FOREIGN SERVICE INSTITUTESPANISHPROGRAMMATlCCOURSEYolume1o E PAR T M E N T O F S T A T EForsalebyth{' Superintend{'11t of DOClllllents, U.S, Goyernlll{'llt Printing; OmeeWashington, D,C., 20402 - Price$225SPANISHPROGRAMMATIC COURSEVolume1C. CLELANDHARRISand ASSOCIATESFOREIGN SERVICE INSTITITTEWASHINGTON. o.c.1967o E PAR T M E N T O F S T A T EPREFACETheFSI Sp""ishPr09rammaficCourse, Volume " comprising this textbook and accompanyingtape recordings togetherwithanInstructor's Manual, provides introductoryleamingmaterials foruseby speakersof Englishwho wantto acquire a style of Spanishwhichis neither very formal noroverly casual.Thetermprogrommafichas beenadoptedtodenoteacoursewhich usessometechniquesofprogrammedinstructionandis adaptabletoclassroomuse, toself-instructionortocombinationsof thetwo. Part of eachunitis inprogrammedform; otherparts followa moreconventional audio-lingual format. Inallparts, theguidingprincipleshavebeensimplicity andclarity ofpresentation,characteristics which are required of materials to be used in self-instruction, althoughthematerials hovebeenwrittenwiththeteacher-classroomsituation alsoinmind.Theprincipal differenceinapproachbetweenthis courseand theFSI Spanish8asic Course,forexample, istheemphasis placedhereonadvance, pre-classpreparation of newmaterialbythestudentwiththehelp of topes. The principal difference betweenthisandcompletelyprogrammedmateralsisthat herethestudent'sself-study is, if possible, regularlypunctuatedbysessions inthe classroomwithaninstructor.The linguist inchargehas beenC. ClelandHarris, Chairmanof theDepartment of RomanceLanguages. Help{ulcriticismsandcontributionsweremadeby JackL. Ulsh, linguistincharge ofSpanishandPortuguese, RosalindaL. Pineda(Mexico)andBlancaC. deSpencer (Colombia) andby the following members of the teachingstaff who participated in the pre-publication trials:HortensiaT. deBerry (Cuba), MartaL. deGowland (Argentina); SusanaK. deFraminan(Argentina),Gladys F. de Telford (Paraguay), Isabel B. de Lowery(Bolivia), Vicente N. Arbelaez(Colombia),Jorge Krichmar (Argentina), Jose A. Mejia(Colombia), Juan Jose Molina(Honduras)andBolivarM. Cobos (Ecuador). Manuscript andfinal copywere preparedby Sra. Pineda, IrmaC. dePonceand Marie Litvinoff.Therecordingsweremadeinthestudiosof theFSI LanguageLaboratorywiththetechnicalassistance of Charles P. MonatandJose M. Ramirez underthegeneralsupervision of GaryAlley.The bilingual contrasts on the tapes were voiced by Dr. Harris. Mr. Ulsh read the Englishannouncements, and Sra. deSpencer, Sr. CobosandSr. Mejiavoiced theSpanishscript.May 31, 1967iiiJamesR. Frith, DeanSchool of Language StudiesForeign ServiceInstituteDepartment of StateSPANISHivSPANISHFOREWORDThis text is accompanied by an Instructor's Manual which contains thescript of all the recorded portions. Sincemany of the recordedexercisesdo not appear inprintedform inthis, thestudent's book, the Instructor'sManual serves as a handy, quick reference and guide for theteacher. Stu-dents whoare using this text for self-instructionwill find themanual auseful aid in checking theaccuracy of their own performance.PSI SpanishProgrammatic Course is designedprimarilyfor the studentwho has access toa tapeplayer for studypurposes. If one is not avail-able, thesematerials should be used inthe same manner as are more con-ventional materials. After pre-publicationtrials with over 200 students,PSI is convinced that therate of progress is greater and the qualityofperformance higher if thestudent has an opportunitytostudy newmaterialbefore reportingtoclass through the use of facilities that allowhimtolistentothe recorded portions of the lessons.The authors liketobelievethat greater progress and higher qualityperformance are inherent in sorne small way inthematerials themselves;however thegeneral improvement inachievement is probablyattributablemore to technique thantoanything else. For example, a student who pre-pares an assignment byhimself, withhis own tape player, will normallybe participatingwiththe languageat the enormous rate of 400 to 600participations per hour. If the same material were being learned inaclass shared with only three other students, his participationratewouldbe reduced accordingly: to 100 to 150 per hour. This participationrate,of course, begins toapproach insignificancewith a class of twentyormore students. In such largeclasses, teachers have toresort tochoraIvSPANISHresponse techniques inorder tocounteract the lowparticipationrates.Much of the success of thesematerials is due, then, not necessarilytothe material itself but tothe arrangement of material, an arrangementthat allows learning to take placeprofitablyoutside of theclassroomand therebyfosters unusuallyhighparticipationrates for the individualstudents.A typical unit covers a cycle of work requiring fromthreetefiveheurs fremthe average or above-average student. The learning that takesplace during a typical cyclehas been sequenced as