12 the imperfect tense of regular and irregular verbsLaura Riddle
The document discusses the use of the imperfect tense in Spanish. It provides examples of how the imperfect tense is used to:
1) Express age and time of day in the past.
2) Describe habitual or recurring actions in the past.
3) Express ongoing actions and states in the past without reference to their beginning or ending.
4) Describe scenarios, settings, and situations in the past.
5) Express mental, physical, and emotional states in the past.
Stem Changing Verbs in the Present TenseSeema Sumod
Stem-changing verbs change the vowel sound in the stem when conjugated, except in the "nosotros" form. There are three types of stem changes: e to ie, o to ue, and e to i. Examples of each type are cerar/cierro, contar/cuento, and pedir/pido. Additionally, tener, venir, seguir, and conseguir are stem-changing but have irregular "yo" forms.
01 Spanish - El tiempo y el clima (Weather)Jeremy Jordan
Este documento presenta vocabulario sobre el tiempo y el clima en español, incluyendo términos como "hace calor", "hace fresco", "hace frío", "hace viento", "está soleado", "está nublado", "llueve", "nieva", "hace buen tiempo", y "hace mal tiempo". Luego, guía al lector a emparejar imágenes y descripciones relacionadas con el tiempo para practicar los nuevos términos.
This document provides information about stem-changing verbs in Spanish. It discusses the three types of stem changes that can occur in the present tense: o to ue, e to ie, and e to i. Examples are given for each type, including the verbs almorzar, entender, and servir. Key details about stem-changing patterns and conjugations are explained. Common stem-changing verbs like jugar, pensar, querer, and preferir are also analyzed in terms of their meaning and usage.
The document discusses the preterite tense in Spanish. It notes that the preterite tense is used to describe actions or states that were completed in the past. It then provides details on how to form the preterite tense for different types of regular and irregular verbs. This includes changes to stem vowels and endings for verbs like -car, -gar, -zar, -ir, and -er verbs. It also lists several common irregular preterite verb forms.
The document discusses adverbial clauses and the subjunctive mood in Spanish. It defines an adverbial clause as a group of words that tells how, when or why something is done. Adverbial clauses often use the subjunctive mood. It provides examples of conjunctions that introduce adverbial clauses and whether they take the subjunctive or infinitive, as well as examples of sentences using different types of adverbial clauses.
El documento resume los verbos regulares e irregulares en el pretérito indefinido en español. Explica las conjugaciones de los verbos en -ar, -er, -ir y los verbos irregulares como estar, tener, poder, poner, haber, saber, andar, hacer, venir, querer, decir, conducir, traer, pedir, conseguir, dormir y construir.
12 the imperfect tense of regular and irregular verbsLaura Riddle
The document discusses the use of the imperfect tense in Spanish. It provides examples of how the imperfect tense is used to:
1) Express age and time of day in the past.
2) Describe habitual or recurring actions in the past.
3) Express ongoing actions and states in the past without reference to their beginning or ending.
4) Describe scenarios, settings, and situations in the past.
5) Express mental, physical, and emotional states in the past.
Stem Changing Verbs in the Present TenseSeema Sumod
Stem-changing verbs change the vowel sound in the stem when conjugated, except in the "nosotros" form. There are three types of stem changes: e to ie, o to ue, and e to i. Examples of each type are cerar/cierro, contar/cuento, and pedir/pido. Additionally, tener, venir, seguir, and conseguir are stem-changing but have irregular "yo" forms.
01 Spanish - El tiempo y el clima (Weather)Jeremy Jordan
Este documento presenta vocabulario sobre el tiempo y el clima en español, incluyendo términos como "hace calor", "hace fresco", "hace frío", "hace viento", "está soleado", "está nublado", "llueve", "nieva", "hace buen tiempo", y "hace mal tiempo". Luego, guía al lector a emparejar imágenes y descripciones relacionadas con el tiempo para practicar los nuevos términos.
This document provides information about stem-changing verbs in Spanish. It discusses the three types of stem changes that can occur in the present tense: o to ue, e to ie, and e to i. Examples are given for each type, including the verbs almorzar, entender, and servir. Key details about stem-changing patterns and conjugations are explained. Common stem-changing verbs like jugar, pensar, querer, and preferir are also analyzed in terms of their meaning and usage.
