail n6o-may-roh noodi-vay) What number is this? It is number nine.SPANISH: BOOK ONE 69 EJERCICIO ACERCA DE LOS NUMEROS, EN PLURAL Drill on numbers, in plural éQué nimerossonestos? (1) Son los némeros uno, (3) tres y cinco. 5 (kay néo-may-rohs sohn dis-tohs) (sohn lohs néo-may-rohs 6o0-noh, trdis ee théen-coh) What numbers are these? They are the numbers one, three, and five. éQué nimeros sonestos? (2) Son los niimeros dos y (4) cuatro. (kay néo-may-rohs sohn dis-tohs) (sohn lohs néo-may-rohs dohs ee cooah-tro) What numbers are these? They are the numbers two and four. 2Qué nfimeros sonestos? (10) Son los nGmeros diez y (8) ocho. (kay néo-may-rohs sohn dis-tohs) (sohn lohs néo-may-rohs deedith ee oh-tchoh) What numbers are these? They are the numbers ten and eight. éQué nimeros sonestos? (9) Son los nfimeros nueve (7) y siete. (kay ndo-may-rohs sohn dis-tohs) (sohn lohs né6o-may-rohs noodt- vay ee seedt-tay) What numbers are these? They are the numbers nine and seven. EJERCICIO NEGATIVO ACERCA DE LOS NUMEROS EN PLURAL Negative drill on numbers, in plural 2Son estos los nfiimeros (10) No, Sefior, son los né- dos y cuatro? (z) meros diez y uno. Are these the numbers two No, sir, these are the numbers and four? ten and one. gSon estos los nimeros (9) No, Sefior, son los né- uno y ocho? (2) meros nueve y dos. Are these the numbers one No, sir, these are the numbers and eight? nine and two. 2Son estos los nfimeros (8) No, Sefior, son los né- seis y diez? (3) meros ccho y tres. Are these the numbers six and No, sir, these are the numbers ten? eight and three. 2Son estos los nimeros (7) No, Sefior, son los né- cinco y nueve? (4) meros siete y cuatro. Are these the numbers five No, sir, these are the numbers and nine? seven and four.70 GALENO NATURAL METHOD 2Son estos los nfimeros (6) No, Sefior, son los né- tres y cuatro? (5) meros seis y cinco. Are these the numbers three No, sir, these are the numbers and four? six and five. EXPRESIONES FAMILIARES PARA APRENDER DE MEMORIA Familiar Expressions for Memorizing Buenos dias, Sefior. (boodi-nohs dée-ahs say-nyér) Good morning, Sir. Buenas tardes, Sefiorita. (boodi-nahs téhr-days say-nyor-ée-tah) Good afternoon, Miss. Buenas noches, Sefiora. (boodi-nahs néh-chais say-nyér-ah) Good evening, Madam. Nore: Buenos dias is a form of greeting used before noon; Buenas tardes is used after noon until sundown and then the greeting buenas noches is used. These familiar expressions and the ones given in the lessons that follow, should be thoroughly memorized as they are very generally used. EJERCICIO DE NUMERACION—Number Exercise Léanse estos nimeros en Read these numbers aloud voz alta y al hacer asf, tra- and while doing so try to tese de aprender de memoria memorize the correct pro- la pronunciacién correcta en nunciation in Spanish. espafiol. I uno, 2 dos, Iuno, 3 tres, 2 dos, 4 cuatro, 3 tres, 5 cinco, 2 dos, 6 seis, 4 cuatro, 7 siete, 8 ocho, 6 seis, 9 nueve, 3 tres, 6 seis, 8 ocho, 2 dos, 5 cinco, 7 siete, 1 uno, 4 cuatro, 9 nueve, 3 tres, ro diez, 5 cinco, zr uno, 8 ocho, 2 dos, 6 seis, 3 tres, 7 siete, 10 diez, 4 cuatro, 9 nueve, I uno, 7 siete, 5 cinco, 2 dos, 4 cuatro, 3 tres.SPANISH> BOOK ONE 7! Norte: Read these numbers over and over and then on a separate sheet of paper write the numbers and the words after them as in the example that follows. Do this until you know them thoroughly. r23 1% 3 4 3 845 8 7 1 4 761% 4 92 5 5 9 7 10 7 9 7 0 59 2 4 1 6 436 9 59 4 675 8 10 4 § 3.5 2 | 5 cece ee 2 .eeeee 9... 7 seceeee Bowseeeee 8... yr a I... Q ...6.. - IO ......- 3... Ejercicio de Pronunciacién Léanse recio las palabras siguientes y tratese de recal- car siempre la vocal que carga el acento ortogrAfico o la vocal que aparece en letra bastardilla. Por ahora, no es necesario prestar aten- cién a la significacién inglesa de las palabras. Ud. encon- trara que éste es un ejercicio muy bueno para conseguir la pronunciacié6n exacta y el énfasis debido. Observara que algunas pa- labras llevan el acento orto- grafico y otras que no lo necesitan, tienen la vocal en letra bastardilla. En espajiol algunas palabras de- ben llevar el acento orto- grafico, mientras que otras no lo necesitan. 464 1 37 6 326 5 7 8 3 732 6 431 143 4 2 6 8 9 8 4 7 I0 § I 673 1 10 7 8 I 27 10 8 6 9 cece AB cee eee O ......5. weve IO occ eee | wove GO wee eeae To sseceeee cece 5 cee eeee 2 weeseece Exercise on Pronunciation Read aloud the words below and try to emphasize the vowel that bears the orthographic accent, or the vowel which is in italics. For the present it is not necessary to pay attention to the English meaning of the words. You will find this a very good exercise for the correct pronunciation and the proper emphasis. You will notice that some words bear the orthographic accent and other words that do not need it, have the vowel that bears the stress of voice in italics. In Spanish some words must bear the. orthographic accent while others do not need it.72 elemento ésta eslabén olor contento reloj ambigti duda narig6n tira almenara cola maitines baile caigo autor aureo treinta india ciencia sienes doliente heroico continua duelo GALENO NATURAL METHOD sombrero escuela mandadero triste opaco finico busto bulto tinta libro ala fila época embarcadero ébano inglés visita gusto consonante pasién bailarin baladi pluma busca elefante amistad escala gula cordobés confiado mediador motin cortina vaca andén corredor PRONUNCIACION—Pronunciation EJERCICIO DE DIPTONGOS—Exercise on diphthongs fraile vaivén traigo airoso caudal aula auditorio raudal fautor bautismo aun linea ley veinte _reino rey aceite ambiguo deudo indio amplio kmpio vicio paciencia vientos bien también sienten tientan siempre _ teniente viene nieto _—grieta oigo ciudadano estatua guardian canto cuando Nuevo grueso fuego vuelvo agiiero muero trueno epistola amapola burla uso nulo conejo papel:to adulacién susto abuso usted escalera aire auto empireo peine codicia servicio bienes consciente viudo agua suelo huiréis Note: The accented vowel is in italics. The student must find the diphthongs. En un papel aparte escri- banse las palabras siguientes y subrayese la vocal acen- EXAMEN—Examination tuada: digo origen sefiores leyes errores tientan galgo gato moro orden siempre amigo casa musa entraron dedo arboleda cabello naranja mano azGicar muchacho quimera avaro campana mesa padre minuto primero sobre comer civil ciudad verdad hablar portal usted sacudir entrar decir abril marchar peral cualidad bondad espafiol subir gozar vapor favor virtud capaz dirigir seguir almud On separate paper write the following words and underline the accented vowel: bienes impuesto estuvieron martes ochenta libro sefior reloj esperar animal especialSPANISH: BOOK ONE 73 LECCION TERCERA—THIRD LESSON (laik-theeéhn) (tair-thdy-rah) VOCABULARIO—Vocabulary (voh-cah-boo-léh-reeoh) DIMENSIONES DE LOS OBJETOS—Dimensions of Objects largo, larga, long (lér-goh, lér-gah) corto, corta, short (cér-toh, cér-tah) ancho, ancha, wide (Ghn-tcho, dhn-tcha) estrecho, estrecha, narrow (ais-trdi-tcho, ais-trdi-tcha) grueso, gruesa, thick (groo-di-soh, groo-di-sah) delgado, delgada, thin (del-géh-doh, del-gh-dah) *grande, gran, large, great (grahn-day, grdhn) pequeiio, pequefia,small, little (pai-kdin-yoh, pai-kdin-yah) alto, alta, high (Ghl-toh, dhl-tah) mas largo que, longer than (mahs lér-goh kay) tan largo como, as long as (tahn lér-goh co-moh) bajo, baja, low (bdéh-hoh, béh-hah) *NotTe: The adjective grande (large, great) when used to indicate eminence and not size, drops the final syllable de when placed immedi- ately before a singular noun, masculine or feminine. When referring to size the omission does not generally take place and the word follows the noun.“suoneseni Surpuodsaiioa amp yap suossay HE SoHE “yeas ame ag, pa oo "Hoye 3009 32H ML, ‘Sptgot spo yooor4prt0 a) (owe-uyp 290 gosepened yon) (anpape no watape oven 92) “syonbed ne wnyRI9 FT “Vous so Burezid VT “oU0 ge Oem O10 [ET BOOK ONE 169 TIEMPO PASADO—Past Tense ¢Dénde —-—-————— el afio pasado la familia Novoa? _ La familia ————————_ en Buenos Aires. ¢————_——_ los nifios con sus padres? Si, Sefior, ellos ———-————— con sus padres. ¢———_——— la madre con ellos? Si, Sefior, ella ——————_——— con ellos. ¢———————— la nifiera con la familia? Si, Sefior, la nifiera —-——————— con ella. TIEMPO FUTURO—Future Tense ¢Dénde ———————— el Sefior Novoa el préximo verano? (next) £1 ——_—————— en el campo. 2Dénde ——————— usted? Yo ———————— en la ciudad. éDénde ————————— los nifios el préximo afio? Ellos ——————————_ con el Sefior Novoa y la Sefiora Novoa. 2 ellos juntos el préximo verano? Si, Sefior, ellos ————————— juntos. ¢Quién ————————— con ellos el préximo verano? La nifiera ————————— con ellos. ¢———_——— nos otras en el campo? No, Sefior, nosotras ——-—————- en Ia ciudad.GALENO NATURAL METHOD 170 LECCION DECIMA CUARTA FOURTEENTH LESSON sould oy} sourd soy Sb searl oul SaTOddy SOT zreur jo zoe ja €v Bpsqoo B zy 0319 Jo Ib oAr ay? 0U9a}U99 Jo OF « 8380 ay} euaae By 6E sUrBIgH 94] SaTVqTAAN SOT suroos -ysnur 34} soZuoyq soy gf Jaquinond 343 ourded jo ie’, 07e30d a43(8zBy8d) ‘eded BT of soreqorqo Sead waa18 { soyuvend soy SE aseqqeo 342 ofjodes ja ve ysippes 343 oueqyl jo €€ sneredse ay} soZvirydso sot ct 891483039, OTL (sesquinZay s¥q) SVUNdaAA SVT UJOO ay} sor 3y} Aajreq 34} yeoym oy} Ast [eINeN—TVANLVN VIMOLSIH Arenqe20A—OINVINAVOOA SdLLIIQMeI]S 94} «= SBSOIy SBT IE sadeid ay} SBAN SBT Of a8ueso ay} sfuvieu By 6¢ ajdde 043s: BUezuBUr BT gt dead ay} vrad ey Lt Salllayd 4} «= $BZ9IVO SBI OF Syms eqL SVLOWI SVT 4ddod ay2 ~—s Bjodvure wy Se » din} 94? ugdyny jo ve Aayea soyTea dy Jo ATI] 942 «SOT Op OL Jo Ez uoreures 343 [Pav] Jo ee as01 94} BsOI BI 1 SIOMOLT OGL SqaoTa SVT ayeya 943 BuaTeq BI ot Be08}99 B—OROYLEO NO © (exeus 043) = (BIqaTNd BI) quadies 94} «—- ayUatdres By 61 omdoy eqL—Tldaa TH (eyseUr UT Yysg) —_ (opeosed) ysg oq zad Jo gt Wl 9GL—Sa0ad SOT (peoy ay}) Bory ay2 Codes Jo) ‘ewer By Lr sjeuruy snorqrqdury oy] SOIdIdNV SOT aaq 9y} vfoqe vy or qeaqoo ay? BS} BT pue'sepidsay3 ss A bere By Sr Ay ay Bosoul Bl FI / Apseyjng 943 «= Bsodpreur BT Er - que 34} BSr0Y BI ZI» spesul oq] SOLOUSNI SOT 35003 34} osued Jo II yonp ey OUSTO Jo O1 ueAS 34} oyed Jo 6 Aayin} 243 oad [2 § SITY Yt soyqjod soy 4 way 243 Buyyes By 9 - 39}s001 34} oye? fa Ss yoooved 043 «= ver oad jo ¥ JMo 247 oqng jo € AOT[EMS 94} BUIIPUOIOS Bt ajsee 043’ = BM By yO I s[Moq OYL—SHAV SVTepee genes oa ‘moy Pia ‘saaeaayee BOay “1ernst Ren SSS EE LS SS, 172 GALENO NATURAL METHOD CONVERSACION—Conversation / éCuantos pies tienen las aves? How many fegt have the fowls? Las aves tienen dos pies. Fowls have two feet. 2Qué ave representa el ndmero uno? What fowl is represented by number one? El namero uno representa un dguila con las alas abier- tas. Number one represents an eagle with its wings outspread. ds el Aguila fuerte? Is the eagle strong? Si, Sefior, el Aguila es un animal muy fuerte. Yes, sir, the eagle is a very strong bird. 2Qué ave representa el nfimero tres? What fowl is represented by number three? Esta ave es un buho. This fowl is an owl. Puede el buho ver de dia? Can the owl see by day? No, Sefior, el buho ve de noche; es un pajaro nocturno. No, sir, the owl sees at night; it is a nocturnal bird. iQué paéjaro representa el nfimero dos? What bird is represented by number two? > Esta es la golondrina, un ave muy favorita del pueblo, volando caza insectos, volando bebe, volando tam- bién se bafia. This is a swallow, a very favorite bird of the people; while flying it eats insects, drinks, and also bathes. 