Pamantasan ng Lungsod ng Muntinlupa

University Road, Poblacion, Muntinlupa, Metro Manila

ABOUT PAMANTASAN NG LUNGSOD NG MUNTINLUPA

Imbued with the provision of the 1987 Constitution which mandates the State
to give priority to education, science, technology, culture and the arts, the Pamantasan
ng Lungsod ng Muntinlupa (PLMun) premised its philosophy on the rationale of
establishing an educational institution in the tertiary level which reflects on the
mandated provisions. 
The Pamantasan ng Lungsod ng Muntinlupa (PLMun) aims to promote
intellectual growth, to initiate the advancement of learning and research, to develop
responsible and effective leaders, to create esteemed professionals, to enrich the
country‘s historical and cultural heritage, to provide quality education for the
Muntinlupeños, primarily, and to prepare them to meet the demands of the global
market, thus, enabling them to become responsible and employable citizens. 
As a learning institution, Pamantasan ng Lungsod ng Muntinlupa‘s educational
paradigm of curricular programs shows values, academic and technical-orientation
aimed at cultivating the mind, spirit and body in the service of God, the coUTuntry
and the community. 
PLMUN QUALITY POLICY STATEMENT 
“We, in the Pamantasan ng Lungsod ng Muntinlupa, commit to meet and even
exceed our clients’ needs and expectations by adhering to good governance,
productivity and continually improving the effectiveness of our Quality Management
System in compliance to ethical standards and applicable statutory and regulatory
requirements.” 

PLMUN CORE VALUES 

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• Sense of Righteousness
• Sense of Pride
• Sense of Urgency
• Sense of Ownership
• Culture of Excellence 

PLMUN OBJECTIVES 
• To contribute a dynamic and harmonious relationship to the global community.
• To effectively provide the job market with ethical professionals.
• To pursue research activities supportive of the stakeholder's needs and community
development.
• To guarantee an equitable access to learning adaptive to the demands of industry.
PLMUN Vision

A dynamic and highly competitive Higher Education Institution committed to people

empowerment towards building a humane society.

PLMUN Mission

To provide quality, affordable and relevant education responsive to the changing

needs of the local and global communities through effective and efficient integration
of instruction, research and extension; to develop productive and God-loving
individuals in the society.

CBA Vision

The College of Business Administration is envisioned to enhance the quality of life of

a diverse population of students by enabling them to become socially, morally
responsible and dynamic business professionals.

CBA Mission

The College of Business Administration is committed to provide relevant education

enabling students to acquire proficiency, develop logical and critical thinking for
global competitiveness. (https://edu.ph.com/plmun.edu.ph)

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 VAMOS APRENDER ESPAÑOL

Welcome!

Spanish is one the most widely spoken languages in the world. More than 490
million people speak Spanish, making it the second most spoken language worldwide,
subsequent to Mandarin (918 million speakers). English with 379 million is the third,
and Hindi the fourth with 341million speakers (https://www.google.com/search?).
Spanish language is also considered one of the romance languages of Europe, side by
side with France and Italian. It is the second most learned and most spoken
languages in the United States. Derived from Latin, Spanish is related to Catalan,
Portuguese, Italian, French, and Romanian. The Spanish language of Spain is also
called Castillan.

With the advent of Commission on Higher Education (CHED) strategy of

internalization of Higher Education Institutions (HEIs) in the Philippines, (per
CHED Memorandum Order 55 series of 2016), it is paramount that students must
learn a foreign language like Spanish, to increase their bankability when applying for a
job. Business Processing Outsourcing (BPO) firms which are mushrooming in the
country provide 20 to 30% mark-up in salary once a candidate is considered for a
position can speak any foreign language, in addition to the monthly income, night
differential, mid-year and yearly bonuses plus medical insurance provision.

Taking the opportunity and time to learn Spanish can be fun and beneficial.
Spanish is one of the easiest languages to learn, so once you have mastered it, you will
be well equipped to move on to other romantic languages of Europe – French and
Italian.

This course is intended for serious language students who wish to speak
Spanish fluently. Spanish is presented as a spoken language, with emphasis on
pronunciation, verbal comprehension and oral communication.
At several points throughout the language program, we will interrupt the course
for a brief look at life, customs and interesting places to visit in some Spanish
speaking countries.
In this module you are required to go through a series of learning activities in
order to complete each learning outcome. In each learning outcome are Information

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Self-Checks and Partner/Team Activity Participation, verisimilitude to activities or
exercises to assess if the targets are satisfactorily achieved. Follow and perform the
activities at your own phase, but of course deadline is set to coincide and regulate the
College of Business Administration’s (CBA) timetable. If you have questions, do not
hesitate to ask for assistance from your mentor.
Remember to:
● Work through all the information and complete the activities in each section.
● Read information sheets and complete the self-check. Suggested references are
included to supplement the materials provided in this module.
● Most probably, your mentor will assist and support you in the process of your
new journey as a language learner.
● You will be given plenty of opportunities to ask questions and develop your
macro skills in listening, speaking, reading and writing.
● Use the Engage, Explore and Elaborate and Evaluate each module to test your
own progress.

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 MODULE 1-EASY WAY TO LEARN SPANISH
Introduction:
One of the reasons why learning Spanish is so simple and easy for a speaker of
English, is that Spanish is so similar to English. We can see this in cognate words, or
words that have the same meaning in both languages, and that both look similar in
sound and in written form. Another reason why English and Spanish languages are
so similar is that many of the words, especially cognates, are derived from the Latin
language.

Historically, Filipino can easily adapt to Spanish language simply because we

have been under Spanish rule for more than 333 years. Most of the Spanish words
are embedded now in Filipino lexicon, which we call loan or borrowed words which
we use in our daily conversation.

As an English speaker, which we also are, we have a huge advantage in learning

Spanish compared to say a person trying to learn Spanish with a native language from
a country such as Japan or China.

What this means is we can effectively start learning Spanish with a vocabulary
of more than 1,000 words without even trying. When we find words that are the
same in both languages they are referred to as English-Spanish cognates.

The proper definition of cognate is words that exist in two different languages
and have the same root or origin. Since Spanish and English both have Latin roots
there are heaps of words that are the same or very close in both languages.

In this module you will be amazed how harmonious the covenant of English,
Spanish and Filipino by virtue of cognate.

Learning Targets:
1. Identify Spanish words embedded in our lexicography and assess the value of
these borrowed words in facilitating learning Spanish as a foreign language.
2. Reflect and review the historical influence of the Spain in Filipino culture and
lexicon.
3. List and classify Spanish loan or borrowed words utilized in our daily
communication
4. Enumerate Filipino words which we borrowed from Spain and eventually
became part of our vocabulary.

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5. Analyze techniques in acquiring Spanish vocabularies out of English words and
acquiring Filipino words out of Spanish lexicon.

Engage:
A. Direction: We are not aware that there are enormous numbers of Spanish
words which we used daily in communicating with our family, with friends and
classmates. Are you familiar with the following words. Please provide the
meaning of each word.
Spanish words Meaning
1.derecho straight as in direction
2.cuchara spoon
3.niño little boy
4.abuelo Grand Father
5.chico Boy
6. cuchara Spoon
7. amigo A male friend
8. señor corresponding to Mr. or Sir
9. amigo A male friend
10. muchacho A young man
11.baño A bathroom/toilet
12. ventana Window

B. Direction: Answer briefly the following questions

1. As future professional, why do you think that the knowledge of Spanish is

essential in your professional career?
It’s essential to have knowledge in spanish language because if you become a
professional you’ll come across different types of people across the world and being
multilingual has perks when it comes to it.
Also if you are a multilingual person your salary can increase depending on your skills.

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2. How will you achieve the needed skills to be an adequate communicator of
Spanish, and what should be your attitude towards accomplishing your goals?
To achieve the needed skills to be an adequate communicator of spanish you have to be
a good listener and speaker.
Always stay calm when speaking because we can learn through it bit by bit until you’ll
become confident with it. You have to practice and exercise your knowledge every now
and then to improve your spanish skills.
Watch tv shows or movies to practice your listening skills. You can also listen to some
music to understand the emotion you must convey.

3. Provide at least five employment opportunities where you need Spanish as a

requirement in their jobs.
A translator
Customer service representatives
Flight attendant
Teacher
Human Resource Especialist

Explore:
Spanish has had a big impact on Filipino vocabulary, since the Philippines was
controlled by Spain for more than 333 years. An estimated 20% - 33% of Filipino

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vocabulary is of Spanish origin. This vocabulary is deeply-rooted in Filipino, and
includes a variety of extremely basic and common everyday words.

Mesa and lamesa which mean “table,” are examples. They come from the

Spanish word for “table”: MESA. I find it funny that the variant “lamesa” includes the
Spanish definite article LA, even though the Filipino word isn’t necessarily definite.
Estudyante means “student”, from Spanish ESTUDIANTE. Libro means “book”, from
Spanish LIBRO. Eskwelahan, meaning “school”, from Spanish ESCUELA (“school”)
+ an -- a Tagalog suffix that creates a noun referring to a place. There’s an additional
“h” between the two parts because “escuela” ends in a vowel.
In the above example (eskwelahan) you can see that Spanish loanwords are
affected by Filipino morphology. In other words, some Spanish words fit into Filipino
word patterns and become part of larger Filipino words. More examples: trabaho,
meaning “job” or “work”, from Spanish TRABAJO. It also functions as a verb root and
gets conjugated just like a Tagalog verb, as in Nagtatrabaho siya (“He is working”).
Intindi, meaning “understanding”, from Spanish ENTIENDE (came from
ENTENDER “to understand“). It’s also conjugated as a verb: Hindi ko maintindihan.
“I can’t understand”.
Gusto is a very common word used with the meaning of “want”, as in Gusto
ko (“I want”). It comes from the Spanish noun GUSTO meaning “taste” or “liking”.
It’s a noun in Tagalog too and isn’t conjugated.
Pamilya means “family”, from Spanish FAMILIA. Notice that the “f” became a
“p” in Tagalog, because loanwords usually change in pronunciation to fit into the
Tagalog phonological system. Kusina, meaning “kitchen”, from Spanish COCINA.
Kotse, meaning “car”, from Spanish COCHE, which means “car, coach, or
carriage”. Back when the word was borrowed hundreds of years ago there were no
cars, but its meaning evolved along with the Spanish word.
Oras, meaning “time” or “hour”, from Spanish HORAS meaning “hours”. In
Spanish “horas” is plural, but the Tagalog word doesn’t have a plural meaning. Why
didn’t they borrow the singular form HORA? Good question!
Medyas, meaning “socks”, from Spanish MEDIAS – the plural
of MEDIA (“sock”).This is another word that was borrowed in its plural form, but in
Tagalog isn’t inherently plural. In Tagalog you can say mga medyas to explicitly
express the plural.

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 Lugar, meaning “place”, from Spanish LUGAR (“place”). Kuwento, meaning
“story”, from Spanish CUENTO, with the same meaning. Diyos, meaning “God”,
from Spanish DIOS.

Explain:
People in the United States are racing to learn Spanish today. Why? As
mentioned in the introduction more than four hundred million people speak Spanish
in the world, making it the second most spoken language worldwide. With the
increase in America’s Hispanic population, it is also beneficial to know how to speak
Spanish. In fact, more and more employers are beginning to prefer to hire candidates
with at least some minimal fluency in conversational Spanish. So if you have a plan to
work and eventually settle in the United States attending Spanish class is vital and will
not be put to waste.
Spanish language is so simple that it is so similar to the English language.  You
can see this in cognate words, or words that have the same meaning in both languages
and that both look similar in written form and sound similar in spoken form. 
Another reason that the English and Spanish languages are so similar is that many of
the words, especially cognates, are derived from the same origin.  Likewise, many
English words are from Spanish origin.  To prove just how easy it is to find English
words of Spanish origin or to find words in both Spanish and English that have the
same roots.

In this module we are going to learn the perfect cognates and near-perfect
cognates for Spanish and English. I suggest you read through the full list once over
and then when you have a good feel for the patterns that start to emerge with the
cognates, start to put them in a few Spanish sentences to get a feel for how they
sound. Obviously, they aren’t pronounced the same as in English but once you have
the rules down for Spanish pronunciation you are free to communicate away.

Cognates Definition
A cognate is a word that is related in origin to another word
(RealfastSpanish.com/learn-Spanish/lean-Spanish-online-go-offline) , such as the English
word BROTHER and the German word BRUDER or the English word HISTORY and the
Spanish word HISTORIA. Because they come from the same origin, cognates
have similar meanings and usually similar spellings in two different languages.

1. Perfect Cognates

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 Perfect Cognates are words that are spelt exactly the same in Spanish and
English except for maybe an accent over one letter and they mean the same thing in
both languages (RealfastSpanish.com/learn-Spanish).
SPANISH ENGLISH SPANISH ENGLISH
Animal Animal admirable admirable
Chocolate Chocolate alcohol alcohol
Doctor Doctor actor actor
Normal Normal artificial artificial
Auto Auto base base
Canon Canon civil civil
Capital Capital director director
Carbon Carbon drama drama
Final Final hobby hobby
Formal Formal horror horror
Gala Gala taxi taxi
Gas Gas solo solo

2. Near perfect cognates

Near perfect cognates are words that have up to three letters different. But you
will see that there are certain patterns that form with the near perfect cognates that
allow you to potentially predict when a near cognate is likely to exist.

Example of English words with stem-ending - IC turned into Spanish cognates

with Stem-ending CO and English with stem-ending CT turned to Spanish cognates
with stem-ending CTO. (https://lingolex.com/ation.htm)
Turned to Spanish Turned to Spanish
Words with Words with
English Words with English Words With
Stem-ending - CO Stem ending - CTO
Stem-ending - IC Stem-ending - CT
Basic Basico Act acto
Artistic Artistico Abstract abstracto
Comic Comico Compact compacto
Medic Medico Correct correcto
Plastic Plastic Exact exacto

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Public Public Except except
Organic Organico Insect insecto
Plastic Plastic Perfect perfecto

The following near perfect cognates English words with stem-ending ‘IOUS’
turned into Spanish cognates with stem-ending ‘IOSO’ and English words with stem-
ending ‘TION’ turned into English cognates ‘CION’. (https://lingolex.com/ation.htm)

English Words with Turned to Spanish English Words With Turned to Spanish
Words with Stem- Words with Stem-
Stem-ending - Stem-ending -
IOUS ending - ISO TION ending - CION
Curious Curioso Application aplicacion
Delicious Delicioso Abstraction abstraccion
Glorious Glorioso Celebration celebracion
Mysterious mysterioso Circulation circulacion
Prestigious prestigioso Civilization civilización
Precious Precioso combination combinacion
Religious Religioso Action accion

The following near perfect cognates follow the rule for English nouns ending
‘ARY’ can be converted to Spanish by replacing with an ‘ARIO’.

English Words Spanish Words

Anniversary aniversario
Adversary adversario
Commentary comentario
Contrary contrario
Complimentary complementario

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 Diary diario
Glossary glosario
Primary primerio
Rosary rosario
Salary salario
(https://lingolex.com/ation.htm)
3. False Cognates
There are certain words that look like they mean the same between English and
Spanish but it turned out they mean something completely different. They are
known as false cognates or sometimes called friends.

One of the most well-known false cognates is EMBARAZADA, which doesn’t

mean ‘embarrassed’, but instead means ‘pregnant’. So, with the potential confusion
and, ironically, embarrassment that could come with making a mistake with one of
these false cognates, it’s worth taking the time to take a closer look at these words.
And specifically, I can’t think of another area in Spanish that has more false friends
between Spanish and English than emotions.

Here are some examples to demonstrate the use of each of these Spanish false
cognates or false friends. (RealfastSpanish.com/learn-Spanish/lean-Spanish-online-go-offline)

1. Emocionado – Excited
It feels unusual to use this word as excited and not emotional but like all of the words
in this post, it’s simply something you are going to have to get used to.
ENGLISH: SHE IS VERY EXCITED TO MEET YOU.
Español: Ella está muy emocionada de conocerte. 
ENGLISH: I WAS VERY EXCITED TO SEE YOU, THE OTHER DAY.
Español: Estuve muy emocionado de verte, el otro día. 

2. Excitado – Aroused
EXCITADO could mean aroused sexually, but you can use it in neutral contexts as well.
ENGLISH: THE BOY WAS (OVER) AROUSED BY THE SUGAR IN THE SOFT DRINKS.
Español: El niño estaba excitado por el azúcar de las bebidas refrescantes. 

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ENGLISH: IN THIS SITUATION, IT IS IMPOSSIBLE TO BE AROUSED.
Español: En esta situación, es imposible estar excitado. 

3. Sentimental – Emotional
If you need to describe someone that tends to be very emotional, SENTIMENTAL is the
perfect word.
ENGLISH: WHEN HE WAS YOUNG HE WAS VERY EMOTIONAL BUT NOW HE IS MUCH
MORE MATURE.
Español: Cuando era joven era muy sentimental, pero ahora es más maduro. 
ENGLISH: SHE RECEIVED AN EMOTIONAL MESSAGE FROM HER FRIEND.
Español: Ella recibió un mensaje sentimental de su amiga. 

4. Afectivo – Sentimental
In the context of a memory or possession that brings back memories, you can use the
word AFECTIVO.
ENGLISH: THIS PHOTOGRAPH HAS SENTIMENTAL VALUE.
Español: Esta fotografía tiene un valor afectivo. 
ENGLISH: THE CAR IS NOT WORTH MUCH BUT HOLDS A LOT OF SENTIMENTAL
VALUE.
Español: El coche no vale mucho pero guarda un gran valor afectivo. 

5. Sensato – Sensible
Use SENSATO in the context of someone that is rational and makes sensible decisions.
ENGLISH: MY MUM IS A SENSIBLE PERSON, SHE ALWAYS MAKES THE RIGHT
DECISION.
Español: Mi madre es una persona sensata, siempre toma la decisión correcta. 
ENGLISH: IT IS RARE, BUT HE IS A SENSIBLE POLITICIAN.
Español: Es raro, pero él es un político sensato. 

6. Sensible – Sensitive
Similar to SENTIMENTAL, SENSIBLE can be used to describe sensitive reactions or
sensitivity around sensation such as a sense of smell or touch.
ENGLISH: I’M SO SENSITIVE (EASILY OFFENDED) WHEN I’M TIRED.
Español: Soy tan sensible cuando estoy cansado. 
ENGLISH: A DOG’S SENSE OF SMELL IS VERY SENSITIVE.
Español: El sentido del olfato de un perro es muy sensible. 

7. Sensitivo – Sentient (sensory)

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SENSITIVO is used for someone who is very tuned into peoples emotions. You could
also use this word to describe someone that is perceptive.
ENGLISH: THEY HAVE CREATED A SENSORY EXPERIENCE.
Español: Ellos han creado una experiencia sensitiva. 
ENGLISH: YOU CAN’T LIE TO HER, SHE IS VERY PERCEPTIVE.
Español: No se puede mentir a ella, ella es muy sensitivo. 

8. Avergonzado – Embarrassed
The use of AVERGONZADO is straightforward, the challenge is remembering
that EMBARAZADA means something completely different.
ENGLISH: HE WAS EMBARRASSED BY HIS MISTAKE.
Español: Estuvo avergonzado por su error. 
ENGLISH: I AM EMBARRASSED BY THE ACTIONS OF MY FAMILY.
Español: Me siento avergonzado por las acciones de mi familia. 

9. Desgracia – Misfortune
ENGLISH: MISFORTUNE FOLLOWS ME.
Español: La desgracia me persigue.
ENGLISH: HE SUFFERED GREATLY FROM HIS MISFORTUNE.
Español: Sufrió mucho de su desgracia. 

10. Molesto – Annoying

As you can see with these two examples, MOLESTO is a word that carries far less
weight than the false friend in English. You can use it to talk about an annoying
friend, boss, song or something such as street noise or a barking dog.
ENGLISH: IS YOUR BOSS ANNOYING?
Español: ¿Es molesto tu jefe? 
ENGLISH: THE STREET NOISE AT NIGHT ANNOYS ME.
Español: Me molesta el ruido de la calle por la noche.  (RealfastSpanish.com/learn-
Spanish/lean-Spanish-online-go-offline)

Elaborate:
Direction: Provide the meaning of the following Spanish loan words in English and
spell correctly in Filipino its counterpart.

CORRECT SPELLING FILIPINO SPANISH LOAN WORDS MEANING IN ENGLISH

LUGAR LUGAR PLACE

BASURA BASURA GARBAGE

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 HITSURA HETCHURA APPEARANCE

SYEMPRE SIYEMPRE OF COURSE

PWEDE PUEDES POSSIBLE

SIGURO SEGURO MAYBE

PIRASO PEDAZO PIECE

TSISMOSA CHISMOSA GOSSIPY

KALBO CALVO BALD

DISMAYADO DESMAYADO FAINT

EMPATSO EMPACHO INDIGESTION

ABURRIDO ABURRIDO BORING

BESES VECES TIMES

POSPORO FOSFORO MATCHES

TUWALYA TOALLA TOWEL

Evaluate:
Direction: Provide the linguistic equivalent of the following English words to
Spanish. Write FC if the word is false cognate.
English Words Spanish Words English Words Spanish Words
manual 1.manual Solo 16. Solo
temporary 2.temporal complimentary 17Complementaria
/
Complementario
Public 3.publica/publico supplementary 18.Suplementaria/
Suplementario

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 classic 4.Clasica/Clasico perfect 19.Perfecta/
Perfecto
Mania 5.mania director 20.Director
vocabulary 6.vocabulario glossary 21.Glosario
Organic 7.Organica/Organi anniversary 22.Aniversario
co
glorious 8.Gloriosa/Glorios serious 23.Seria/serio
o
Curious 9.Curiosa/Curioso Act 24.actuar
Moral 10.Moral civil 25.civil
secretary 11.Secretaria/Secre affective 26.afectivo
tario
perfect 12.Perfecta/Perfect precious 27.precioso/precio
o sa
insect 13.insecto delicious 28.deliciosa/delicio
so
molesto 14.molesto(FC) fanatic 29fanatica/fanatico
gala 15. gala drama 30.drama

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 MODULE 2 – SPANISH ALPHABETS AND
NUMBERS

Introduction:
This module covers the knowledge, skills and attitudes in recognizing the basics
of Spanish alphabets, also known as abecedario or alfabeto and number system. It
also introduces the students to correct pronunciation of alphabets and numbers used
in daily conversation.

Today’s Spanish alphabet probably isn’t the same that was taught or learned in
school before. In 2010, the Royal Academy made changes to the official Spanish
alphabet to reduce the use of accent marks and eliminate CH and LL, leaving the
Spanish alphabet with just 27 letters (all English letters plus Ñ). This means that
dictionaries and alphabetizing systems are different now, even though pronunciation
and spelling remain the same. (Fluent.com/blog/Spanish/Spanish-alphabet.com/)

Since the ultimate goal of this module is to help students read and speak
Spanish fluently, it makes sense to keep on teaching CH, LL, Ñ and RR as part of a 30-
letter Spanish alphabet to focus more squarely on the phonics.

Numbers are an important part of any language. They allow you to discuss
prices, scores, temperatures, etc. In this lesson you will learn how to count from 0-100
in Spanish.

Learning Targets:
1. Develop Spanish proficiency in alphabets and numbers through extensive
interaction among students.
2. Recognize and familiarize the Spanish alphabets and numbering system.
3. Reinforce the knowledge on correct pronunciation of alphabets (including
vowels) and numbers (including ordinal numbers) through audio clips and
video segments.
4. Create dialogues using the alphabets and numbers and present themes and
vocabulary from units we are studying and present them to the teacher.
5. Recall and memorize basic mathematical symbols, with a partner and practice
reading aloud mathematical equations.

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Engage:
A. Direction: Provide the Spanish translation of the following English numbers.

English Spanish English Spanish

Five 1.cinco Eleven 6.once
Seven 2.siete Twelve 7.doce
Five 3.cinco Nine 8.nueve
Seven 4.siete Ten 9.diez
Fifteen 5.quince Four 10.cuatro

B. Direction: Identify if the letter is found in both Spanish and English alphabet
or if the letter is uniquely found in Spanish alphabet. Write SP if the letter is
found both in Spanish and English and S if the letter is found only in Spanish
alphabet.

Letter SP or S Letter SP or S
W 1.SP R 7.SP
V 2.SP E 8.SP
D 3.SP J 9.SP
Ñ 4.SP H 10.SP
U 5.SP F 11.SP
RR 6.S B 12.SP

Explore:
1.How many letters are there in Spanish alphabets? Enumerate them.
There are 30 Spanish alphabets.
A,B,C,CH,D,E,F,G,H,I,J,K,L,ll,M,N,ñ,O,P,Q,R,rr,S,T,U,V,X,W,Y,Z

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2.Count from 1 to 20 in Spanish using cardinal numbers.
Cero,Uno,Dos,Tres,Quatro,Cinco,Seis,Siete,Ocho,Nueve,Diez
Onze,Doze,Treze,Quatorze,Quinze,Dieciseis,Dieceocho,Diecinueve,Veinte

3.Count from 1 to 20 in Spanish using ordinal numbers.