follows:l. Observation of the language.2. Practicewithwhat has been observed.3. Variationof that which has beenpracticed.4. Application of what has been learned inthefirst threestages.The sectioningof a unit relates tothese four learningmodes asfollows:Sections within a unit: Learning Mode:Introduction ~Dialog ObservationGrarnmatical Observation and ~Practice PracticeVariationsApplicationVariationApplicationThe last section of eachtypical unit (the Application section) con-tains no recordedportions. It is always a summaryof the present unitplus a recycling of important features of thepreceding two units. No newmaterial is presented. Itserves, therefore, (1) as a testingdeviee todetermine howwell thematerial has been learned, and (2) as a useful'homework' assignment where students do not have a tape player availableoutsideof class. This Application section can serve as a time-saver forstudents with a limitedbut active knowledge of Spanish, they should workthe Application seetionfirst; if they eanwork it successfully, thenthatunit does not have tobe studied, and theyshould proceedtothe next unituntil areas are encountered where errors aremade, indicatingthe need toviSPANlSHstudythat unit,Volurne l contains twenty-fiveunits of a course plannedtohave about100units, The course as a whole is intended toleadthe student toarninirnurnprofessionally useful level of proficiency, The objective of thisfirst phase is toernphasize structure: word structure and, particularly,phrasestructure, Therefore, this volurne ~ - especiallythrough Unit 20--displays equal concernwithphraserelators and connectors andwithverbrnorphology and shows considerably less concernwithvocabulary, During thisintroductoryphase, the authors aremore interested inthestudent's abilitytoperforminmulti-phrasal andmulti-clausal sentences using theproperconnectors and relators than inhis stockpilingof vocabulary items,Subsequent units will develop the remainingverbrnorphology and expand thevocabulary,The average student requires approximately 100hours togo throughVolume l, Sincethereare 417 'words' inthis volurne, he assimilatesat therate of 4,2'words' per hour, (A 'word' is defined as a preposition,a verb form, an infinitive, a number, anadjective, etc,) This rate is1,2'words'per hour higher thanhad beenanticipated, but it isstillcomparatively low, The distributionof vocabulary items ('words') isas follows: 115 Nouns; 130 Verbs, Verb Forms or Phrases; 172 Other,To encourage the feeling of realismwhile learning a foreign language,the study of verb morphology commences with a past tense CPreterit' or'Past of Events'), as it is more natural toask the student 'What didyoubring last night?' than 'What do you bring (at night)?' However, thepresent tense is not ignored; most of the common verbphrases (e,g, tenerque --r, querer --r, ir a --r, acabar de--r, aprender a --r and soforth)aretreatedalso inthe Present withtheresult that the student becomesas capable inthePresent as inthe Past, The lmperative Mood is alsotaught, as well as several frequent patterns of the Present Subjunctive,FSl has usedthesematerials in intensive, six-hours-per-dayclassesas well as in one-hour-per-dayclasses, In the former, approxirnately twohours of preparationfollowed by 30minutes or more of classroomrecita-tion and application is the normal pattern, althoughvariations have beenemployed with equal success, (Inone-hour-per-dayclasses, the classviiSPANISHschedule is no different fromthat of classes using conventional materialsbut the 'homework' is done where possible as pre-class work on a tapeplayer.) The normal practice of our teaching staff duringthe recitationperiods has beento spend tentofifteenminutes checkingbrieflythematerial studied by the student, followed by an equal or longer.periodrelatingthis material tothe student's own experience. Depending ontheexigencies of scheduling, the instructor may followtheserecitationperiods with instruction in newmaterial, or, more usually, dismiss theclass for further self-study inthe language laboratory.viiiSPANISHCONTENTSPrefaceForewordUNIT1Word Stress, Part 1Test AWord Stress, Part 2Test BIntonation: StatementIntonation:Po1iteQuestionIntonation: Familiar QuestionIntonation: Questionwith aQuestion WordTest CUNIT 2IntroductionVowe1 ReductionsDia10gIdentificationTestsUNIT3iiiv1679la1112141619242526Grarnmatica1 ObservationsStress as Tense MarkerPerson Marker Vowe1sApplicationUNIT 6IntroductionDia10gIdentificationTestsGrammatica1 ObservationsNegationApplicationUNIT 7IntroductionWritingAwareness (Inc1ud-ing 9.!!.-)Dia10gGrarnmatica1 ObservationsThe Verb: Four ForrosThe Verb: The AffixloApplication5454565861666768687073737982828586Introduction 29Dia10g 34IdentificationTests 35Grarnmatical Observations 36'Counter-words' and 'Counter-phrases' 36'Being' 37UNIT 4Introduction 39Assimi1ation: vowe1 + ~ ~ 41Dia10g 43IdentificationTests 44Grarnmatica1 Observations 45The Verb 45'In', 'at' 45UNIT 5Introduction 47Dialog 52IdentificationTests 53ixUNIT 8IntroductionWriting Awareness (Cont'd)Gender Concept (un/una)Dia10g -- ---Grammatica1 ObservationsSer/Estar (I)App1icationUNIT 9IntroductionWritingAwareness (Cont'd)Assimi1ation: ~ ) ~ + dOrthographic AccentDia10gGrarnmatica1 ObservationsSer/Estar (l!)