2De qué color es la golondrina? Of what color is the swallow? La golondrina es negra y blanca 0 azul obscuro. The swallow is black and white, or dark blue. 2Qué representa el nGmero cuatro? What is represented by number four? Es el pavo real, ave doméstica, muy hermosa, y con plumas de color verde, azul y muchos otros. t is a peacock, a domestic fowl, very beautiful, and has green, blue, and many other color d feathers.SPANISH+ BOOK ONE 173 2Qué aves domésticas son mas interesantes al hombre? What domestic fowls are very interesting to man? . El gallo de color variado, y la gallina que pone huevos. The various colored rooster and the hen which lays eggs. éQué representa el nGmero veintiuno? What does number twenty-one represent? Es una flor con su botén y hojas. It is a flower with its bud and leaves. 2¢Qué flor es esta? What flower is this? Esa es la rosa de los jardines, la reina de las flores. That is the rose of the gardens, the queen of the flowers. De qué color es generalmente la rosa? Of what color is the rose, generally. La rosa es generalmente rosada, roja, blanca o amarilla. The rose is generally pink, red, white, or yellow. dEs el clavel una planta de adorno? Is the carnation an ornamental flower? Si, Sefior, el clavel, como la rosa, es una planta de adorno. Yes, sir, the carnation, like the rose, is an ornamental plant. 2Cudles son los cereales m&s importantes? Which are the most important grains? El trigo la cebada y el maiz. Wheat, barley, and corn. 2Qué se hace del trigo? What is made from wheat? El trigo molido produce la harina mAs nutritiva. Ground wheat produces the most nutritive flour. ¢ 2En qué se emplea la cebada? For what is barley used? f e La cebada_se emplea principalmente en la fabricaci6n de cervéza. Barley is used chiefly for the manufacture of beer.174 GALENO NATURAL METHOD 2Qué otro empleo tiene la cebada? For what else is barley used? De ella se hace sopa para los enfermos. From it soup for the sick is made. 2Qué frutas ve usted en este cuadro? What fruits do you see in this picture? Veo las cerezas, la manzana, la pera, la naranja y las uvas. I see cherries, an apple, a pear, an orange, and grapes. El cerezo produce cerezas, el manzano produce manzanas el peral produce peras, el naranjc produce naranjas, y la vid produce uvas. The cherry tree produces cherries, the apple tree produces apples, the pear tree produces pears, the orange tree produces oranges, and the grapevine, grapes. 2Qué drbol produce la fresa? What tree produces the strawberry? La fresa no es producida por un drbol; la fresa es pro- ducida por la planta rastrera llamada fresal. The strawberry does not grow on a tree; it grows on a creeping plant called the strawberry plant. ¢CuAl de las legumbres es la mas importante para el hombre? Which of the vegetab‘es is the most important to man? La papa y también los guisantes y el repollo. The potato, and also green peas and the cabbage. PRONOMBRES DEMOSTRATIVOS Demonstrative Pronouns Masculino Singular Masculino Plural este this (corresponds to here) estos those ese that (corresponds to there) esos those aquel that (corresponds to yonder) aquellos those Femenino Singular Femenino Plural esta this (corresponds to here) estas these esa that (corresponds to there) esas those aquella that (corresponds to yonder) aquellas thoseSPANISH - Neutro Singular esto this (corresponds to here) eso that (corresponds to there) aquello that (corresponds to yonder) BOOK ONE 175 The form of the masculine plural is used for the neuter. OBSERVACIONES GRAMATICALES Grammatical Observations este (masculino) Este, esta y esto se usan para indicar lo que est4 cerca del que habla y corresponde a aqué (here). ese (masculino) Ese, esa y €SO se usa para indicar lo que esta a cierta distancia del que habla y corresponde a ahé (there). aquel (masculino) aquella Aquel, aquella y aquello se usan para indicar lo que est lejos del que habla y corresponde a allé (yonder). Nota: Las formas plurales se usan en el mismo modo. Los pronombres demos- trativos preceden general- mente a los nombres y concuerdan con ellos en género y nimero. Ejemplo: este libro this book estos libros these books ese tintero that inkstand esos tinteros those inkstands aquel lapiz that pencil aquellos lapices those pencils esta (femenino) esa (femenino) esto (neutro) Este, esta, and esto are used to indicate what is near the one who speaks and cor- responds to agut (here). eso (neutro) Ese, esa, and eso are used to indicate what is at a certain distance from the one who speaks and corresponds to aht (there). (femenino) aquello (neutro) Aquel, aquella, and aquello are used to indicate what is far away from the one who speaks and corresponds to allt (yonder). Note: The plural forms are used in the same way. The demonstrative pro- nouns” generally precede nouns and agree with them in gender and number. Ex- ample: esta regla this ruler estas reglas these rulers esa pluma that pen esas plumas those pens aquella mesa that tables aquellas mesas those tables176 Las formas neutras esto, eso y aquello se usan unicamente en sentido abso- luto, es decir, nunca van acompajiadas de nombres. Ejemplo: GALENO NATURAL METHOD The neuter forms esto, eso, and aquello are used only in absolute sense, that is, they are never accom- panied by nouns. Example: éQué es esto? What is this? Eso es. That is it. 2Ha visto usted esto? Have you seen this? Eso.no es asi. That is not so. Aquello es imposible. That is impossible. Nore. .The demonstrative pronouns bear the diacritic accent when used in place ofanoun. See rules of accent, page 30. EJERCICIO (Singular)—Exercise (Singular) Este es el sombrero negro. This is the black hat. 2Qué es esto? What is this? Este es el libro rojo. This is the red book. Ese es su sombrero. That is your hat. Esa es la ventana ancha. That is the wide window. éQué es eso? What is that? Ese es el paraguas del Sefior Novoa. That is Mr. Novoa’s umbrella. Esa es la corbata azul. That is the blue necktie. Aquel es el cerro grande. That (yonder) is the big hill. Aquella es la montafia alta. That (yonder) is the high mountain. 2Qué es aquello? What is that (yonder)? Aquel es un 4rbol. That (yonder) is a tree. EJERCICIO (Plural)—Exercise (Plural) Estos son sus sombreros. These are your hats. Estas son las corbatas. These are neckties, 2Qué son estos? What are these? Esos son los zapatos bajos. Those are low shoes. Esas son las plumas. Those are pens. Aquellos son los animales domésticos. Those (yonder) are domestic ani- mals. Aquellas son las golondrinas. Those (yonder) are swallows.SPANISH~- BOOK ONE 177 CONVERSACION (Singular)—Conversation (Singular) 2Es este caballo de ese hombre? Is this that man’s horse? No, Sefior, ese es mi caballo. No, sir, that is my horse. 2Es esta la blusa de la Sefiorita? Is this the young lady’s waist? Si, Sefior, esa es la blusa. Yes, sir, that is the waist. 2Qué es esto? What is this? Este es el papel de mi hermana. This is my sister’s paper. 2Es ese su brazo derecho? Is that your right arm? No, Sefior, este es mi brazo izquierdo. No, sir, this is my left arm. 2Es esa su mano derecha? Is that your right hand? Si, Sefior, esta es mi mano derecha. Yes, sir, this is my right hand. 2Qué es eso? What is that? Ese es el reloj de pared. That is the wall clock, 2Es aquel arbol un cerezo? Is that (yonder) tree a cherry tree? Si, Sefior, aquel arbol es un cerezo. Yes, sir, that (yonder) tree is a cherry tree. aEs aquella la casa de la Sefiora? Is that the lady’s house? No, Sefior, aquella es mi casa. No, sir, that is my house. iQué es aquello que veo? What is that that I see? Aquello es un cerdo. That is a hog.178 GALENO NATURAL METHOD CONVERSACION (Plural) —Conversation (Plural) 2Son estos los colores? Are these the colors? Si, Sefior, estos son los colores. Yes, sir, these are the colors. 2Son estas las manecillas del reloj? Are these the hands of the clock? Si, Sefior, son las manecillas del reloj. Yes, sir, they are the hands of the clock. 2Son esos los animales domésticos? Are those domestic animals? No, Sefior, son los animales salvajes. No, sir, those are wild animals. ¢Son esas casas grandes? Are those large houses? No, Sefior, esas casas son pequefias. No, sir, those houses are small. 2Son aquellos los nfimeros cardinales? Are those the cardinal numbers? No, Sefior, aquellos son los nimeros romanos. No, sir, those are the roman num 2Son aquellas mis gorras? Are those my caps? No, Sefior, son sus corbatas. No, sir, they are your neckties, 2Son aquellas las gallinas? Are those hens? No, Sefior, aquellos son los patos. No, sir, those are ducks. 2Qué son aquellas? What are those? Aquellas son las rosas. Those are roses.SPANISH: BOOK ONE 179 EXPRESIONES FAMILIARES PARA APRENDER DE MEMORIA Familiar Expressions for Memorizing 4 Mozo, no olvide llamarme temprano; debo ir ala estacién mafiana. Waiter, do not forget to call me early; I have to go to the station to-morrow. ¢Cuando sale el vapor? When does the ship leave? Mafiana a las diez y media. | Tomorrow at ten-thirty. Cémbieme esta letra. Change this draft for me. - ¢Dénde estén mi sombrero y maleta? Where is my hat and suitcase? ¢Cudl es el precio de un cuarto en este hotel? What is the price of a room n this hotel? Tres pesos por dia. Three dollars a day. Déme usted un cuarto con bafio. Give me a room with bath. Déme usted la llave de mi cuarto. Give me the key to my room.180 GALENO NATURAL METHOD EXAMEN—Examination Tradtzcase lo siguiente al Translate the followin espafiol: into Spanish: . Those are red flowers. Is this my rooster? What is that? What is that (yonder)? That is a butterfly of three colors. Is that the big hen? No, sir, that is the white goose. What is this? It is a pear tree. Is that a fish? Yes, sir, that is a fish. Are those turkeys? No, sir, those are hens. What flowers are these? They are tulips. Are those (yonder) carnations? Those are not carnations; they are roses. What tree is that (yonder)? That is a fir tree. Is that (yonder) a poppy? Yes, sir, that is a poppy. Is that (yonder) an orange tree? Yes, sir, that tree is an orange tree. How many chicks has that hen? That hen has twelve chicks. That swan is white.SPANISH: BOOK ONE 181 REGLAS PARA LA ALIMENTACION j I Comér solamente buenos alimentos, sericillos, y bien coginados, yoy / ae, 2 Ser temperantes en las comidas y en las hebidas. 