Primero,Segundo,Tercero,Quarto,Quinto,Sexton,Septimo,Octovo,Novena,Decimo
Decimo Primero, Decimo Segundo,Decimo Tercero,Decemo Quarto, Decimo Quinto
Decimo Sexton,Decimo Septimo,Decimo Octavo,Decimo Novena,Vigesimo

Explain:
In contrast to English, Spanish doesn’t have such a haphazard relationship
between how words are spelled and how they’re pronounced. Except for a few
exceptions (which are noted below as necessary) pronunciation is very regular in
Spanish; there’s very nearly one sound for each letter and one letter for each sound.

It’s certainly much easier to learn the Spanish alphabet than the English one!
In elementary schools, Spanish-speaking children are intentionally given the task of

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spelling words that they’ll never, ever have heard before in order to test their abilities
to apply Spanish’s nearly perfect spelling.

For the vowels, pay particular attention to the fact that Spanish vowels by
themselves are single vowel sounds, whereas in English we tend to make comparable
sounds into diphthongs (a sound formed by the combination of two vowels in a
single syllable, in which the sound begins as one vowel and moves toward another (as
in coin, loud, and side ).
  When you see “LL” in any Spanish word, it is always spoken like the letter “Y”.
Example: “Llego” (I arrive) is spoken as YEGO.
Saying the letter “J” will need a lot of practice, but it must be learned.The
letter “J” in Spanish sounds nothing like it does in English. The “J” sound in Spanish
is guttural. You need to drop your tongue to the bottom of your mouth and close
your throat. Without putting too fine a point on it, the “J” sound in Spanish is similar
to someone attempting to clear a phlegm from his/her throat.
Saying the letter “R” and double “R” will also need practice. The “R” sound in
Spanish is very similar to the way the Scottish say it. The “R” rolls by vibrating your
tongue. Saying double “R” just means that your tongue has to vibrate a bit longer.
Words like “pero” (but) and “perro” (dog) are distinguished only by the length of the
rolled “R”. Practice “Pero es mi perro.” (But it is my dog.) If you get it wrong, you
may end up saying, “But it is my but.” 
‘’
SPANISH ALPHABET
Phonetic Phonetic Phonetic
Name Name Name
Alphabet Alphabet Alphabet

A ah J Hota R Ere

B beh K Ka rr Erre

C ce L Ele S Ese

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 CH che ll Elle T Te

D deh M Eme U U

E eh N Ene V Ve

F efe ñ Eñe X Equis

doble
G geh O O W ve
i griega
a-che P Pe Y

I ee Q Cu Z Zeta
( http://www.spanishpronto.com/spanishpronto/spanishalphabet.html)
A. Direction: Multiple choice. Choose the letter of the correct answer.
1. What sound does the Spanish e make?
A. Ah B. Eh C. Chay D. Bay 
2. What sound does the Spanish m make?
A. En eh B. Eee C. Hay D. Em eh
 3. What sound does the Spanish n make?
A. Say B. En ey C. Oh D. Peh
 4. What sound does the Spanish t make?
A. Teh B. Day C. Ah-chay D.Coo
 5. What sound does the Spanish p make?
A. Erreh B. Peh C. Eh-keese D. Eee-gree

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6. What sound does the Spanish double ll make?
A. ElleAyey B. Hay C. Bay D. Efa
 7. What sound does the Spanish o make?
A. Oh B. Hotah C. Eh D. Coo
 8. What sound does the Spanish x make?
A.Errreh B. Kah C. Eh-keese D. Ne-yay
 9. What sound does the Spanish j make?
A. Kay B. Bay C. Hay D.Hotah
 10. What sound does the Spanish i make?
A. Eee B. Peh C.Ah D.Eh

Filipinos are not stranger to Spanish numbers. ¡Uno, dos , tres, (3 whipping
when we commit a first offense for disobeying simple house rules. Uno to cinco are
the counts after disobeying a heavier offense. And uno, dos tres, cuatro, cinco, seis,
siete, ocho, nueve, diez after disobeying for the third time. Do these Spanish
numbers seem familiar to you? Yes of course, because it is acceptable in the
classroom.

Numbers are very important in a language, and we use numbers in many

situations, from talking about final scores to prices to the temperature. In this lesson,
we are going to learn the numbers 0-100 in Spanish.

SPANISH CARDINAL NUMBERS

Numerals Phonetic Numerals Phonetic Numerals Phonetic

Name Name Name

0 cero 7 Siete 14 Catorce

1 uno 8 Ocho 15 Quince

2 Dos 9 Nueve 16 Dieciseis

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 3 Tres 10 Diez 17 Diecisiete

4 Cuatro 11 Once 18 Dieciocho

Cinco 12 Dose 19 Diecinueve

5

6 Seis 13 Trese 20 Veinte

SPANISH CARDINAL NUMBERS

Numerals Phonetic Numerals Phonetic Numerals Phonetic

Name Name Name

30 treinta 60 sisenta 90 Noventa

40 cuarenta 70 Sitenta 100 Ciento

50 cincuenta 80 ochenta 1000 Mil

SPANISH ORDINAL NUMBERS

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 Ordinals Phonetic Ordinals Phonetic Ordinals Phonetic

Name Name Name

decimo
1° primero 7° septimo 13° tercero
decimo
cuarto
2° segundo 8° Octovo 14°
decimo
3° tercero 9° Novena 15° Quinto
decimo
4° cuarto 10° Decimo 16° sexton
decimo decimo
5° quinto 11° primero 17° septimo
decimo
6° Sexton 12° segundo 20° Vigesimo
(https://study.com/academy/lesson/counting)

BASIC MATHEMATICAL OPERATIONS AND SYMBOLS

Mathematical operations and symbols in Spanish language are similar to the
way we express the mathematical operation in English, however, it is different in the
way we express it orally. Below are the mathematical symbols and corresponding
phonetic name in Spanish language.
SYMBOL PHONETIC NAME MEANING
+ Mas To add

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 - Menos To subtract

X Por To multiply

⁄ Dividido To divide

= Igual Equal

Here are the words for the simple mathematical functions and how they're used
with numbers:

Addition (SUMA): DOS más TRES SON CINCO. (Two plus three is five.) Note that in

other contexts, MÁS is usually an adverb.

Subtraction (RESTA): CINCO menos CUATRO SON UNO. (Five minus four is one.)

Multiplication (MULTIPLICACIÓN): TRES por CUATRO SON DOCE. (Three times four is

twelve.) In other contexts, POR is a common preposition.

Division (DIVISIÓN): DOCE dividido entre CUATRO SON TRES. (Twelve divided

by four is three.) DOCE dividido por CUATRO SON TRES. (Twelve divided by four is
three.) ENTRE is another common preposition.

Note that all of these sentences use the verb SON, which is plural, in contrast with the
singular verb "is" of English. It is also possible to use ES or the phrase ES IGUAL A (is
equal to).

Application:

⮚ 10 + 15 = diez mas quince igual veinte cinco

⮚ 24 - 8 = veinte cuatro menos ocho igual dieciseis
⮚ 9 x 5= cuarenta y cinco
⮚ 100/5 = ciento dividido cinco igual veinte

Elaborate:
Direction: Choose a partner among your classmates and do the Question & Answer
A. What number comes next? Write in Spanish language.

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1. 10,20,30 cuarenta
2. 220,30,40 cincuenta
3. 30,40,50 sisenta
4. 40,50,60 sitenta
5. 60,70,80 noventa

B. Choose the correct translation.

1. forty-six cuarenta y seis

2.  cuarenta y seis forty-six

3. one hundred Ciento

4. two hundred Doscientos

5. six hundred Seiscientos

C. Write the following numbers in Spanish.

6. 892 ochocientos noventa y dos

7. 174 ciento setenta y cuatro

8. 676 seiscientos setenta y seis

9. 767 sietecientos sisenta y siete

10. 329 trescientos veintinueve

Evaluate:
Direction: Perform the following operation.
1) 20 + 15 = veinte más quince igual quarenta y cinco
2) 24 - 8 = Veinte quarto menos ocho igual dieceseis
3) 9 x 5 = Nueve por cinco igual quarenta y cinco
4) 100/5 = Ciento dividido cinco igual veinte
5) 9 x 5 = nueve por cinco igual quarenta y cinco
6) 100/5 =Ciento dividido cinco igual veinte

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 7) 50 + 15 = cincuenta más quince igual sesenta y cinco
8) 100/2 = ciento dividido dos igual cincuenta
9) 60 - 10= sesenta menos diez igual cincuenta
10) 15 - 10= quince menos diez igual cinco

MODULE 3 – BEGINNERS SPANISH PHRASES

AND SENTENCES

Introduction:
At any stage of learning a language, embarking on phrases acquisition is one of
the most useful activities we can do.

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 We assimilate things best when they have context and meaning, and by learning
phrases (instead of individual words) we cab give ourselves both context and
mearning.

Unlike words learned individually, each phrase contains a certain amount of

grammar, which our brain can easily assimilate and link with certain expression (could
be greetings, idioms or metaphorical language). Learning a phrase means that when
you study a particular grammar point, it will “slot into place” much more easily as you
already know it!

The closest equivalent in Spanish for our English word, “polite” is either
“cortés” or “educado/educada”, depending on what it is you want to say.
“Educado”, which literally means “educated” but isn’t really used that way, it more
often means that someone has good manners or is, as used to be said, “well groomed”
or “well brought up”.   “Cortés” shares, I suspect, a root with “courteous”, and means
the same thing but is less commonly used.  When I heard it used by native speakers it
seemed to me, to mean simply that someone was a bit more formal than usual in their
manners, whereas “educado” meant something more like “considerate and
anpolite.” There are other words, such as “amable” and “pulido” but those more
accurately translate to their English equivalents of “amiable” and “polished,”
respectively.  The term “educado” could be just as readily and accurately applied to
the high-school graduate of a vocational school down the street but it could also be a
university professor, so it really doesn’t refer to the person’s educational level, it refers
to how well they were raised and brought up, which doesn’t just include just academic
subjects but also manners and politeness.

Upon meeting someone, depending on the circumstances, there are a number

of greetings you can employ.  The first one that Spanish students are typically taught
is “Buenos Dias” if it’s morning or “Buenas Tardes/Noches” if it’s afternoon or
evening, and then “hasta luego” upon departing.  Using one of these as the initial
greeting or as a response to it (e.g. they say “buenas tardes” and you respond in kind)
is fine if you’re dealing with a shop clerks, waiters, etc. or if the person you’re greeting
will likely only ever meet you this one time.

Learning Targets:
1. How to recognize and use common greetings, introductions and farewells at the
appropriate time of day.
2. How and when to use the “tú” form versus the “usted” form.
3. Act out a skit using culturally appropriate introductions.

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 4. Greet people and learn how to initiate inquiries and questions.
5. Confidently introduce oneself and learn to exchange simple conversation.

Engage:
Direction: Answer briefly the following.
1. How do you assess Filipino ethical behavior towards acknowledging or recognizing
people who are strangers?

Filipino people are kind and warm when it comes to strangers. We are generous to our guests and very
hospitable to strangers

2. What role do introductions/greetings play in a culture? Why is it important to

know the correct greetings for another culture?

Every introduction or greetings is an opportunity to create an impression of your culture.

It is important to know how to greet a person from another culture because you will know how to
respect him/her. You might offend the person if you don’t know the proper greetings.

3. Why is it important to know the correct greetings for another culture?

It is important to know how to greet a person from another culture because you will know how to

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 respect him/her. You might offend the person if you don’t know the proper greetings.

Explore:
We have several different ways of saying 'hello' in Spanish, depending on who
you're talking to and what time of day it is. We use Hola in a less formal situation.

If you are in a more formal situation, perhaps when in a store or with your
coworkers, you would use one of the following:

● Buenos días literally means 'Good day,' but it is really only used in the morning, so it
is best translated as 'Good morning.'

● Buenas tardes is used in the afternoon or early evening.

● Buenas noches is used at night, either as a greeting or a goodbye.

It is important to note that we have buenos días,

but buenas tardes and buenas noches. You will learn more about noun gender later,
which will explain the difference. For now, you will want to memorize the phrases.

If it’s someone who you will almost certainly see again, such as a new coworker
or a friend’s friend, then you’ll be expected to use a more personal acknowledgement
of having met them, of which there are several that most Spanish students have been
taught: mucho gusto (most common one and an excellent choice, this one’s always
safe), tanto gusto, and…encantado/encantada.

Explain:
When you go to the Spanish-speaking world, you greet people you see for the
first time, like a potential employer or business partner. For this reason, it is

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important to know how to use formal greetings. We will learn formal Spanish
greetings in this lesson.

Formal Relationships
Imagine you work at an office and someone you have never seen before walks
in. The person acts extremely friendly and calls you 'dude' or 'buddy.' How do you feel
about the person? Are they too forward? Is their informality okay?

While informal greetings in Spanish do not imply disrespect or forward

behavior, there are people you should address with formal greetings. This is true in
cases where the relationship may not be close enough for you to be informal. The
basic difference is that, with formal, we don't use tú (which is 'you' in the informal
singular) or vosotros (which is 'you' in the informal plural). Instead, we
use usted (oos-TEHD), which is 'you' in the formal singular, and we use ustedes (oos-
TEH-dehs), which is 'you' in the formal plural.
But how can we be sure which relationships are formal and require formal
greetings? Here are some relaciones de tipo profesional  (professional type
relationships):

1. A business partner or person you deal with professionally (unless you also have
a friendship with this person or they address you using tú.)
2. An older person (unless they specifically ask you to address them using tú.)
3. A professional you consult with, such as a lawyer or doctor (unless they
specifically ask you to address them using tú.)
4. A stranger (This can vary from country to country. For example, in Spain and
Mexico, people can be very casual with strangers and use informal greetings. In
other countries, it's better to be safe than sorry--just use formal greetings with
strangers.)

Formal Greetings
Now that we know what type of relationships require formal greetings, we can
look at the actual greetings. We'll begin with statements questions you ask as you greet
a single person, followed by group greetings and finally greetings that work for both
individuals and groups.

Greetings for Individuals (https://www.iwillteachyoualanguage.com/common-spanish-

phrases)
The following table shows us a list of basic questions and statements that you
can use to greet a single person:

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Greeting/Phrase Pronunciation Translation

What is your
¿Cómo se llama usted? KOH-moh seh YAH-mah oos-TEHD
name?

¿Cómo está? KOH-moh ehs-TAH How are you?

Encantado/a de Ehn-kahn-TAH-doh/dah deh koh-noh- Glad to meet

conocerle. SEHR-leh you.

¿En qué puedo How may I help

ehn keh poo-EH-doh ah-yoo-DAHR-leh
ayudarle? you?

Translation: Glad to meet you.

Remember to use encantado if you're a male, and use encantada if you're a female.

GREETINGS AND EXPRESSIONS IN SPANISH
Hola Hello
Buenos dias Good morning
Buenas tardes Good afternoon
Buenas tardes Good afternoon
Buenas noches Good evening
Muy Buenos shortened for 3 greetings

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Adios Goodbye
Como estas How are you?
Como esta usted How are you? (formal)
Bien, gracias Well thank
Y tu? And you?
Bienvenidos Welcome
Como se llama? What is your name?
Me llamo, Juan My name is Juan
Bien, gracias Well, thanks
Mucho gusto Please to meet you
Please Por favor
Thank you Gracias
De nada Your welcome
Hasta la vista Goodbye/see you later
Hasta pronto See you soon
Hasta luego Until then/Later
Lo siento I am sorry
Te amo I Love you
Muy bien Very well/fine/good
Que pasa What’s up/how’s things
Necesito ayuda I need help
Buena suerte Good luck
Feliz compleaños Happy birthday
Por eso Therefore

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Don’t worry No se preocupe
That depends Eso depende
Right now Ahora mismo
No se I don’t know
Asi Like this
Un momento, por favor Just a moment, please
Espere aqui, por favor Wait here
Sigame, por favor Follow me
Entre por favor Please enter
Venga aqui Come here
Recto Straight ahead
Atras In the back
Al frente To the front
Adentro Inside
Afuera Outside
Aqui Here
Alla There
Abajo Downstairs
Arriba Upstairs
Norte (el) North
Oeste (el) West
A la derecho A la derecha To the right
To the left A la izquierda

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Semana pasada(la) Last week
Mes pasado (el) Last month
Proxima semana Next week
Proximo mes (el) Next month
Esta noche Tonight
Mañana por la mañana Tomorrow morning
Anteayer Day before yesterday
Pasado Manana Day after tomorrow
Fin de semana (el) Weekend
Mire Look
Ciudado Watch out
Ayuda Help
Socorro Help me
Desee prisa Hurry
Alto Stop
Fuego Fire
Es una emergencia It is an emergency
Gracias por todo Thank you for everything
Me gusto mi visita I enjoyed my stay
Que hora es? What time is it?
Son las (for time) It is
Es la una de la tarde It is 1:00pm
Mediodia Noon

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Mediodia Noche Midnight
Pregunta Question
Respuesta Answer
Muchas veces Many times
Nunca Never
Ahora Now
Respuesta Answer
Una vez Once
A veces Sometimes
Pronto Soon
Siempre Always
En la fila In the line
Caramba Dismay or anger
Mi major amigo My best friend
¿De dónde eres (tú)? Where are you from?
La muchacha The boy
Hable despacio Speak slowly

No intiendo I don't understand

¿Usted intiende? Do you understand?

Seguro Sure

Repita, for favor Repeat, please

Otra vez Again

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 Palabra por palabra Word by word

De nada You’re welcome

Salud Bless you (after a sneeze)
Feliz cumpleaños Happy birthday
Felicitaciones Congratulations
Buena suerte Good luck
Therefore Por eso
Lo siento I am sorry
Ahora mismo Right now
No sé I don’t know

Elaborate:
Direction: In pairs, students will write out several situations where they are greeting
someone. Their greetings should be culturally appropriate based on the relationships
given in each dialogue. They will write dialogues for all situations. However, on
presentation day they will draw to see which scenario they must act out. This dialogue
must occur without notes and must be culturally appropriate based on the situation to
which the students are assigned. The grading will be based on the rubrics below.
Each written dialogue will be graded with the writing rubric (80 points total) and the
speaking rubric will be used for the final 20 points.

The scenarios are as follows. Scenarios:

- Scenario 1: Chloe, an 18 year old girl is spending the summer with her grandmother
and hasn’t seen her in a while. Create and write out their dialogue upon first seeing
each other in September.

Chloe: Buenos días Abuela. Te echo de menos.

GM: Buenos días Nieta dar una buena acogida.

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- Scenario 2: Kevin, a 20 year old boy is returning home Louisiana, Laguna for a
summer camp. Create and write out the dialogue between him and his father the
afternoon he returns from the summer camp.

F: dar una buena acogida a mi hijo.

K: Gracias Papa

- Scenario 3: Two business people are greeting one another at a dinner meeting in
Madrid. Create and write out the dialogue between the two people upon their first
meeting.

B1: Muy buenos Bienvenidos.

B2: Gracias Encantado de conocerte

- Scenario 4: Alfonso, a Business stdent Pamantasan ng Lungsod ng Muntinlupa is

meeting his math teacher for the first time, after ten years. Create and write out the
dialogue that occurs between the two people in the school hallway the first morning
of classes.
***Note: - Minimum four lines per person for each dialogue. - Each line should
contain a complete sentence and at least five words. Speaking Rubric 4 3 2 1 Content
(Complete – Incomplete)

Speaking Rubric
4 3 2 1
Content (Complete –
Incomplete)

Comprehension (Total – Little)

Comprehensibility
(Comprehensible – Seldom
comprehensible)

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 Accuracy (Accurate – Seldom
accurate)
Fluency
(Fluent – Not fluent)

Writing Rubric
4 3 2 1
Content (Complete –
Incomplete)
Comprehension
(Comprehensible – Seldom
Comprehensible)

Accurate (Accurte – Seldom

comprehensible)

Organization (Well Organized –

Poorly Organized)
Effort
(Excellent – Minimal effort)

Evaluate:
DIRECTION: Write the English translation for the following words/phrases.
1. ¿Cómo te llamas? What is your name?

2. Hasta pronto. See you soon.

3. Estoy bien. I’m fine.

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4. Encantado/a. Charmed

5. ¿Cómo estás tú? How are you? *informal

6. I am sorry Lo siento.

7. ¿Cómo está Ud.? How are you? *formal

8.. Mucho gusto. Pleasure.

9. ¿Qué tal? What’s up?

10. ¿De dónde eres tú? Where are you from? *informal

11. Como esta How are you doing?

12. ¿De dónde es usted? Where are you from? *formal

13. De nada, señora You’re welcome ma’am.

14. Más o menos. More or less.

15. Que ora es, señorita What time is it, miss?

How to say "goodbye"

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 MODULE 4 – NOUNS AND GENDER, GUIDING
FORCE IN LEARNING SPANISH

Introduction:
The Spanish language has nouns that express concrete objects, groups and
classes of objects, qualities, feelings and other abstractions. All nouns have a
conventional grammatical gender.

Nouns are our guiding force when learning Spanish. They help us make sense
of the world around us. Without them, we would not be able to name the objects,
places, people and ideas—both visible and invisible—with which we interact every
day.

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 Imagine your life without nouns. You see a beautiful flower, a good book or a
handsome guy or a beautiful girl. You want to say something about them, you point at
them, you throw out some action words and descriptive adjectives but… you are still
literally at a loss for words. You have no words to assign to these things, no names by
which to call them!

Now you go home and want to tell your mother or your roommate about what
you saw today—but you don’t have nouns. You can say “I saw it there. It smelled so
beautiful!” How would anyone know what you’re talking about?

At the end of any day without nouns, everything would be “it” and every
person would be “he,” “she” or “them.” You catch my drift? Nouns are essential for
proper communication.

Let this post be a reminder of that importance. Here you will learn all the
different kinds of nouns we have in Spanish, when and how to use them—plus even
more precious info that will help you lots during your exams (or during
your conversations).

6Learning Targets:
1. Recognize nouns in Spanish and determine their gender or number.
2. Manipulate the gender and number of articles to match their paired nouns.
3. Recognize articles, their meanings, and their intended uses.
4. Recognize that at the start of the language learning journey intuition was an
important factor for remembering things such as the gender of nouns, I
wouldn’t have believed you.
5. Identify the different types of nouns and effectively use them in sentence
composition.

Engage:
Governor General Narcisco Claveria Y Zaldua (https://en.wikipedia.org/wiki/Narcis)
issued a decree on November 29, 1849, ordering the adoption of Spanish surnames
among Filipinos to avoid confusion inasmuch as some Filipinos have the same names
with no surnmaes, which impeded efficient census-taking and tax collection. Claveria
provided 61,000 options in a Catalogo alfabetico de apellidos (Alphabetical catalogue
of surnames). Thus, some very ethnic-looking people today have Spanish surnames
like Gonzalez, Gutierrez, Enriquez, or Romualdez, delos Santos, dela Cruz, Rivera,
Delgado, Infante, Rojo and Navalta, and others.

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 Some Philippine terms that found their way into Claveria’s catalogue and were
given out as surnames to those who were late or had no choice include: Baboy (pig),
Onggoy (monkey), Dilangbutiqui (lizard tongue), Bayag (testicles), Puqui (vagina) and
Bayot (homosexual). It has to be noted here that the Spanish surname Gago has a
different meaning in the Philippines.

Nowadays, wherever we go, there are always Spanish words blended in our
lexicon, even along streets in Intramuros and provinces in the Philippines where
saturation of Spanish fortress and communities abounds; which remind us of our
indelible eternal interaction with Spanish language, tradition, culture, religion, beliefs,
aristocratic moods and caprices.

Direction: Answer briefly the following questions.

1. What was the significance of Governor-General Narcisco Claveria Y Zaldua’s rule
from 1844 to 1849?

The importance of the decree that Governor Claveria issue is for Filipino to have
surnames for tax collection and census .

2. What are the advantages of changing the Filipino names to Spanish-sounding and
Adding a surname?

The advantages is that we have our own identity to identify each one.
It will not be difficult to identify who’s who .

3. Do you think that being under colonization under the Spanish rule is our guiding
force to cherish our liberty like any other imperialist country?

Maybe, because we have learned that the freedom we have is

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precious that we must treasure. We can’t let anybody rule us.

Explore:
When I first started learning Spanish, the fear of forgetting the genders of
nouns had a big impact on me.

For a long time, I didn’t believe I was good at language learning. The biggest
factor that contributed to my doubts was a mental hurdle I had to face: could I really
memorize the amount of information one needs to speak another language?

The vocabulary itself was one thing, but then the thought of having to
memorize an associated el and la for every noun honestly seemed like something I
could never overcome.

But years on from that moment, I can confidently say that it is possible, and
there is another important factor that I never thought would be part of the equation
—intuition.