-,,- ---,,--TestNationalityP1ura1izationGender (conc1uded)919194959797100103103104105108110110111111112112SPANISHDenying and AccusingApplicationUNITla113115Shortened CompoundsMeaning1ess but MandatoryWordsApplication187187191119121123124128129131131132134136\Introductionb/vSimilarity7h7'Q;thographic Accent (Cont'd)Use of Subject Pronouns (1)DialogGrammatica1 Observations!heVerb: Neutral ForroVerb Phrases: Quiero--rEl/LaAppl icat ionUNIT 14IntroductionReading CognatesDialogGrammatica1 ObservationsNofastidie!Demonstratives (2)ApplicationUNIT 15195195200201201201208IntroductionOrthographic Accent (Cont'd)TestEnglish InterferenceDialogGrammatica1 ObservationsGender ConcordancePosition of Modifiersla-, delApplicationUNIT 11UNIT 12Introduct ionOrthographic Accent (con-cludeded)Syl1abicat ionDialogGrammatical ObservationsPlural Marker and Agreement10s-/1as- and nos-Pas-renseApplic;OUNIT13IntroductionWriting AwarenessReading Multisy11abicsDialogGrammatica1 ObservationsNoun compounds139139142143144145145146147148151155155160162164164166167169173175179182184185xIntroductionle-/lo-, le-/la-Dia10gGrammatica1 ObservationsPossessive inPhrasesShortened Formstener que--rApplicationUNIT16IntroductionWord ol'derInterrogativesDia10gGrammatica1 ObservationsCommandsDemonstratives (3)ApplictionUNIr 17Introduct ionIrregular VerbsDia10gGrammatical Observationssinoco;;wands (2)Personal aRedundant 1e- .--UNIr 18Introduction213213221222222223224228233233237241243243246248251251258259259260261262266271SPANISHser/estar (Concluded) 271S h o r ~ Subjects 275Dialog 277Grammatical Observations 278Application 284UNIT 19Introduction 289Irregular Verbs 289Possessives 293Dialog 295Grammatica1 Observations 296Demonstratives (Concluded) 296Divisions of aDay 298Application 305UNIT20Introduction 311Commands (-er/-ir) 311Plural Commands-- 313Dialog 316Grammatical Observations 318Negative Commands 319Quieroque 319Use of Subject Pronouns (1) 322Application 326UNIT 21Introduction 331loque 331gustar 334Use of Subject Pronouns (2) 338Dialog 342Grarnmatical Observations 344!!ll!.- 344ser/estar Exceptions 345Auditory Confusion 348Telling Time 350terminar de 351despus 352Application 356UNIT 22Introduction 361Free Forms of Possessives 361Clarificationof su 364Dialog 372Grarnmatical Observations 374xiReflexive VerbsApplicat ionUNIT23IntroductionHacer + TimeDOOble CHticsDialogGrammatical ObservationsApplicationUNIT 24Introduction~Double NegativeDialogGrarnmatical ObservationsMorePractice: loqueMore Practice: DoubleCliticsCaerse(me)ApplicationUNIT 25Introduct ionPorParaDialog-Grammatical ObservationsWord OrderUse of -ndoMore on CommandsApp1 icat ionVOCABUlARlESSpanish-EnglishEnglish-Spanish374383387387389393395402407408410413414415415416422427427429436437437439441446453459SPANISHxiiSPANISHUNIT 1Word StressandIntonationDurng the early lessons nthsbook, you wll fnd what appears to beanexcessve amount of Englsh ~ e x t .These are nstructons on howto usethese materials.lf you are toget the rnost out ofeachexercse, be sure you understandfrorn these nstructions what the goals for each one. and howto prepare eachexerc ise.1.112SPANISHSTRESS AND INTONATIONIntonation is the 'envelope' which transmits the meaning of anutter-ance. It is an important feature in any language. For example, a studentwho may acquire anexcellent pronunciation of vowels, consonants, and wordsof a foreign language, but who does not utter these inside the envelope usedby speakers of that particular language, will have difficultymaking himselfunderstood. Conversely, a student who may have a weaker pronunciation butwho has acquired the abilitytoutilize the proper intonationshapes, doescommunicate successfully., lntonat ion' refers tothe riseandfall of the voice. 'Stress'refers to the varying loudness of the voice. When we speak, this rise. orfall, or loudness characteristic of speech conveys informationthat is notonly revealing of our emotions, but al so revealing of other vital informa-tionsuchas:-that a question is being asked-that a statement is being made-that emphasis is being injected-that the speaker anticipates agreement with him-that the speaker anticipates disagreement-that the speaker outranks you-that the speaker is 'kidding'-that the speaker is making a fool of you-that the speaker is sure of something-that the speaker is not sure of something-that the speaker is insecure-etc.Anexhaustive listingof the kind of information that is revealed by stressand intonation would require several pages. The point is that this informa-tion is not available fromjust words or phrases, or even sentences, if theseare strippedof their stress and