3 Comer despacio y tener cuidado de no sazonar dema- siado los alimentos. 4 Masticar todos los alimentos lo suficiente. 5 Evitar la mezcla de muchos manjares en una sola comida. 6 Observar regularidad en el tiempo de las comidas. 7 Cuidado de no comer nada cuando se esté fatigado. 8 Desechar los alimentos dulces y condimentados. 9 Evitar las bebidas en las horas regulares de comer. to Evitar las especias, las salsas fuertes y toda clase de irritantes y estimulantes. 1r Una buena voluntad vale m@s que las tabletas de pepsina para evitar la indigesti6n. 12 Dejad que la raz6n conduzca al apetito con cadena de oro. Rules for Eating— (translation) To eat only good foods, simple and well cooked. To be temperate in eating and drinking. To eat slowly, and to be careful of highly seasoned foods. To masticate all foods sufficiently. To avoid the mixing of many foods in one meal. To observe regularity in the time of meals. Be careful not to eat when you are fatigued. To exclude sweet foods and condiments. To avoid drinks in the regular hours of eating. 10 To avoid spices, strong sauces, and all kinds of irritants and stimulants. Oo ON AN FW ND 11 A good determination counts more than tablets of pepsin to avoid indigestion. 12 Allowreason to guide your appetite, leading it as with a chain of gold.GALENO NATURAL METHOD 182 LECCION DECIMA QUINTA FIFTEENTH LESSON JaAlIs 34} [993s ay? arem pozeld ay? TP Ys 2810310} 94} uaul] oy uinuluinye ay} sse[3 ay [eqau ay? (eurYy>) Soystp ay} Sut urydeu 94} pue urydeu 343 Jaze] yeour e si1ayoe19 jo ajed 2 Abd} ay} [Moq Jesns ay} dno ay} Jayoyd weeds ay? qodaayoo ay} YsIp peeiq aq} peeiq 947 MAIISYIOO 9Y} JayoeIO NG 9y3 puejs ay} yodea} ay} y20q JO a[330q ay} werd B] 03998 [a gnbeyd jo eres ja oul [2 ofaramnye fo onpts jo Teyour To BZOT BT optus ja £ Bjay[lasas BT aures ap ojueny bun sb}o][e3 op o7¥yd un vfopueq By oJaIVINZE Jo BZB} By wurals op orf ja BI9JOFCD Bl eioued By] ued Jo woznquip je SOdMNUVISBD [oO U9}s0s [a B19}0} Bl BZ0AI99 OP BIIA}0q BT aUIM Jo 3]3}0q ay} ausedueyo Jo 3]}30q ay) sss ausedureyo ay} a]}30q JayeM 9y} 2nul ay3—J9]quIN} 9y3 Jayem JO ssefs ay} sse]3 aurm 24} sroqeys Joddad pue yes 943 JonID reZaula ay} qanzd [Io ay} Ysip nay 943 s}inJy ay soy BurAred oy} ayy Burared ay} opray qnay ayy ayray ayy HAO} ay} woods ay} Jaones ay} azefd JauuIp ay} ayerd dnos ay} qr0PP91qe} ayy ape, dnos ayy uaain} dnos ay} BAIS 9IGQ’L 9YL—VSAW Ad OIIANAS Tai Areqnqes0A—OTAVINGVOOA ours ap vT}OI0q FF vyedureqo ep ¥II9}0q BT eropedureyo vdoo By] BnZe ap BIJE}0q BT 490q Je BNnZe ap OSBA JO outa op doo ¥y oxajuound A OlaTes jo BIOIZVUIA BI BI9}TI0¥8 ET BION; Vl SUNT; SUT JOpeysULy Jopeus} je JOpeyIULA opFyons [9 ose Ny OTTYINS Jo opfrgono ja Jopeus} [a BIBYONI BT opmetd jo ouvyd 03¥]d Ja opuoy o7eyd Jo yezUEUT {a ugreyons [a Bsedos B] - Ho eTMSeReeeages Ha MSTNG BO a°184 GALENO NATURAL METHOD EJERCICIO—Exercise La sopera es de loza. The soup tureen is chinaware. El mantel es de lino. The tablecloth is linen. Los platos son de loza. The dishes are chinaware. El cucharén es de aluminio. The soup ladle is aluminum. Los cuchillos, cucharas y tenedores son de plata. The knives, spoons, and forks are silver, El cuchillo trinchador es de acero. The carving knife is steel. La frutera es de vidrio. The fruit dish is glass. EI anillo es de carey. The napkin ring is tortoise shell. La cafetera es de plaqué. The coffeepot is silverplated. Las galletas estén en un plato. The crackers are in a dish. Las frutas estan en la frutera. The fruit is in the fruit dish. El pan est4 en la panera. The bread is in the bread dish. La carne esta en la fuente. The meat is on the platter. Las hbotellas y vasos son de vidrio. The bottles and tumblers are glass. EI te esta en la tetera. The tea is in the teapot. El azfcar estaé en el azucarero. The sugar is in the sugar bowl. La servilleta est4 en el anillo. The napkin is in the napkin ring. La sopa est en la sopera. The soup is in the soup tureen. CONVERSACION—Conversation 2 De qué es hecha la sopera? What is the soup tureen made of? La sopera es de loza. The soup tureen is made of chinaware. 2Es el cucharén de loza? Is the soup ladle chinaware? No, Sefior, el cucharén es de metal. No, sir, the soup ladle is metal. 2De qué es hecho el mantel? What is the tablecloth made of? El mantel es de lino. The tablecloth is of linen. ¢De qué son hechos los platos? ‘ What are the plates made of? Los platos son hechos de loza. The plates are made of chinaware,SPANISH~+ BOOK ONE 185 ¢De qué es hecha la frutera? What is the fruit dish made of? La frutera es hecha de vidrio. The fruit dish is made of glass. 2Qué ve usted en la frutera? What do you see in the fruit dish? Veo varias frutas. I see various fruits, éQué frutas ve usted? What fruits do you see? Veo una pifia, una pera, dos duraznos, las uvas y los platanos, I see a pineapple, a pear, two peaches, grapes, and bananas, 2Qué contiene la panera? What does the bread dish contain? La panera contiene pan. The bread dish contains bread. 2Qué contiene la cafetera? What does the coffeepot contain? La cafetera contiene café. The coffeepot contains coffee. 2Qué contiene la botella larga? What does the long bottle contain? La botella larga contiene vino. The long bottle contains wine. 2Qué contiene la sopera? What does the soup tureen contain? La sopera contiene sopa. The soup tureen contains soup. ¢De qué es hecho el pan? Of what is bread made? El pan es hecho de trigo. Bread is made of wheat. 2De qué es hecho el vino? What is wine made of? El vino es hecho de las uvas. Wine is made of grapes.186 GALENO NATURAL METHOD 2Qué contiene la fuente grande? What does the large platter contain? La fuente grande contiene chuletas de cordero y salchichas. The large platter contains lamb chops and sausages. 2Qué quiere usted? What do you wish? Quiero un poco de te con leche. I wish a little tea with milk. éQuiere usted azticar? Do you wish sugar? Si, Sefior, quiero un poco. Yes, sir, I wish a little. 2Tiene usted hambre? Are you hungry? Si, Sefior, tengo mucha hambre. Yes, sir, I am very hungry. 2Qué desea usted ahora? What do you desire now? No deseo nada. I desire nothing. 2Quiere usted un poco de te puro? Do you wish a little plain tea? No, Sefior, prefiero café cargado. No, sir, I prefer strong coffee. 2Puro 0 con aziicar? Plain or with sugar? Me gusta muy dulce. I like it very sweet. 2Qué quiere usted beber? What do you wish to drink? Quiero beber un poco de cerveza. I wish to drink some beer. 2Dénde esta la cerveza? Where is the beer? Est4 en la botella sobre la mesa. It is in the bottle upon the table.SPANISH: BOOK ONE 187 2Es esta la cerveza? Is this beer? No, Sefior, es la champafia. No, sir, it is champagne. 2A qué hora quiere usted beber te? At what time do you wish to have tea? A las cinco de la tarde. At five o'clock, 2Quiere usted un poco de duraznos con crema? Would you like to have some peaches with cream? Si, Sefior, me gustan mucho. Yes, sir, I like them very much. 2Qué prefiere usted las pifias o los platanos? What do you prefer, pineapples or bananas? Prefiero las pifias. I prefer pineapples. 2Dénde estan las frutas? Where is the fruit? Las frutas estén en la frutera. The fruit is in the fruit dish. PRONOMBRES INDEFINIDOS—Indefinite Pronouns sesien { somebody, anybody someone, anyone nadie { nobody, not anybody no one no one, not any one { someone, anyone |] somebody, anybody \ some, any, some person | some thing, a few algo or f something, aught alguna cosa | somewhat cualquiera or { anybody, anyone cualquier cosa | whichsoever alguno quienquiera { anyone, anybody whosoever uno one unos some, a few otro other, another otros others, some guno { robodt none, not any nada or { nothing, naught ninguna cosa | not anything todo el mundo { everybody « anybody toda persona everybody, anybody todo lo que anything todo all, everything, every all, everybody todos { every one188 Alguien y nadie se refieren unicamente a personas; al- guno y ninguno se refieren a personas y cosas; algo y nada, solamente a cosas. Cuando nadie, ninguno y nada no empiezan la frase, ésta se principia con el ad- verbio no. Ejemplo: Nada he comido No he comido nada Alguno y ninguno pierden la o cuando preceden a un nombre. Ejemplo: 2Tiene usted algin libro? No tengo ningan libro. GALENO NATURAL METHOD Alguien and nadie refer only to persons; alguno and ninguno refer to persons and things; algo and nada, only to things. When nadie, ninguno, and nada do not begin the sen- tence, it begins with the adverb no. Example: I have eaten nothing. I have eaten nothing. Alguno and ninguno drop the o when used before a noun. Example: Have you any book? I have not any book. EJERCICIO—Exercise éQuién est4 en ese cuarto? Who is in that room?. Pienso que alguien esta en ese cuarto. I think somebody is in that room, 2Quiéa vive en esa casa? Who lives in that house? Nadie vive en esa casa, 0, no vive nadie en eSa casa. Nobody lives in that house. éEsté alguno atendiendo al paciente? Is somebody attending the patient? No Sefior, ninguno lo est4 atendiendo. No, sir, nobody is attending him. ¢Dénde trabajan sus dos hijos? Where do your two sons work? Ambos trabajan en el correo. Both work in the postoffice. Todos los empleados estén trabajandc. All the employees are working. Cada uno tiene una hora libre, Each one has an hour free.SPANISH: BOOK ONE 189 Yo siento mucho frio en invierno y mucho calor en verano. a I feel very cold in winter and very warm in summer. El tiene muchos animales en su rancho. He has many animals on his ranch. éTiene usted algo? Have you something? Si, Sefior, tengo algo. Yes, sir, I have something. EXAMEN—Examination Trad dzcanse los siguientes Translate the following ejercicios al espafiol. Véase exercises into Spanish. See la ilustracién de la leccién the illustration, page 183. décima quinta. On this page we see many objects. On the table there are a table cloth and a soup tureen. In the soup tureen is a ladle. | How many plates do you see? I see three plates, the soup plate, dinner plate, and saucer. A large ladle is between the plates and the spoon. Here we see the silver teapot and the forks and knives. What does