All Spanish nouns (sustantivos), including people, places, animals, things, ideas,
and feelings, have a gender (male or female).

Direction: Identify if the following Spanish words are masculine or feminine.

HERMANO masculine HORA feminine

CAFETERIA feminine HACIENDA feminine

CUCINA feminine MUCHACHA feminine

INVIERNO masculine ABUELO masculine

HIJO masculine MANO feminine

COCOA feminine MACHO masculine

SOBRINA feminine MEDIODIA masculine

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 SOBRINO masculine MONTANA feminine

TRABAJO masculine VIDA feminine

EJEMPLO masculine AñO masculine

SOBRINO masculine MONTANA feminine

CASA feminine PALABRA feminine

DIA masculine PROFESOR masculine

MAPA masculine SEñIOR masculine

PLANETA masculine DOCTOR masculine

Explain:
The fact that inanimate objects have a gender in Spanish does not mean that
things like tables and books are physically feminine or masculine. They have genders
in a grammatical sense and must be used with articles and adjectives that match their
gender.

There are eight (8) general rules for mastering to follow to determine if a noun
is feminine or masculine.

A noun is a person, place, thing or idea. Every noun in Spanish has a specific article
that denotes the gender of the word.  They can be definite or indefinite and have four
forms: (https://studyspanish.com/grammar/lessons/genoun1)
masculine singular → EL
masculine plural → LOS
feminine singular → LA
feminine plural → LAS 

EXAMPLES:(https://www.slideshare.net/edegnigma/nouns-and-articles-in-spanish)

person
EL NIÑO → theboy                                LA NIÑA → the girl
LOS NIÑOS → the boys   LAS NIÑAS → the girls

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place
EL RESTAURANTE → the restaurant                   LA CASA → the house
LOS RESTAURANTES → the restaurants             LAS CASAS → the houses

thing
EL PAPEL → thepaper                                         LA MESA → the table
LOS PAPELES → the papers                                 LAS MESAS → the tables

idea
EL PENSAMIENTO → the thought                     LA IDEA → the idea
LOS PENSAMIENTOS → the thoughts               LAS IDEAS → the ideas 

Living Creatures are referred to by the gender they represent

This one is simple.  Every living creature is either an EL or a LA. If you are an English
speaker you have always referred to creatures with the.  The Spanish language is a lot
more detailed in this respect. They love to observe and categorize the differences.
With this in mind, take note of the first two rules for mastering Spanish gender:

RULE NO. 1
When speaking about living creatures, nouns that end in “o” are masculine.
EXAMPLES:
EL GATO → the male cat                                        EL PERRO → the male dog
LOS GATOS → the male cats                                  LOS PERROS → the male
dogs 
EL CHICO → the boy                                              EL OSO → the male bear
LOS CHICOS → the boys                                        LOS OSOS → the male bears
EL ABUELO → the grandfather EL TÍO → the uncle
LOS ABUELOS → the grandparents                     LOS TÍOS → the uncles 

RULE NO. 2
When speaking about living creatures, nouns that end in “a” are feminine.
EXAMPLES:

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LA GATA → the female cat                     LA PERRA → the female dog
LAS GATAS → the female cats               LAS PERRAS → the female
dogs
LA CHICA → the girl                                LA OSA → the female bear
LAS CHICAS → the girls                          LAS OSAS → the female bears 

*BEWARE OF THE GENDER TRAP!*

There is a slight possibility that you might fall into a “gender thinking trap.”  This
deception tricks you into thinking that everything associated with a male will
automatically be masculine and everything associated with a female will automatically
be feminine. This is false.  Only distinct living creatures fall under this categorization.

The following examples clearly illustrate how objects commonly associated with each
gender do not follow the rule.

LA CORBATA → the necktie
EL MAQUILLAJE → the makeup 
To keep you from falling into this trap, a very important step you can take is to
experience and interact with these nouns in real-world situations. How can you do
that from home? 

THE MASCULINE IN SPANISH

When there is a crowd or a group of people, animals, ideas or things that have
a mixed gender, what gender is used?
If you answered, “the masculine gender is always used when there is a mixed group,”
you are already thinking in the same direction as the Spanish language. 

RULE NO. 3
When there is a group of mixed gender, no matter what the ratio is of females to
males and males to females, the group is always referred to as masculine.
1 NIÑO + 4 NIÑAS = 5 NIÑOS                    1 boy + 4 girls = 5 kids
3 GATOS + 542 GATAS = 545 GATOS        3 male cats + 542 female cats = 545 cats 
The masculine gender has more power than the female gender when it comes to
making the rules. Although the words have the same value, the male acts as the
default leader. To make the word feminine you simply add the feminine “A” touch.

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 RULE NO. 4
Masculine nouns that end in consonants (non-vowels) have a corresponding feminine
form that ends in “A”
EXAMPLES:
EL PROFESOR → themale professor             LA PROFESORA → the female professor
EL DOCTOR → the male doctor                      LA DOCTORA →  the female doctor
EL SEÑOR → the Mr.                                      LA SEÑORA →  the Mrs. 

Nouns, Gender and Professions

Some nouns that refer to professions do not change their forms.  This does not
mean that the importance of gender disappears.  If the word does not change, the
article is in full charge of specifying gender.

RULE NO. 5
Some nouns that refer to professions have the same form for masculine and feminine.
The article is the only thing that changes.
EXAMPLES:
EL PILOTO → the male pilot                                  LA PILOTO → the female
pilot
EL SOLDADO → the male soldier                          LA SOLDADO → the female
soldier
EL MODELO → the male model                            LA MODELO → the female
model
EL POETA → the male poet                                   LA POETA → the female poet
EL ATLETA → the male athlete                              LA ATLETA → the female
athlete
EL PSIQUIATRA → the male psychiatrist          LA PSIQUIATRA → the female
psychiatrist

Optional brain exercise* 

Make a list of nouns that currently surround you (wherever you are) in English
(you decide on how many you want to attempt).  Try to guess their gender in
Spanish.  Look up the words and see how many you got right and what rules you
recognize.

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Exclusive Endings
Some words are exclusively reserved for female articles and others are
exclusively reserved for male ones.  These will admit no opposite intervention, ever! 
The use of masculine articles with exclusively feminine endings and vice-versa will
disrupt and distort your communication.

RULE NO. 6
Nouns that end in –SIÓN, –CIÓN, –DAD, –TUD and –UMBRE will always require
the feminine article.

EXAMPLES:
LA EXPOSICIÓN → the exhibition
LA HABITACIÓN → the room
LA FELICIDAD →  the happiness
LA SOLICITUD →  the application
LA COSTUMBRE →  the custom

RULE NO. 7
Nouns that end in –MA require a masculine article
EXAMPLES:
EL PROBLEMA → the problem
EL EMBLEMA→  the emblem
EL ENIGMA →  the mystery

Exceptions That Create New Rules

Languages exist within a strict framework of rules, yet they are alive, they are
dynamic, and the are continuously evolving.  Therefore, there are always exceptions to
the rules, and these exceptions, in turn, create new rules.

RULE NO. 8
Some nouns that end in “a” are masculine
Some nouns that end in “o” are feminine
EXAMPLES:
A

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EL DÍA →the day
EL MAPA → the map
EL CURA → the priest
EL PLANETA → the planet

O
LA FOTO → the photo
LA MANO →  the hand
LA RADIO →  the radio
LA MOTO →  the motorcycle

Best Practices When Learning a Language

Remember, learning a new language is not a result but more of a process!  It is
important that you set a daily routine for your language learning that excites you and
allows you to see results.
As it relates to gender, familiarize yourself with the rules. Listen carefully to
them when watching your favorite movies. While reading a comic or newspaper, circle
the gender agreements that most surprise you. Above all, find someone to practice
with!
You will quickly catch on to the patterns, nuances and subtleties of the
language this way. Think of how small children learn language for the first time. A ton
of listening, a lot of gibberish, some clarity with mistakes, increase in vocabulary and
finally fluency!

Elaborate:
Masculine nouns that end in a consonant often have a corresponding feminine form
that ends in -a.
el profesor
la profesora
el doctor
la doctora
el señor
la señora

Some nouns that refer to people use the same form for both masculine and
feminine. These nouns indicate gender by the article (el or la).

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el estudiante
la estudiante

el pianista
la pianista

el artista
la artista
Nouns that end in -sión, -ción, -dad, -tad, -tud, -umbre are feminine.
la televisión
la decisión
la conversación
la habitación
la ciudad
la universidad
la dificultad
la libertad
la actitud
la gratitud
la certidumbre
la muchedumbre

Some nouns that end in -a are masculine.

el problema
el telegrama
el programa
el mapa
el sistema
el poema
el día
el tema
el clima
el idioma
el sofá
el planeta
Many nouns that end in -ma are masculine. Notice that eight of the twelve nouns listed above end in
-ma.
el telegrama
el programa

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el problema
el sistema
el poema
el idioma
el clima
el tema
Note: A few nouns that end in -ma are feminine, such as la cama and la pluma.

Four of the nouns that end in -a are simply exceptions and must be memorized.
el día
el mapa
el planeta
el sofá

A few nouns that end in -o are feminine.

la mano
la radio
Many nouns that denote living things have both a masculine and a feminine
form.
Most nouns that end in -o are masculine.
Most nouns that end in -a are feminine.
Masculine nouns that end in a consonant often have a corresponding feminine
form that ends in -a.
Some nouns that refer to people use the same form for both masculine and
feminine. These nouns indicate gender by the article (el or la).
Nouns that end in -sión, -ción, -dad, -tad, -tud, -umbre are feminine.
Many nouns that end in -ma are masculine.
A few nouns that end in -o are feminine

Evaluate:
Direction: Provide the correct translation and correct article of the following nouns.
Noun Article Noun Article
the student el estudiante the problem el problema
la estudiante
the pianist el pianista the emblem el emblema
la pianista
the artist el artista the photo la foto
la artista

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 the planet el planeta the hand la mano
the map el mapa the radio la radio
the system el sistema the motorcycle la moto
the idiom el idioma the mystery el misterio

MODULE 5 – UNDERSTANDING PRONOUNS

AND THEIR VERB PAIRS

Introduction:
A pronoun is a word that takes the place of names or nouns in a sentence. For
instance, if I say “Nestor is my friend. He lives near me, and he works nearby,” I’m
using the pronouns “my”, “he” and “me”. That sentence would be pretty clunky
without pronouns. Here’s how it would look: “Nestor is Joey’s friend. Nestor lives
near Joey, and Nestor works nearby.”
You might have noticed in my sample sentence about Nestor there are two
different types of pronouns that express me, Joey, in English: “my” and “me”. They
express different things, even though they both represent the same subject: Benny.
“My” is possessive, while “me” is relative – how Nestor relates to me (“he
lives near me”).

What about in Spanish? That same sentence looks like, “Nestor es mi amigo. Él
vive cerca de mí, y trabaja cerca.”

Learning Targets:
● Recognize Spanish pronouns, and determine how important their role in composition
of sentences and paragraphs.
● Recognize the necessity of utilizing pronouns to replace nouns in the construction of
sentences.
● Identify the different types of pronouns.
● Distinguish the difference between Spanish and English sentences using direct-indirect
pronouns.
Write and converse in Spanish using direct-indirect sentences. 

Engage:
Direction: Click on the option that interprets correctly the Spanish
sentence. There is only one correct answer.

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 1. Mi padre nos llama todos los fines de semana.(Who calls whom?)
● My father calls us every weekend.
● We call each other every weekend.
2. No vistan a menudo nuestros families. (Who visits whom?)
● We often visit our relatives.
● Our relatives often visit us.
3. No les gusta mi prima a mis amigos. (Who doesn’t like whom?)
● No, my friends don’t like my cousin.
● My cousin doesn’t like my friends.
4. A mamá la llevan al cine los hermanos. (Who takes home to a movie?)
● The siblings take Mom to the movies.
● Mom takes the siblings to the movies.
5. Tu abuelo te escribe tarjetas postales en verano . (Who writes postcards to
whom?)
Your grandfather writes you postcards in the summer
●

Explore:
Direction: Using the space provide underneath create a toolbox for
singular and plural pronouns

Explain:
In this Module, you’ll learn everything you need to know about Spanish direct
and indirect object pronouns including what they are, how to use them when to use
them, how to combine them, a rule you need to be careful with, and where Spanish
natives get it backwards. To start, let’s first discuss the concept of an object pronoun
in general.

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 Pronouns are the key to understanding who or what the subject is in a
sentence. Without them, sentences would get very confusing, very quickly!

Unlike English, Spanish doesn’t always use pronouns. In fact, Spanish often
uses verb conjugation to show the subject of a sentence.
Pronouns change depending on where and how they’re used in a sentence.
They can change depending on whether you’re expressing possession, direction, or
using them after prepositional phrases. It sounds complicated, but it’s a lot like
English — think of how the personal pronoun “I” changes to “me” or “my”
depending on where and how it’s used.

Spanish Personal Subject Pronouns

Grammar review: The subject of a sentence is the person, object or place being
discussed or performing the action of the verb.
For example, in the sentence “He runs a marathon”, “He” is the subject, and
“to run” is the verb.
Here are the subject pronouns:
The Personal Subject Pronouns of Spanish

(https://www.spanishdict.com/guide/indirect-object-pronouns)

These are called personal subject pronouns to distinguish them from

the demonstrative pronouns, the equivalent of words such as "this" and "those."
There is also a subject pronoun ELLO, which can be the rough equivalent of "it," but
it is rarely used.

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 Note that even though ÉL, ELLA, ELLOS, and ELLAS usually refer to people or
animals, they can on occasion refer to inanimate objects, with the pronoun matching
the grammatical gender of the object or objects being referred to.

VOSOTROS/VOSOTRAS are seldom used in most of Latin America,

where USTEDES can be used even when talking with close friends or children.

To learn Spanish verb conjugation, you need to memorize the Spanish personal
subject pronouns, starting with “I”, “we”, “they” and “you”.

Pronouns ending with -O indicate the masculine form, used for either groups
of men or both men and women. The -A endings are feminine and used only if “we”,
“they” or “you” refer to a group of all women.

The other thing to know is that “you” in Spanish has a formal and informal
version. You use TÚ for friends and family, and USTED to show respect or address
someone you don’t know. For the plural form, VOSOTROS is only used in Spain as an
informal “you”. In Latin America, USTEDES is used in both formal and informal
situations.

Connecting Subjects to Verbs & Dropping the Pronoun

In Spanish, the subject of a sentence changes the ending of the verb. It makes
the subject clear and easy to understand.

Let’s try some examples of Spanish pronouns in sentences, and see how that
changes the verb “to go” (IR).

● “I” in Spanish: YO VOY A LA TIENDA. (“I am going to the store”)

● “You” in Spanish: TÚ VAS A LA TIENDA (“You are going to the store”)
● “He” in Spanish: ÉL VA A LA TIENDA (“He is going to the store”)
● “She” in Spanish: ELLA VA A LA TIENDA (“She is going to the store”)
● “We” in Spanish: NOSOTROS VAMOS A LA TIENDA (“We are going to the store”)
● “You” (plural, informal) in Spanish: VOSOTROS VÁIS A LA TIENDA (“You all are going
to the store”)
● “You” (plural, formal) in Spanish: USTEDES VAN A LA TIENDA (“You all are going to
the store”)
● “They” in Spanish: ELLOS VAN A LA TIENDA. (“They are going to the store”)

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 As you can see, when the subject changes, so does the verb “to go” (IR). The
rest of the sentence stays the same (A LA TIENDA). IR is an irregular verb in Spanish,
but the idea is the same. Verbs endings (also known as verb conjugations) change in a
sentence based on the subject of that sentence

English is similar for some verbs. For example, with the verb “to run”, you’d
say “I run”, and “she runs.” The ending of the verb changes based on the subject of
the sentence. But this is only sometimes the case in English. In Spanish, it’s always
the case, and the ending is different for every subject.

That’s why in Spanish, the subject can often be dropped since it’s understood by the
verb structure alone. Those sentences could then be “Voy a la tienda” and “Vas a la
tienda”, and you would still know the subject was “I” and “you”.
(https://www.fluentin3months.com)

Spanish Possessive Pronouns (https://www.thoughtco.com/possessive-

pronouns-spanish-)

Possessive pronouns in Spanish answer the question “Whose is it?” They give
the pronoun ownership of an object. For example, in English you might say
“That’s MINE” or “It’s HER house”.

In Spanish, there are four forms for each pronoun: singular masculine, singular
feminine, plural masculine and plural feminine. And for possessive pronouns, they are
always used with “the” (which also must match one of the four forms – EL, LA, LOS
and LAS). Which one you use is based on the gender of the word you’re saying.

For instance, singular masculine possessive for “mine” is EL MÍO. Singular
feminine is LA MÍA. And for plural masculine and feminine, it’s LOS MÍOS/LAS MÍAS. If
you’re saying a book (EL LIBRO, masculine) is yours, you would say “Es el mío” (“It is
mine”). For books, it’s SON LOS MÍOS (“They are mine”). If the apple (LA MANZANA,
feminine) is yours, then it’s ES LA MÍA, or plural SON LAS MÍAS.
● Mine: EL MÍO, LOS MÍOS, LA MÍA, LAS MÍAS
● Yours: EL TUYO, LOS TUYOS, LA TUYA, LAS TUYAS
● His, hers or its: EL TUYO, LOS TUYOS, LA TUYA, LAS TUYAS
● Ours: EL NUESTRO, LOS NUESTROS, LA NUESTRA, LAS NUESTRAS
● Yours: El vuestro, los vuestros, la vuestra, las vuestras*
● Theirs: El suyo, los suyos, la suya, las suyas*

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 Now, this is different from when you say “my book” or “my apple”. In that
situation, you’re using “my” as an adjective, not a pronoun, because you aren’t
replacing the noun but describing it. Then it’s MI LIBRO or MIS MANZANAS. Here are
those possessive adjectives:

● My: MI, MIS
● Your: TU, TUS
● His, her, its, their: SU, SUS
● Our: NUESTRO, NUESTROS, NUESTRA, NUESTRAS
● Your (plural): VUESTRO, VUESTROS, VUESTRA, VUESTRAS

Spanish Prepositional Pronouns

Only two pronouns change when following a preposition. (If you need a
refresher of prepositions, check out this list.)
When following a preposition:

● “I” or YO becomes MÍ (“me”)
● “You” or TÚ becomes TI (“you”)

All other Spanish pronouns stay the same after a preposition, so that makes
this set of pronouns easy to remember.

For example:

ESTO ES PARA MÍ, ESO ES PARA TI. (“This is for me, that’s for you.”)
The only exception is CON (“with”). That's a comitative form, and it
changes MÍ and TI to CONMIGO and CONTIGO, respectively.

Spanish Direct Object Pronouns

Do you remember what a direct object is in a sentence? The object is what
receives the action of the verb. So the subject performs the action, and the direct
object is on the receiving end of that action. If I said, “I ate pizza” (YO COMÍ PIZZA in
Spanish), “I” is the subject, “ate” is the verb and “pizza” is the direct object.

But if someone asked me, “Who ate the last slice of pizza?” I could say “I ate
it,” which is ME LO COMÍ. I’m using the direct object pronoun LO for “it” in Spanish.
(In this situation, ME is “I, myself”… a reflexive pronoun. We’ll get to that in a
second.)

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 Notice that the direct object pronoun goes before the verb, though. In most
situations, Spanish has the same sentence structure as English (Subject-Verb-Object).
But when it comes to direct object pronouns, it’s Subject-Direct Object Pronoun-
Verb.

Here are the direct object pronouns:

● Me: ME
● You: TE
● Him, her, it: LO, LA
● Us: NOS
● You: OS
● Them: LOS, LAS

Something to note: “them” in Spanish can be either people or items, which is

why it’s plural for him, her OR it. This is the same as English, but sometimes confuses
people when they’re trying to remember it in Spanish.

Spanish Reflexive Pronouns (https://www.spanishdict.com/guide/reflexive-verbs-and-

reflexive-pronouns)
Before we talk about indirect object pronouns, let’s cover reflexive pronouns. I
used it in the sentence above, ME LO COMÍ, so let’s explain how that works.

Reflexive pronouns are words that end in “-self” or “-selves”. Oneself, myself,
yourself, etc. When using a Spanish reflexive verb, such as LAVARSE or LLAMARSE,
you pair it with the Spanish reflexive pronoun.

How do you know when a verb is reflexive?

A verb is reflexive when the subject and object are the same. So, if I said ME
LLAMA BENNY, I’m saying “I call myself Benny.” That’s why it’s ME instead of YO.
In ME LO COMÍ, I’m saying “I, myself, did the action. I, myself, ate it.”

Here’s the list of reflexive pronouns:

● Myself: ME
● Yourself: TE
● Himself, herself, itself: SE
● Ourselves: NOS
● Yourselves: OS

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● Themselves: SE

Reflexive pronouns seem confusing, but there’s a simple way to think about it.
Take a look at that list, and then the direct object pronouns. There’s only one
change: LO/LA or LOS/LAS becomes SE. That’s it! Everything else remains the same.
If it’s easier, for now, you can think “Me, I ate it” to explain why ME LO
COMÍ uses ME instead of YO.

Spanish Indirect Object Pronouns

The indirect object is someone or something affected by the action of the verb,
but it’s not the main recipient of the action. Grammatically, the direct object doesn’t
follow a preposition, while an indirect object comes after “to” or “for”. So the direct
object is going to, or is for, the indirect object. ( https://.spanishdict.com/guide/direct-and-
indirect-object-pronouns)

● To/for me: ME
● To/for you: TE
● To/for him, her or it: LE
● To/for us: NOS
● To/for you all: OS
● To/for them: LES
Notice that once again, only “it” has changed. Now it’s LE or LES. The rest is the
same as the direct object list.

If I said “I bought pizza,” that's the subject-verb-direct object. If I expand on

that and say “I bought pizza for my friend,” then the direct object is “pizza” and “my
friend” is the indirect object. In Spanish, that would be COMPRÉ PIZZA PARA MI
AMIGO. Now let’s say that same sentence using indirect object pronouns. In English,
it would be “I bought pizza for him.” In Spanish, that would be LE COMPRÉ
PIZZA. Like the direct object pronouns, indirect object pronouns come before the
verb, too.

Spanish Relative Pronouns (https://grammar.spanishintexas.org/pronouns/relative-pronouns/)

Relative pronouns connect phrases to a noun or pronoun. They’re words like
“who”, “which”, “that”, “where” and “when”. They can help connect two sentences
or to connect an adjectival clause to the noun.

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 In English, this would look like: “The new car that I bought is red.” I could’ve
said “The new car is red” but I wanted to express it was MY new car. So I used the
relative pronoun “that” to connect it.

In Spanish, it’s EL NUEVO CARRO que COMPRÉ ES ROJO.

The main two relative pronouns you’ll use in Spanish

are QUE and QUIEN. QUE can mean “that”, “which”, “who” or “whom”. It connects
to the noun directly. QUIEN means “who” or “whom” and comes after a preposition,
like PARA (“for”) or CON (“with”).

Here’s a couple examples:

● EL LIBRO que TOMASTE PRESTADO. (“The book that you borrowed.”)

● MI AMIGO PARA quien COMPRÉ PIZZA SE FUE A CASA. (“The friend, who I bought
pizza for, went home.”)
Note that QUE is directly after LIBRO, and is followed by a reflexive verb, TOMASTE.
And QUIEN follows the preposition PARA to describe specifically which friend I’m
talking about.

There’s also CUAL, CUYO, EL QUE, CUANDO and DONDE… Which gets pretty

in-depth on the grammar aspect of building your sentences. For now, get comfortable
using QUE and QUIEN and understanding their differences.

Spanish Pronoun Power!

How’d it go? Is your head swimming from all of that, or did you find it easy to
pick up? There are many different forms for Spanish pronouns, but if you start with
mastering the subject pronouns, it gets easier from there. And three of the forms stay
the same except the ever-changing “it”. Don’t forget to pay attention to the Spanish
accent marks as you go.

Direct vs. Indirect Objects

Direct object pronouns are those pronouns that represent
the nouns directly acted upon by the verb. Indirect object pronouns stand for the
noun that is the recipient of the verb's action. In both English and Spanish, a verb
may have no object (e.g., "I live," VIVO), a direct object only (e.g., "I killed the
fly," MATÉ LA MOSCA), or both direct and indirect objects (e.g., "I gave her the
ring," LE DI EL ANILLO, where LE or "her" is the indirect object and ANILLO or "ring"

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the direct object). The construction of an indirect object without a direct object isn't
used in English, but it can be done in Spanish (e.g., LE ES DIFÍCIL, "it is difficult for
him," where LE is the indirect object).