intonation.There must be dozens of patterns ofintonations inany language. Ofthese, however, usually four or five patterns are the 'work horses' of mostdiscourse. The purpose of the following exercises is tocall your attentiontothis thing referred toas 'intonation' and toget you acquaintedwith theforms of these 'work horses' inSpanish. In so doing. we hope that you willbe more careful in both listening for these patterns and inmaking a seriouseffort to imitate them.1.2SPANISHEXERCISES3(If you are utilizing a tape reeorder for this exereise, keep inmindthat you will have to START and STOP the reeorder for eaeh one of the ques-tions below. First, readwhat is aaid under number 1, thenstart the tapeand listen. When the itemsunder number 1are eompleted, stop the tape andread number 2. Then, start the tape and listento the items under number 2and, again, stop the tape before going on to number 3, and so forth. Thisstart-stopproeedure is tobe followed throughout this manner of prsentation.(The parentheses '( )' indieate that youwill hear something that willbe spoken by your instruetor's voiee on the tape. The number of times yousee a pair of parentheses indicates howmany times the utteraneewill be re-peated. Thus '() ()' indieates that youwill hear the utteranee said twotimes.)Part l.Note: Listenearefully, and workeonscientiously, because every sooftenyouwill be testedwithout a ehanee to review.l. Listen to this word, whieh we will eall word 'a'.(a) (a) (a)2. Nowlistentothis word, which we will eall word 'b'.(b) (b)3. These two words may soundvery similar to sorne people, andto sorne other people, they may even sound exaetlythe same.But to a Spanish person, these words are 'as different as nightis fromday'. Here are the two words again.(a) (b) (a) (b) (a) (b)4. Whatever you hear that makes these two words different is ealled'stress'. That is, these words are different because their ~is different. Here they are again.( ) ( ) ( ) ( )5. One of these words means 'potato', This is the word 'potat0'.( ) ( )6. The other word means 'Dad'. This is the word 'Dad'.( ) ( )1.34 SPAN1SR7. Rere is 'potato' and 'Dad'.(potato) (Dad) (potato) (Dad)Frequently, youwill be asked a questionwhich we expect youto beable to answer. Any time youare asked a question, the correct answer willappear to the left, in the left margino You are to keep the answer covered(either with your hand or with a piece of paper) until after you produceyour answer. Then, slide your hand (or paper) down, r e ~ n g the correctanswer. This correct answer lets you knowif you are learning what we havedesigned for you tolearn. lf your answer is wrong, you need toback up andre-studywhat youdidn't learn.We are getting ready toask you a question for you to answer. Befarewe do, let's check what we have done thus faro8. To Spanishears, these words are very different.(a) (b) (a) (b)9. One of these words means 'potato'. Rere it is.(potato) (patato)10. The other means 'Dad'. Here it is.(Dad) (Dad)11. Question: Which word is being saidhere, 'potato' or 'Dad'?(7) (7)(patato)12. Which one is being saidhere?(?) (?)(Dad)13. Which word is 'Dad', No. 1 or No. 2?O) (2) O) (2)(2)14. ls this the word 'potato'?(7) (7)(no)15. ls this the word 'Dad'?(7) (7)(yes)16. Which one is 'Dad' 1 No. 1 or No. 27O) (2 )(2)1.4(2 )SPAN1SH17. Whieh one is 'potato'. No.1 or No.2?O) (2)18. Your instructor wi11 nowsay these words five times in a mixedorder. Howmany times does he say 'Dad'?5Again:(((3)19. Your instruecor wi11 again say these words five times in a mixedorder. Howmany times does he say 'potato'?( ) ( ) ( ) ( ) ( )(2)20. You have 1earned to differentiate between two words inSpanishwhose on1y differenee is the position of the stress. The stressin 'Dad' fa11s on the 1ast sy11ab1e.( )21. That is, we say that the loudest part (or the stressed part) isthe 1ast sy11ab1e in the word 'Dad'.() ()22. On the other hand, the word 'potato' is stressed on the firstsyllab1e.( )23. As you can nowte11, this thing ea11ed 'stress' aets inSpanish1ike another 1etter in the a1phabet. There are hundreds of wordsinSpanishwhieh are different on1y inthe matter of stress.Here is another pair of words whieh a1so sound a1ike, but whiehare very different toSpanish-speaking peop1e.(a) (b) (a) (o)24. Here is another examp1e.(a) (b) (a) (b)25. Here are (a) 'potato' and (b) 'Dad' again follawed by a newword(e). Is this newward stressed 1ike 'patato' ar like 'Dad'?(a: patato) (b: Dad) (e: ?)(b. Dad)26. Again, the same words far (a) and (b), but a newone for (e).Is this newone stressed 1ike (a) ar (b)?(b. Dad)(a: potato)1.5(b: Dad) (e: ?)6 SPAN1SH27. Same thing again. ls (e) like (a) or (b)?(a) (b) (e)?(a. potato)20. ls (e) like (a) or (b)?(a) (b) (e)?(b. Dad)29. ls (e) Hke (a) or (b)?(a) (b) (e)?(a. potato)30. Here are two different words, different in that none of thesounds inthe first wordin the seeond word. Listen.