the fruit dish contain? The fruit dish contains different kinds of fruit, grapes, peaches, pears, pineapple, apricots, and bananas. What do the black bottles contain? One contains champagne, and the other, wine. What does the other bottle contain? The other bottle contains beer. What does the large bottle contain? The large bottle contains water. Is the bottle metal? No, sir, it is glass. Who has the teapot? Nobody has the teapot. Has anybody the sugar bowl? Yes, sir, somebody has the sugar bowl. Has he something in his hand? Yes, sir, he has the sugar bowl in his hand. The glass, number twenty-two, contains nothing.190 GALENO NATURAL METHOD Restaurante Galeno Galeno’s Restaurant MEN(, LISTA DE PLATOS (Menu) List of Dishes (Bill of Fare) ENSALADAS Salads Camarén Cangrejo Lechuga Tomate Shrimp Crab Lettuce Tomato Huevos rellenos con mayonesa Stuffed eggs with mayonnaise SOPAS Soups Arroz con tomate Fideos Sopa de gallina Rice with tomato Vermicelli Chicken soup MARISCOS Sea Food Trucha frita Salmén Langosta Ostras fritas Fried trout Salmon Lobster Fried oysters Bacalao Carpa Lenguado frito apanado Codfish Carp Fried sole breaded — ENTREMES Entrées Tomates rellenos Carne cocida Carne emparrillada Stuffed tomatoes Boiled meat Broiled meat Carne guisada Biftec con papas y berro Stewed meat Beefsteak with potatoes and water-cress Costillas (chuletas) de ternera Chuletas de cordero Ribs of veal Lamb chops Puerco fresco con salsa picante Fresh pork with hot sauce Salchichas fritas con repollo Acido Fried sausage with sauerkraut : . Fréjoles con tocino Huevos con jamén Beans with bacon Eggs with ham LEGUMBRES . Vegetables Zanahorias Repollo Colifior Espinacas Carrots Cabbage Cauliflower Spinach Alcachofas Apio Cebollas Guisantes Artichokes . Celery Onions Green peasepee Melocotones (duraznos) Peaches SPANISH: BOOK ONE ig! LEGUMBRES Vegetables _ Remolacha R&banos Lechuga Meee ems Beets Radishes Lettuce Choclo (mex. elote) Ajo Aceitunas Nabos ’ Corn on cob Garlic Olives Turnips Camotes (batatas) Habichuelas tiernas Sweet potatoes String beans POSTRES Desserts Manzanas asadas Albaricoques (damascos) . Baked apples Apricots Plétanos con crema y aziicar Bananas with cream and sugar Peras Ciruelas secas Cerezas Naranjas Pears Prunes Cherries Oranges Fresas Pifias Uvas Nueces Strawberries - Pineapples Grapes Nuts QUESOS Cheese Espafiol California Suizo- Limburgués Holandés Spanish California Swiss Limburger Holland DULCES Sweets Pudin de ciruela a la inglesa English plum pudding Pastel de limén Pastel de manzana Lemon pie Apple pie REFRESCOS Refreshments Limonada Jugo de uva Lemonade rape juice Helados de fresas Helados de almendra Strawberry ice cream Almond ice cream Helados de vainilla Helados de chocolate Vanilla ice cream hocolate ice cream BEBIDAS ‘ Beverages Café Te Lech Coffee Tea . , Milk Vino Cerveza Wine BeerGALENO NATURAL METHOD 192 LECCION DECIMA SEXTA SIXTEENTH LESSON JeyoUe ay} volt |? aBeo priq 243 nel By ayeyo ay} BITS Vy sasse[s ay} SOSBA SO] asgturpsel ayy BIIUIpIEl Bl usa} ay} v1 oyoe[ey Je OT Preogapis 343 Sr Jopuseds ja 6 [ies azeld ay} €1 esidel BI g Jasojd euryd ay? tI (oleulse) Busouye By OL szinjy ayy II SBINIJ SBE OQ Wooy Zumq eyl—YOdaANOD TH Arenqes0A—OTAVTINGVOOA ysip 3n3y ayy BIa{NIJ Bl 3ul1 ulydeu ay? Ooyjtue [a urydeu ay} ByaTIAIVS Bl adIAJas 3} OLDIAIOS [9 yr0p921qe3 943 Je}UBU JoSPANISH + BOOK ONE EL COMEDOR—The Dining Room194 GALENO NATURAL METHOD CONVERSACION—Conversation éQué hacemos en el comedor? What do we do in the dining room? : : En el comedor comemos, We eat in the dining room. Qué ve usted en el centro del comedor? What do you see in the center of the dining room? Veo una mesa cuadrada con su mantel y dos sillas. I see a square table with its tablecloth and two chairs. éVe usted algo sobre la mesa? Do you see something upon the table? Si, Sefior, veo la frutera llena de frutas, el servicio y una servilleta con su anillo. Yes, sir, I see the fruit dish full of fruit, the service, and a napkin with its ring. 2Dénde esta el helecho? Where is the fern? El helecho est4 en una jardinera sobre el aparador. The fern is in a jardiniére upon the sideboard. éVe usted algo mas sobre el aparador? Do you see something more upon the sideboard? Veo una cafetera, el azucarero y un jarro con crema. I see a coffeepot, a sugar bowl, and a pitcher with cream. 2Dénde esta la alacena? Where is the china closet? La alacena esta en un rincén al fondo del cuarto. The china closet is in a corner at the back of the room. 2Qué contiene la alacena? What does the china closet contain? La alacena contiene toda la loza y porcelana. The china closet contains all the china and porcelain, 2Ve usted algo en el suelo del comedor? Do you see something on the floor of the dining room? Veo una alfombra muy fina. I see a very fine rug.SPANISH- BOOK ONE 195 DECLINACION DE LAS TRES CONJUGACIONES Declination of the three conjugations PRIMERA CONJUGACION—First Conjugation HABLA R—To Speak MODO INFINITIVO _—PARTICIPIO PRESENTE _—PARTICIPIO PASADO Infinitive Mode Present Participle Past Participle hablar hablando hablado PRESENTE DE INDICATIVO—Present Indicative yo hablo I speak ta hablas thou speakest usted | you speak él habia he } ks ella J ~ she { SP*4 nosotros nosotras \ hablamos we = speak ustedes you ellos hablan they speak ellas they PRETERITO—Past Perfect yo hablé I spoke ta hablaste thou didst speak usted you él | hablé he spoke ella she nosotros a \ habldmos we spoke ustedes you . ellos | hablaron they | spoke ellas they FUTURO—Future yo hablaré I shall speak ta hablards thou wilt speak usted you él \ hablaré he | will speak ella } she , nosotros nosotras \ nablaremos we shall speak ustedes you ellos | hablardn they | will speak ellas they196 GALENO NATURAL METHOD SEGUNDA CONJUGACION—Second Conjugation — COMER—To Eat MODO INFINITIVO _PARTICIPIO PRESENTE _—PARTICIPIO PASADO Infinitive Mode Present Participle Past Participle comer comiendo comido PRESENTE DE INDICATIVO—Present Indicative yo como I seat td comes thou eatest usted you eat él come . he ella she }eats nosotros } we \ comemos eat nosotras we .ustedes you ellos comen they eat ellas they PRETERITO—Past Perfect yo comi I ate td comiste thou didst eat usted you . él comi6 he ate ella she nosotros \ comimos we } ate nosotras we ustedes you ellos | comieron they | ate ° elias they FUTURO—Future yo comeré I shall eat ta comerds thou wilt eat usted you | comerd he | will eat ella she nosotros we \ comeremos \ shall eat nosotras we ustedes you ellos \ comerdn they | will eat ellas ] * theySPANISH: BOOK ONE 197 TERCERA CONJUGACION—Third Conjugation SUBIR—To Go Up MODO INFINITIVO PARTICIPIO PRESENTE PARTICIPIO PASADO Infinitive Mode Present Participle Past Participle subir subiendo subido - PRESENTE DE INDICATIVO—Present Indicative yo subo I go up tu subes thou goest up usted you goup él | se he \ ella she { 8° uP nosotros . we \ subimos \ go up nosotras we ustedes you ellos suben they | go up ellas they PRETERITO—Past Perfect yo subi I went up ta subiste thou wentest up usted you él | subi he | went up ella she nosotros we } subfmos } went up nosotras we ustedes you ellos | subir they | went up ellas they FUTURO—Future yo subiré I shall go up ta subirds thou wilt go up usted you él | bia he | will go up ella , . she nosotros . ‘ we noso res subtremos we \ shall go up ustedes you ellos subirdén they | will go up ellas they* ¢ . 198 GALENO NATURAL METHOD PRIMERA CONJUGACION—First Conjugation HABLA R—To Speak MODO IMPERATIVO—Imperative Mode | habla td (thou or you) speak no hables ta (thou or you) do not speak hable usted, él, ella (you) let him or her speak hablemos nosotros, nosotras let us speak hablen ustedes, ellos, ellas (you) (you) let them speak e \ vy ’ ; i SEGUNDA CONJUGACION—Second Conjugation 9 « COMER—To Eat MODO IMPERATIVO—Imperative Mode come ti . (thou or you) eat no comas ti (thou or you) do not eat coma usted, él, ella (you) let him or her eat comamos nosotros, nosotras let us eat coman ustedes, ellos, ellas (you) let them eat TERCERA CONJUGACION—Third Conjugation SUBIR—To Go Up MODO IMPERATIVO—Imperative Mode sube ti (thou or you) go up no subas ti (thou or you) do not go up suba usted, él, ella (you) let him or her go up subamos nosotros, nosotras_ . let us go up suban ustedes, ellos, ellas (you) let them go upSPANISH - BOOK ONE. 199 OBSERVACIONES GRAMATICALES Grammatical Observations VERBOS REGULARES—Regular Verbs PRIMERA CONJUGACION First Conjugation SEGUNDA CONJUGACION Second Conjugation acompafiar to accompany’ beber - todrink (to take) afeitar to shave creer to believe amar to love comprender to comprehend (to understand) atreglar to arrange escoger to select comprar to buy leer to read tomar ° to take (todrink) prometer to promise llamar to call responder to answer mirar_ to look socofrer to succor nombrar to name temer - to fear TERCERA CONJUGACION ° Third Conjugation decidir to decide . partir to part, to depart descubrir "to discover recibir to receive distinguir to distinguish subir to go up (to come up) imprimir t6 print vivir to live Todos los verbos espajio- les terminan en ar, er o ir. Estas son las termina- ciones del infinitivo. La rafz del verbo es lo que queda después de separarse (o de haber sido separadas) las terminaciones. Hablar, _ infinitivo verbo hablar; hadi es la raiz y ar la terminaci6n. Los verbos regulares re- tienen la raiz en toda la conjugacién; solamente las terminaciones varfan de acuerdo con las inflexiones del * All Spanish verbs end in ar, er, or ir. These are the endings of the infinitive. The root of the verb is what is left after the endings have been separated. Hablar, the infinitive of the verb (to speak); hadl is the root and ar is the ending. The regular verbs retain their root throughout their conjugation; it is only the endings that vary according to the inflection of person,200 de la persona, ndmero, tiempo, y modo. Como ejemplo fijese en la con- jugacién de cada uno de los tres verbos modelos. El verbo’ escribir es regular, pero tiene un Parti- cipio Pasado irregular, asf: escrito. FORMA NEGATIVA Con excepcién del cambio que en la primera persona singular se efecttia en la forma negativa del modo im- perativo, las dem4s personas son invariables. Ejemplo: habla té hable usted La siguiente es una lista de los cambios ortogrAficos de los verbos regulares, cam- bios hechos tnicamente con el objeto de retener la pro- nunciacién original. | Los verbos terminados en car cambian la c en qu antes de la voca! e. Ejemplo: tocar, yo toqué, no toquemos. Los verbos terminados en gar toman una u después de la g y antes de la vocal e. Ejemplo: pagar, yo pagué, pague usted. Los verbos terminados