The document discusses the preterite tense in Spanish. It notes that the preterite tense is used to describe actions or states that were completed in the past. It then provides details on how to form the preterite tense for different types of regular and irregular verbs. This includes changes to stem vowels and endings for verbs like -car, -gar, -zar, -ir, and -er verbs. It also lists several common irregular preterite verb forms.
The document discusses adverbial clauses and the subjunctive mood in Spanish. It defines an adverbial clause as a group of words that tells how, when or why something is done. Adverbial clauses often use the subjunctive mood. It provides examples of conjunctions that introduce adverbial clauses and whether they take the subjunctive or infinitive, as well as examples of sentences using different types of adverbial clauses.
El documento resume los verbos regulares e irregulares en el pretérito indefinido en español. Explica las conjugaciones de los verbos en -ar, -er, -ir y los verbos irregulares como estar, tener, poder, poner, haber, saber, andar, hacer, venir, querer, decir, conducir, traer, pedir, conseguir, dormir y construir.
Este documento presenta la conjugación del pretérito indefinido para verbos regulares e irregulares en español. Explica las terminaciones para las tres conjugaciones regulares -ar, -er, -ir y proporciona ejemplos. Luego, detalla las raíces irregulares más comunes y cómo se forman los verbos irregulares en la segunda persona de cortesía y tercera persona. Finalmente, indica que el pretérito indefinido se usa para hablar de acciones pasadas en momentos específicos del pasado y proporciona marcadores
The document provides information on when to use the preterite and imperfect tenses in Spanish. It explains that the preterite is used to talk about completed actions at specific times in the past, while the imperfect is used to describe ongoing actions, habitual actions, descriptions, and background information. It provides examples of when each tense is used and includes phrases that indicate when each tense should be employed. Finally, it gives examples that demonstrate the difference between using the preterite and imperfect to describe the same events.
This document provides instructions for forming formal commands (affirmative and negative) in Spanish. It discusses:
1. Regular formal commands are formed by taking the "yo" form of the verb, dropping the "-o" ending, and adding opposite personal endings. Negative commands add "no" before the verb.
2. Spelling changes occur for verbs ending in "-car", "-gar", "-zar", where the "c", "g", "z" change when adding endings.
3. Irregular verbs like "ir", "ser", "saber", "estar", "dar" have unique formal command forms.
4. With reflexive verbs, the object pronoun is attached
The document discusses the Spanish imperfect tense. The imperfect tense describes ongoing or habitual past actions, such as "I used to...". It explains how to form the imperfect of regular -ar, -er, and -ir verbs by dropping the infinitive endings and adding new endings. It provides examples of the irregular verbs ser and ir in the imperfect. It also presents useful expressions that can be used with the imperfect tense, such as "many times", "every day", and "always".
This document provides a guide to the -ing form in English. It discusses 8 different uses of the -ing form: 1) as a noun, 2) after certain verbs like "admit" and "avoid", 3) to express preferences with verbs like "love" and "like", 4) after expressions involving time and effort such as "busy" and "waste", 5) after prepositions, 6) after the preposition "to" with verbs and expressions, 7) to describe incomplete actions with verbs such as "see" and "hear", and 8) differences between incomplete and complete actions with those perception verbs.
Wangari Maathai was born in 1940 in Kenya. She went to school in Kenya and the U.S., obtaining a PhD from the University of Nairobi in 1971. In 1977, she founded the Green Belt Movement, planting trees to help empower women and address environmental issues. She was awarded the Nobel Peace Prize in 2004 for her work, making her the first African woman to win the Nobel Peace Prize.
El documento explica la diferencia entre las preposiciones "por" y "para" en español. "Para" se usa para propósito, fecha exacta, destinatario, planes futuros, empleo, comparación, hacia y opinión. "Por" se usa en otros contextos como alrededor de un lugar, a través de un lugar, transporte, razón, después de ir a buscar algo, costo, gracias, intercambio y duración. El documento también incluye acrónimos para ayudar a recordar los usos de cada preposición.
III- Los cuentos- Gramática- El pretérito e imperfecto- ApuntesDrew Rock
Este documento explica las diferencias entre el pretérito y el imperfecto en español. El pretérito se usa para eventos o acciones completadas en el pasado, mientras que el imperfecto se usa para acciones habituales, continuas o descripciones en el pasado. También proporciona ejemplos de conjugaciones verbales, usos especiales de ciertos verbos y expresiones que indican cada tiempo verbal.
The document is a short article by Elena Vazquez about the time just before 5pm. It discusses how the day is coming to an end and people are finishing up their work for the day and getting ready to go home after a long day.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión sobre Rusia para poner fin a su invasión de Ucrania.