Another way of looking at indirect objects in Spanish is that they could be

replaced by "A + prepositional pronoun" or sometimes "PARA + prepositional
pronoun." In the example sentence, we could say DI EL ANILLO A ELLA and mean the
same thing (just as we could say in English, "I gave the ring to her"). In Spanish,
unlike English, a noun can't be an indirect object; it must be used as the object of a
preposition. For example, we could say "I gave Sally the ring" in English, while "Sally"
is the indirect object, but in Spanish the preposition A is needed, LE DI EL ANILLO A
SALLY. As in this example, it is common, although not strictly required, to include
both the pronoun LE and the named indirect object.

In English, we use the same pronouns for both direct and indirect objects. In
Spanish, both types of object pronouns are the same except in the third person. The
third-person singular direct object pronouns are LO (masculine) and LA (feminine),
while in the plural, they are LOS and LAS. But the indirect object
pronouns are LE and LES in the singular and the plural, respectively. No distinction is
made according to gender.
The other object pronouns in Spanish are ME (first-person
singular), TE (second-person familiar singular), NOS (first-person plural),
and OS (second-person familiar plural).
Following in chart form are the object pronouns in Spanish. The direct objects
are shown in the second and third columns, the indirect objects in the fourth and fifth
columns.
Me ME ELLA ME ME ELLA ME DIO EL
VE (she sees DINERO (she gave me the
me). money).
you TE ELLA TE VE. TE ELLA TE DIO EL DINERO.
(familiar)
him, her, it, LO (masculine) ELLA LO/LA LE ELLA LE DIO EL DINERO.
you (formal) LA (feminine) VE.

Us NOS ELLA NOS VE. NO ELLA NOS DIO EL DINERO.

S

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 you (familiar OS ELLA OS VE. OS ELLA OS DIO EL DINERO.
plural)
them, you LOS (masculin ELLA LOS/LAS LE ELLA LES DIO EL DINERO.
(plural e) VE. S
formal) LAS (feminine)

Key Takeaways

● Verbs act on direct objects, while indirect objects are recipients of the verb's
action.
● Although there are regional variations in usage, the standard direct and indirect
objects in Spanish are the same in the first and second person, while the
indirect objects are LE and LES in the third person.
● Object pronouns come before verbs, although they can be attached to
infinitives, gerunds, and affirmative commands.

Elaborate:
Pronouns change depending on where and how they’re used in a sentence.
They can change depending on whether you’re expressing possession, direction, or
using them after prepositional phrases. It sounds complicated, but it’s a lot like
English — think of how the personal pronoun “I” changes to “me” or “my”
depending on where and how it’s used.
Grammar review: The subject of a sentence is the person, object or place being
discussed or performing the action of the verb.

For example, in the sentence “He runs a marathon”, “He” is the subject, and
“to run” is the verb.

Here are the subject pronouns:

● I: YO
● You: TÚ (informal) / USTED (Formal):
● He: ÉL
● She: ELLA
● We: NOSOTROS / NOSOTRAS
● You, plural and informal: VOSOTROS / VOSOTRAS

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● You, plural and formal: USTEDES
● They: ELLOS / ELLAS

To learn Spanish verb conjugation, you need to memorize the Spanish personal
subject pronouns, starting with “I”, “we”, “they” and “you”.

Pronouns ending with -o indicate the masculine form, used for either groups of
men or both men and women. The -a endings are feminine and used only if “we”,
“they” or “you” refer to a group of all women.

The other thing to know is that “you” in Spanish has a formal and informal
version. You use tú for friends and family, and usted to show respect or address
someone you don’t know. For the plural form, vosotros is only used in Spain as an
informal “you”. In Latin America, ustedes is used in both formal and informal
situations.

In Spanish, the subject of a sentence changes the ending of the verb. It makes
the subject clear and easy to understand.

Let’s try some examples of Spanish pronouns in sentences, and see how that
changes the verb “to go” (ir).

● “I” in Spanish: Yo voy a la tienda. (“I am going to the store”)

● “You” in Spanish: Tú vas a la tienda (“You are going to the store”)
● “He” in Spanish: Él va a la tienda (“He is going to the store”)
● “She” in Spanish: Ella va a la tienda (“She is going to the store”)
● “We” in Spanish: Nosotros vamos a la tienda (“We are going to the store”)
● “You” (plural, informal) in Spanish: Vosotros váis a la tienda (“You all are going to
the store”)
● “You” (plural, formal) in Spanish: Ustedes van a la tienda (“You all are going to the
store”)
● “They” in Spanish: Ellos van a la tienda. (“They are going to the store”)

In Spanish, the subject of a sentence changes the ending of the verb. It makes
the subject clear and easy to understand.

Let’s try some examples of Spanish pronouns in sentences, and see how that
changes the verb “to go” (ir).

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 As you can see, when the subject changes, so does the verb “to go” (IR). The
rest of the sentence stays the same (A LA TIENDA). IR is an irregular verb in Spanish,
but the idea is the same. Verbs endings (also known as verb conjugations) change in a
sentence based on the subject of that sentence.

English is similar for some verbs. For example, with the verb “to run”, you’d
say “I run”, and “she runs”. The ending of the verb changes based on the subject of
the sentence. But this is only sometimes the case in English. In Spanish, it’s always the
case, and the ending is different for every subject.

Evaluate:
Direction: A. Choose the correct pronoun and translate in Spanish.

● 1. They want the book. Ellos quieren el libro

● 2. I know them. (Juan and Maria) Los conozco
● 3. Juan knows me. Juan me conoce.
● 4. You love me. Me amas
● 5. You-all (formal) drink milk. usted-todos leche de la bebida
● 6. He buys the magazines. él compra las revistas
● 7. They see Maria. ven a maria
● 8. I have the pen. (la pluma) tengo la pluma
● 9. You-all (familiar) want the house. todos ustedes quieren la casa
● 10. I love you. te amo

B. Answer the following questions. The answer will substitute a pronoun

for the direct object noun.

● 1. ¿Dónde compra Pablo los libros? Where does Pablo buy books?
● 2. ¿Conoces la capital de España? Do you know the capital of Spain?
● 3. ¿Miras las telenovelas? Do you watch soap operas?
● 4. ¿Dónde estudia Bill el español? Where does Bill study spanish?
● 5. ¿Comprenden ustedes esta lección? Do you understand this lesson?

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 MODULE 6 – DEFINITIVE GUIDE TO SPANISH
ADJECTIVES
Introduction:
In this module, we are going to discuss Spanish adjectives. Spanish adjectives
are more complicated than English adjectives. When you use Spanish adjectives, you
not only do you have to match the gender of the adjective with the noun but you also
have to match the number and you have to get the order right.  On top of that, there
are lots of exceptions to the usual rules.

On top of that, there are lots of exceptions to the usual rules. In this post,
you’ll learn everything you need to know about Spanish adjectives. Of course, it is a
big topic, so where I haven’t explained every rule and every exception, I’ll give you a
few resources where you can find the answer.

Let’s start with the definition of an adjective and the first fundamental
difference between Spanish adjectives and English ones.

Learning Targets:
1. Recognize adjectives in Spanish and determine their gender or number.
2. Demonstrate adjective agreement ibn complete sentences.
3. Determine how adjectives and noun agree in Spanish.
4. Form Spanish adjectives to agree with nouns in terms of gender and numbers.
5. Practice using Spanish adjectives in complete sentences.

You will be learning everything you need to know about Spanish adjectives,
so let’s start with the definition of an adjective and the first fundamental difference
between Spanish adjectives and English ones. The simplest definition of adjective is:
A WORD THAT DESCRIBES OR CLARIFIES A NOUN.  Adjectives typically tell us an
important detail about a noun. Details such as colour, size, shape, temperature or age.

Engage:
Direction: Provide the synonym in Filipino the following Spanish words.

Spanish Word Synonym Spanish Word Synonym

Gwapo 1 Inteligente 8.
Barato 2. Importante 9.

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 Agrabyado 3. Rapido 10.
Aburrido 4. Loco 11.
Grande 5. siguro 12.
Bueno 6. Pobre 13.
Interesante 7. peligroso 14.

Explore:
1.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

The winters in the north can be very ______ and _____.

cold and snowy
warm and freezing
long and northern
subtle and treacherous
2.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

The riverbed was _______ and ______, making it hard to balance well.
fishy and frogs
shallow and deep
moist and wet
rocky and slippery
3.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

I am happy to report that Grace’s baby is very ______ and ______!

happy and healthy
sickly and scrawny
tiny and small
born and growing
4.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

It was a _________ summer but we all made it through!

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quiet, packed
sunny, cloudy
long, hot
last, present
5.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

The __________ cellar was alive with roaches.

bottom, house
dark, musty
under, ground
empty, black
6.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

Every dress she found in the old trunk was ______ and _____.
grimy and happy
friction and elastic
stained and tattered
borrowed and broken
7.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

The band played a ____________ melody that kept the audience spellbound.
quick, step
beautiful, haunting
fast, piece
silent, questioning
8.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

The smell of the ____________ buns was heavenly.

grape, fruit
happy, funny
hot, sticky

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wicked and crazy
9.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

My father loves to drive on _____________ roads in the mountains.

slippery, terrain
winter, crooked
hidden, open
narrow, windy
10.
For the sentence below, find the correct coordinate adjectives that would best
describe the noun.

His algebra test was both ______ and ______.

hard and long
confusing and simple
white and black
math and economics

Explain:
Adjectives are frequently descriptive. That is, most often adjectives are used to
describe a noun, or distinguish the noun from a group of similar objects. For example,
an adjective might describe the color of an object. Adjectives typically tell us an
important detail about a noun, details such as color, size, shape, temperature or age.

the red pen

the blue pen
In Spanish, most adjectives change form, depending upon whether the word
they modify is masculine or feminine. Notice the difference between “the tall boy”
and “the tall girl.”
el chico alto
la chica alta
Adjectives also change form depending upon whether the word they modify is
singular or plural. Notice the difference between “the tall boy” and “the tall boys” ;
“the tall girl” and “the tall girls.”( https://mydailyspanish.com/common-spanish-adjectives)
el chico alto
los chicos altos

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la chica alta
las chicas altas
Many common adjectives end in -o. These adjectives have four forms. The
following words all mean “tall”:
alto
alta
altos
altas
The correct form of the adjective depends upon the noun it modifies. Is the noun
masculine or feminine? Singular or plural?
libro rojo
red book
pluma roja
red pen
libros rojos
red books
plumas rojas
red pens
Notice how the endings of the nouns and these adjectives are similar.
libro rojo
pluma roja
libros rojos
plumas rojas
Adjectives that end in -e also change form for singular or plural. To form the plural,
simply add -s.
la chica inteligente
las chicas inteligentes
Adjectives that end in -e do not, however, change form for masculine or feminine.
la chica inteligente
el chico inteligente
las chicas inteligentes
los chicos inteligentes

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Similarly, most adjectives that end in a consonant do change form for singular or
plural, but do not change for masculine or feminine. To form the plural, add -es.
la chica popular
el chico popular
las chicas populares
los chicos populares
Let’s review.

● Adjectives that end in -o have four forms: alto, alta, altos, altas
● Adjectives that end in -e have two forms: inteligente, inteligentes
● Most adjectives that end in a consonant have two forms: popular, populares
(form plural by adding -es)

Elaborate:
As a part of speech, adjectives are like binary opposites, it ads color to one’s
life. There are always two incongruent sides: life and death, alpha and omega, black
and white, happy and sad, white and black, victory and defeat, weak and strong, etc.
Adjectives add color, interest and variety to the acquisition of language like Spanish
and help us explain ourselves better.
The order of adjectives is something that many beginners struggle to get their
heads around, but just remember that unlike in English, Spanish adjectives usually go
after the noun. So instead of saying “he has beautiful blue eyes,” you say the
equivalent of “he has eyes blue beautiful”—“TIENE UNOS OJOS AZULES PRECIOSOS.”

It might sound weird at first, but once you get the idea, noun before adjective
will come naturally to you.

Also, don’t forget that each adjective can either be masculine, feminine,
singular and plural. So, the word LINDO can actually be LINDO (masculine
single), LINDA (feminine single), LINDOS (masculine plural) or LINDAS (feminine
plural) so that it agrees with the noun it’s modifying.

That means that if you’re talking about a plural, feminine noun,

like PALABRAS (words), you’d need the plural, feminine adjective.
¡QUÉ LINDAS PALABRAS! (What beautiful words!)
For the purpose of this post, all adjectives will be written in masculine singular. 

Evaluate:

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Direction: Choose the correct form of the adjective.
1. rojo. Hay una pluma _____ encima de la mesa. (a. rojo b. roja c. rojos d. rojas)
2. alto. La chica _____ está en la casa.(alto b. alta c. altos d. altas).
3. pequeño Hay tres libros _____en la bolsa. (a. pequeño b. pequeña. C. pequeños
d. Pequeñas)
4. poco. Hay _____ chicos en la clase.(a. poco b. poca c. Pocos
d. pocas)
5. mucho. Hay ____ chicas en la clase. (a. mucho b. muchos
c. mucha d. muchas)
6. bonito. Hoy es un dia _____. (a. bonito b. bonita c,.bonitos
d. bonitas)
7. guapo. El es un hombre _____ (a. guapo b. guapa c. Guapos
d. guapas)
8. negro. El tiene pelo______ (a. negro b. negra c. negroes
d. negras)
9. rubio. El tiene pelo ______(a. rubio b. rubia c. rubios
d. rubia)
10. simpatico. Muchas personas ______ viven en Latino America.
a. simpatico b. simpatico c. simpaticos d. simpaticas)

MODULE 7 – GUIDE IN ASKING QUESTIONS

AND TALK ABOUT TIME IN SPANISH

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Introduction:
Asking questions in Spanish can range from simple to quite complex. While
there are lots of straightforward questions in Spanish like ¿CÓMO ESTÁS?, there are
more challenging structures for questions that require a careful choice between
question words such as ¿QUÉ? and ¿CUÁL?, or the unfamiliar placement of a Spanish
preposition.

The main focus and purpose of Real Fast Spanish is to help you develop your
conversational skills, and there is no better way to improve your conversations than
asking better questions.

So, with this in mind, in this post, you’ll learn everything you need to know
about asking questions in Spanish including how to ask simple questions in Spanish,
how to use each of the main Spanish question words, how to use the Spanish question
formula to include prepositions in the right order, and a few important distinctions
such as ¿CÓMO? vs ¿QUÉ TAL? and ¿POR QUÉ? vs ¿PARA QUÉ?.

Learning Targets:
1. Enhance their awareness to frame an ordinary grammatically correct question in
Spanish.
2. Utilize a correct intonation and manner of pronunciation in asking questions.
3. Increase the awareness to develop question formula to include prepositions in the
right order, and a few cómo? vs ¿qué tal? and ¿por qué? vs ¿para qué?
4. Develop their ability to communicate effectively and express themselves with
confidence in Spanish.
5. Gain effective conversational skills, and there is no better way to improve your
conversations than asking better questions.

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Engage:
Forming Spanish Questions from Declarative Sentences
So you want to ask a Spanish question but aren’t sure how to form it? Just turn
your declarative Spanish sentence into a question with these easy steps and ask away.

Start with a normal declarative sentence.

A typical sentence begins with the subject and then follows to the verb. Here are a
couple of examples:

A) Ésta es la puerta. (ehs-tah ehs lah poo-ehr-tah) (This is the door.)

Start with a normal declarative sentence.
A typical sentence begins with the subject and then follows to the verb. Here are a
couple of examples:

Where you say “Ésta es . . .” (ehs-tah ehs) in a regular sentence, you say “¿Es

ésta . . .?” (ehs ehs-tah) in the question form. This same principle works in English
when you change “This is . . .” to “Is this . . .?” So the first example in the previous
step becomes

B)¿Es ésta la puerta? (ehs ehs-tah lah poo–ehr-tah) (Is this the door?)

La mujer es bella. (lah moo-Hehr  ehs bveh-yah)  (The woman is beautiful.)

Reverse the order of the subject and the verb.

But wait! The same process also works for sentences that don’t fit the “This
is. . .” mold. Reverse the subject-verb order of the second example above and you get
¿Es bella la mujer? (ehs bveh-yah lah moo-Hehr) (Is the woman beautiful?)

C) Don’t worry about do.

English questions often include the verb do in questions, but Spanish makes
things easier on you. In Spanish, the word do is understood as part of the verb:
¿Vas al cine? (bvahs ahl see-neh) (Do you go to the movies?)
¿Hacen las tortillas? (ah-sehn lahs tohr-tee-yahs) (Do they make the tortillas?)

Explore:

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You might have noticed, there are a few differences between asking questions in
English and asking questions in Spanish. These are the main differences between
Spanish and English:
No auxiliary verbs
In Spanish you don't need to use words like "do" or "will" (auxiliary verbs). So there's
no "WILL SHE COME?", it's just "SHE COMES?"
The important part is your intonation: Rise at the end of the question, so it doesn't
sound like you're just affirming "YES, SHE COMES."

You can usually leave out the personal pronoun

As you saw in the examples above, in Spanish you can often leave the he / she /
you / me (personal pronoun) out of the question. So instead of "YOU STOLE MY
IPOD?" you'd just say "STOLE MY IPOD?".
Of course this doesn't make much sense in English, but in Spanish each verb (like "to
steal") changes to agree with the personal pronoun (he, she, they, etc).
So you can tell who it's talking about just by looking at the verb, and you don't
actually need to say "you". There are a few exceptions to this, and you may need to
clarify in some instances, but this is true a lot of the time.
Different word order
In Spanish you'll put a verb immediately after the question word. So instead of "HOW
DO YOU KNOW?" it would be more like "HOW KNOW YOU?". 
Or you could even just say "HOW KNOW?" since the "you" isn't really necessary either.

Explain:
I. Asking Questions in Spanish
In Spanish, the simplest way to ask a question is by taking an ordinary sentence
and changing your intonation at the end. We ask questions in this exact same way in
English.

Whenever you want to ask a yes/no question, you can simply change your
intonation by going up in pitch when you get to the last word of the question.

For example:
ENGLISH: ISABELLA SPEAKS SPANISH?
ESPAÑOL: ¿ISABELLA HABLA ESPAÑOL?

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 And, the answer to this question could be the same sentence without going up
in pitch at the end.
ENGLISH: YES, ISABELLA SPEAKS SPANISH.
ESPAÑOL: SÍ, ISABELLA HABLA ESPAÑOL.

A really common way to ask questions like this is with the impersonal form
of HABER, HAY which means ‘there is’ or ‘there are’. For example:
ENGLISH: IS THERE INFORMATION ABOUT THE WINERIES IN THIS REGION?
ESPAÑOL: ¿HAY INFORMACIÓN SOBRE LAS BODEGAS DE ESTA ZONA?

ENGLISH: YES, THERE IS INFORMATION ABOUT THE WINERIES ON THE TABLE.

ESPAÑOL: SÍ, HAY INFORMACIÓN SOBRE LAS BODEGAS EN LA MESA.

Another common way to ask simple questions is with the TÚ form

or USTED forms for the verb.
For example:
ENGLISH: DO YOU NEED HELP?
ESPAÑOL: ¿USTED NECESITA AYUDA?
ENGLISH: DO YOU PREFER BASKETBALL OR BASEBALL?
ESPAÑOL: ¿PREFIERES EL BALONCESTO O EL BÉISBOL?

The last important idea to consider here before moving on is how to ‘ask a
question’ in Spanish. In Spanish, you don’t ‘ask’ questions, you ‘make’ them. For
example:
ENGLISH: CAN I ASK YOU A QUESTION?
ESPAÑOL: ¿TE PUEDO HACER UNA PREGUNTA?

The Spanish question formula

If you want to ask more complex questions in Spanish using Spanish question
words, then there is a simple question formula you should follow.
But, before I get to the formula, I want you to think of this common Spanish
question:
ENGLISH: WHERE ARE YOU FROM?
ESPAÑOL: ¿DE DÓNDE ERES?

Most Spanish questions follow this exact same formula.

Note that the ‘from’ goes at the end of the question in English and the start of the
question in Spanish (DE).

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 In English, we finish questions with prepositions (about, for, from, on, with,
etc.) most of the time. In Spanish, you must never finish a question with a
preposition.
The Spanish question formula is:
¿(Preposition) + question word + conjugated verb + (subject) + (additional
information)?

The brackets indicate that these components of the question aren’t always
necessary.
So, if you think of the above question about asking where someone is from,
you can create almost any question you want using the same structure.
For example:
ENGLISH: WHO IS SHE SPEAKING WITH?
ESPAÑOL: ¿CON QUIÉN HABLA ELLA?
ENGLISH: WHAT IS THE CHAIR MADE OUT OF?
ESPAÑOL: ¿DE QUÉ ES LA SILLA?
ENGLISH: IT IS MADE OUT OF WOOD.
ESPAÑOL: ES DE MADERA.

But, this structure is extremely common and most students we work with
in our classes hadn’t adjusted to it before taking the class, so the key is for you to get
as comfortable with it as possible. And if you do, it will help your Spanish to sound
much more natural!

Here are all the main Spanish question words and topics in this article:

# QUESTION WORD / TOPIC

1 Where? – ¿Dónde?
2 When? – ¿Cuándo?
3 How much? / How many? – ¿Cuánto/a/os/as?
4 Who? – ¿Quién?
5 How? – ¿Cómo?
6 How? – ¿Qué tal?

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 7 What? or Which? – ¿Qué?
8 What? or Which? – ¿Cuál?
9 How (adjective)…? – ¿Qué tan (adjetivo)…?
10 Why? vs For what? – ¿Por qué? vs ¿Para qué?
11 How often? – ¿Cada cuánto (tiempo)?
12 More examples & situations with questions in Spanish
https://mydailyspanish.com/common-spanish-adjectives/

Where? – ¿Dónde?
For the rest of the article, we’ll look at each question word in a little more detail.
¿DÓNDE? is a fairly easy question word to use because it translates well from English
question word ‘where?’.
For example:
ENGLISH: WHERE ARE YOU?
ESPAÑOL: ¿DÓNDE ESTÁS?
ENGLISH: WHERE IS THE TRAIN STATION?
ESPAÑOL: ¿DÓNDE ESTÁ LA ESTACIÓN DE TREN?
ENGLISH: WHERE IS THE WEDDING?
ESPAÑOL: ¿DÓNDE ES LA BODA?
One of the challenges with ¿DÓNDE? is the choice you have to make between ser and
estar.
If you are talking about the physical location of a person, object, or place, then you
will need ESTAR.
In contrast, if you want to talk about the location of an event or party, then you will
need SER.
Also, if you want to talk about or ask about someone’s place of birth, then again you
will need SER.
Another challenge, that is not unique to ¿DÓNDE?, is with using the Spanish question
formula when the question needs a preposition.
As I highlighted earlier, most students are comfortable with “¿DE DÓNDE ERES?“, so
take note of how you can use this structure with other ¿DÓNDE? questions.
ENGLISH: WHERE DOES THE RIVER PASS THROUGH?
ESPAÑOL: ¿POR DÓNDE PASA EL RÍO?

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ENGLISH: WHERE ARE YOU COMING FROM THIS EVENING?
ESPAÑOL: ¿DE DÓNDE VIENES ESTA NOCHE?
ENGLISH: WHERE ARE YOU GOING (TO)? WHEREABOUTS ARE YOU GOING?
ESPAÑOL: ¿ADÓNDE VAS?
You can think of ¿ADÓNDE? as the contraction of A and DÓNDE, where A is the most
common preposition you will need with the Spanish verb IR.

When? – ¿Cuándo?
If you want to ask ‘when?’ something happened or is going to happen, then you’ll
need the Spanish question ¿CUÁNDO?.
Here are some examples:
ENGLISH: WHEN IS YOUR BIRTHDAY?
ESPAÑOL: ¿CUÁNDO ES TU CUMPLEAÑOS?
ENGLISH: WHEN ARE WE LEAVING?
ESPAÑOL: ¿CUÁNDO NOS VAMOS?
Also, you can also use the question formula with ¿CUÁNDO? and prepositions in order
to ask about due dates and durations.
For example:
ENGLISH: WHEN DO YOU NEED THE REPORT BY?
ESPAÑOL: ¿PARA CUÁNDO NECESITA EL INFORME?
ENGLISH: HOW LONG ARE YOU ON VACATION? (UNTIL WHEN)
ESPAÑOL: ¿HASTA CUÁNDO TIENES VACACIONES?

How much? / How many? – ¿Cuánto/a/os/as?

¿CUÁNTO? tends to be a little more troublesome than the previous question words
because you have to match the question with the number and gender of the noun.
For example:
ENGLISH: HOW MANY PAIRS OF SHOES DO YOU OWN?
ESPAÑOL: ¿CUÁNTOS PARES DE ZAPATOS TIENES?
ENGLISH: HOW MANY PEOPLE CAME TO THE SHOW?
ESPAÑOL: ¿CUÁNTAS PERSONAS VINIERON AL ESPECTÁCULO?
A very common use of ¿CUÁNTO? is for asking about the prices in the context of a
buying or selling something.
ENGLISH: HOW MUCH DID YOU PAY FOR THIS JACKET?
ESPAÑOL: ¿CUÁNTO HAS PAGADO POR ESTA CHAQUETA?
You also have an important distinction to make between asking how much a single
item costs and how much all of your items combined cost.