en cer 0 cir, precedidos por una consonante, cambian la ¢ en GALENO NATURAL METHOD number, tense, and mode, As an example, look at the conjugation of each one of the three model verbs. The verb escribir is a regular verb but has an irregular Past Participle, thus, escrito. Negative Form With the exception of the change that is made in the first person singular of the negative form of the impera- tive mode, the other persons are invariable. Example: no hables ta no hable usted The following is a list of the orthographic changes of the regular verbs, made only for the sake of retaining the original pronunciation. Verbs ending in car change the ¢c into gu before the vowel e. Example: tocar (to play), yo togué (I played), no toquemos (let us not play). Verbs ending in gar add u after g before the vowel e. Example: pagar (to pay), yo pagué (I paid), pague usted (you pay). Verbs ending in cer or cir preceded by a consonant change ¢ into z before theSPANISH - BOOK ONE 201 z antes de las vocales a, u o de las terminaciones. Ejem- plo: vencer, yo venzo, venza- mos; esparcir, yo esparzo, no esparzas. - Los verbos terminados en ger o gir cambian la g en j antes de las vocales a, u o. Ejemplo: coger, yo cojo, coja usted; dirigir, yo dirijo, no nos dirijamos. Cuando una terminacién que com:enza con uno de los diptongos te o 1 se afiade a la rafz de los verbos terminados en eer, la 7 de esos diptongos se cambia en y, debido a que, por raz6n de eufonia, la ortografia es- pafiola no permite colocar una 7 acentuada en medio de dos vocales. Ejemplos: creer, él creyé, ellos creyeron, cre- yendo. Los verbos terminados en guar toman una _ diérisis sobre la u cuando va seguida dee. Ejemplo: averiguar, yo averigté, averigtiemos. Los verbos terminados en guir pierdéen la u antes de vowels a or 0 of the endings. Example: vencer (to con- quer), yo venzo (I conquer), venzamos (we conquer); es- parcir (to scatter), yo esparzo (I scatter), no esparzas (let us not scatter). Verbs ending in ger or gir change g into j before the vowels a or o. Example: coger (to catch), yo cojo (I catch), coja usted (you catch); dirigir (to direct), yo dirijo (I direct) no dirijamos (let us not direct). | When a termination that begins with one of the diph- thongs ze or to is added to the root of verbs ending in eer, they change the 7 of those diphthongs into y, due to the fact that on account of euphony, the orthography of the Spanish language does not permit the placing of an unaccented 7 between two vowels. Example: creer (to believe), & creyé (he be- lieved), ellos creyeron (they believed), creyendo (believ- ing). Verbs ending in guar take the diaeresis on the u when it is followed by e. Example: averiguar (to inquire), yo averigié (I inquired), avert- gtiemos (let us inquire). Verbs ending in guir drop the u before the vowels202 las vocales a, u o de sus terminaciones. Ejemplo: distinguir, yo distingo, dts- linga usted. Los verbos terminados en dlir pierden la z de la termi- nacién cuando la rafz es seguida de e, uo. Ejemplo: mullir, yo mullo, mullendo. Los verbos terminados en fiir pierden la iz de la terminacién cuando la rafz va seguida de e, uo. Ejem- plo: brutir, brufendo, el bruno. El verbo delinquir cambia la gu en c antes de las vocales a,uo. Ejemplo: yo delinco, no delinca usted. ¢ Los verbos terminados en zar cambian la z enc antes de la vocal e. Ejemplo: lanzar, lance usted, lancemos. Ejercicio acerca de la formacién de diferentes ver- bos para sefialar cémo las terminaciones sufren varios cambios que se agregan a la raiz con el objeto de indicar los diferentes tiempos y per- sonas, GALENO NATURAL METHOD a or o of the endings. Ex- ample: distinguir (to distin- guish), yo distingo (Il distinguish), distinga usted (you distinguish). Verbs ending in llir drop the z of the ending when the root is followed by e or 0. Example: mullir (to beat up), yo mullo (I beat up), mullendo (beating up). Verbs end ng in fir drop the z oi the termination when the root is followed by eoro. Example: brufir (to burnish), brufiendo (bur- nishing), é) brunid (he burnished). The verb delinquir (to transgress) changes the qu into c before the vowels a or o of the endings. Example: yo delinco (I transgress), no delinca usted (do not transgress). Verbs ending in zar change the z into c before the vowel e. Example: Jlanzar (to throw), lance usted (you throw), Jancemos (let us throw). Exercise on the formation of different verbs to show that the endings undergo several changes which are added to the root in order to indicate the different tenses and persons.SPANISH - Las terminaciones estAn en letra italica. Ejemplo: Amar (to love). La rafz de este verbo es am y la termi- nacién ar; pertenece a la primera conjugaci6n. BOOK ONE 203 The endings are in. italics. Example: Amar (to love), the root of this verb is am and the ending ar; it belongs to the first conjugation. TIEMPO PRESENTE—Present Tense Yo amo a mi padre. Usted ama a sus padres. El ama a Juanita. Ella no ama a Pedro. Nosotros amamos a Dios. Nosotras amamos a los nifios. Ustedes aman a sus amigas. Ellos no aman a sus vecinos. Ellas aman a la profesora I love my father. You love your parents. He loves Jane. She does not love Peter. We love God. We love the children. You love your friends. They do not love their neighbors. They love the professor. (fem.) TIEMPO PASADO—Past Tense Yo beb# una taza de café. Usted bebié toda el agua. El bebié mucha leche. Ella bebzé el te sin azticar. Nosotros bebimos el vino blanco. Nosotras bebimos el jugo de uva. Ustedes bebieron café sin aztcar. Ellos bebieron la limonada. Ellas bebieron sopa. I drank a cup of coffee. You drank all the water. He drank much milk. She drank tea without sugar. We drank white wine. We drank grape juice. You drank coffee without sugar. They drank lemonade. They ate (drank) soup. CONVERSACION—Tiempo Presente Conversation—Present Tense dQuién habla inglés? Who speaks English? Yo hablo inglés. I speak English.204 GALENO NATURAL METHOD ¢Hablamos nosotros francés? Do we speak French? No, Sefior, nosotros hablamos espafiol. No, sir, we speak Spanish. éQuiénes hablan espafiol? Who speak Spanish? (plu.) Elios hablan espaiiol. They speak Spanish. éHabla ella portugués? Does she speak Portuguese? Si, Sefiora, ella habla portugués muy bien. Yes, madam, she speaks Portuguese very well. éQuién habla alemén? Who speaks German? El habla alem4n. He speaks German. éCudantos idiomas habla usted? How many languages do you speak? Hablo tres idiomas. I speak three languages. 2Qué idiomas habla usted? What languages do you speak? Hablo el inglés, el espafiol, y el italiano. I speak English, Spanish, and Italian. éHabla usted el inglés mejor que el espafiol? Do you speak English better than Spanish? . No, Sefior, hablo el espafiol mejor que el inglés. No, sir, I speak Spanish better than English. 2Quiénes hablan italiano muy bien? Who speak Italian very well? Ustedes lo hablan muy bien. You speak it very well. (plu.) ¢Habla su padre espafiol tan bien como usted? Does your father speak Spanish as well as you do? No, Sejfior, yo hablo mejor que mi padre. No, sir, I speak better than my father. CONVERSACION—Tiempo Pasado Conversation—Past Tense ¢Quién hablé por teléfono ayer? Who spoke over the telephone yesterday? Mi madre hablé por teléfono. My mother spoke over the telephone.SPANISH - BOOK ONE 205 ¢Hablé ella en inglés o en espaiiol? Did she speak in English or in Spanish? Ella hablé en espafiol. She spoke in Spanish. ¢Quiénes hablaron a ella el domingo pasado? Who spoke to her last Sunday? - Los nifios hablaron a ella. The children spoke to her. ¢Hablaron los nifios a usted? Did the children speak to you? No, Sefior, ellos no hablaron. No, sir, they did not speak (to me). 2Qué hablaron ellos? What did they speak? Ellos hablaron solamente inglés. They spoke only English. CONVERSACION—Tiempo Futuro Conversation—Future Tense 2Quién hablard a usted mafiana?: Who will speak to you tomorrow? Carlos hablaré por teléfono. Charles will speak by telephone. 2Quiénes hablaran el préximo domingo? Who will speak next Sunday? Ellas hablaran. They will speak, ¢Hablaran ellas en inglés o en espafiol? Will they speak in English or in Spanish? Ellas hablaran en espafiol. They will speak in Spanish. 2Hablaraé usted en espafiol? Will you speak in Spanish? No, Sefior, yo hablaré en inglés, No, sir, I shall speak in English. éHablaran ustedes en inglés? Will you speak in English? Si, Sefior, nosotros hablaremos en inglés. Yes, sir, we shall speak in English.206 - GALENO NATURAL METHOD éQuiénes hablaran italiano? Who will speak Italian? El Sefior Quintana hablar4 italiano. Mr. Quintana will speak Italian. éHablaraé usted italiano? Will you speak Italian? No, Sefior, yo hablaré espafiol. No, sir, I shall speak Spanish. EJERCICIO ACERCA DE VERBOS REGULARES Exercise on Regular Verbs éQué compré usted? What did you buy? Compré pan y azticar. I bought bread and sugar. 2Dénde compré usted pan y azticar? Where did you buy bread and sugar? Compré pan y azGcar en el mercado. I bought bread and sugar in the market. ‘3Dénde compraron ellos los paraguas? Where did they buy the umbrellas? Ellos compraron los paraguas en la tienda. They bought the umbrellas in the store. 2Dénde compraraé usted una corbata? Where will you buy a necktie? Compraré una corbata en Ia tienda. I shall buy a necktie in the store. 2Qué lee usted? What do you read? Leo el primer libro. I read the first book. 2Qué leen ustedes? What do you read? Leemos el diario de hoy. We read the daily paper (of today).SPANISH: BOOK ONE 207 éLeen ustedes la crénica del dia? Do you read the daily chronicle? No, Sefior, leemos los cablegramas del extranjero. No, sir, we read the foreign cablegrams, ¢Quiénes leen los telegramas? Who read the telegrams? Ellos leen los telegramas. They read the telegrams. eLeeraé usted esa revista? Will you read that review? Si, Sefior, mafiana leeré la revista. Yes, sir, tomorrow I will read the review. 2Qué parte usted? What do you cut? Parto el pan. I cut the bread. 2En cudntas partes parte el pan? In how many parts does he cut the bread? Fl parte el pan en seis partes. He cuts the bread into six parts. 2Qué partimos nosotros? What do we cut? Partimos los papeles. We cut the papers. éQuiénes parten las frutas? Who cut the fruits? Ellas parten todas las frutas. They cut all the fruit. 2Partira usted esa fruta? Will you cut that fruit? No, Sefior, no partiré esa fruta. No, sir, I will: not cut that fruit. 2Quién partié este vaso? Who broke this glass? Carlos partié el vaso. Charles broke the glass.