(x) (y)31. Though (x) and (y) are very different, their stress is the same.That is, bothare stressed on the first to themagain.(x) (y)32. Do these two different words have the same stress?(f) (g)(yes)33. ls the stress the same or different with these two words?( ) ( )(same)34. ls the S1: ress the s ame or different with these?( ) ( )(diff .)35. ls the stress the s ame or different with these?( ) ( )(diff.)TESTAFor eaeh item, you will hear a word said twiee. You are to identifywhieh ia its stressedsyllable, the first one or the seeond one? Put an 'X'in the appropriate eolumn.1.2.1.6First syllableClike 'potato')Seeond syllableCl ike ' Dad' )Part 2.SPANISH3. ( ) ( )4. ( ) ( )5. ( ) ( )6. ( ) ( )7. ( ( )d. ( ( )9. ( ( )10. ( ( )lL( ( )12. ( ( )13.( ( )14. ( ( )15. ( ( )(Checkwith your instructor inclass, or with the 'Instructor'sManual', for the right answers.)36. Thus far, you have listenedtoshort words having only twosyllables. Spanish has, of course, words which are longer.Here is a long one.() ()37. Here is a word with stress on the last syllable.7( ) ( ) ( )38. And here is another, very similar word having its stress on thesecond-last syllable() ()39. These two words mean different things, of course. Here they arein contrast.(a) (b) (a) (b)40. As far as stress is concerned, we can say that these two wordsare similar to 'Dad' and 'potato'. For example, here is 'Dad'and the newword with stress on the last syllable. Notice thatit is the last syllablewhich has the stress.(Dad) ( ) (Dad) ( )41. Here is 'potato' and the other newword. Both have the stress onthe second-last syllable.(potato) ( )1.7(potato) ( )8 SPANISH42. If two words arestressed on their 1ast sy11ab1e, we Can say theyare of the sarne kind, or 'farnily', as far as stress is concerned.Here are two words which be10ng tothe same 'family' since theirstress fa1ls on the 1ast syl1able.( ) ( ) ( ) ( )43. And listentothese two very different words which be10ng to thesarne stress 'family', since their stress is on the sarne syllable,that is, the second-1ast syllable.( ) ( ) ( ) ( )44. Most Spanishwords are of the kind that are stressed on the 1astor second-1ast syl1able. There are sorne, however, which arestressed on the third-last sy11able, and a very fewwith stresson the fourth-1ast syl1able. Here is one stressed on the third-last syl1ab1e.() ()45. And here is one stressed on the fourth-last sy1lable.() ()46. You wi1l nowhear a word said two times. 1t has three syllables,and we wi11 count the syllables fromthe end of the word, as shownby the numbers under each space. Which is the stressedsyl1able,No. 1 (last), No. 2 (second-last), or No. 3 (third-1ast)?( ) ( )3 2(l)47. Here is another three-syl1abl e word. Which is the stressedsyllab1e?( ) ( )3 2 1O)48. Which is the stressed syllab1e in t his word?( ) ( )(2)(2)(2)349. And inthis one?() ()350. ls this one stressed on 3 or 2?( )-3-1.8-2-2-2-1-1--1-SPANISH951. ls this one stressed on 3 or 2?( )3-2-(3)52. And this one?( )-3-2 1(3)53. Where is this one stressed?( ) ( )-3- -2-(l)54. And this one?( )3-2-(2)55. And, finally, this one?( ) ( )-3-2-1-(3)TEST BFor eaeh tem, you wll hear a word said twiee. Identfywhich isthe stressedsyllable by puttng an x over the proper number. (These areall three-syllable words.)1.-3-22.-3- -2-3.-3- -2-4.-325.-3-26.3-2-7.-3-21.9113 2SPANISH-3- "2-3- -2--3- -2--3- -2--3- -2--3-2 111-1- -2- -3-108.9. )10.U.12.13.14.15.(Checkwith your instructor inclass, or with the 'Instructor'sManual', for the right answers.)56. This is a Spanish sentence.() ()57. This is an imitationof the rhythmof that sentence.() ()58. Notice that the voice rises near the beginning of the sentence.() ()59. Notice alsothat the voice falls at the end.() ()60. Listentothis rise and fall, but using the real sentence.( )61. We can represent rise and fall of the voice with a line likethis:() ()62. This kind of shape for the line represents a normal. 'uncolored'statement, that is, a statement having no element of surprise.1.10SPANISHno element of emphasis, etc.() ()63. If this same sentence were said as a question, it would be alittledifferent. This is an imitation of the rhythmof thissentence, expressedas a question. (Q)(Q) (Q)1164. Notice that there is about the same kind of rise at the beginningas there was in the previous, normal statement.