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ENGLISH: HOW MUCH IS IT? (THIS SPECIFIC ITEM)
ESPAÑOL: ¿CUÁNTO CUESTA?
ENGLISH: HOW MUCH IS IT? (EVERYTHING, THE WHOLE BILL / CART)
ESPAÑOL: ¿CUÁNTO ES?
And, here are a few examples with prepositions that you can use with ¿CUÁNTO? and
the question formula.
ENGLISH: HOW MANY PEOPLE IS THE RESERVATION FOR?
ESPAÑOL: ¿PARA CUÁNTAS PERSONAS ES LA RESERVA?
ENGLISH: HOW MANY FRIENDS ARE YOU GOING WITH?
ESPAÑOL: ¿CON CUÁNTOS AMIGOS VAS?
I’m also going to cover ¿cada cuánto? in its own section below because it’s another
special case.

Who? – ¿Quién?
To ask ‘who?’ questions in Spanish, you can use ¿QUIÉN?.
And, similar to the previous question word ¿CUÁNTO?, you also need to
match ¿QUIÉN? with the number of the noun.
Here are some examples:
ENGLISH: WHO BOUGHT THE WINE?
ESPAÑOL: ¿QUIÉN COMPRÓ EL VINO?
ENGLISH: WHO ARE THE GIRLS OVER BY THE WINDOW?
ESPAÑOL: ¿QUIÉNES SON LAS CHICAS JUNTO A LA VENTANA?
And here are some more examples using the question formula:
ENGLISH: WHO ARE YOU LIVING WITH?
ESPAÑOL: ¿CON QUIÉN VIVES?
ENGLISH: WHO IS THIS GIFT FOR?
ESPAÑOL: ¿PARA QUIÉN ES ESTE REGALO?

How? – ¿Cómo?
The Spanish question word ¿CÓMO? behaves a lot like the English question word
‘how?’.
For example:
ENGLISH: HOW ARE YOUR PARENTS?
ESPAÑOL: ¿CÓMO ESTÁN TUS PADRES?
ENGLISH: HOW DO YOU SOLVE THIS PROBLEM? (HOW CAN ONE SOLVE THIS
PROBLEM?)
ESPAÑOL: ¿CÓMO SE PUEDE RESOLVER ESTE PROBLEMA?
You can also combine ¿CÓMO? with the verb SER to ask ‘what something is like?’.

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For example:
ENGLISH: WHAT IS YOUR NEW APARTMENT LIKE?
ESPAÑOL: ¿CÓMO ES TU NUEVO APARTAMENTO?
ENGLISH: IT’S VERY BIG AND HAS FIVE ROOMS.
ESPAÑOL: ES MUY GRANDE Y TIENE CINCO HABITACIONES.
ENGLISH: WHAT IS IT LIKE TO LIVE IN BUENOS AIRES?
ESPAÑOL: ¿CÓMO ES VIVIR EN BUENOS AIRES?
ENGLISH: IT IS FULL OF PEOPLE. THE RENTAL PRICES AND FOOD ARE CHEAP, BUT
IT IS DIFFICULT TO FIND WORK.
ESPAÑOL: ESTÁ LLENO DE GENTE. LOS PRECIOS DE ALQUILER Y LA COMIDA SON
BARATOS, PERO ES DIFÍCIL ENCONTRAR TRABAJO. 

How? – ¿Qué tal?

¿QUÉ TAL? can be a difficult question phrase to understand because there isn’t a good
direct translation to English. But, you can think of ¿QUÉ TAL? as synonymous
with ¿CÓMO? in most circumstances.
For example, I could replace ¿QUÉ TAL? in all of the examples in the previous section.
ENGLISH: HOW ARE YOUR PARENTS?
ESPAÑOL: ¿QUÉ TAL ESTÁN TUS PADRES?
ENGLISH: WHAT IS YOUR NEW APARTMENT LIKE?
ESPAÑOL: ¿QUÉ TAL ES TU NUEVO APARTAMENTO?
Probably the most well known and colloquial use of this question phrase is when it is
used on its own:
ENGLISH: WHAT’S UP? (HOW’S IT GOING?)
ESPAÑOL: ¿QUÉ TAL?
You can also colloquially use this question phrase without a verb to ask how
something specific is going. For example:
ENGLISH: HOW’S YOUR HEAD TODAY?
ESPAÑOL: ¿QUÉ TAL LA CABEZA HOY?
ENGLISH: HOW’S THE TRIP GOING? / HOW WAS THE TRIP?
ESPAÑOL: ¿QUÉ TAL EL VIAJE?
Note with this last example the distinction between past and present isn’t always clear
from the question itself but it is generally known from context.
You could also use the verb ESTAR in the past if you wanted to make it more clear.
ENGLISH: HOW WAS THE TRIP?
ESPAÑOL: ¿QUÉ TAL ESTUVO EL VIAJE?
What? or Which? – ¿Qué?

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 The Spanish question word ¿QUÉ? can translate to the English question word
‘what?’ but it can also translate to ‘which?’ depending on the context.

This is why qué vs cúal needs more explanation than the rest of the other
question words in the article. I have already written a detailed article
on QUÉ vs CÚAL and you can read it here.

So, for now, I’m not going to dive into all of the details but I will provide a few
examples so you can see this question word in action.

Here are some examples:

ENGLISH: WHAT IS THAT?
ESPAÑOL: ¿QUÉ ES ESTO?
ENGLISH: WHAT DO YOU HAVE IN YOUR HAND?
ESPAÑOL: ¿QUÉ TIENES EN LA MANO?
ENGLISH: WHICH MOVIE DO YOU WANT TO WATCH?
ESPAÑOL: ¿QUÉ PELÍCULA QUIERES VER?
Again, note the challenge with ‘what?’ and ‘which?’ in this last example. It is difficult
enough to figure out when to use ‘what?’ and ‘which?’ in English, that’s why I suggest
you avoid trying to translate these question words from English and instead learn the
structures in the article on QUÉ vs CÚAL.

What? or Which? – ¿Cuál?

Continuing on from the previous section, ¿CUÁL? can also mean ‘what?’ or
‘which?’ depending on the context.
Here are some examples:
ENGLISH: WHAT IS YOUR FAVOURITE BAND?
ESPAÑOL: ¿CUÁL ES TU BANDA FAVORITA?
ENGLISH: WHICH OF THESE OPTIONS DO YOU PREFER?
ESPAÑOL: ¿CUÁL DE ESTAS OPCIONES PREFIERES?
ENGLISH: WHAT ARE SOME OF THE PLACES WHERE THE RIVER RUNS BY?
ESPAÑOL: ¿CUÁLES SON ALGUNOS DE LOS LUGARES POR DONDE PASA EL RÍO?

Why? vs For what? – ¿Por qué? vs ¿Para qué?

The next question phrase is the translation of the English question word ‘why?’
which could be ¿POR QUÉ? or ¿PARA QUÉ?.
Of course, por vs para is another important challenge in Spanish because there isn’t a
great distinction between these subtly different prepositions in English.

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A simple rule to consider is thinking of POR to mean ‘due to’ and PARA to mean ‘in
order to’.
Thus, when you are asking questions using these prepositions, you can think of ¿POR
QUÉ? to ask ‘why?’ or ‘due to what?’ and ¿PARA QUÉ? to ask ‘for what?’ or ‘in order to
what?’.
Here are two examples to demonstrate the difference:
ENGLISH: WHY DO YOU WANT IT?
ESPAÑOL: ¿POR QUÉ LO QUIERES?
ENGLISH: WHAT DO YOU WANT IT FOR?
ESPAÑOL: ¿PARA QUÉ LO QUIERES?
The first question is asking about the motivation for ‘wanting it’ and the second
question is asking about the future purpose ‘you want it in order to what?’.
Moreover, the answers to these questions will have the same preposition as the
question:
ENGLISH: WHY DO YOU WANT MY MOBILE?
ESPAÑOL: ¿POR QUÉ QUIERES MI MÓVIL?
ENGLISH: BECAUSE MINE IS OUT OF BATTERY.
Español: Porque el mío no tiene batería.
ENGLISH: WHAT DO YOU WANT MY MOBILE FOR?
ESPAÑOL: ¿PARA QUÉ QUIERES MI MÓVIL?
ENGLISH: TO CALL MY MOTHER.
Español: Para llamar a mi madre.
Here are some examples with ¿POR QUÉ?:
ENGLISH: WHY ARE YOU LEARNING SPANISH?
ESPAÑOL: ¿POR QUÉ APRENDES ESPAÑOL?
ENGLISH: WHY DIDN’T YOU GO TO CLASS LAST NIGHT?
ESPAÑOL: ¿POR QUÉ NO FUISTE A CLASE ANOCHE?
Here are some examples with ¿PARA QUÉ?:
ENGLISH: WHAT DO YOU WANT MY CAR FOR?
ESPAÑOL: ¿PARA QUÉ QUIERES MI COCHE?
ENGLISH: WHAT IS THIS DEVICE FOR?
ESPAÑOL: ¿PARA QUÉ SIRVE ESE APARATO?
How (adjective) …? – ¿Qué tan (adjetivo)…?
Another really useful Spanish question phrase is the combination
of ¿QUÉ? with TAN and a Spanish adjective to ask how big, how far, or how common
something is.
For example:

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ENGLISH: HOW FAR IS IT?
ESPAÑOL: ¿QUÉ TAN LEJOS ESTÁ?
ENGLISH: HOW IMPORTANT IS THE PRESENTATION?
ESPAÑOL: ¿QUÉ TAN IMPORTANTE ES LA PRESENTACIÓN?
ENGLISH: HOW SOON CAN YOU HELP US?
ESPAÑOL: ¿QUÉ TAN PRONTO PUEDES AYUDARNOS?

How often? – ¿Cada cuánto (tiempo)?

The English question ‘How often?’ can be translated into Spanish in a few
different ways. But, one of the best ways to translate this question is with the Spanish
phrase ¿CADA CUÁNTO? .
Note this phrase can be used synonymously with or without the word TIEMPO.
Here are some examples:
ENGLISH: HOW OFTEN DO WE GET HOLIDAYS?
ESPAÑOL: ¿CADA CUÁNTO TENEMOS VACACIONES?
ENGLISH: HOW OFTEN DO YOU VISIT YOUR PARENTS?
ESPAÑOL: ¿CADA CUÁNTO VISITAS A TUS PADRES?
ENGLISH: HOW OFTEN SHOULD I CHANGE OUR MATTRESS?
ESPAÑOL: ¿CADA CUÁNTO TIEMPO DEBO CAMBIAR NUESTRO COLCHÓN?

II. TELLING TIME IN SPANISH (https://studyspanish.com/grammar)

The verb ser is used to express the time of day. Use es when referring to “one
o’clock” and use son when referring to all other hours.
Es la una. Son las dos.
It’s one o’clock. It’s two o’clock.

The feminine article (la, las) is used before the hour because it refers to “la hora.”
Es la una. Son las dos.
It’s one o’clock. It’s two o’clock.
Minutes can be added to the hour using the word y (and).
Es la una y cinco. Son las tres y doce.
It’s five minutes past one. It’s twelve minutes past three.
Minutes can be subtracted from the hour using the word menos (less).
Es la una menos cinco. Son las tres menos doce.
It’s five minutes till one. It’s twelve minutes till three.
You can also use the words media (half) and cuarto (quarter).

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Es la una y media. Son las dos y cuarto.
It’s half past one. It’s quarter past two.
Son las tres menos cuarto.
It’s quarter till three.
To say something occurs at a specific time, use the formula a + la(s) + time.
La fiesta empieza a las nueve. El banco abre a las ocho y media.
The party begins at nine o’clock.

The bank opens at half past eight.

To differentiate between a.m. and p.m. use the expressions de la mañana, de la
tarde and de la noche.
Son las dos de la tarde. Son las dos de la mañana.
It’s two in the afternoon. It’s two in the morning.
Son las diez de la noche.
It’s ten in the evening.
When no specific time is mentioned, use the expressions por la mañana, por la tarde,
por la noche.
Siempre leo el periódico por las mañanas.
I always read the newspaper in the morning.
Here are a number of useful time expressions:
por la mañana de la mañana
in the morning (no specific time) in the morning (specific time)

por la tarde de la tarde

in the afternoon (no specific time) in the afternoon (specific time)

por la noche de la noche

in the evening or night (no specific time) in the evening or night (specific time)

la mañana el mañana
morning morrow, future

mañana por la mañana pasado mañana

tomorrow morning the day after tomorrow

ayer anoche
yesterday last night

la noche anterior, anteanoche el lunes que viene

the night before last next Monday

la semana que viene el año que viene

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next week next year

el lunes pasado la semana pasada

last Monday last week

el año pasado al mediodía

last year at noon

a la medianoche alrededor de
at midnight around

de día durante el día

days during the day

a tiempo en punto
on time exactly, on-the-dot

tarde temprano
late early

Explore:
Direction: Multiple Choice. Choose the letter of the correct answer.
1. How do you say "hello" in Spanish?
A. Hola B. Adios C. Jabon D. Manos E.Tres
2. How do you say "dog" in Spanish?
A. Gato B. Raton C. Carro D. Perro E. No se
3. How do you say "wash" in Spanish?
A. Pintar B. Lavar C. Recibir D. Mujer E.Hombre
4. How do you say "Miss" in Spanish?
A. Senor B. Senorito C. Senorita D. Cabeza E. Pies
5. If you want to ask where the bathroom is what is the correct phrase to use?
A. Adonde estamos? B. Adonde esta el bano? C. Podemos ir a la tienda?
D. Y las llaves? E. No quieres ir?
6. What is the correct phrase for Good Morning?
A. Buenas Noches B. Buenas Tardes C. Buenos Dias D. Medio Dia E. La Noche
7. If someone asks you in Spanish, Adonde esta la farmacia,? you answer
A.  Esta en la esquina B. Ven con migo C. Vamos a la biblioteca
D. Quieres ir a la escuela E. Queremos ir a el parque

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8. If someone asks you in Spanish Adonde vas? you answer
A. Para la casa de mi amigo B. Para esto C. Fuimos al parquet D. No quiero
E.No se
9. Click the best translation of Piedra:
A. Plaster B. Floor C. Stone D. Wall E. Frame
10. Click the best translation of el cristal:
A. Plastic B. Glass C. Silver D. Platinum  E. gold

Evaluate:
A. Direction: Translate the following sentence in Spanish. Choose the correct answer
by writing the letter only.
1. HOW ARE YOUR PARENTS?
2. HOW OFTEN DO YOU VISIT YOUR PARENTS?
3. HOW MANY PAIRS OF SHOES DO YOU OWN?
4. ENGLISH: WHERE ARE YOU?
5. ENGLISH: WHEN IS YOUR BIRTHDAY?
6. WHEN ARE WE LEAVING?
7. DO YOU UNDERSTAND WHAT HE IS TALKING ABOUT?
8. WHERE ARE YOU FROM?
9. WHO BOUGHT THE WINE?
10.WHO IS SHE SPEAKING WITH?
11.WHAT IS THE CHAIR MADE OUT OF?
12.WHY DO YOU WANT IT?
13.WHY ARE YOU LEARNING SPANISH?
14.WHY DIDN’T YOU GO TO CLASS LAST NIGHT?
15.HOW SOON CAN YOU HELP US?
Choose from the following:
A. ESPAÑOL: ¿CÓMO ESTÁN TUS PADRES?
B. ESPAÑOL: ¿CADA CUÁNTO VISITAS A TUS PADRES?
C. ESPAÑOL: ¿CUÁNTOS PARES DE ZAPATOS TIENES?
D. ESPAÑOL: ¿DÓNDE ESTÁS?
E. ESPAÑOL: ¿CUÁNDO ES TU CUMPLEAÑOS?
F. ESPAÑOL: ¿CUÁNDO NOS VAMOS?
G. ESPAÑOL: ¿ENTIENDES DE QUÉ HABLA?
H. ESPAÑOL: ¿DE DÓNDE ERES?
I. ESPAÑOL: ¿CON QUIÉN HABLA ELLA?
J. ESPAÑOL: ¿DE QUÉ ES LA SILLA?
K. ESPAÑOL: ¿POR QUÉ LO QUIERES?

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L. ESPAÑOL: ¿POR QUÉ APRENDES ESPAÑOL?
M. ESPAÑOL: ¿POR QUÉ NO FUISTE A CLASE ANOCHE?
N. ESPAÑOL: ¿QUÉ TAN PRONTO PUEDES AYUDARNOS?
O. ESPAÑOL: ¿QUÉ ES ESTO?
P.ESPAÑOL: ¿QUÉ TIENES EN LA MANO?

B. Direction: Provide the translation of the following time in Spanish.

1. Two thirty
2. Quarter to eleven
3. 1:00
4. Ten to twelve
5. At three tomorrow
6. 12:00 noon
7. 3:15
8. 4:45
9. 2:10
10. 7:00

MODULE 8 – REGULAR SPANISH VERBS

Introduction:
Conjugation is the change that takes place in a verb to express tense, mood,
person and so on. In English, verbs change as they are used, most notably with
different people (you, I, we) and different time (now, later, before). Conjugating verbs
(https://grammar.yourdictionary.com/parts-of-speech/verbs/) essentially means altering them

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into different forms to provide context. The conjugated form of the verb can give us
some idea about who is performing the action, when the action is being performed,
and the relation of the verb to other parts of the sentence.
Although the details are far more complicated, the concept of verb conjugation
in Spanish is the same as in English.
To better understand the concept of conjugation in Spanish, let's look at some
conjugation forms in English and compare them with some Spanish forms. The
English verbs are explained first, followed by the corresponding Spanish forms. If
you're a beginner, don't worry for now about what terms like "present tense,"
"auxiliary verb," and "indicative" mean. If you can't understand what they refer to by
the examples given, you will learn them in your later studies. This lesson isn't intended
to be an exhaustive analysis of the subject, but rather just enough that you can grasp
the concept of how conjugation works.

Learning Target
1. Understand the structure of the language, specifically in relationship of pronouns to
verb conjugation.
2. Reinforce students’ knowledge on vocabulary thereby increasing their ability to
listen (escuchar), speak (hablar), write (escribir) and in Spanish.
3. Reproduction of situations in the context of the Hispanic culture which will offer
an opportunity to practice key aspects of the target language.
4. Build cooperation among students through pairs or group activity to role-play
ordinary situation in everyday life using pronouns and verbs in the conversation.
5. Covers the use of ar, er and ir verbs in the process of reflecting to oneself and
communicating ith others thereby acknowledging the richness of the Spanish
language.
Engage:
Direction: CHARADE. Act out the following Spanish verbs. Then
provide the
Spanish Verb Synonym in English Spanish Verb Synonym in English
Abrir Lavar
Ayudar Mandar
Aclamar ocupar
Acordar preparar
Andar Travajar

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 Aceptar visitar
Bailar Recibir
Cantar permitir

Learning verbs in Spanish is something that doesn’t always come naturally for
new learners. With the seemingly endless conjugations and irregularities, verbs can be
one of the most difficult and lengthy lessons in the language for a non-native speaker.

But you have to learn them sooner or later, and the more you use them, the
more efficiently you’ll learn!

Explore:
REGULAR SPANISH VERBS
Notes:
1. The written lesson is below.
2. Links to quizzes, tests, etc. are to the left.

All Spanish verbs are either “regular” or “irregular.” In this lesson we will look at
three completely regular verbs:
hablar (to speak)
-er verb
comer (to eat)
-ir verb
vivir (to live)
Remember what it means to conjugate a verb:

to speak hablar (to speak)

comer (to eat)
vivir (to live)
Notice the last two letters of each verb.
hablar (to speak)
comer (to eat)
vivir (to live)
There are three categories of verbs:
-ar verbs (like hablar)
-er verbs (like comer)
-ir verbs (like vivir)

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All three categories are infinitives. You will recall from a previous lesson that
infinitives are the base form of the verb, equivalent in English to: to speak, to eat, to
live, etc. In Spanish, all infinitives end in -ar, -er, or -ir.
-ar verb
I speak
you speak
he speaks
she speaks
we speak
you-all speak
they speak
In this lesson, you will learn to conjugate our model verbs for I, you (formal), we, and
you-all (formal).

HABLAR – TO SPEAK
yo hablo
I speak

usted habla
you speak

nosotros/as hablamos
we speak

ustedes hablan
you-all speak

COMER – TO EAT
yo como
I eat

usted come
you eat

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nosotros/as comemos
we eat

ustedes comen
you-all eat

VIVIR – TO LIVE
yo vivo
I live

usted vive
you live

nosotros/as vivimos
we live

ustedes viven
you-all live

Explain:
Don’t let Spanish verb conjugations ruin your day. A little bit of practice is all
it takes to master the conjugation process!

Conjugation involves changing a verb form to provide information about the

action being performed. The verbs take on different endings based on who is
performing the action. The conjugated verb form also gives an idea as to when the
action was performed, and the relation of the verb to the other words in the sentence.

Fortunately, there are concrete rules to help you convey all of this information.
we’ll walk you through Spanish verb conjugation, starting with the most basic rules
and then working through irregularities and other wrinkles.

Three Categories of Spanish Verbs

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

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-ar verbs (like hablar)
-er verbs (like comer)
-ir verbs (like vivir)
The infinitive is the base form of the verb, such as to speak, to eat, to live, etc.
In Spanish, all infinitives end in -ar, -er, or -ir.
-ar verb
hablar (to speak)
-er verb
comer (to eat)
-ir verb
vivir (to live)
As mentioned earlier to conjugate a verb means to manipulate the infinitive so
that it agrees with the different possible subjects. Here is the present tense
conjugation of the infinitive “to speak”:
to speak
I speak
you speak
he speaks
she speaks
we speak
you-all speak
they speak
The present tense in Spanish can mean three things. The Spanish phrase “yo
hablo” can mean:
yo hablo
I speak
yo hablo
I am speaking
yo hablo
I do speak
Many Spanish verbs are completely regular, meaning that they follow a specific
pattern of conjugation. In this lesson you will learn to conjugate regular -ar, -er, and
-ir verbs (in the present tense). Before you can do that, you must memorize the
following subject pronouns.

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yo (I)
tú (you – informal)
él (he)
ella (she)
usted (you – formal)
nosotros/nosotras (we)
vosotros/vosotras (you-all – informal)
ellos/ellas (they)
ustedes (you-all formal)
Spanish infinitives are divided into two parts: the ending and the stem. The
ending is the last two letters. Remember, all infinitives end in -ar, -er, or -ir. The stem
is everything that’s left after you remove the ending.
habl + ar = hablar
com + er = comer
viv + ir = vivir
In this lesson, we will use three model verbs: hablar, comer, and vivir. In Spanish, you
conjugate verbs by changing the ending. If the subject is I (yo), conjugate by dropping
the ending and add -o.
yo hablo (hablar – ar + o = hablo)
I speak, I am speaking, I do speak
yo como (comer – er + o = como)
I eat, I am eating, I do eat
yo vivo (vivir – ir + o = vivo)
I live, I am living, I do live
If the subject is you – informal (tú), conjugate by dropping the ending and add -as (for
-ar verbs) or -es (for -er and -ir verbs).
tú hablas (hablar – ar + as = hablas)
you speak, you are speaking, you do speak
tú comes (comer – er + es = comes)
you eat, you are eating, you do eat
tú vives (vivir – ir + es = vives)
you live, you are living, you do live

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If the subject is he (él), she (ella) or you – formal (usted), conjugate by dropping the
ending and add -a (-ar verbs) or -e (-er and -ir verbs).
él/ella/usted habla (hablar – ar + a = habla)
he speaks, she is speaking, you (formal) do speak
él/ella/usted come (comer – er + e = come)
he eats, she is eating, you (formal) do eat
él/ella/usted vive (vivir – ir + e = vive)
he lives, she is living, you (formal) do live
If the subject is we (nosotros/nosotras), conjugate by dropping the ending and add
-amos, -emos, or -imos, depending on whether the verb is -ar, -er or -ir.
nosotros hablamos (hablar – ar + amos = hablamos)
we speak, we are speaking, we do speak
nosotros comemos (comer – er + emos = comemos)
we eat, we are eating, we do eat
nosotros vivimos (vivir – ir + imos = vivimos)
we live, we are living, we do live
If the subject is you-all – informal (vosotros/vosotras), conjugate by dropping the
ending and add -áis, -éis, or ís.
vosotros habláis (hablar – ar + áis = habláis)
you-all speak, you-all are speaking, you-all do speak
vosotros coméis (comer – er + éis = coméis)
you-all eat, you-all are eating, you-all do eat
vosotros vivís (vivir – ir + ís = vivís)
you-all live, you-all are living, you-all do live
If the subject is they (ellos/ellas) or you-all – formal (ustedes), conjugate by dropping
the ending and add -an (-ar verbs) or -en (-er and -ir verbs).
ellos/ellas/ustedes hablan (hablar – ar + an = hablan)
they speak, they are speaking, you-all (formal) do speak
ellos/ellas/ustedes comen (comer – er + en = comen)
they eat, they are eating, you-all (formal) do eat
ellos/ellas/ustedes viven (vivir – ir + en = viven)
they live, they are living, you-all (formal) do live

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 As you can see, to conjugate regular -ar verbs, simply drop the ending (-ar) and
add one of the following:
o
as
a
amos
áis
an
To conjugate regular -er verbs, simply drop the ending (-er) and add one of the
following:
o
es
e
emos
éis
en
To conjugate regular -ir verbs, simply drop the ending (-ir) and add one of the
following:
o
es
e
imos
ís
en
There are three types of verb endings in Spanish: “ar”, “er” and “ir”. For
example: “andar” (to walk). The verb ending is ALWAYS shown by the last two
letters of the verb. The stuff before the last two letters is the root of the verb and for
regular verbs, the root NEVER changes.