“208 GALENO NATURAL METHOD EXAMEN—Examination Complétense las _ frases llenando elespacio en blanco, usando el verbo fomar en las diferentes personas de los tiempos presente, pa- sado, y futuro. Complete the sentences by filling in the spaces, using the verb tomar (to take) in the different persons of the present, past, and future tenses. PRESENTE DE “TOMAR”—Present of “‘to take” — Bl... eee el sombrero | rr un bafio. Nosotros ........... las corbatas. Ellas .............. el mantel Usted .............. su paraguas. > mi sombrero. Ella .........00000e el delantal. Nosotras ........... la mesa grande. Ustedes ............ los canastos. PASADO DE “TOMAR’’—Past of “to take” Nosotras ........... los pafiuelos. TG oo. e eee eee el tren, Ella ............... los zapatos. Ustedes............ el calendario. Yo ..........00e el carro. Usted ........... mi vaso. Ellas ............ las copas. Nosotros ........... café con leche. cece eee eeeeaes una naranja Nosotras......... Ustedes.......... un vaso de agua. las rosas. EJERCICIO ACERCA DEL TIEMPO PRESENTE, CON NEGACION Negative Exercise in the Present Tense Ellas no .......... Ino ............. el tren.SPANISH+ BOOK ONE 209 LETRILLA QUE SANTA TERESA* LLEVABA POR REGISTRO EN SU BREVIARIO Nada te turbe; _Nada te espante; Todo se pasa; Dios no se muda, La paciencia todo lo alcanza. Quien a Dios tiene, Nada le falta. Solo Dios basta. Rondelet Carried by St. Theresa, as a book-mark, in her Breviary Translated by Longfellow Let nothing disturb thee, Nothing affright thee; All things are passing; God never changeth; Patient endurance Attaineth to all things; Who God possesseth In nothing is wanting; Alone God Sufficeth. * Santa Teresa de Jesus (Teresa de Cepeda y Ahumada). A Carmelite sister; one of the greatest of the Spanish mystics and in every way an attractive figure,210 GALENO NATURAL METHOD LECCION DECIMA SEPTIMA SEVENTEENTH LESSON 194901 94} BIOPIdIUI BI ani ay} BIqCWIOJ[S VI auoydaja 243 ou0j9]9} [2 ; dwiey 2[qe} 943 BSoUl op BIEduUIY] BI a1qe? 947 BSo BI BPA JOMOG 94} O9I0F [2 SIOMOP 3U} SoJ0p St] IZ oz 61 gi LI QI GI S11e}S 34} BIITBISS BI JauIqed oIsnul 943 BIISHU op OLBUIIe [a JOLNUI 94} ofadsea ja “adeufdary 343 IeZoyq |2 Surjured [10 34} 0919 Te vinjurd By durey 91139972 34} vI er ZI II or BoLNIg[9 VIBdUy] BI 6 anjzeys 3y} BnzEISA Bl 8 Wooy Zur] eyI—VIVS VI Areqnqvos0A—OTIVINAVOOA aseoyxO0q 9} (B99,011qIq) 23UB}Sa [9 worysnd ay3 urfoo [a BjOs ay YJOS ]9 youaq 247 ooueq [2 ouerd ay} ouerd [a areypurze 24} TOTS [9 10038}00} 243 930Inqz} [9 ?SPANISH BOOK ONE TA SALA~The Living Room212 GALENO NATURAL METHOD VOCABULARIO—Vocabulary el pan el azticar la leche bread sugar milk la tostada la sal el chocolate toast salt chocolate las galletas la pimienta el vino crackers pepper wine la mantequilla el aceite la cerveza butter oil beer el queso el vinagre cheese vinegar LAS COMIDAS—The Meals el desayuno la comida breakfast dinner el almuerzo la cena late breakfast or lunch supper EJERCICIO—Exercise El desayuno esta listo a las ocho de la mafiana. Breakfast is ready at eight o’clock in the morning. A las seis de la tarde es la hora de la comida. Six o’clock in the evening is dinner time. Nosotros tomamos el almuerzo a las doce. We take luncheon at twelve o'clock. . Yo tengo hambre. I am hungry. Me gusta el agua pura. I like pure water. Yo prefiero café. I prefer coffee. 2Qué contiene el azucarero? What does the sugar bowi contain? 2Qué quiere usted? What do you wish? Quiero un poco de aziicar. I wish a little sugar. éQuiere usted un poco de café con leche? Do you wish a little coffee with milk? No, Sefior, prefiero un poco de café cargado. No, sir, I prefer a little black coffee.SPANISH: BOOK ONE 213 CONVERSACION—Conversation 2Qué representa este cuarto? What does this room represent? Este cuarto representa la sala para recibir nuestras visitas. This room represents the living room for receiving our visitors. 2Cuantos muebles ve usted en este cuarto? How many pieces of furniture do you see in this room? Veo varios muebles. I see several pieces of furniture. 2Cual es e! mueble m4s valioso en esta sala? Which is the most valuable piece of furniture in this parlor? Es el piano, es un piano de cola muy bueno. It is the piano; it is a baby grand. 2Ve usted la palma detrds del piano, cerca de la ventana? Do you see the palm behind the piano near the window? Por supuesto, veo una palma muy bonita de hojas muy altas. Certainly; I see a very pretty palm with very tall leaves. 2Esta el fuego encendido en el hogar de este cuarto? Is the fire lighted in the fireplace of this room? No, Sefior, no hay fuego en el hogar de este cuarto. No, sir, there is no fire in the fireplace of this room. ¢Cudntos cojines ve usted sobre el sofa? How many cushions do you see upon the sofa? Veo dos, muy elegantes. I see two very elegant ones, 2Ve usted algo enfrente del piano? - Do you see something in front of the piano? Veo un banco largo y cémodo. I see a long, comfortable bench. 2gEs cdmoda esa mecedora? Is that rocking-chair comfortable? Ya lo creo, esa mecedora es muy blanda y cémoda. Certainly that rocking-chair is very soft and comfortable.214 GALENO NATURAL METHOD 2Cuantos objetos hay sobre la mesa? How many objects are there upon the table? Hay tres, el florero con flores, la lampara con su pan- talla y el teléfono. — There are three, the vase with the flowers, the lamp with its shade, and the telephone. aDénde esta la escalera? Where is the staircase? . La escalera esta a la izquierda del cuadro en el comedor. The staircase is at the left of the picture in the dining room, 2Cuantos libros ve usted en la biblioteca? How many books do you see in the bookcase? Veo mas o menos cuarenta y dos. I see forty-two, more or less. éToca usted algin instrumento? Do you play some instrument? Si, Sefior, puedo tocar el piano y el violin. Yes, sir, I play the piano and the violin. Sirvase usted tocar algo. Please play something. Con el mayor gusto, tocaré algo alegre. With the greatest pleasure; I shall play something lively. Amigo, usted toca el piano muy bien. My friend, you play the piano very well. Muchas gracias, Sefiora, usted tiene un piano muy bueno. Many thanks, madam, you have a very good piano. Sirvase contestar al teléfono. Please answer the telephone. Halé: ¢Quién llama? Hello! Who is this?SPANISH: BOOK ONE 215 ADVERBIOS—Adverbs Un adverbio es una pala- bra que se usa para modificar la significaci6n de un verbo, un adjetivo, o de otro adver- bio. Los adverbios se clasifican de acuerdo con su significado. Nota. Muchos de losadverbios © son adjectivos y conjunciones. An adverb is a word that is used to modify the mean- ing of a verb, an adjective, or another adverb. Adverbs are classified ac- cording to their meaning. Note. Many adverbs are also used as adjectives or conjunctions, ADVERBIOS DE LUGAR—Adverbs of Place abajo below adelante ahead afuera outside atras backward delante in front acullé opposite debajo underneath junto together aqui here ahi there alli there (yonder) aca here alla there cerca near lejos far enfrente in front dentro inside fuera outside donde where arriba above detras behind encima on top ADVERBIOS DE TIEMPO—Adverbs of Time atin yet mientras meanwhile anoche last night cuando when amenudo often luego later raras veces seldom ahora now presto quick tarde late todavia yet temprano__ early hoy today pronto soon ayer yesterday siempre always anteayer day before yesterday nunca never mafiana tomorrow jamas never antes before ya already después after entonces then216 | GALENO NATURAL METHOD ADVERBIOS DE CANTIDAD—-Adverbs of quantity demasiado too much bastante sufficient algo some _ tanto as much mucho much cuanto how much poco few ademas furthermore harto enough casi almost ADVERBIOS DE AFIRMACION—Adverbs of affirmation si yes verdaderamente truly por cierto, de cierto certain efectivamente effectively ciertamente certainly ADVERBIOS DE NEGACION—Adverbs of Negation no no tampoco neither ni nor nada nothing nunca never jamas never ADVERBIOS DE DUDA—Adverbs of Doubt si if quizds perhaps acaso maybe talvez maybe quiza perhaps - probablemente probably ADVERBIOS DE MODO—Adverbs of Manner también. also aprisa fast despacio slowly como as excepto except that bien well - salvo save mal badly conforme agreeably apenas barely asi sO ADVERBIOS DE CONDICION—Adverbs of Condition si if dado que granting that si bien as well ya que now that supuesto que supposing that ADVERBIOS DE COMPARACION Adverbs of Comparison mas more mejor better menos less . peor worseSPANISH: BOOK ONE 217 EJERCICIO ACERCA DE LOS ADVERBIOS DE LUGAR _ Exercise on the Adverbs of Place Aqui esta el libro azul. Here is the blue book. Ahi estén sus pafiuelos. There are your handkerchiefs. Alli esté el Hotel Central. There (yonder) is the Central Hotel. Venga usted por aca. Come here (this way). Alla va la vaca negra. There goes the black cow. Ella esta cerca del arbol. She is near the tree. Nosotros estamos lejos de la ciudad. We are far from the city. Elia vive enfrente de la Iglesia. She tives in front of the church. éDonde esta él? Where is he? £1 esté dentro de su casa. He is in his house. Ella esté fuera de la casa. She is outside of the house. El pAjaro est& arriba de la casa. The bird is above the house. El hotel esté detrdés de esa casa. The hotel is behind that house. Las ovejas estén encima de ese cerro. The sheep are on top of that hill. EJERCICIO ACERCA DE LOS ADVERBIOS DE TIEMPO Exercise on the Adverbs of Time No es tiempo todavia. It is not yet time. Hoy voy al parque. Today I go to the park. Ayer fui al teatro. Yesterday I went to the theater, El vendra mafiana. He will come tomorrow. Antes de ir a casa, iré a la estaci6n. Before going home I will go to the station, El vendra luego. He will come soon, Nosotros vamos ahora. We are going now. Usted ha llegado muy tarde. You have arrived very late. Ella llegé temprano. She arrived early. Ella llegara pronto. She will arrive soon. Iré al teatro después de comida. El esté siempre ocupado. I will go to the theater after dinner. He is always busy. Cuando Ilueva,entonces lleva- El nunca va a la Iglesia. ré mi paraguas. When it rains, then I will carry my umbrella. He never goes to church.218 Iré al teatro mientras usted va al circo. I will go to the theater while you go to the circus, éCuando vendra su padre? When will your father come? GALENO NATURAL METHOD Jamas he estado en ese vapor. I have never been on that ship. Ya ha llegado el tren del The train from the South has already arrived. EJERCICIO ACERCA DE LOS ADVERBIOS DE CANTIDAD Exercise on Adverbs of Quantity El tiene mucho dinero. He has much money. Vi muy pocos hombres en el teatro. I saw very few men in the theater. He comido harto pan. I have eaten enough bread. Ella tiene bastante hilo. She