This document discusses regular verb conjugation in the past tense in English. It covers:
1. Regular verbs in the past tense are formed by adding "-ed" to the base verb.
2. There are spelling rules for adding "-ed" depending on the final letter(s) of the base verb.
3. The "-ed" ending can be pronounced in three ways - /t/, /d/, or /id/ - depending on the final sound of the base verb. Examples of verbs for each pronunciation are provided.
Simple Present: regular and irregular verbsDanny Salguero
This document provides information about regular and irregular verbs in the simple present tense. It discusses the structure of affirmative, negative, and interrogative sentences. Examples are given to demonstrate yes/no questions and wh-questions. Specific guidelines are provided for answering wh-questions, including only giving an affirmative response. Key prepositions like in, on, and at are defined for use with time expressions.
Present progressive or present continuous junaid Iqbal
Present progressive or present continuous These slides will help you to understand the present progressive or present continuous in a more effective way.
The document provides information on conjugating regular verbs ending in -ar, -er, and -ir in the preterite tense in Spanish. It gives the pronouns and endings used for each verb form and provides examples of commonly used verbs conjugated in the preterite tense, such as "hablar", "comer", and "escribir". It also notes some irregular verb forms for those ending in -car, -gar, and -zar and includes a short activity translating example sentences.
Este documento presenta información sobre el uso del imperfecto de subjuntivo en oraciones condicionales del tipo II. Explica que se usa el imperfecto de subjuntivo en la parte "si" para describir situaciones poco probables, como "Si viviera solo me aburriría". También se usa el imperfecto de subjuntivo en estructuras que normalmente llevan el presente de subjuntivo cuando se habla de eventos en el pasado, como "La semana pasada le dije a mi hermana que viera la nueva película". El documento incluye ejemplos de
Este documento presenta varios modismos con el verbo "tener" para describir estados físicos y mentales como "tengo frío", "tengo prisa", "tengo miedo", así como otras expresiones como "tengo razón", "tengo suerte", "tengo en cuenta". Luego, proporciona ejemplos para practicar el uso de estos modismos en diferentes contextos que describen situaciones físicas, mentales y otras expresiones.
The document discusses the uses of the phrases "there was" and "there were" in English. It explains that "there was" is used to refer to a singular noun or uncountable noun, while "there were" refers to plural nouns. Some examples are provided to illustrate using these phrases in affirmative, negative, and interrogative sentences. Common responses like "yes, there was" and "no, there weren't" are also covered.
This document lists 14 three-letter words that can be formed using the letters S, A, T, P, N, I. The words include sat, pat, tap, sap, nap, tan, pan, sit, pit, nit, pip, sip, tip, and tin.
The document discusses tú commands in Spanish. It states that regular affirmative tú commands have the same form as the third-person singular of the present indicative. Regular negative tú commands use the subjunctive form of the verb. Irregular verbs like tener, venir, and decir also have irregular affirmative tú command forms. Object pronouns can be added to tú commands, either after affirmative commands or before negative commands.
The document discusses regular -ar verbs in Spanish. It provides the preterit endings for regular -ar verbs (-é, -aste, -ó, -amos, -asteis, -aron) and conjugates common -ar verbs like hablar (to speak), afeitar (to shave), and mostrar (to show) in the preterit tense. Examples are given to practice communicating using regular -ar verbs in the preterit.
The document summarizes Spanish verb conjugations in the preterite tense. It discusses regular verbs like -ar, -car, -gar, and -zar verbs as well as stem-changing -ir verbs. It provides examples of time expressions used with the preterite tense and conjugates common stem-changing verbs like dormir, servir, and vestir in the preterite. It includes examples to practice identifying and using the preterite tense.
Este documento presenta la conjugación del pretérito indefinido para verbos regulares e irregulares en español. Explica las terminaciones para las tres conjugaciones regulares -ar, -er, -ir y proporciona ejemplos. Luego, detalla las raíces irregulares más comunes y cómo se forman los verbos irregulares en la segunda persona de cortesía y tercera persona. Finalmente, indica que el pretérito indefinido se usa para hablar de acciones pasadas en momentos específicos del pasado y proporciona marcadores
The document provides information on when to use the preterite and imperfect tenses in Spanish. It explains that the preterite is used to talk about completed actions at specific times in the past, while the imperfect is used to describe ongoing actions, habitual actions, descriptions, and background information. It provides examples of when each tense is used and includes phrases that indicate when each tense should be employed. Finally, it gives examples that demonstrate the difference between using the preterite and imperfect to describe the same events.