OK, HOW DO WE CONJUGATE SPANISH REGULAR VERBS?

First, look at the last two letters of the verb. Second, replace the last two letters
with the endings shown in the table below.
That simple? Yes it is! The tables in this section show the present tense.
Spanish uses other tenses for past and future, but for now, we will keep it simple and
just learn the present tense in Spanish. Test yourself!

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 “ar” verbs “er” verbs “ir” verbs

Yo O o o
Tú as es es
él/ella A e e
Nosotros amos emos imos
Vosotros áis éis ís
ellos/ellas an en en

Some examples of how we conjugate Spanish regular verbs

Andar Beber (to Vivir (to
(to walk) drink) live)

Yo Ando [I walk] bebo [I drink] vivo [I live]

Tú Andas [You walk] bebes [You drink] vives [You live]

él/ella Anda [He/She walks] bebe [He/She drinks] vive [He/She lives]

Nosotros Andamos [We walk] bebemos [We drink] vivimos [We live]

Vosotros Andáis [You walk] bebéis [You drink] vivís [You live]

ellos/ellas Andan [They walk] beben [They drink] viven [They live]

List of 100+ Spanish regular verbs (https://slideplayer.com/slide)

to answer contestar to pass pasar

to arrive llegar to pay pagar

to ask a question preguntar to permit permitir

to attend asisitir to practice practicar

to believe creer to present presentar

to annoy molestar to prohibit prohibir

to break romper to promise prometer

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to burn quemar to read leer

to buy comprar to receive recibir

to call llamar to respond responder

to change cambiar to rest descansar

to clean limpiar to return regresar

to go up subir to check revisar

to comprehend comprender to ride montar

to congratulate Felicitar to run correr

to consist consistir to see ver

to cook Cocinar to sell vender

to cry Llorar to send mandar

to dance Bailar to share compartir

to deliver entregar to sing cantar

to wish Desear to skate patinar

to draw Dibujar to ski esquiar

to drink Beber to smoke fumar

to drive Manejar to speak hablar

to eat Comer to talk hablar

to end terminar to spend gastar

to enter Entrar to steal robar

to explain Explicar to rob robar

to take out Sacar to put away guardar

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to fill Llenar to study estudiar

to fix Arreglar to sweat sudar

to get off Bajar to sweep barrer

to get down Bajar to swim nadar

to give a gift Regular to take care of cuidar

to greet Saludar to take tomar

to guess Adivinar to eat or drink tomar

to have dinner Cenar to take llevar

to help Ayudar to wear llevar

to hide esconder to carry llevar

to hug Abrazar to teach enseñar

to insist Insister to touch tocar

to kiss Besar to play an tocar

instrument

to know facts Saber to travel viajar

to last Durar to treat tratar

to leave Dejar to turn off apagar

to lend Prestart to use usar

to listen escuchar to vary variar

to live Vivir to verify verificar

to look at Mirar to visit visitar

to watch Mirar to wait esperar

to look for Buscar to walk andar

to need necesitar to wash lavar

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to occur Ocurrir to win ganar

to open Abrir to earn ganar

to owe Deber to work trabajar

to paint Pintar to write escribir

Evaluate:
Direction: Answer the following questions briefly. 
1. What is a VERB?
A) It is a person, place, or thing. B) It is an action word.
 
2. In Spanish when is a Verb in the INFINITIVE form?
A)When the verb ends in O, AS, A, AMOS, ÁIS, AN. B)When the Verb ends in -Ar,
-Er, -Ir, and hasn’t been conjugated yet.
 3. What does it mean to CONJUGATE A VERB?
A) It means to CHANGE the verb so it tells WHO is doing the action.
B)It means to draw a picture of the verb.
C)It means to read as many verbs as you can in one minute.
4) What are the Spanish subject/personal PRONOUNS?
A) I, you, he, she, it, you, they B) Yo, tú, él, ella, usted, nosotros, nosotras,
vosotros, vosotras, ellos, ellas, ustedes.
5) When you start conjugating a verb in Spanish you need to find the stem of the
verb. How do you find the stem of the verb?
answer choices
A)Take off the Ar, Er, Ir of the verb. B) What is left is the STEM of the verb.
Add o, as, a, amos, áis, an to the verb.
6. A) What is a conjugated ending in Spanish?
A)A conjugated ending is what you say to describe a person.
B)A conjugated ending is what you add to the stem of a verb to change it.
7. What are the conjugated endings for regular AR Spanish verbs in the PRESENT
tense? A)o, as, a, amos, áis, an B) o, es, e, emos, éis, en C) o, es, e, imos, is, en
8. What are the conjugated endings for regular ER Spanish verbs in the PRESENT
tense?
A) o, as, a, amos, áis, an B) o, es, e, emos, éis, en C) o, es, e, imos, ís, en

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9. What are the conjugated endings for regular IR Spanish verbs in the PRESENT
tense? A) o, as, a, amos, áis, an B) o, es, e, emos, éis, en C) o, es, e, imos, ís, en
10) What Spanish verbs are in the INFINITIVE form?
A) HABLAS, COMES, ESCRIBES B) HABLAR, COMER, ESCRIBIR
C) HABLO, COMO, ESCRIBO
11. Choose the verb form that correctly completes each sentence.
Miguel (escribir) con un lápiz. A
A) escribes B) escribe C) escribo
12. Choose the verb form that correctly completes each sentence.
Christian y Fernando (correr) mucho. A) corro B) Corremos C) Corren
13) Choose the verb form that correctly completes each sentence.
María y yo (comer) muchos tacos. A) comen B) comes C) comes D) comemos
14) Choose the verb form that correctly completes each sentence.
Yo (estudiar) español todos los días. A) estudia B) estudias C) estudio
15) Choose the verb form that correctly completes each sentence.
Miguel y Gerardo (dibujar) en la clase del arte. A) dibujan B) dibujo C) dibujamos
16) Choose the verb form that correctly completes each sentence.
Los estudiantes de sexto grado (leer) muchos libros.
A) leo B) leen C) lees
17) Choose the verb form that correctly completes each sentence.
Sara y yo (preparar) unas enchiladas muy deliciosas.
A) preparamos B)prepares C) preparan
18) Choose the verb form that correctly completes each sentence.
Vosotros (comer) en el restaurante. A)comemos B)coméis C)comen
19. Choose the verb form that correctly completes each sentence.
Yo (hablar) español con mi familia. A) hablo B) hablas C)hablamos
20. Choose the verb form that correctly completes each sentence.
La señorita Martinez (escribir) una carta a sus alumnos. A) escribimos B) escribe
C) escribe

MODULE 9 – TIPS FOR UNDERSTANDING

SER AND ESTAR

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Introduction:
If you have been studying Spanish for some time, you’ll already know how
challenging these verbs can be.

If you are just starting out, there are two reasons why these verbs are so difficult:

1. They are both a translation of the English verb ‘to be.’

2. The rules for when and where to use each of these Spanish verbs aren’t
routinely obvious.

To help you learn SER and ESTAR, I’ve picked 14 of the most common uses of

these Spanish verbs including some important exceptions to the usual rules.

In this module, you’ll learn the main uses of SER and ESTAR, you’ll also see how
to conjugate these verbs in the past, and you’ll get a simple decision making model
you can use to make a quick guess if you can’t remember a specific rule.

Learning Targets:
1. Recognize the difference between the use of ser and estar correctly when describing
physical characteristics of animals or people, and then describe the feelings or state of
mine using the correct verb
2. Restate and rephrase simple information from materials presented orally, visually,
and graphically in class.
3. Distinguish between the use of ‘to be’ in English and ser and estar of Spanish
language.
4. Assist students inferring that ser is used to describe qualities that cannot be easily
changed, while we use estar to describe a state of mind that the person is in.
5. Encourage students to provide feedback to their classmates on whether they have
used the verb ser and estar correctly. Use this activity to formatively assess students
by using the rubric mentioned in the assessment.

Engage:
Activity:
A. Ask the students to draw a person (male or female) and identify his/her:
1. Location (draw a place)

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2. Occupation (draw a
3. Place of origin (identify his/her nationality)
4. Identification (his class in society)
5. Temporary Condition (place of his/her abode)

Point out to the students that in English we use the verb to be, to describe a
person’s physical characteristics as well as his emotions.

In Spanish, on the other hand, the verb changes according to the type of
description that you are doing. Ask the students to think about this exercise and to
tell you when they would need to use the irregular verbs ser and estar. Help the
students infer that we use ser when modifying the permanent location, occupation,
place of origin, identification and nationality, while when identifying the temporary
location and location, we use estar. Explain to the students that in English the verb
‘to be’ has a singular use but in Spanish it has two different uses.

After the students are done with their pictures, ask the students to exchange
their pictures with the person sitting next to them. The partner has to interpret the
drawing s, write at least 3-5 sentences about the drawing.

Explain to the students that they need to write at least three to five sentences
with the verb ser and estar.
Ask students to provide feedback to their classmates on whether they have
used the verbs ser and estar correctly.
Once students have finished describing their partner’s drawings, observe how
they constructed their sentences. Formatively assess their understanding of the correct
usage of the verbs ser and estar by using a rubric. The evidence is the written
assignment where the students have to describe the pictures, and the criteria for
assessment is noted in the rubric below.

The rubric follows :

Excellent : Students have written three or more correct sentences using the verb
ser/estar. These sentences are related to the pictures, and they express a description
of the physical condition of the person in the drawing. The students have also written
three correct sentences using the verb ser/estar, expressing the condition or state of
mind in which the person in the picture.

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Satisfactory : Students have written at least two correct sentences with the verb
ser/estar.

Unacceptable : Students seem confused and are not able to distinguish between the
two verbs or they use the verbs incorrectly when writing their descriptions. They
might have written a sentence correctly with each verb. This student will require
further practice and reinforcement.

Explore:

Direction: Complete the following translations, using the correct form of the verb
"TO BE" (ser or estar):
EX: I'm feeling tired --> Yo estoy cansado; I'm tall --> Yo soy alto.

1. Soy de Madrid, pero_________ estudiando en Londres.

   estoy
   soy
2. El concierto ___________ hoy.
   está
   es
3. Vosotros ___________ en la tienda.
   sois
   estáis
4. Nosotros ___________ de Canadá.
   somos
   estamos
5. Usted ___________ muy amable.
   es
   está
6. Ellas ___________ muy cansadas hoy.
   son
   están
7. Mi computadora ___________ un Dell.
   es

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   está
8. Nosotros ____________ esperando.
   somos
   estamos
9. Angela ________ enamorada de su novio.
   es
   está

10. Sus tíos no ________ pobres.

   son
   están

Explain:
If you have been studying Spanish for some time, you have probably been
challenged the verbs SER vs ESTAR.

There are two reasons why these verbs are so difficult:

1. They are both a translation of the English verb ‘to be’.

2. The rules for when and where to use each of these Spanish verbs
aren’t routinely obvious.

To simplify the understanding of the functions of these two irregular verbs we

have chosen fourteen (14) most common uses of these Spanish verbs, including some
important exceptions to the usual rules.

In this module you will learn how to conjugate these SER and ESTAR, and
you’ll get a simple decision making model you can use to make a quick guess if you
can’t remember a specific rule.

The difference between SER and ESTAR (Spanishdict/guide/tips-for-ser-and-estar)

There are two verbs that mean “to be” in Spanish, ser and estar.

1. SER is used in a simple way, to talk about WHAT something is (permanent state).
To describe characteristics that are an essential part of the thing we’re talking about.

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 2. ESTAR is used to talk about HOW something is, so we use it for conditions,
locations, emotions, and actions (temporary states).

Uses of Ser Uses of Estar

1. The hour, day, and date. 1. Geographic or physical location
2. Place of origin. 2. State or condition (like emotion )
3. Occupation. 3. Many idiomatic expressions
4. Nationality. 4. Progressive tenses (-ing)
5. Religious or political affiliation.
6. The material something is made of
7. Possession
8. Relationship of one person to another
9. Where an event is taking place
10. Essential qualities (what makes this thing, this thing?)

Elaborate
Ser vs Estar: A Mountain of Examples

The best way to understand the difference between Ser and Estar is to see the

example situations and which verb to use. So we present to you just that: a mountain
of detailed examples. (Spanishdict/guide/tips-for-ser-and-estar)

SITUATION 1: TALKING ABOUT A PERSON

SER
María is a happy person.
María es una persona muy alegre.
Being happy is a part of María’s personality, so it’s a constant, is part of WHAT
María is, so we use ser.
ESTAR
María is in a good mood.
María está de buen humor.
One’s mood always changes throughout the day, and we experience different
emotions in one day, so, we use Estar because we are talking about a condition.

SITUATION 2: TALKING ABOUT THE LOCATION OF AN EVENT

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SER
The soccer game is in the Stadium.
El juego de fútbol es en el estadio.
Here we are referring to where the event is taking place.
ESTAR
The Stadium is downtown.
El estadio está en el centro de la ciudad.
Here we are referring to the physical location of the stadium (which sounds
permanent, but we use Estar for locations).

SITUATION 3: DESCRIBING A RELATIONSHIP BETWEEN TWO PEOPLE

SER
Carlos and Gabriela are spouses.
Carlos y Gabriela son esposos.
In this case, we are describing their relationship to each other.
ESTAR
Carlos and Gabriela aremarried.
Carlos y Gabriela estáncasados.
Here, we talk about their marital status, which is a condition or a state.

SITUATION 4: DESCRIBING APPEARANCE

SER
She is very pretty.
Ella es muy bonita.
I am giving the subject a permanent characteristic.
ESTAR
She is very beautiful tonight.
Ella está muy hermosa esta noche.
I am giving the subject a non-permanent characteristic. Maybe she’s not usually this
pretty :

SITUATION 5: LOCATION
SER
We are from NYC.
Nosotros somos de NYC.
I am giving the subject an origin (permanent).
ESTAR
We are on a journey to Australia.
Nosotros estamos en un viaje por Australia.

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I am giving the subject a current location (nonpermanent).

SITUATION 6: MARITAL STATUS

SER
She is a mother.
Ella es una madre.
I am giving the subject a permanent characteristic.
ESTAR
She is married.
Ella está casada.
I am giving the subject a non permanent characteristic (hopefully it is though!).

SITUATION 7: TALKING ABOUT FRUITS

SER
The apple is green. (color of the fruit)
La manzana es verde.
Here we give a characteristic of the fruit. It’s not green just for a moment, that’s
part of what it is.
ESTAR
The apple is green. (it’s not ripe)
La manzana está verde.
The apple is only temporarily green in this case, because it’s not ripe.

SITUATION 8: LOCALITY AND NATIONALITY

SER
I am from Colombia.
Yo soy de Colombia.
We are talking about a characteristic, where I am from. The country or nationality.
ESTAR
I am in Spain.
Yo estoy en España.
We are talking about a condition. I am in a place (country) at the current moment.

SITUATION 9: FOOD.
SER
The soup is tasty at that restaurant.
En ese restaurante la sopa es muy sabrosa.
We are giving a characteristic to the soup from that restaurant specifically.

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ESTAR
The soup is cold.
La sopa esta fría.
We are talking about the state of the soup, which in this case is cold.

SITUATION 10: DESCRIBING PEOPLE USING TEMPERATURE WORDS.

SER
She is cold. (Her personality)
Ella es fría.
In this case when you use verb SER and the adjective COLD the sentence takes a
figurative connotation meaning that she has a cold personality, without feelings.
ESTAR
She is cold. (Her body temperature)
Ella está fría.
In this case when you use verb ESTAR and the adjective COLD the sentence takes
the literal meaning of the word cold related to very low temperature. Her body is
cold.

SITUATION 11: TALKING ABOUT DEAD PEOPLE.

SER
Santiago is a dead man.
Santiago es hombre muerto.
Somebody very dangerous has threatened Santiago’s life. He’s not actually dead yet
but probably he will be soon. In this case you should use SER, and the
complement “hombre muerto”
ESTAR
John Lennon is dead.
John Lennon está muerto.
We have learnt that SER is used for permanent situations and ESTAR for
transitory situations, that is generally the rule. But rules usually have exceptions and
this one of those. Being dead is a permanent state. But the right verb to use is
ESTAR. You cannot say “John Lennon es muerto.”

SITUATION 12: TALKING ABOUT BEING YOUNG.

SER
My grandpa is young, he’s only 45.
Mi abuelo es joven, apenas tiene 45 años.
In this case you use verb SER when you want to say that the person is actually
young.

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ESTAR
My grandfather is young for his age.
Mi abuelo está joven para su edad.
In this case you use ESTAR when you want to say that the person looks younger
than his/her age.
SITUATION 13: EXERCISES.
SER
Renata is a very athletic person.
Renata es una persona muy deportiva.
This is part of who Renata is as a person, not a temporary state, so we use SER.
ESTAR
Renata is very tired of doing exercises.
Renata está muy cansada de hacer ejercicio.
In this example’ we are talking about what Renata feel because of what she is doing
or what she was doing.

SITUATION 14: TALKING ABOUT PAULA

SER
Paula is beautiful.
Paula es hermosa.
In this example we’re talking only about Paula’s permanent beauty.
ESTAR
Paula is beautiful today.
Paula está hermosa hoy.
In this example we talk about describing in a particular moment in Paula’s beauty.

SITUATION 15: PLACES.

SER
Edward is from Venezuela.
Edward es de Venezuela.
Edward is from Venezuela, meaning that’s a permanent part of who he is.
ESTAR
Edward is in Barcelona.
Edward está en Barcelona.
Edward is in Barcelona right now, but he won’t always be. It’s not part of him.

SITUATION 16: TO IDENTIFY A PERSON.

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SER
Who is the teacher?
¿Quién es la profesora?
We are asking about a person’s profession, when we use Ser, as it’s considered a
part of who they are.
ESTAR
Where is the teacher?
¿Dónde está la profesora?
This is the standard way to ask where someone is (which is temporary).

SITUATION 17: PERMANENT OR TEMPORARY STATES OF AN OBJECT.

SER
The ice is cold.
El hielo es frío.
The ice is always cold because if it wasn’t cold, it wouldn’t be ice. Coldness is part
of what it is.
ESTAR
The water is cold.
El agua está fría.
In the case of the water depends if it is on the fridge or under the sun. The state
can change, it is temporary.

SITUATION 18: TO DESCRIBE AN OBJECT.

SER
The seatbelts are important.
Los cinturones de seguridad son importantes.
This is stating a quality of the seatbelt: that it’s important. It’s never not important,
so this is a characteristic of the seatbelt and thus we use SER.
ESTAR
The seatbelts are in the car.
Los cinturones de seguridad están en el carro.
Here we’re talking about where the seatbelt is. We use ESTAR for locations.

SITUATION 19: PERMANENT STATE REGARDING A PROFESSION AND A PLACE OF

WORK.
SER
I am an astronaut.
Soy un astronauta.

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We use SER for professions because they are considered a “part of” who the
person is.
ESTAR
I am in space.
Estoy en el espacio.
In this case, we’re talking about where the astronaut is at that time.

SITUATION 20: TALKING ABOUT A PLACE OR A SPECIFIC CHARACTERISTIC.

SER
I am a sleepy person.
Yo soy una persona dormilona.
Here we are talking about a permanent characteristic of the person, so we use SER.
ESTAR
I am in bed.
Estoy en cama.
Again, locations always use SER. You’re not always in bed.

SITUATION 21: USING ATTRIBUTES OR ADJECTIVES AND STATUS

SER
The apple is red.
La manzana es roja.
The adjective is used to point out a specific feature about something that makes it
unique or stand out from the rest.
ESTAR
The apple is ripe.
La manzana está madura.
Here, we use the verb “estar” to indicate the status of something.

SITUATION 22: PERMANENT OR TEMPORARY STATE OF BEING.

SER
I am a happy person.
Yo soy una persona feliz.
This is a permanent state of being. Part of someone’s personality. It is just the way
that person is most of the time.
ESTAR
I am happy.
Yo estoy feliz.
This is a specific mood for a shorter period of time. It is temporary, so the state of
happiness could change anytime.

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 SITUATION 23: WATCHING THE SOCCER GAME.
ESTAR
I am watching the soccer game at the stadium.
Yo estoy viendo el juego de fútbol en el estadio.
Is referring to an action that is developing in one place, at a determined time, it’s
temporary.
SER
This team is very good.
Este equipo es muy bueno.
We have to use this verb to explain the quality of the team in the sentence.

SITUATION 24: THE BOYS ARE EATING.

SER
It is pizza what they are having now.
Es pizza lo que ellos comen ahora.
Here we’re explaining what kind of food is it.
ESTAR
They are having pizza in the park.
Ellos están comiendo pizza en el parque.
Here we’re explaining what they are doing. We always use ESTAR for “-ing”
situations.

SITUATION 25: AT A PARTY.

SER
This is a retro party.
Esta fiesta es retro.
We have to use SER to describe what kind party it is.
ESTAR
This party is really fun.
Esta fiesta está realmente divertida.
We have to use ESTAR to describe the moment.

SITUATION 26: TALKING ABOUT YOUR MOTHER.

SER
She is my mom.
Ella es mi madre.

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Shows a mom and son or daughter relationship and this relationship won’t change
in time.
ESTAR
My mom is sad.
Mi mamá está triste.
Shows the mood that the mom is right now.

SITUATION 27: TALKING ABOUT JAVIER.

SER
Javier is catholic.
Javier es católico.
Shows Javier’s religious beliefs.
ESTAR
Javier is at the church.
Javier está en la iglesia.
ESTAR is for locations. I hope you’ve got this by now!

SITUATION 28: COLOMBIA.

SER
Colombia is a big country.
Colombia es un país grande.
Here we are talking about an un-changing characteristic of Colombia. It’s not going
to change sizes anytime soon.
ESTAR
Colombia is progressing.
Colombia está progresando.
Here we are talking about the current state of the country.

SITUATION 29: THE RESTAURANT.

SER
He is waiter.
Él es mesero.
We use SER because is a characteristic of the person.
ESTAR
The waiter is writing the order.
El mesonero está escribiendo la orden.
Here we’re referring to an action in progress.

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 SITUATION 30: TALKING ABOUT HIS GIRLFRIEND.
SER
She is fighter.
Ella es peleona.
We use SER because is a characteristic of the person. It’s something that can’t
change easily.
ESTAR
My girlfriend is fighting with me.
Mi novia está peleando conmigo.
We use ESTAR in the second sentence because the situation can change in a
moment, it’s not something that will be happing forever.

Evaluate:
Direction: Complete the following translations, using the correct form of the verb
"TO BE" (ser or estar):EX: I'm feeling tired. Yo (soy, estoy) cansado. (Answer: estoy)
1. Soy de Madrid, pero_________ estudiando en Londres.
   estoy
   soy
2. El concierto ___________ hoy.
   está
   es
3. Vosotros ___________ en la tienda.
   sois
   estáis

4. Nosotros ___________ de Canadá.

   somos
   estamos
5. Usted ___________ muy amable.
   es
   está
6. Ellas ___________ muy cansadas hoy.
   son
   están

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7. Mi computadora ___________ un Dell.
   es
   está
8. Nosotros ____________ esperando.
   somos
   estamos
9. Angela ________ enamorada de su novio.
   es
   está
10. Sus tíos no ________ pobres.
   son
   están

MODULE 11 – HOW TO USE SPANISH PREPOSITIONS

WITH NOUNS

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Introduction:
Prepositions rarely translate well languages which means the only way to master
them is by thinking about them in phrases the way a native would. If you can
confidently combine Spanish prepositions with nouns, you’ll be one step closer to
thinking in Spanish.

Then, when you can think in phrases, you’ll be able to quickly produce more
natural-sounding Spanish. In this post, you’ll learn how to use Spanish prepositions
with nouns, you’ll look at how they work in phrases including how to connect nouns
to other nouns and nouns to verbs.