has sufficient thread. Tengo tantos libros como ella. I have as many books as she. éCudnto dinero tiene él? How much money has he? Ademds le dije que no viniera. Furthermore I told him not to come, EJERCICIO ACERCA DE LOS ADVERBIOS DE AFIRMACION Exercise on Adverbs of Affirmation Yo le dije que si. I told him, yes. Ciertamente que no podré ir. Certainly I will not be able to go. Fué hecho efectivamente. Is was effectively made. Digame verdaderamente. Tell me truthfully. EJERCICIO ACERCA DE LOS ADVERBIOS DE NEGACION Exercise on the Adverbs of Negation. No, Sefior, no esta allt. No, sir, it is not there. No dijo ni lo uno ni Io otro. He did not say one or the other. Nunca lo encuentro en casa. I never find you at home. Tampoco esta aquf. Neither is here. Nada tengo para usted. I have nothing for you. Jamas he dicho tal cosa. I never have said such a thing.SPANISH: BOOK ONE 219 EJERCICIO ACERCA DE LOS ADVERBIOS DE DUDA Exercise on Adverbs of Doubt 2Acaso no sé lo que he visto? Probablemente estaré en el teatro esta noche. Forsooth do I not know what I Probably I will be in the theater have seen? tonight. Quizas el tiempo cambie. Perhaps the weather will change. EJERCICIO ACERCA DE LOS ADVERBIOS DE MODO Exercise on the Adverbs of Manner El canta asi como usted canta. Fl est4é bien de salud. He sings the way you sing, He is in good health. Ella esté mal. Ella habla en voz baja. She is ill. She speaks in a low voice. Apenas pude alcanzareltren. ¢gCudal es su sombrero? I barely reached the train. Which is your hat? Hable usted recio. Esto es muy duro. Speak loudly. This is very hard. Hable usted mas alto. El permanecié quedo. Speak louder. He remained quiet. El anda muy despacio. He walks very slowly. E1 viene aprisa. He comes rapidly. El es muy cortés. He is very polite. EJERCICIO ACERCA DE LOS ADVERBIOS DE ‘ CONDICION Exercise on Adverbs of Condition Si usted no viene hoy, no Supuesto que usted no iré mafiana. If you do not come today, I will not go tomorrow. Ya que usted no viene, yo no vendré. Since you do not come I shall not come. viniere. Supposing that you should not come, Dado que el gobierno no se oponga a ello. Granting that the government will not oppose it.220 GALENO NATURAL METHOD EJERCICIO ACERCA DE LOS ADVERBIOS DE COMPARACION Exercise on Adverbs of Comparison Tengo més que él. I have more than he. Ella tiene menos que yo. She has less than I, Esto es mejor que aquello. This is better than that. - Este es el peor. This is the worst. CONVERSACION—Conversation Alli estén todas sus cartas. There are all your letters. Aqui le dejo los peridédicos. I leave the newspapers here fur you. ¢Qué come usted ahora? What do you eat now? Hoy comeré mucho. I will eat much today. El esté siempre muy tem- prano. He is always very early. Antes de ir a mi oficina iré al hotel. Before going to my office I shall go to the hotel. El tiene sélo dos casas. He has only two houses. fl tiene también dos casas en esta ciudad. He has also two houses in this city. éQuién vive arriba y abajo en esa casa? Who lives upstairs and downstairs in that house? Arriba no vive nadie, pero abajo vive el Sefior Pineda. Nobody lives upstairs, but Mr. Pineda lives downstairs. Asi, gusted se va mafiana temprano? So,.you are going away early tomorrow? 2Tendré yo bastante tiempo para visitar el museo? Will I have time enough to visit the museum? Sf, Sefior, usted tiene bastante tiempo. Yes, sir, you have plenty of time. 2Esta la estaci6n cerca o lejos del hotel? Is the station near or far from the hotel? La estacién no est4 muy lejos. The station is not very far.SPANISH: BOOK ONE 221 2Cémo esta usted, amigo? Muy bien, gracias. How are you, friend? Very well, thank you. Cuando volveré usted? § Pasado mafiana sin falta. When will you return? Day after tomorrow without fail. 2Anda él despacio? No, él anda muy pronto. Does he walk slowly? No, he walks very quickly. éLiegé usted tarde? No, Sefior, yo llegué muy temprano. Did you arrive late? No, sir, I arrived very early. PRONOMBRES POSESIVOS—Possessive Pronouns 1—Pronombres _posesivos 1—Possessive pronouns are son Ciertos adjetivos que denotan posesién en la primera, segunda y ter- cera persona, del singular y del prural. certain adjectives which denote possession of the first, second, and third persons, singular and plural. 2—Los pronombres pose- 2—The possessive pronouns sivos de la primera per- sona del singular tienen dos formas distintas: mio, mia (singular) mine mios, mias (plural) mine mi (singular) my mis (plural) my of the first person singu- lar have two distinct forms: (masculine and feminine) (masculine and feminine) (masculine or feminine) (masculine or feminine) 3—Los pronombres posesi- 3—The possessive pronouns vos de la segunda per- sona del singular tienen dos formas distintas y ambas denotan un solo poseedor: tuyo, tuya (singular) tuyos, tuyas (plural) tu (singular) thy or your _ tus (plural) thy or your of the second person singular have two dis- tinct forms; both denote only one possessor. thine or yours (masculine and feminine) thine or yours (masculine and feminine) (masculine or feminine) (masculine or feminine)222 4—Los pronombres posesi- vos de la tercera persona, iguales para el plural y el singular, tienen dos for- mas distintas y pueden denotar un poseedor, mas de uno y también muchos a la vez: suyo, suya (singular) suyos, suyas (plural) su (singular) sus (plural) 5—Los pronombres posesi- vos de la primera persona del plural no tienen sino una forma: nuestro, nuestra (singular), nuestros, nuestras (plural), 6—Los pronombres posesi- vos de la segunda per- sona del plural no tienen sino una forma: vuestro, vuestra (singular), vuestros, vuestras (plural), GALENO NATURAL METHOD 4—The possessive pronouns of the third person, while being exactly the same for the third person sin- gular as for the third person plural, have only two distinct forms, and may denote one possessor as well as more than one or many at the same time. his, hers, yours, its, theirs his, hers, yours, its, theirs his, her, your, its, their his, her, your, its, their 5—The possessive pronouns of the first person plural have but one form. our or ours (masculine and feminine), our or ours (masculine and feminine), 6—The possessive pronouns of the second person plural have but one form. your or yours (masculine and feminine), your or yours (masculine and feminine), LISTA DE LOS PRONOMBRES POSESIVOS List of Possessive Pronouns First Person Singular and Plural mi mis my (for masculine or feminine) mio mfos mine (masculine) mia mfias mine (feminine)SPANISH - BOOK ONE 223 Second Person Singular and Plural tu tus thy or your (for masculine or feminine) tuyo tuyos thineor yours (masculine) tuya tuyas thine or yours (feminine) Third Persons Singular and Plural su sus his, her, its, your, or their (for masculine or feminine) suyo suyos his, hers, yours, or theirs (masculine ) suya suyas his, hers, yours, or theirs (feminine) First Person Plural nuestro nuestros our or ours (masculine ) nuestra nuestras our or ours (feminine ) Second Person Plural vuestro vuestros your or yours (masculine ) vuestra vuestras your or yours (feminine ) Los pronombres posesivos concuerdan siempre en gé- nero y nimero con la cosa poseida, y siguen a este respecto las mismas reglas que rigen la concordancia de los adjetivos. The possessive pronouns agree always in gender and number with the thing or things possessed. They fol- low in this respect the same rules as those that govern the agreement of adjectives. REGLAS CONCERNIENTES A LOS PRONOMBRES POSESIVOS Rules Concerning Possessive Pronouns mto, mta, mtos y mias pier- den la o 0 a cuando se usan como adjetivos y van segui- dos de un nombre o de uno 0 mAs adjetivos, un adverbio o un numeral seguido por un sustantivo. Ejemplo: mi sombrero mi buen amigo mi bien detallado proyecto mis tres casas mis libros mto, mta, mtos, and mitas drop the o or a when used as pronominal adjectives, as such they immediately pre- cede the noun or one or more adjectives, an adverb or a numeral followed by a noun. Example: my hat my good friend my well detailed project my three houses my books224 tuyo, tuya, tuyos, tuyas y SUYO, SUYA, SUYOS, SUAS, pier- den la s{laba yo o ya, cuando se emplean como adjetivos y si van inmediatamente se- guidos de un sustantivo, de uno 0 mds adjetivos o de un numeral y un nombre. Las formas suyo, suya, suyos y suyas, se refieren igualmente a de él, de ella, de ellos o de ellas y a de usted, de ustedes. Se usan en lu- gar de tuyo, tuya, tuyos y tuyas, en los mismos casos en que usted se emplea en vez de tu, y asi como usted pide un verbo en tercera persona, la forma suwyo, mientras se refiere a de usted, es de la tercera persona. . Las formas plurales nues- tro, nuestra, vuestro, iues- tra, se usan especialmente cuando una persona de dig- nidad y poder est4 hablando. Un soberano diria, nuestro consejo, en vez de mi consejo, y una persona hablandole a aquél, diria, vuestro consejo y no tu o su consejo. Vuestro, vuesira, vuestros y vuestras, se usan también para dirigirse GALENO NATURAL METHOD tuyo, tuya, tuyos, tuyas and suyo, suya, suyos, and suyas drop the last syllable yo or ya when used as a pronominal adjective, if, as such, they immediately pre- cede the noun or one or more adjectives or a numeral fol- lowed by a noun. The forms suyo, suya, suyos, and suyas besides re- ferring to his (de él), hers (de ella), theirs (de ellos), or (de ellas), refer to yours (de usted) or (de ustedes). They are therefore used instead of tuyo, tuya, tuyos, and tuyas, in the same cases in which usted is used instead of fu. Just as usted calls for a verb in the third person, the form suyo, while referring to yours (de usted), is of the third person. The plural forms nuestro, nuestra, vuestro, vuestra (our and your), are used with ‘special meaning when a per- son of dignity or power is speaking. A sovereign would say, muestro consejo (our advice), instead of m1 consejo (my advice), and a person speaking to him would say, vuestro consejo (your advice), instead of tu or su consejoSPANISH: BOOK ONE 225 a cualquier persona erigida en alta posicién, o en estilo oratorio. mt, mis, tu, tus, su y Sus, preceden inmediatamente al nombre, a los adjetivos, al ad- verbio o al numeral seguido de ellos y en ningtin caso van después. mito, mtos, mta, mtas, tuyo, tuyos, tuya, tuyas, suyo, suyos, Suyda, Suyas, jamas preceden al sustantivo, al adjetivo, al adverbio o al numeral, sino que los siguen. nuestro, nuestros, nuesira, nuestras, vuestro, vuestros, vuestra, vuestras, pueden anteponerse 0 posponerse a uno a mas nombres y adje- tivos. Cuando uno o mas pro- nombres posesivos se usan en lugar