(Q) (Q)65. But notice that the ending is different:Statement: (S)Question: (Q)66. Listen again to the difference between a statement and a question:Statement: (S)Question: (Q)67. He re is the s ame thing, but this time using real words:Statement:Question:(S)(Q)(S)(Q)68. Aquestion can be represented like this:/~(Q) (Q)69. Which is the question, No. 1 or No. 271 : ( ) 2 :(2)70. Which is the statement, No. 1 or No. 271 : ( ) 2 : ( )O)71. The shape of the rising and fa11ing which has been representedby a line as follows:Statement:Question:1.1112 SPANISHis calledthe intonationof an utterance. Notice that, eventhough an utterance may be longer than our models, the i n t o n a t i o ~is basicallythe same:Statement: -1~(S) (5 )/Question:J(Q) (Q)72. The intonational patternfor a question that you have nowlearnedto identify is a polite or formal intonation. A very commonintonation used in familiar or less formal situations sounds likethis:Familiar Question (FQ): (FQ) (FQ)73. Compare the polite with the familiar intonation:Polite Question (PQ):Familiar Question (FQ):(PQ)(FQ)(PQ)(FQ)74. The familiar questioncanbe represented likethis:(FQ): J/\ (FQ) (FQ)75. Which is the polite (PQ) question, No. 1 or No. 27PQ7: (1) (2 )(2)76. \.Jhich is the familiar (FQ) question, No. 1 or No. 27FQ?: (1) (2)(2)77. Which ofquestionthe following lines represents the familiar (FQ)intonation7r----/"(1): .J \(2):r------/.-1(l)78. This is the FQwith real words:(FQ) (FQ)79. Notice again. that even though the utterance is longer, theintonatior> is basicallythe same.(FQ) (FQ)1. 12SPANISH80. 15 this questionsaid in the FQpattern?( ) ( )(yes)81. 15 this one said inthe FQpatternalso?( ) ( )(no)82. Identify this utterance as a statement (S), a polite question(PQ), or familiar question (FQ).() ()(FQ)83. Identifythis utterance.( )(S)84. Ident ify this one.( ) ( )( FQ)85. Identify this one.( ) ( )(PQ)86. If a personshould ask you this question, is he being forma:;"or informal?() ()(formal)87. lf a person should ask you this question, is he b ~ i n g formalor informal?() ()13(informal)8d.If you heard the following uttet'ance, would the speaker beasking or telling you something?( )(telling)89. lf you hear this one, would the speaker be telling or asking?( )(tell ing)90. Would he be tel1ing or asking in this one?() ()(asking)91. Would he be telling or asking in this one?1.1314SPANISH( )(asking)92. Wou1d he be tellingor asking in this one?( ) ( )(asking)93. And here?( ) ( )(asking)94. As you have observed, a question is signa1ed by the speaker bythe intonation he uses. Sirni1ar1y, his intonation revea1s ifhe is sirnply rnaking a staternent.Staternent ~PQFQ~ 5 . But notice what happens here: this, too. is a question.() ()96. This kind of question has the same intonationas a staternent.Observe the sirnilaritybetween the question (Q) and the state-rnent (S).(Q) (S) (Q) (S)97. Since the intonation is the sarne, by intonationa10ne there isno way totell whether it is a question or a staternent. However,a native speaker knows which are staternents. He cantell thernapart by the beginning of the sentence: suchquestions alwayshave a question-word at or near the beginning. For exarnple, thisi5 one of the several Spanishquestion-words:( )98. This, then, is a question.(Q) (Q)99. This, too, is a question(Q) (Q)100. A question with a question-word, then, i5 no different in1. 14SPANISH 15intonation froma statement. The intonation is the same. Thedifferenee is signa1ed by the question-word. Observe:Statement (S): (S) (S)Question w/question-word(QW): (QW) (QW)PQ:101. There are, then, three basie types of questions:- - ~ . /FQ:QW:102. Observe these three patterns:PQ ~ J( ) ( .)FQ( ) ( )QW--1/~ : ( ) ( )103. As a non-speaker of Spanishat this moment, you would be unabletotell if someone were telling you something or asking you some-thing with a question-word, sinee you do not yet knowwhat thequesti.on-words are for Spanish. However, you have learnedtospot that this is one of the questionwords:() ()104. Therefore, is this a question or a statement?( )(quest ion)105 ..And, if in these presentations we did not use any other question-word but the one you have 1earnedto identify, you should be abletotell whieh of the following two is a question:O) (2)(2)1.1516 SPANISH106. Are these both questions, 01' is one a statement and the other aquestion?(7) (7) (?) (7)(q ues t ions)107. Are both of these questions?(7) (7)(no)108. Are both of these questions?(7) (7)(yes)109. Are both of these questions?(7) (7)(no)110. Which one is a question?(1) (2)O)111. ere is a series of sentences. ldent ify wh ich ones arequest ions.Again:(1)O)(2 )(2)(3)(3)(4)(4)(5)(5)(2,3,5)112. Which ones of these are statements?Again:O)O)(2)(2)(3)(3)(4)(4)(5)(5)(2.3)113. ls this a po1ite question (PQ) 01' a familiar question (FQ)?() ()(FQ)114. 15 this a statement (S) 01' a question with a question-word (QW)?() ()(QW)TEST eYou wil1 hear a number oE sentences. Each wil1 be said two times.You are to identiEy what kind oE sentence is being said. Put an 'X' inthe appropriate column:1. 16SPANlSH17Po1ite Familiar Question with aStatement Question Question question-word(S) (PQ) (FQ) (QW)lo( (2. ( (3. ( (------_. ---4. ( ( )s. ( ( )6. ( ( )7. ( ( )8. ( ( )9. ( ( )la. ( ( )llo( ( )12. ( ( )13. ( ( )----14. ( ) ( )15. ( ) ( )(Check with your instructor inclass, or withthe 'Instructor'sManual', for the right answer.)NTEThe purpose of the foregoingsection on intonation has beenthis:to let you knowthat intonation is important, and toexpect (ilopefully)that you will tryto imitate it.You will find that one or more of the four patterns presented to youthis far may be repudiated by a native speaker. There are several reasonsfor this rejection:l. Intonation is such a subtle matter thatmost native speakers (like yourself forEnglish) are not aware of intonation.2. Sorne patterns vary a little fromcountrytocountry.3. And last, but by no means least important,the voicing of these intonations onto thetape may appear unnatural toa nativespeaker for two reasons:a. It is almost impossible to producenatural intonation in isolated sentencesout of context, as we have tried to do.1. 