Learning Targets:
1. Recognize how pronouns are used after prepositions in Spanish, providing
common examples from daily life situations.
2. Improve your Spanish and feel more confident with the adequate use of
prepositions and pronouns.
3. Assimilate information on preposional pronouns and distill it into a form that you
find most useful for studying and memorizing. 
4. Understand all of the rules that govern the use of Spanish prepositional pronouns
in your own words.
5. Solidify your understanding on prepositional pronouns and its rules in composing
sentences.

Engage:
Direction: Answer briefly the following questions.

While they aren't used as frequently, there is also another set of pronouns that
we must use following a preposition. This kind of pronoun functions as the object of
a preposition and is known as a prepositional pronoun:
Mí nosotros,-as
Ti vosotros,-as
él/ella/Ud. ellos/ellas/Uds.

Note that except for the yo and tú forms, prepositional pronouns are identical

to subject pronouns. The pronoun mí carries an accent which isn't necessary for
pronunciation, but helps to distinguish it from the possessive adjective, mi.

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 USING DE
In English when we want to indicate that something belongs to someone we
add an apostrophe and an "s" to their name. For example:
Susana's book
Francisco's bicycle
Esteban and David's dogs
We cannot do the same in Spanish. There is no apostrophe in Spanish and
adding an "s" just makes things look plural. Instead we need to use the following
formula including the word de (meaning "of"):

article + noun + de + name

Note: You can also use general nouns instead of names: el equipo de la escuela.

Like this:
el libro de Susana
la bicicleta de Francisco
los perros de Esteban y David
Now that we know what prepositional pronouns are, it might be a good time to
review prepositions. Prepositions show a relationship between two parts of a
sentence. For example:
Ella durmió en la cama.
She slept in the bed.
Ellos salieron a las cuatro.
They left at four.
El cuaderno está bajo la silla.
The notebook is under the chair.

Explore:
Direction: Answer briefly the following questions.
1. What is a preposiation?

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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Provide at least five (5) conditions when we use theverb Ser.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Provide at least four (4) conditions when we used the verb Estar
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Explain:
In this lesson we explain how pronouns are used after prepositions in Spanish,
providing common examples from daily life situations. Improve your Spanish and feel
more confident with the adequate use of prepositions and pronouns.
What Is a Pronoun?
Before talking about prepositional pronouns, we have to answer our first and
basic question: What's a pronoun? A pronoun is a word that replaces or substitutes a
noun. When writing or speaking, we sometimes mention the name of the person.
But, other times, if our audience knows the person we are referring to, we can just use
a pronoun. For example, these are the pronouns that replace these people's names:
(https://www.fluentin3months.com/spanish-pronouns/)
Pablo - él (he)
Laura - ella (she)
Pablo and Laura - ellos (they)
Pablo and I - nosotros (we)
You probably know the subject pronouns. These are the pronouns we use before a
verb, normally to indicate who carries out the action.

● Yo como chocolate. ('I eat chocolate.')

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 In this sentence, yo is the subject pronoun. In Spanish, we skip subject pronouns
very often, because the ending of the verb already tells us which person we are
referring to. So, we could also say:

● Como chocolate. ('I eat chocolate.')

However, if there is a preposition in front of them, they can't be omitted. This leads
us to our second question - What is a preposition?
What Is a Preposition?
Prepositions are words that give us information about verbs, nouns or other
words in the sentence. They express relations such as time, place or destination. The
following table provides the most basic Spanish prepositions:
Prepositio
Translation Example
n

Vamos a Tenerife.
A To
('Let's go to Tenerife.')

café con leche

Con With
('coffee with milk')

el perro de mi amiga
De Of
(literally: 'the dog of my friend')

En in/at/on en la mesa ('on the table')

un regalo para mi hermano

Para for (beneficiary)
('a present for my brother')

for (unspecified
por la mañana
Por time) /
('in the morning')
because of

Prepositional Pronouns (https://www.spanish411.net/Spanish-Prepositional-Pronouns)

Now we are ready to study the prepositional pronouns. These are pronouns
that appear AFTER a preposition. They are very similar to the subject pronouns you

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saw above. The good news is that only two of them change! Take a look at the
following table to compare them:
Subject
Prepositional
Pronoun Translation Translation
Pronouns
s

Yo I Mí Me

Tú you (informal) Ti you (informal)

Usted you (formal) Usted you (formal)

Él He Él Him

Ella She Ella Her

nosotros nosotros
We Us
nosotras nosotras

vosotros vosotros
vosotras you (plural) vosotras you (plural)
ustedes ustedes

ellos/
They ellos/ellas Them
ellas

Note: When addressing a group of people, only Spaniards use the pronoun vosotros/as. Elsewhere,
everyone says ustedes. So, if you are traveling to South America, use ustedes in all situations.
The prepositional pronouns on the right are used after the
prepositions a, de, en, para, por, etc. The following conversation is an example of the
use of these pronouns.
Example Conversation
Who doesn't love getting a present? Laura's brother, Pablo, has just came back from
Denmark and got presents for everyone.

Pablo: Toma, Laura. Este regalo es para ti. ('Here you are, Laura. This present is for
you.')
Laura: ¿Es para mí? ('Is it for me?) ¡Me encanta! ('I love it!')

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Mira, Mamá, Pablo trajo regalos para nosotros. ('Look, Mom, Pablo got presents for
us.')
Pablo: Estos chocolates son para ustedes. ('These chocolates are for you (all).')
Laura: ¿Y para la abuela? ('And for Granny?')
Pablo: Para ella compré esta bufanda. ('For her I bought this scarf.')

Translation: This present is for you

Using the Preposition Con

We analyze con separately, because this preposition is a bit different. You
might have heard Enrique Iglesias singing ''Bailando''. The chorus goes: I wanna
be contigo, and live contigo, and dance contigo… Does it ring a bell?
Well, contigo is a special word we use with the meaning of 'with you'. We write
it together, as a single word. So con tigo is incorrect. The same applies to the first
person singular. Can you guess how to say 'with me'? The answer is conmigo.
Good news! The rest of the pronouns don't change. Take a look at the table
below to see all of them:
Elaborate:

LEARNING POST: SPANISH VERBS THAT REQUIRE THE PREPOSITION "A" WHEN
FOLLOWED BY AN INFINITIVE
One of the most common errors that English speakers make when writing
Spanish sentences is to insert the preposition "a" which is often translated as "to" with
verb clauses of the following form: Conjugated Verb + Infinitive.
For example:

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I want to eat.
Quiero a comer. (wrong)
Quiero comer (right)
In these situations, many Spanish verbs do not require the preposition "a"
because the English infinitive is already in the form "to verb". Therefore the English
translation of a Spanish infinitive already includes "to" in the English translation.
Another example: I like to swim = Me gusta nadar, not Me gusta a nadar.

When the "a" is required before an infinitive (such as with ayudar/to help) just
think of the "a" as an untranslated word, sort of like the "personal a." I help you to
study = Te ayudo a estudiar. The "to" in the English translation comes from the
English infinitive = "to study" If you thought the "a" in the Spanish should be
translated as "to" the English sentence would read "I help you to to study." NOT
thinking of the "a" where it IS required as "to" will help you to leave it out when it is
not required.

Memorizing which verbs require prepositions is necessary in English also, for

English learners. Most native English speakers just learn these by listening and
reading. For example...One listens TO music, but one hears music. Why does one
verb require a preposition and not the other. Who knows? Who cares? It may just "be
the way it is."

Evaluate:
Direction: Suggested writing exercise: Write ten sentences using a pronoun as an
object of a preposition.

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MODULE 12 - HOW TO LEARN SPANISH ONLINE
AND FIND SOMEONE TO PRACTICE YOUR
SPANISH

Introduction:
There are almost a limitless number of options to learn Spanish online.
Possibilities include apps, one-on-one mentoring, software, free tools, paid tools,
hangouts, webinars, YouTube videos etc.

In this module, we are going to cover how you should approach your study
online. More importantly, we are going to learn how knowing when to go offline will
help you get to conversational Spanish faster.

For starters, before you decide how you are going to learn online you need to
think about the best time to go offline. When should you go offline? The answer is
simple … as soon as you can!

With the knowledge that you should go offline as soon as you can, you need to
determine when that time should be and how you are going to get there as quickly as
possible.

Timetable or an organizer is essential tool to manage your time, and cope up

with the intensity of responsibilities as a working student, working student con
breadwinner of the family, working student and a single parent or a student, who
according to Godofredo Rivera belongs to the last category of people: “Some people

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are born to give life to other people, some people are born at the expense of other
people, some people do not even know that they are alive.”

Learning Targets:
1. Establish confidence by meeting other people on line or offline using Spanish
language as a medium.
2. Maintain a mutually beneficial relationship with all kinds people irregardless of
color, creed, echelon in society, age, political or gender affiliations.
3. Meet and engage in a friendly relationship with Spanish speaking national to
ameliorate listening, speaking, reading and writing in Spanish language.
4. Practice speaking Spanish language by repeatedly communicating with someone
from Spain or Spanish-speaking national.
5. Recognize the importance of a friendly relationship through Spanish language
which may lead to an academic grant, employment opportunity or a union with
someone of Spanish descent.

Engage:

Role Play:
1. Meeting someone over the soial network who has a common need; and that is to
learn Spanish.
2. Respond to a vlog to have a chance to meet and greet someone with the same
intention like yours (Spanish language adequacy in comprehending and speaking.
3. Apply for a call center officer position with a Business Processing Outsourcing firm
attempting to capitalize Spanish as an additional qualification for an additional mark-
up in compensation.

Explore:
Direction: Answer Briefly the following questions.
1. Why are some people are deliberately awkward in meeting others?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. According to Abraham Maslow, what is the second basic need of man? Give us
your thoughts on the second basic need of man.
__________________________________________________________________
__________________________________________________________________

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 __________________________________________________________________
__________________________________________________________________

3. Why is it important that you converse with someone who is a native speaker of the
foreign language you are trying to learn i.e. if you are learning French you need to
someone who is articulate in French?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Explain:
For starters, before you decide how you are going to learn online you need to
think about the best time to go offline. When should you go offline? The answer is
simple … as soon as you can!

With the knowledge that you should go offline as soon as you can, you need to
determine when that time should be and how you are going to get there as quickly as
possible.

How To Learn Spanish Online (https://www.topspanish.com/spanishtut)

Now that you know the idea that to go offline is as soon as possible, you need
to fill your knowledge gap so you can be ready for the move into the real world. You
need to plug the holes in your Spanish skills so that the transition to offline can
happen sooner and will be easier.

The five steps you need to take to go from zero to conversational in Spanish
is as follows:
1. Learn conversational vocabulary
2. Learn conversational grammar
3. Improve your listening skills
4. Build your second language rapport skills
5. Make mistakes

The point where you can make a transition to the offline world is just after step 3.

Step 1 – Vocabulary
When you first start out in Spanish it is a very difficult to start conversing with
someone when you literally can’t say a thing. Your first few words maybe ‘hola’ and

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‘¿cómo estás?’, these words are a great start but would leave you in a tricky place if
you tried to converse with someone who knows zero English.

You want to build to a point where your vocabulary is good enough to be able
to grow your vocabulary without referring back to English. What do I mean?
Remember the game Taboo? The idea is that you have to describe something without
saying it. For example, describe the word ‘food’ without using ‘meal’, ’eating’, ’dinner’,
’breakfast’, ’lunch’.

If your vocabulary is good enough to play this game and you can describe
something in more than one way then you are ready to move on to step 2.

Step 2 – Grammar   
Conversational grammar is not too difficult – you can get to a good enough
level relatively quickly.

You need to focus on forming sentences, basic verb conjugations and getting
an idea of the tenses (past, present and future).

Don’t worry about subjunctive and don’t worry about knowing the grammar
perfectly.

Check out The Guide to Spanish Grammar Hacking.

A few other resources that I recommend are:
http://en.wikipedia.org/wiki/Spanish_grammar (Wikipedia’s Spanish grammar quick
reference guide is handy)
http://www.123teachme.com/spanish_verb_conjugation (Spanish verb tables –
choose a few and print them off for reference)

Get familiar with the regular verb tables and a few of the high frequency
irregular verbs and that’s it. You are ready for step 3.

Step 3 – Listening Comprehension

This is one of the tougher skills to acquire, but again focus on getting to a point
where you can transition to offline as soon as possible.

There are again lots of courses out there that focus on improving your listening
comprehension but you need to find one that has active listening exercises.

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Active listening is critical for building listening comprehension and you may struggle
to get there with passive listening alone.
Once you have built your skills in steps 1, 2 and 3 you are ready to go offline and
which you should do right away.

How To Make The Leap Offline

When I say go ‘offline’, what I mean is speaking with a real person in the real
world.  

You could use online tools such as Skype to have a conversation but at this
stage you aren’t using software learning tools or apps.
The best offline option is to go to a Spanish speaking country. When you get there,
try to avoid hanging out with expats. Put yourself in a situation where you have to
speak locals.

Go to markets away from the main tourist areas. Attend community events and
go to festivals. Look for where the locals go and get involved.

The next best option is to find a conversation partner in your local area. Maybe
you already know someone who speaks Spanish. You could approach them for a
language swap – if they are learning English. They may be sufficient in English already
and just happy to help out.

If you feel really bad about taking up their time you can offer to pay them. This
has an additional benefit—if you are paying them there will be more focus on you and
your Spanish in order to make the time worthwhile.

Another option is to use a language exchange website to find a language swap

partner. A few of my favorites are:
http://www.italki.com/
http://www.language-exchanges.org/
http://www.conversationexchange.com/
I have used all three and made life long friends out of the process. I highly
recommended using a language exchange website when you are ready.

The first step is to get your Spanish to a point that you are ready to go offline
using online tools and courses.

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 Then when you are ready, get out into the real world. Start to use your new
skills, make mistakes and have real learning adventures.

From personal experience, the part where you get out into the real world is
where learning Spanish is most the satisfying and fun. Not only is it more enjoyable
but you really start to experience the benefits of choosing the path to a speaking a
second language.

If like me you get nerves about meeting new people and using your Spanish,
there are a few simple things you can do to make the process easier.

How to make meeting people less daunting

Meeting people is fearsome. Making new friends can be awkward even if there

is no language barrier.

Ever been on a blind date? Even if you haven’t, it’s not hard to imagine.
Awkward introduction.  Slow conversation or no conversation. No chance for an
early escape. And an awkward goodbye.

In reality, meeting up with someone to practice your Spanish isn’t anywhere

near as bad as going on date. But there are still going to be early awkward moments
before you both can start showing your true personalities and opening up. You will

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likely struggle while searching for good topics for conversation and knowing where
the appropriate boundaries are.

There are three tips I have for dealing with this first awkward phase:

1. Remember the end goal.

A recurring theme that you need a high level of desire to overcome the road
bumps that come with language learning.
Ask yourself—is this awkward uncomfortable feeling going to help me move closer to
my conversational goals in Spanish? If the answer is yes, then push forward. Don’t
underestimate the power of this first tip. If your desire to get to the top of the
mountain is higher than your desire to stop and turn around, you’ll make it to the top!

2. Do it earlier in the day.

Mental challenges are always best tackled earlier in the day when your
willpower is at it’s highest. This will be true even if you are not a morning person.
If it is late in the day, you are tired and thinking about the end goal isn’t working for
you, take a break. Sleep it off. And then try again the next day when you are feeling
fresh.

3. Do it more often.
The more you do something, the easier it gets. Try to get into a rhythm. Every
time you meet someone new, it will be a little bit easier to meet new someone again
the following time. (RealfastSpanish.com/learn-Spanish)

How to approach someone new

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Once you have cleared the initial mindset hurdle of actually reaching out to new
people, you need a strategy for introductions. What should you say? How should you
say it? The best piece of advice I was ever given on meeting people and networking is
to remember two things: (https://Learnlanguageand meetPeople)

1. Approach the interaction by giving.

Firstly, ask yourself—what can I offer this person?
Try not to answer the question in a business context. But, take the view of how can I
help? What does this person need? What do they want? Can I help in any way?

More often than not you will be meeting Spanish natives that are learning
English. This makes you a good resource to get any question about English answered
quickly. But you can still do more. Ask yourself—how can I make myself even more
valuable?
Can you prepare some short lessons on some of the tricky aspects of English? Or can
you help to find something in your city like a place to stay or a job opportunity or an
opportunity to hang out with locals?

2. Make it about them.

Secondly—and possibly even more effective—is to be “interested” as
opposed to “interesting.”

In general, people like to talk about themselves. It’s your job to facilitate this!
Ask questions that will allow them to talk about themselves.

And, importantly, listen carefully!

You should also try to do your very best not to judge any of their answers.
Once you have built up the courage to reach out, and you have a good strategy for
making introductions, next you need to find places where you can meet new Spanish
people.

You probably already have connections to Spanish people in your existing

network of friends, family and co-workers. You simply have to explore your existing
network to see what you can find.

All you have to do is ask—does anybody know someone who speaks Spanish?

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Ask your co-workers around the office if they know Spanish speakers. Maybe there is
someone who currently works in your office and you only need a little bit of detective
work to find them.

You could ask at home with your direct family. Or you could try your extended
family at your next big family gathering. Maybe your cousin has a Spanish student
staying with them on exchange.

Another place you could try is in your existing network of friends on the social
interwebs. Put a call out as your status on Facebook or tweet “does anybody know a
Spanish speaker who may want help with their English?”

How to find Spanish speakers in your city

Even if you can’t find Spanish speakers in your existing network, you still have
options for finding Spanish people to practice with who live your city or are there
visiting on vacation.

If you live in a larger city, you can use resources like www.meetup.com to find
people that are passionate about Spanish who meet on a regular basis. Meetup.com is
great for finding passionate enthusiasts that can not only help with accountability but
can introduce you to Spanish speakers that they know in their circle of friends.
If you can’t find any local Spanish meetups you could also try hosting travellers by
signing up at www.couchsurfing.com and becoming a Couchsurfing host. The
Couchsurfing movement is an amazing karmic system, where you host people for free
and in turn, find opportunities for yourself to stay for free wherever you go on
vacation.

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 If you can’t find any options for practicing Spanish in your hometown, you can
go online and find Spanish speakers anywhere.

Before I dive into the resources, I will suggest that you keep in mind that you
should try at least 5 language exchange partners online before you decide that
practicing over Skype is not for you.

I have found that the hit rate for making great connections is around the 1 in 5
to 1 in 10 mark. People are unpredictable. What I mean is that sometimes it can seem
that you have a great connection but the next minute this person blocks you.
The vice-versa is also true, you may find someone that you don’t particularly get along
with but they insist on messaging you for another chat.

If you are struggling with a few interesting online characters, just think back to
what I mentioned earlier in the article and try to remember the end goal.
Also, keep in mind, that the 1 in 5 connection that you make that actually works can
be amazing!

I have made long term friends practicing over Skype that lead to amazing
experiences when I eventually went to visit them in Spain.
So with that said, here are a few of my favourite resources for finding contacts
anywhere in the world:

● www.language-exchanges.org – Don’t let looks fool you, this website is fantastic

for finding Spanish natives for speaking practice over Skype.
● www.conversationexchange.com – This is another favourite of mine. Again, it is
useful for finding Spanish natives for speaking over Skype. I have also used this
website for meeting people in my city.
● www.hellotalk.com – This option is a nice iPhone or android application.
This makes it great for networking with Spanish natives while you are out and
about. This is the easiest of the option to get up and running quickly.
● www.interpals.net – If you aren’t into the idea of speaking with someone over
Skype, an alternative is to find a pen pal. This website is great for finding people
that just want to write to each other.
● www.italki.com – If you have more time than money, rather than trying to find a
language exchange you can simply pay a Spanish teacher to practice with you
and skip the part where you have to help someone with their English.

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 Elaborate:
Direction: Discuss or give your thoughts on the following:
1. For starters, before you decide how you are going to learn online you need to think
about the best time to go offline.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. When should you go offline?  When should you go online?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. When you first start out in Spanish it is a very difficult to start conversing with
someone when you literally can’t say a thing. Please tell us your first few words.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Evaluate:
Direction: Answer the following questions briefly.
A. What are the five (5) steps you need to take to go from zero to conversational in
Spanish.

B. When are you ready, get out into the real world. Start to use your new skills, make
mistakes and have real learning adventures.

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C. Explain this passage: “ The part where you get out into the real world is where
learning Spanish is most the satisfying and fun. Not only is it more enjoyable but you
really start to experience the benefits of choosing the path to a speaking a second
language.”

MODULE 13 – CULTURE, TRADITION, AND

HERITAGE OF SPAIN

Introduction:
Today, most of Spain's area is located in southwestern Europe on the
mainland of the country that is south of France and the Pyrenees Mountains and
east of Portugal. However, it also has territory in Morocco, the cities of Ceuta and
Melilla, islands off the coast of Morocco, as well as the Canary Islands in the
Atlantic and the Balearic Islands in the Mediterranean Sea. All of this land area
makes Spain the second largest country in Europe behind France.

Learning Targets:
1. Appreciate and recall how Spain got his prestige and power during the 16th and 17th
century.
2. Recognize the gradeur and aristocratic Spain culture.
3. Identify the greatest dictator of Spain and how he wield his power at the expense of
his countrymen.
4. Discover the extraordinary enchanting Spain’s cuisine which influenced our food
tastes and aftertastes.
5. Analyze how Spain used the cross to deceive the peoples’ ignorance to enslave and
exploit them
6. Learn how Spain aggrandize its religious-related literature and how it enriched our
language and culture.

Engage:
Direction: List at least 14 words which loaned from Spaniards.

SPANISH FILIPINO SPANISH FILIPINO

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Explore:
Direction: Answer the following briefly.
1. Why was Spain considered to be one of the most powerful country in the world in
16-17century?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. How did General Francisco Franco ruled Spain from 1939 to 1975?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3.Who was the Spanish Governor-General in the Philippines decreed to include

surnames for all Filipino on November 29, 1439? What type of ruler was he?
__________________________________________________________________
__________________________________________________________________-
__________________________________________________________________
__________________________________________________________________

Explain:

● Today, most of Spain's area is located in southwestern Europe on the

mainland of the country that is south of France and the Pyrenees Mountains
and east of Portugal. However, it also has territory in Morocco, the cities of
Ceuta and Melilla, islands off the coast of Morocco, as well as the Canary

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 Islands in the Atlantic and the Balearic Islands in the Mediterranean Sea. All of
this land area makes Spain the second largest country in Europe behind France.

● Geography and Climate of Spain

Spain, also known as the Kingdom of Spain, is made up of 504,782 square
kilometers and is located on the Iberian Peninsula in southwestern Europe. It
borders Portugal on the west and France on the north. In terms of geography,
it borders the Bay of Biscay and the North Atlantic, the Pyrenees Mountains,
the southwest of France, and the Mediterranean Sea. Spain is made up of a high
central plateau, which is broken up by many mountains and rivers. In addition
to the landmass of the peninsula, Spain also includes the Balearic Islands
(Majorca, Minorca, Cabrera, Ibiza, and Fomentra), the Canary Islands
(Tenerife, Palma, Gomera, Hierro, Grand Canary, Fuerteventura, and
Lanzarote) and five territories of sovereignty on and off the coast of Morocco:
Ceuta, Melilla, the Chafarinas Islands, the Peñón of Alhucemas, and the Peñón
of Vélez de Gomora. The population of Spain is estimated to be 39,996,671
people, with a 0.11 percent population growth. There are three major cities:
Madrid (4 million people), Barcelona (2 million), and Valencia (754,000).
Most of the topography of Spain consists of flat plains that are surrounded by
rugged, undeveloped hills. (https://www.everyculture.com/Sa-Th/Spain.html). The
northern part of the country, however, is dominated by the Pyrenees
Mountains. The highest point in Spain is located in the Canary Islands on Pico
de Teide at 12,198 feet (3,718 meters) above sea level.

● The climate of Spain is temperate with hot summers and cold winters inland
and cloudy, cool summers and cool winters along the coast. Madrid, located
inland in the center of Spain, has an average January low temperature of 37
degrees (3˚C) and a July average high of 88 degrees (31˚C).

● During the Franco Period, there was no discussion of cultural or ethnic

diversity. Spain believed that Castilian was the only permissible language. In any
discussions of Basque, Catalan, or Galician peoples, the lines between ethnicity
and nationalism became fused. From the perspective of the National
government, Basques, Catalans and Galicians were nationalities within a larger
and inclusive Spanish state or nation. However, for many Basque and Catalan
nationalists, there is no Spanish nation but only a country made up of ethnic
nations or autonomous communities. To further complicate this issue, one
must also consider the role of immigration of peoples to these areas, especially

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 the Basque Country and Cataluña to find work. These non-ethnic groups are
faced with learning and using the languages of these areas.

In addition to Basques, Catalans, and Galicians, there is another

important minority group, Spanish Gypsies. Gypsies refer to
themselves as Rom and to their language as Romany. Gypsies in
Spain are usually divided into two groups: Gitanos (Gypsies)
and Hungaros (Hungarians). Historically, Gitanos live in the
southwest and central regions of Spain. Traditionally, many have
worked as street vendors and entertainers. Hungaros are said to
be Kalderash; they are generally poorer and more nomadic than
the Gitanos. The exact population of Gypsies in Spain is unknown.
Estimates range from 300,000 to 450,000. The traditional nomadic
and segregated lifestyles of the Gypsies have dictated inequitable
access to welfare services, housing, and education.