de uno o més nombres con el objeto de no repetirlos, van precedidos por el articulo definido que con- cuerda en género y numero con aquel a quien se refiere. Ejemplo: su hermano y el nuestro su casa y la mia sus sombreros y los nuestros sus casas y las tuyas (your advice). Vuestro, vues- tra, vuestros, and vuestras are also used in addressing a single person in very high position, and in _ public speech. mt, mis, tu, tus, su, and sus always immediately precede the noun or one or more adjectives, an adverb, or a numeral followed by a noun; they can never follow them. mio, mtos, mia, mtas, tuyo, tuyos, tuya, tuyas, suyo, SUyOS, Suya, suyas, never precede the noun or adjective, ad- verb, or numeral; they always follow them. nuestro, nuestros, nuestra, nuestras, vuestro, vuestros, vuestra, vuestras, may either precede or follow one or more nouns or adjectives. When one or more pos- sessive pronouns are used instead of one or more nouns, with the object of not repeating them, it is pre- ceded by the definite article that agrees in gender and number with the noun to which it refers. Example: ‘his brother and ours his house and mine his hats and ours his houses and theirs226 El artfculo definido se omite cuando el verbo ser enlaza al pronombre y al nombre. Ejemplo: este libro es mfo estas mesas son nuestras Cuando se usan en un sentido indeterminado, los pronombres posesivos, van precedidos por el artfculo neutro lo. Ejemplo: GALENO NATURAL METHOD The definite article is omitted when the possessive pronoun is connected with the noun by the verb #0 be. Example: this book is mine these tables are ours When used in an indefinite sense, the possessive pro- nouns are preceded by the neuter article Jo. Example: lo mfo _ that which is mine lo suyo that which is his EJERCICIO—Exercise Mi padre y mi madre estan en la casa. My father and my mother are in the house. Mis libros estén sobre la mesa. My books are upon the table. Ese pafiuelo es mio. That handkerchief is mine. Los libros son mios. The books are mine. Esa corbata es mfa. That necktie is mine. Este es su sombrero. This is your (her, his) hat. Esta es su gorra. This is your (her, his) cap. Aquellos son nuestros pa- dres.* Those are our parents. Estas son sus corbatas. These are your (her, his, their) neckties. Este es el cuadro suyo. This is your (her, his, their) picture. Esos son los papeles suyos. These are your (her, his, their) papers. Esta es la casa suya. This is your (her, his, their) house. Estas son las botellas suyas. These are your (her, his, their) bottles. Este es nuestro padre. This is our father. *The word padres is used to signify parents, also monks and priests.SPANISH- BOOK ONE 227 CONVERSACION— Conversation 2Dénde estén mis pafiuelos? Where are my handkerchiefs? Sus pafiuelos estén en esa caja. Your handkerchiefs are in that box. ¢Cudles son mis zapatos? Which are my shoes? Esos son sus zapatos. Those are your shoes. 2Son aquellos sus perros? Are those your dogs? Si, Sefior, aquellos son mis perros. Yes, sir, those are my dogs. iEs este nuestro hotel? Is this our hotel? , , No; Sefior, aquél es nuestro hotel. No, sir, that (yonder) is our hotel. dEs este el sombrero suyo? Is this your hat? No, Sefior, este es el sombrero mio. No, sir, this (one) is my hat. 2Dénde esta el saco suyo? ere is your coat? Mi saco esté4 en la silla. My coat is on the chair. gSon esos sus guantes? Are those your gloves? Si, Sefior, esos son mis guantes. Yes, sir, those are my gloves. éEs este el reloj suyo? Is this your watch? Si, Sefior, ese es el reloj mio. Yes, sir, that is my watch. 2Cudntos son sus cuellos? How many collars have you? Mis cuellos son doce. I have twelve collars,228 GALENO NATURAL METHOD LECTURA III LA CAMPINA CHILENA EN OCTUBRE Parte I Por Jorge Mateus, poeta colombiano Contemplemos de cerca esta bella tarde de octubre en una campifia chilena. Admiremos esta suave armonia de los seres y las cosas que se regocijan al influjo de Ja prima- vera que comienza. Apreciemos un rato lo que vale aquella tierra de Chile, donde la civilizaci6n, ayudada por la naturaleza y el trabajo de un pueblo laborioso, tiene en promesa grandes beneficios para el futuro de la América Hispana. Ese rio atravesado en la lejania por un bello puente de piedra, es el Mapocho que riega con sus aguas las inmedia- ciones de la ciudad de Santiago. En sus orillas rumorosas, ° las vifias y los cerros sembrados ostentan en esta época del afio un aspecto bellisimo. Por la via cercana cruzan rapidos los trenes que salvan en poco tiempo grandes distancias, llevando y trayendo a las principales ciudades de la Repi- blica los frutos del comercio y de la industria. 2Ve usted c6émo ahora mismo cruza por ahi una locomotora con su convoy de coches? Admiremos el aeroplano que se mece majestuoso bajo el cielo azul. Y por qué no? cuando hasta Pedro, el labrador, suspendié su trabajo y se paré a contemplar esa mAquina prodigiosa, que allA como aqui y en todos los pafses civiliza- dos presta grandes servicios a los ciudadanos, y cuyo vuelo tiene por Unico rival el del céndor que se posa solitario sobre los Andes altisimos. Aquf mismo en el fondo del cua- dro podemos ver algunos picos nevados de la gran Cordillera. Admirémoslos porque esa es la barrera infranqueable que la Naturaleza ha puesto entre las razas del Nuevo Mundo. Los Andes de América, que desde Colombia hasta la Tierra de Fuego no soportan sobre sus cumbres milenarias mAs despotismo que el de la nieve inmaculada que los cubre.PRG THIRD °4L—VHNTLHO VALERY VI230 GALENO NATURAL METHOD READING III The Chilian Field in October - PaRT Xr Translation Let us behold, close at hand, a Chilian landscape on this beautiful October afternoon. Let us admire the soft har- mony of beings and things which are happy under the influ- ence of Spring. Let us appraise for a while the value of that Chilian land, where civilization, aided by nature and the labor of an industrious people, promises great benefits for the future of Spanish America. That river, crossed in the distance by a beautiful stone bridge, is the Mapocho, which, with its waters, irrigates the suburbs of the city of Santiago. On its noisy banks, the vineyards and the planted fields make vain display of a beautiful view at this time of the year. Along the nearby road, the trains, which in a short time cover great distances, cross rapidly, carrying to the principal cities of the Republic, the products of commerce and industry. Do you see how, right now, an engine is crossing there with its train of coaches? Let us admire the aeroplane which swings majestically under the blue sky. And why not, when even Peter, the laborer, stopped his work and stood contemplating that prodigious machine, which there, as here and in all civilized countries, renders great service to the citizens, and whose flight has as sole rival, that of the condor that rests lonely on the highest Andes! In the background of the picture we can see the snow-capped peaks of the great mountain chain. Let us admire them because they are the insurmountable barrier which nature has placed between the races of the New World. The American Andes which extend from Colombia to the “Land of Fire,” do not support on their _ heights, that are thousands of years old, more despotism than that of the immaculate snow which covers them.SPANISH: BOOK ONE 231 EXAMEN—Examination Trad tzcanse los siguientes Translate the following ejercicios al espajiol. exercises into Spanish. Who is outside in the street? My father is outside in the street. Where is your mother? She is inside the house. Who will come soon? My brother, Charles, will come soon. When will the boy come? He will come soon. When will you go into the street? I shall go into the street now. Will you go before or after eating? I shall go before eating. Who is always busy? My brother Louis is always busy. What day will tomorrow be? Tomorrow will be Thursday, the twelfth of October. Have you few collars? No, sir, I have sufficient, and you? I also have sufficient. What have you in that hand? I have nothing in that hand. Have you my book or yours? I have neither your book nor mine. At what time are you in your office? I am always there in the morning. Do you have much work? Not much, sir, but I am always busy. How is John? He is ill.GALENO NATURAL METHOD 232 LECCION DECIMA OCTAVA EIGHTEENTH LESSON sayo}eUl 3Y3 S010JSOJ SO] a[qe3 apispaq ay3 eyI0U ap vse YI YNsa[pued oy} pue a[pued ay} Olajapusd jo A BlaA BI A9SS3IP 34} - JOPBI0} [9 xoq Japmod ay} BIVAOd BI quios ay} Bjouted vy Wooy peg e4L—(ovoymMI0g) VAOOTV VI oz 61 gr di gt Gr 91330q ournjiad ay} eumnjied op oosey [2 ysniq meq ojed jap oidas JOLIN sy} ofedse |e 19}JOJUIOD umop oy} svulnyd ep 310}10q09 [a peaidspaq ay} BYI]O9_ BI yoqurIq 243 Bpezely vy $}22ys 343 SBUBQES SU] OIaVTNGVOOA br €r er Ir or 6 8 $sa3}]eUW 343 WOYIIO9 |e Mold ay3 Bpeyouye vy peayspeq 243 "9x38 Jo peq ay3 BUIBD BI saUOHTY 243 Bpoulgd vy] aqoIprem 3y3 o1edol [a a[pesd ay} BUNS BTSPANISH, OOK ONE234 GALENO NATURAL METHOD CONVERSACION Esta es la alcoba, el aposento destinado para dormir. This is the bedroom, the room used for sleeping. 2Qué representa el nfiimero uno? What does number one represent? Esa es una cuna muy bien hecha; en ella esté un nene durmiendo. That is a cradle, very well made; in it there is a baby sleeping. 2Qué representa el nfiimero cuatro? What does number four represent? El nGmero cuatro representa una cama bastante cémoda; tiene un colchén blando, sus dos almohadas, dos sébanas de lino, una frazada de lana, una coicha blanca de algodén y un cobertor de seda relleno con plumas. Number four represents a comfortable bed; it has a soft mattress, two pillows, two linen sheets, a woolen blanket, a very white cotton bedspread, and a silk quilt filled with feathers. éDénde guarda usted su ropa interior? Where do you keep your underwear? La guardo en el guardarropa que en el cuadro tiene el numero tres. I keep it in the chiffonier which in the picture is number three. é2Y dénde guarda usted sus diferentes ternos, vestidos y sombreros? And where do you keep your different suits, dresses, and hats? Los guardo en el ropero, mueble grande, ancho y alto. I keep them in the wardrobe, a piece of furniture which is large, wide, and high. 2Ve usted una mesa de noche? Do you see a bedside table? Si, Sefior, veo una mesa de noche, en ella veo un can- delero con su vela y una caja de fésforos. Yes, sir, I see a bedside table; on it I see a candlestick with a candle and a box of matches. éQuién hace uso del tocador? Who makes use of the dresser? La Sefiora, duefia de la casa, hace uso del tocador. The lady, owner of the house, makes use of the dresser.