1718SPANISHb. we are gui1ty of over-exaggerationof the patterns inorder toallowan untrained student tohear thesemore distinctly.lf any discrepancies exist between the rec9rdedmaterial and yourinstructor, always imitate and fo11owyour instructor's intonation.END OF UNIT 11. 18Part l.SPANISHUNIT 2INTRODUCTlON(Recorded)1. This is a Spanishsyllable.( ) ( )2. This is the same syllab1e, but it is pronounced wrong.( j ( )3. He re is the same syllable, right (R) followed by wrong (W).(R) (W) (R) (W)4. Which 1S the right one, No. 1 or No. 2?19(1) (2) (l) (2)(2)5. Which is the right one this time?(1) (2 ) (l) (2)(l)6, Here is a different syllable. Which is the right one?(1) (2)(1)l. Here is a newsyllable, f irst pronounced right and then wrong.(R) (W) (R) (W)3. Which is the r ight one No. 1 or :-'0. 2?(1) \.2)(1)9. You will nowhear this syllable and a previous one, both r ight:(R) (R)10. Are both of these right?( ) ( )(no)2. 120SPANISH1l. Are both of these r ight 7( ) ( )(no)12. Are both of these r ight?( ) ( )(yes)13. Here is a newsy11ab1e pronounced right then wrong:(R) (W)14. Which is the r ight one7O) (2 )O)15. Are both oE these r ight 7( ) ( )(no)16. Are these right?( )(yes)17. Here are three sy11ab les. Are a11 three correct 7( )(yes)18 Are these three right7( ) ( ) ( )(no)19. Are these three r ight 7( ) ( ) ( )( no)20. Are a11 of these r ight 7( ) ( ) ( )(yes)2l. Here is a new sy11ab1e pronounced r ight then wrung.(R) (W)22. Which one is right. No. 1 ur No. 27O) (2)O)23. Are both oE these r ight 7( ) ( )(no)2.2SPANISH24. Are these r i.ght ?( ) ( )(yes)25. Here are the four syllables which you have observed thus faroThese are ri.ght.(R) (R) (R) (R)26. Are all of these r ight ?( ) ( ) ( ) ( )([10)27. Are all of these right?( ) ( ) ( ) ( )(no)28. Which of the foIl ow ing are wrong?(1) (2) (3) (4)0,4)29. Which ones are wrong this time?(1) (2 ) (3) (4)210,4)30. As you have observed, Spanish syllables are rather short and'clippedoff'. They are not drawn out. Observe:( ) ( ) ( ) ( )31. Aspeaker of English can duplicate exactly this next Spanishsyllable if he can learnto make his lips tense and keep thesyllable short. Therefore, pull your mouth backtightly as ifto produce a forced grin, and repeat after your instructor'smodelo (From now on, youwill notice that an 'X' i.s used aftersome parentheses. This' X' i.s a reminder tospeak aloud inimitat ion of what you hear in the parentheses. In this case,the 'X' indicates that you are to repeat after each parentheses.)( ) ( )X32. Keep making a forced grin, and repeat as often as you hear yourinstructor's modelo( )X ( )X )X33. Similarly, repeat this one:( )X )X )X34. With lips still drawn back. repeat this series of syllables.( )X )X2.3( )X ( )X2235.SPANISHThis next syllable might make you feel a littlestrange in sayingit with your lips drawn back. But you have too( )X ( )X ( )X36. Try these syllables wth your lips drawn back:( )X ( )X ( )X37. Here is a two-syllable word of a type that is oftenmspronouncedby a speaker of English. Youwll frst hear t right, thenwrong.(R) (W) (R) (W)38. Here s another two-syllable 'word' pronounced rght then wrong.Observe that the wrong part has to do again with the firstsyllable.(R) (W) (R) (W)39. Now. repeat these. Be careful to pronounce the first syllableright. and keep your lips drawn backtightly. the tighter thebetter.( )X )X ( )X ( )X40. Wllich ne of these is pronounced wrong?(1) (2) (3)again: (l) (2 ) ( 3 )( 2 )4l. Are both of these r ight?( ) ( )(no)42. Are both of these r ight?( ) ( )(yes)43. Now, with the next syllable, youwill want torelax your lipsand do not force a grin. Repeat this syllable onlywhereshown by the X. That is. listen toit two times, then repeat itafter your nstructor's model the third and fourth time.( ) ( ) )X ( )X44. Do this one the same way.( ) ( ) )X ( )X45. And this one. too. Be sure you keep it short.( ) )X ( )X2.4SPANISH46. And keep this one short also:23( ) ( ) ( )X ( )X47. We will nowbegin an exercisewith two syllables. The firstsyllable requires no effort on your part, but the second requiresthat you pull your lips back in a tight grin. First, just listen,don't repeat.(a) (b) (a+b) (a+b)48. Now repeat where shown by the X. Remember todrawyour lips backbefore saying the 'b' parto(a)X (b)X (a+b)X (a+b)X49. Listen tothis combination.(a) (b) (a+b) (a+b)50. Now. imitate it. Remember to drawyour lips back for 'b'.