● Spain is in the progress of evolving its economy and integrating into the
European Union (then known as European Economic Community in 1986)
and adopted the Euro in 1999. It suffered a recession in the 1990s and saw an
upturn in 1994. However, Spain has also suffered from a very high
unemployment rate of up to 25 percent. The GNP is 44.5 billion (estimated
1998) and the per capita GDP is $8,300. (https://www.everyculture.com/Sa-
Th/Spain.html)

● The most significant economic progress has been in the area of tourism.
Spain has a strong economy that is considered mixed capitalism. It is the 12th
largest economy in the world and the country is known for its high standard of
living and quality of life. The major industries of Spain are textiles and apparel,
food and beverages, metals and metal manufactures, chemicals, shipbuilding,
automobiles, machine tools, clay and refractory products, footwear,
pharmaceuticals, and medical equipment. Agriculture is also important in many
areas of Spain and the main products produced from that industry are grain,
vegetables, olives, wine grapes, sugar beets, citrus, beef, pork, poultry, dairy
products, and fish. Tourism and the related service sector is also a major part of
Spain's economy. .( https://www.studycountry.com/guide/ES-culture.htm

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● Since hosting the 1992 Olympic and Seville Expo, the country has undergone
significant progress and development, including social reforms such as
legalization of same-sex marriage, the modernization of divorce laws and an
increase of the minimum wage, as well as infrastructure improvements.

● Remains found in the Atapuerca Mountin indicate that man first arrived in
Spain almost one million years ago. The Phoenicians, Greeks, Romanss and
Visigoths would all settle in Spain.

● In the 8th century Muslims came to Iberian Peninsula and started a century-
long power struggle between Muslims and Christians, with the latter group
eventually establishing the upper hand in the 15th century.

● On Politics and Government

With respect to the government, Spain is a parliamentary monarchy ruled by
the Chief of State, the King, and a head of government, the president the
Popular Party (PP). The Spanish legislative system is bicameral and made up of
General Courts (Cortes) a type of national assembly, which is made up of a
Senate whose members are directly elected by popular vote, and 51 others
appointed by the Regional Legislatures and the Congress of Deputies, also
elected by popular vote. Spain is divided into 17 autonomous communities.

● The most important political pressure groups in Spain include

business and land-owning interests, the Catholic Church, the Basque
group, free labor unions, the radical independence group known as
Basque Fatherland and Liberty (ETA), the Anti-Fascist Resistance
Group (GRAPO), the Opus Dei, a conservative Catholic
organization, the General Union of Workers (GTU), university
students, and the Workers Confederation. Among the most
important political parties are the Popular Party (PP), the
Convergence and Union Party of Cataluña, the Spanish Socialist
Workers Party (PSOE), and the Spanish Communist Party (PCE).
Spain, as part of the Iberian Peninsula, is made up of an interplay between a
diverse geography, which fostered a series of separate regional communities
and a history of foreign invasions. Spain's geography is made up of a central
plain, a series of coasts, and substantial mountain ranges. Iberia, as the political
and cultural basis of modern Spain, did not exist in antiquity and only came

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 into being as a series of small kingdoms during the Middle Ages. The
indigenous people of Iberia were overrun by Phoenicians, Carthaginians,
Greeks, Celts, and most importantly by the Romans. Iberia or Hispania as the
Romans called it, became a late Roman colony. Among all the invaders of the
Iberian Peninsula, it was the Romans who brought unity through a series of
important cultural reforms. From the beginnings of the second Punic War
(218-201 B.C.) and for the next 600 years, Iberia became part of the Roman
Empire and was under Roman rule. Changes in the Roman substratum of
Iberian culture were brought about through the arrival of Christianity and the
invasion of the Visgoths, a Germanic people from northern Europe.

● The cultural changes, which Spain experienced at this time, were

profound, especially in terms of religion. The Visgoths maintained
many of the Roman traditions, but only within a Christian context.
At the level of language, however, Latin continued as the linguistic
substratum. While Latin would eventually evolve into Castilian,
Catalan, or Galician, the language of daily life, as well as the language
of academic life, continued to be Latin.

● On Education
Thus, the formal history of education in Spain must begin with the
history of Roman education because it established the basis for
subsequent educational thought and literature for many centuries.
Romans brought their system of education to Spain, and it flourished
as in all parts of the Roman Empire. Roman education in Spain took
many forms. It usually started with the education of children in the
family by parents and relatives or tutors. Fathers frequently educated
their sons by using paternal precepts (pracepta paterna). It was often
the case that private tutors from distant lands, at times slaves, were
also used to educate children. This was especially true in the case of
teachers of Greek. Primary and secondary education was in the hands
of the pedagogues, preceptors, or magisters. These teachers were in
charge of teaching the young the basic notions of language (Latin and
Greek), as well as with the basics of literature, rhetoric, and
philosophy. There also existed special schools for the specific
teaching of grammar and literature. Teachers in these schools were

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 known as grammatistes and students who attained high levels of
grammar were known as grammatikos.(
https://en.wikipedia.org/Culture_of_Spain)

● Higher education also flourished in Spain from the period of the late
Republic onwards. Many famous orators, poets, political figures,
philosophers and educators came from Roman Spain. This list might
include the older and younger Seneca, Mela, Columella, Martial, and
Quintilian. Quintilian was born around A.D. 35 in Calagurris in the
northern Roman Spanish province known as Hispania
Tarraconensis. He was a famous teacher of Latin and rhetoric.
During his early years, he studied in Rome and later returned to Spain
to teach rhetoric and work as a lawyer (advocate). He returned to
Rome during his later years.

● Since the nineteenth Century, illiteracy in Spain had been on the

decline. It was estimated that during 1860 and 1900, it was between
75 and 63 percent. It had decreased at an important rate to about 15
percent in the 1950s. The highest rate of illiteracy is found in rural
areas among women.

● During the fifth century, western and southern Europe experienced

large-scale invasions by the Visigoths, Germanic peoples from the
north of Europe. These groups were quick to become Christianized,
and they took over the control of Roman governmental
administration while keeping many aspects of Roman culture.

● Education in the Middle Ages became much more formalized in

Spain during the Middle Ages with the establishment of monastic
schools in the fifth century. It was the primary role of the Church to
educate literate clergy for Spanish medieval society. In the Islamic
period, Moorish invaders overran Visigothic Spain at the beginnings
of the eighth century. At this time Moorish peoples from the North
of Africa (mostly Berbers) crossed the Straits of Gibraltar in 711.

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 Seven years later in 718, most of Iberia was under Islamic control. Of
all the invasions that Spain was to experience, this was the most
significant. The Moors developed a strong military and
technologically advanced society in Iberia, which was known for
more than eight centuries for its cultural arts and tolerance of beliefs.
At this time, Christian, Muslims, and Jews—the principal populations
of Spain—lived in comparative harmony.

● During the second half of the ninth century, and in the tenth century,
important Islamic academies were founded in Moslem Spain,
especially in the city of Cordoba. In these academies, education
originated mostly from close studies of the commentaries of the
Koran and philology. Muslims, Spanish speaking Ibero-Roman
Visigoths, and Hispanic Jews shared in each other's educational
traditions. At the beginning of the Middle Ages, Judaism developed
its own system of education, which was, for the most part, based on
the famous Talmudic Schools of the Near East. Important changes
to this system arose during the tenth century. During this time,
Jewish schools changed emphasis. Spanish Jews, known
as Sephardi, were strongly influenced by Islamic educational thought
and thus changed their areas of focus to include philosophical,
scientific, and linguistic subjects. Jews made important contributions
to Spanish culture during the Middle Ages, but these contributions
must be considered within the context of Islamic Spain, especially
during the years 711-1100. Important Jewish communities existed in
the cities of Seville, Toledo, Burgos, Valeria, and Saragossa, as well as
in other cities like Cordoba and Segovia.

● Jews continued to make significant contributions to Spanish culture

and education throughout the late Middle Ages, especially in the areas
of medicine, philosophy, and literature. Jewish education in Spain was
closely tied to Jewish temples, as well as to Arabic and Christian
centers of learning. Unlike today, scholars from Jewish temples,
Islamic mosques, and Christian cathedrals were in constant

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 conversation. Centers of higher learning existed throughout
independent Spain and these centers were especially well known for
the teaching of medicine. In Spain, medieval education was intimately
connected with religion in all the three major religious faiths—
Christian, Moslem, and Jewish. The system that was based on the
classical traditions of the Roman Period eventually went into decline.

● However, the Christian system of education continued to be based

on the study of the seven liberal arts (the Trivium and Quadrivium).
During the fifteenth century, Renaissance humanism spread from
Italy to Spain. As in other European countries, Renaissance education
in the humanities was a court phenomenon. The Spanish court of
Alfonso V, in Naples, provided a direct flow of Italian educational
ideas from Italy to Spain. At the center of this exchange of ideas and
information was the Spanish College of San Clemente at the
University of Bologna, where many Spanish students studied. During
the second half of the sixteenth century, Spanish higher education
started to decline; this decline began during the reign of Philip II and
the application of the Ley Pragmática of 1559, whereby Castilians
were prohibited from studying in foreign universities, with the
exception of those in Rome or Naples. The Counter Reformation
and the Spanish King's siding with the Council of Trent continued
Spain's isolation and curtailed any reforms brought on by
Renaissance humanism in educational thought. At the end of the
seventeenth century, and at the beginning of the eighteenth century, a
small group of Spanish thinkers began to speak out against Spain's
intellectual isolation. This group of scholars, known as
the Novatores denounced Spain's backwardness and called for the
introduction of modern science and thought into Spain's cultural
landscape.

● The eighteenth century in Spain was a period of reform and one of

the principle instruments of reform was education. In fact, education
offered one of the greatest possibilities for bringing about reform in

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 Spanish society. During this time, education in Spain was in a dismal
state. Some Spaniards had read about the critiques of education in the
writings of Rousseau, as well as in the writing of Spanish intellectuals
such as Father Benito Feijoo and Luis Antonio Verney. There was no
true educational system in eighteenth-century Spain. Education was
governed and controlled for the most part by municipalities, town
councils, and by the church through the teaching efforts of religious
orders. (https://en.wikipedia.org/Culture_of_Spain)

● The reforms put forth by the liberal Spanish governments of the

early nineteenth century were similar to those of the eighteenth
century. The educational thought of M. Quintana and Gil de Zárate
sought to free Spanish educational institutions from the restrictions
of the past. However noteworthy these attempts at reform seem to
be, in the end, they failed. Spanish liberals believed that Spain had to
provide for the most important services and needs of the population.
Clearly, education was one of paramount importance. According to
the Constitution of 1812, education was the basic responsibility of
the State. It was not until the middle of the nineteenth century that
there were any real efforts for constructing a true system of education
for Spain. This systematic provision of education was not at all
successful. Throughout the nineteenth century, from 1821 to 1857, a
great deal of educational legislation was put forth to better Spain's
educational system. Basic educational reform had to be restructured
into new governmental offices.( https://www.studycountry.com/guide/ES-
culture.htm)

● The later half of the nineteenth century was a period of political

conflict between those who sought to establish a democratic
constitution and conservatives who wished to continue and restore
the power of the Crown. The Revolution of 1868 and the subsequent
establishment of the First Republic (1873) highlighted the importance
of academic freedom and the separation of Church and State in the
matters of education. With the coming of the Restoration (1874),

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 King Alfonso XII returned to the throne and conservatives sought to
re-establish church control in education. Throughout the nineteenth
century, liberals and conservatives engaged in bitter battles over
educational issues. One of the most important conflicts arose in
1875, when the government proclaimed the Decree of 1875. This
decree directed university presidents (Rectores) to oversee that
"nothing contrary to Catholic dogma or morality" would be taught in
their universities. The decree set off a controversy and protests from
many university professors. Opponents saw the decree as a violation
of their academic freedom. Many professors were dismissed or
removed from their chairs. .( https://www.studycountry.com/guide/ES-
culture.htm)

● The Revolution of 1868, and the establishment of the First Republic

in 1873, was a period of political tensions. Special attention was given
to the importance of academic freedom but the vast majority of
educational reforms were not successful. In 1874, after a brief period
of Republican efforts, the Monarchy was restored, and education fell
into a constant battle between liberals and conservatives. The
political instability of this period can also be seen in the many
attempts at reforms in the areas of secondary and higher education.
The period of the Restoration ended with the military uprising of
General Primo de Rivera in 1923 and his attacks on academic
freedom in Spanish higher education. During this period, many
Spanish intellectuals and university professors were exiled or silenced,
among them, the noted poet-philosopher Miguel de Unamuno.
With the coming of the Second Republic in 1931, a new Constitution
brought new important educational reforms, including the call for
free compulsory Primary Education, academic freedom and non-
religious instruction. All these changes came to an end with the
failure of the Republic and the success of the Nationalist forces of
General Franco at the end of the Spanish Civil War in 1939. During
subsequent years, education in Spain was converted into the
transmission of Franco's views of Spanish Nationalism and Catholic
ideology. There were important reforms in the 1950s with some

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Joey Delgado July 26, 2020 Dean Ramonito A, Mesina
 changes to elementary and secondary education and the
establishment of preuniversity course of study.

● Important changes in economics and demography came to the

forefront in the 1960s. This was a period of significant economic and
demographic growth, as well as an intense time of industrialization.
However, the authoritarian Franco government did not provide for
democratic reforms; thus, this period is also characterized as a time
of internal conflict, especially in Spanish Universities. Five years
before the death of Franco, the Spanish government carried out its
most significant educational reform since the Moyano Law of 1857.
This reform, known as the General Law on Education (LGE), sought
to reorganize the whole of the Spanish educational system. In the
end, only limited reforms were enacted and these were quickly out of
date due to the increasingly fast social and economic changes that
Spanish society was forcing. .( https://www.studycountry.com/guide/ES-
culture.htm)

● One of the most important events, which changed not only

contemporary Spanish education but also the whole of Spanish
society and culture after the death of Franco, was the Spanish
Constitution of 1978. One of the first attempts at reform, which
came about after the establishment of the new Constitution, was the
Organic Law of 1980 (LOECE) which, while short lived, laid the
foundations for the University Reform Law (LRU) of 1983. This
reform established the basis for the Organic Law on the General
Organization of the Educational system of 1990 and the subsequent
Organic Law on Participation (LOPEG), which characterizes the
basic nature and structure of Spanish education at the beginning of
the twenty-first century.

● On Religion

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 In terms of religion, Spain is known to be 66.7 percent Roman
Catholic, 1.2 percent Muslim, 0.8 percent Protestant, and 31.3
percent other.

● The Catholic Church has always played a significant role in the

history of Spanish education. The relationship of the Church
throughout the nineteenth and twentieth centuries had been complex
and significant. A series of Concordats with the Vatican have
solidified these relationships. The first in 1851, established
Catholicism as the official state religion of Spain. However, this
Agreement was revoked in 1931 with the coming of the Second
Republic and a series of anticlerical government measures. With the
success of Franco, after the Spanish Civil War, the power and status
of the Church was restored with the approval of the 1952 Concordat.
This agreement had important implications for education. According
to this agreement, Catholic religious instruction was to be mandatory
in all schools, even in public schools. Additionally, the Church was
given the right to establish universities. With the coming of
democracy, the reduction of state subsidies for education was
established. By the end of 1987, however, issues surrounding
government subsidies for Church education had not been resolved.
At the end of the twentieth century, the government continued to
subsidize private Church-affiliated schools. In 1987, the Church
received $110 million. These subsidies have continued in the creation
of educational institutions that are private but receive state funds.

● On Mercado
The Spanish Cuisine is really unique in more ways than one, the
Roman, Jewish and the Arab tradition has had a significant impact on the
Spanish cuisine. The strong influence of Moorish people in Spain also reflects
on the Spanish cuisine. Olive oil is very widely used across Spain, 44% of
world’s olives are produced by Spain. Lard and butter are also used in Spain.

● The open air markets are slowly disappearing in Spain, supermarkets have also
displaced open air markets in Madrid and Barcelona and more and more open

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 air markets are being displaced almost every day, this also means that people
who used to reply on fresh ingredients from the open air markets must now
turn their attention towards supermarkets.

Spanish Cuisine
● A significant portion of Spanish cuisine derives from the Roman, Jewish,
and Andalusian traditions. The Moorish people were a strong influence in
Spain for many centuries. However, pork is popular and for centuries eating
pork was also a statement of Christian ethnicity or "cleanliness of blood",
because it was not eaten by Jews or Muslims. Several native foods of the
Americas were introduced to Europe through Spain, and a modern Spanish
cook could not do without potatoes, tomatoes, peppers, and beans. These are
some of the primary influences that have differentiated Spanish cuisine
from Mediterranean cuisine, of which Spanish cuisine shares many techniques
and food items. (https://www.studycountry.com/guide/ES-culture.htm)

Jamón ibérico
● The essential ingredient for real Spanish cooking is olive oil, as Spain produces
44% of the world's olives. However, butter or lard are also important, especially
in the north.
● Daily meals eaten by Spaniards in many areas of the country are still very often
made traditionally by hand, from fresh ingredients bought daily from the local
market. This practice is more common in the rural areas and less common in
the large urban areas like Barcelona or Madrid, where supermarkets are
beginning to displace the open air markets. However, even in Madrid food can
be bought from the local shops; bread from the "panadería" and meat from the
"carnicería".(https://www.studycountry.com/guide/ES-culture.htm)

● One popular custom when going out is to be served tapas with a drink,

including sherry, wine and beer. In some areas,
like Almería, Granada or Jaén in Andalusia, and Madrid, León or Salamanca in

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 the centre tapas are given for free with a drink and have become very famous
for that reason. Almost every bar serves something edible when a drink is
ordered, without charge. However many bars exist primarily to serve a
purchased "tapa".(https://www.studycountry.com/guide/ES-culture.htm)
● Another traditional favorite is the churro with a mug of thick hot chocolate to
dip churros in. "Churrerías," or stores that serve churros, are quite common.
The Chocolatería San Ginés in Madrid is especially famous as a place to stop
and have some chocolate with churros, often late into the night (even dawn),
after being out on the town. Often traditional Spanish singers and musicians
will entertain the guests. 
● Sofrito is also very frequently used by Spaniards to start the preparation of
several dishes. Onions and garlic are used as major seasonings. The Spaniards
like drinking wine with their meals and this has almost become a custom. Bread
is also very frequently consumed by the Spaniards, during the summers salad
becomes indispensable. Tarts and cakes are eaten as desserts on special
occasions in Spain.

● Serving tapas with a drink is a very popular custom in Spain. Sherry, wine and
beer are the usual drinks served with the tapas. There are some cities in Spain
where tapas are served free with a drink and this has become really popular in
the country. There are many bars in Spain that serve something edible for free
when a drink is ordered while there are some others that primarily exist to serve
a purchased tapa.

Culture of Spain
The culture in Spain is very unique, the Spanish are very welcoming and the
country is known for its exotic beaches and lots of sunshine. Spain is also called
the land of bullfighting because bullfighting is a very popular sport in Spain.
● Spain is one of the culture centers of Europe and it has been called so for
several years now. The artistic heritage in Spain is second to none; Francisco de
Goya was a very popular painter of the 18th century. His portraits of royalty
are still preserved by the Spanish because these portraits are believed to be very
special. (https://www.studycountry.com/guide/ES-culture.htm)

● There were many ambassadors of art in Spain; the likes of Pablo Picasso, Joan
Miro and Salvador Dali have left their undying mark on the Spanish culture.
The invention of the Spanish guitar was a significant moment in the
development of the Spanish culture, the guitar was invented in the 1970s and it

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 is now played all across the globe. This also goes to show the global reach of
the Spanish culture.
● The flamenco dance is the most attractive aspect of this culture. It is colorful,
zealous, and indeed is extremely captivating. Flamenco dance form is not of
one kind- 50 “palos” or styles exist and it depends on the individual dance style
of that particular dancer. The “palos” differ from one another in form and
choreography. The flamenco dancer is expected to comprehend the passionate
lyrics of the song as sung by the vocalist and then present them via beautiful
and elegant arm gestures. These movements of the body arts oppose the swift
movements of the feet that tap on the fo9or as the flamenco dancer sways to
the music. Flamenco dance is dependent largely on the personal expression of
the dancer, his or her own natural instinct to move his or her body in desired
manner to express the vocalist’s message. The basic musical conventions and
the rhythms must be abided by no matter what type of improvements the
dancer puts in personally.
● There are shows where a male and a female figure perform together and this
turns out to be the most startling performance for one special evening. Usually,
in a duet performance, the zeal, the ecstasy and the intense emotion reaches a
palpable form as the figures look straight into each others eyes and remain so
throughout the performance. The desire for one another becomes quite
apparent in such a show. (https://www.studycountry.com/guide/ES-culture.htm)

● The Spanish literature is as rich as the Spanish culture itself, it comprises of

Spanish poetry, prose and novels written by Spanish and Latin American
writers.

● The Spanish population has a literacy rate of 97 percent. About one percent of
men and two percent of women are illiterate.

On Language
● "Spanish" is a romance language with approximately 470 million speakers, 410
of whom speak it as a first language, while the remainder speak it as a second
language. A significant number of people also speak Spanish as a foreign
language. Spanish is spoken in Spain and 22 other countries including:
Andorra, Argentina, Belize, Bolivia, Cayman Islands, Chile, Colombia, Costa
Rica, Cuba, Dominican Republic, Ecuador, El Salvador, Equatorial Guinea,

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 Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Uruguay,
the USA and Venezuela.

● From there, its use gradually spread inside the Kingdom of Castile, where it
evolved and eventually became the principal language of the government and
trade. It was later taken to Africa, the Americas, and the Philippines when they
were brought under Spanish colonial rule between the 15th and 19th centuries.

● Today, it is one of the official languages of Spain, most Latin

American countries and Equatorial Guinea. In total, 21 nations use Spanish as
their primary language. Spanish is also one of six official languages of
the United Nations.

● Spanish first started to appear in writing in the form of notes and glosses in Latin
religious texts, the Glosas Emilianenses, dating from the 11th century. During
the 12th century, law codes (Fueros) were being translated into Spanish.
Spanish prose flowered during the reign of King Alfonso X the Wise of Castile
(1252-84), who in addition to being the king and a poet, also found time to
write an encyclopaedia in Spanish called Las Partidas, which contains laws,
chronicles, recipes, and rules for hunting, chess and card games. The first
Spanish grammar, by Antonio de Nebrija, and the first dictionaries were
published during the 15th and 16th centuries.

● In Spain this language is generally called español (Spanish) when contrasting it

with languages of other countries, such as French and English, but it is
called castellano (Castilian, the language of the Castile region) when contrasting
it with other languages spoken in Spain, such as Galician, Basque, and Catalan.

● Some philologists use Castilian only when speaking of the language spoken in
Castile during the Middle Ages, stating that it is preferable to use Spanish for its
modern form. The subdialect of Spanish spoken in northern parts of modern
day Castile is also called Castilian sometimes, and differs from those of other
regions of Spain, however the Castilian dialect is conventionally considered in
Spain to be the same as standard Spanish.

● The name castellano is widely used for the language in Latin America. Some
Spanish speakers consider castellano a generic term with no political or
ideological links, much as "Spanish" in English.

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● "Catalan", with its "Valencian" dialect is a Romance language, the national
language of Andorra, and a co-official language in the Spanish autonomous
communities of The Balearic Islands, Catalonia and Valencian Community, and
in the city of Alghero in the Italian island of Sardinia. It is also spoken,
although with no official recognition, in the autonomous
communities of Aragon (in La Franja) and Murcia (in Carche) in Spain, and in
the Roussillon region of southern France, which is more or less equivalent to
the département of the Pyrénées-Orientales. (https://villanovo.com/spain/culture-
traditions)

● Basque (Euskera or Euskara) is a non-Indo-European language. Until the 1970s

it was in recession, but since the re-establishment of democracy it has been
taught in schools and is more commonly heard in the cities and in the areas
where it was lost.

● Basque is the only non-Indo-European language in all of western Europe. The

origins of this language are unknown. It is thought that the language was
spoken before the Romans came to the Iberian Peninsula.

● Galician (autonym: Galego [ɡaˈleɣʊ]) is a language of the Western Ibero-

Romance branch, spoken in Galicia, an autonomous community with the
constitutional status of "historic nationality," located in northwestern Spain and
small bordering zones in neighboring autonomous communities
of Asturias and Castilla y León. (https://www.villanovo.com/guides/spain/culture-
traditions)

● Galician and Portuguese were, in medieval times, a single language which

linguists call Galician-Portuguese, Medieval Galician, or Old Portuguese,
spoken in the territories initially ruled by the medieval Kingdom of Galicia.

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