(a)X (b)X (a+b)X (a+b)XPart 2.51. Now, 1istentothis one. Don't repeat.(a) (b) (a+b) (a+b)52. Now. repeat where shown. Again, remember to drawyour lps backfor lb'.(a)X (b)X (a +b)X (a+b)X53. And. f inally. 1isten tothis last combinat ion which is similar tothe others. Don't repeat.(a) (b) (a+b) (a+b)54. Now, try it. and be sure todrawyour lps back for 'bl(a)X (b)X (a +b)X (a+b)X55. Listen tothis Englshword.( )56. Now, we will change it a Httle.( ) ( )57. Now. we will change it just a 1 itt le more.() ()2.52458.SPAN1SHAnd ths s our last change.() ()59. Here is a Spanishword involving the last sounds you heard.Lsten.() ()60. Now, lstenfor two times, then repeat where shown bythe X:( ) ( ) )X ( )X61. You wll nowhear this word pronounced more rapidly and morenorma1ly. ls ths word stressed on the 1ast or second-1astsyllable?() ():2 1(1)62. The prevous word occurs n a dalogwhch you will soon beasked t o memor ize . Here is another word fromthis dialogo( ) ( )63. Is this word stressed on the last or second-last syllab1e?( ) ( ) :-2-(2)64. Here is another word fromthe dalog. Where is ths one stressed?( ) ( ) :2(2)65. Here s another word fromthe dialogo Where is it stressed?( ) ) :-2-(1)66. Here s another one, Where is t his one stressed?( ) ):-2-1(2)67. And here is still another one. Where s t stressed?( ) ( ):11-3-2(2)68. All languages make 'funny' changes at tmes (not always) whencertanwords are said in proximty words. Forexample, if 'don't' s sadwth 'you', the -t of don't and the2.6SPANISH 25y- of ~ change tosomething resembling the sound '-ch-', andwe normally say something like 'donchou'. In the dialog of tuisUnit, you will find a change of the kind called a reduction, or'shortening'. Rere are the twowords.(a) (a) (b) (b)69. In normal speech, there ia this reduction.(a) (b) (a+b) (a+b)70. Rere is another example fromthe dialog of a change. First,listento the two words said separately.(a) (b) (a) (b)71. Listentothe combination.(a) (b) (a+b) (a+b)72. In order to 'pin-point' it more clearly, let's illustrate thisby u s i n ~ word (a) but followed only by the first sound of word(b) (a) (-) (a+-) (a+-)73. Finally, here it i5 again, in its natural form.(a) (b) (a+b) (a+b)74. (You are now readytobegin learning the dialog.)DIALOG(Recorded)Every Unit will have a conversation inSpanishwhichmuat be memorized.Tohelp you achieve this memorization, the conversation has been recorded infour different manners, each of which is a progression toward completememorization:~ . Comprehension.~ , Pronunciation.Step3. Fluency.Step4. Participation.Step.Before working eachStep, read the inatructions for that particularPersonA: Ri! Roware you?PersonB: Fine. And you?2.7(1)(2)26Record ings.SPANlSHPerson A: So-so.Where is SPerson B: In his office.(3)(4)(5 )3tep 1: Comprehension.Listen to the tape, and don't repeat. The purpose fStep 1 is to learnthe meanings of each 1 ine. So, justlisten, and then take these small 'tests'as they are announced on the tape.ldentificationtest l. (Lines & 2)You will hear lines 1 and 2 read to you inSpan ish several times. in a mixed order. You areto 'keep score' and identify how many times youhear line 1 or line 2. by making a littlemarkin the appropriate 'box' in the chart thatfollows.Identificationtest 2.Same procedure as in No. 1, but using lines1, 2. and 3.Identification test 3.Same procedure, using lines 1, 2, 3. and 4.Identification test 4.Same procedllre, using lines 3. 4, and 5.ldentificationtest 5.Same procedure, using liDes 1 thrugh 5.CHART (Answer s on las t page of Un it 2.)Test 1 Test 2 Test 3 T5'sL4 Test 5"-1. -No. 1 : Hi! llow ar-e Yll!-INo. 2 : Fine' And you,-----f--N"-1. 3 : So-so.I4: Where -SINo.o.----No. 5 : In his off ice.i._-----2 8SPANISH27~ : Pronunciation.lmitate everything you hear to the best of your ability.ReplayStep 2 two or three times, or more toassure yourselfof a good pronunciation.~ : Fluency.This time, eachfull linewill be. said twice. Repeat eachtime, paying close attentiontothe rhythmand the intonation.Replay this part several times, four or five times or more,until you feel completely relaxe4 with the entiregroup ofsentences.Step 4: Partic ipat ion.Your instructor will engage you in the eonversationwhichyou have beenmemorizing. As a preparation for t ~ i s exer-cisewith your instructor, Step 4 has been prepared.Part A: Your instructor's voiee on the tape willtake the role of 'Person A', and he willleave a blank spaee for you to insert therole of 'PersonB'.Practiee Part A three cr four timesbefore going toPart B.Part B: Your instruetor's voiee will nowtake therole of 'PersonB', and you are tofill theblank spaces with 'PersonA'. Sinee 'PersonA' begins the eonversation, the voiee on thetape will announce when you are tobegin.As in Part A, repeat this part threeor four times.lf you are not able toperformStep 4 smoothly and without any effort,you need towork Steps 2 and 3 a littlemore.Answers to IdentifieationTests:No. 5 No. 4 No. 3 No. 2 No. 1T t 1 es :