This document provides instructions for forming formal commands (affirmative and negative) in Spanish. It discusses:
1. Regular formal commands are formed by taking the "yo" form of the verb, dropping the "-o" ending, and adding opposite personal endings. Negative commands add "no" before the verb.
2. Spelling changes occur for verbs ending in "-car", "-gar", "-zar", where the "c", "g", "z" change when adding endings.
3. Irregular verbs like "ir", "ser", "saber", "estar", "dar" have unique formal command forms.
4. With reflexive verbs, the object pronoun is attached
The document discusses the Spanish imperfect tense. The imperfect tense describes ongoing or habitual past actions, such as "I used to...". It explains how to form the imperfect of regular -ar, -er, and -ir verbs by dropping the infinitive endings and adding new endings. It provides examples of the irregular verbs ser and ir in the imperfect. It also presents useful expressions that can be used with the imperfect tense, such as "many times", "every day", and "always".
This document provides a guide to the -ing form in English. It discusses 8 different uses of the -ing form: 1) as a noun, 2) after certain verbs like "admit" and "avoid", 3) to express preferences with verbs like "love" and "like", 4) after expressions involving time and effort such as "busy" and "waste", 5) after prepositions, 6) after the preposition "to" with verbs and expressions, 7) to describe incomplete actions with verbs such as "see" and "hear", and 8) differences between incomplete and complete actions with those perception verbs.
Wangari Maathai was born in 1940 in Kenya. She went to school in Kenya and the U.S., obtaining a PhD from the University of Nairobi in 1971. In 1977, she founded the Green Belt Movement, planting trees to help empower women and address environmental issues. She was awarded the Nobel Peace Prize in 2004 for her work, making her the first African woman to win the Nobel Peace Prize.
El documento explica la diferencia entre las preposiciones "por" y "para" en español. "Para" se usa para propósito, fecha exacta, destinatario, planes futuros, empleo, comparación, hacia y opinión. "Por" se usa en otros contextos como alrededor de un lugar, a través de un lugar, transporte, razón, después de ir a buscar algo, costo, gracias, intercambio y duración. El documento también incluye acrónimos para ayudar a recordar los usos de cada preposición.
III- Los cuentos- Gramática- El pretérito e imperfecto- ApuntesDrew Rock
Este documento explica las diferencias entre el pretérito y el imperfecto en español. El pretérito se usa para eventos o acciones completadas en el pasado, mientras que el imperfecto se usa para acciones habituales, continuas o descripciones en el pasado. También proporciona ejemplos de conjugaciones verbales, usos especiales de ciertos verbos y expresiones que indican cada tiempo verbal.
The document is a short article by Elena Vazquez about the time just before 5pm. It discusses how the day is coming to an end and people are finishing up their work for the day and getting ready to go home after a long day.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión sobre Rusia para poner fin a su invasión de Ucrania.
This document discusses regular verb conjugation in the past tense in English. It covers:
1. Regular verbs in the past tense are formed by adding "-ed" to the base verb.
2. There are spelling rules for adding "-ed" depending on the final letter(s) of the base verb.
3. The "-ed" ending can be pronounced in three ways - /t/, /d/, or /id/ - depending on the final sound of the base verb. Examples of verbs for each pronunciation are provided.
Simple Present: regular and irregular verbsDanny Salguero
This document provides information about regular and irregular verbs in the simple present tense. It discusses the structure of affirmative, negative, and interrogative sentences. Examples are given to demonstrate yes/no questions and wh-questions. Specific guidelines are provided for answering wh-questions, including only giving an affirmative response. Key prepositions like in, on, and at are defined for use with time expressions.
Present progressive or present continuous junaid Iqbal
Present progressive or present continuous These slides will help you to understand the present progressive or present continuous in a more effective way.
The document provides information on conjugating regular verbs ending in -ar, -er, and -ir in the preterite tense in Spanish. It gives the pronouns and endings used for each verb form and provides examples of commonly used verbs conjugated in the preterite tense, such as "hablar", "comer", and "escribir". It also notes some irregular verb forms for those ending in -car, -gar, and -zar and includes a short activity translating example sentences.
Este documento presenta información sobre el uso del imperfecto de subjuntivo en oraciones condicionales del tipo II. Explica que se usa el imperfecto de subjuntivo en la parte "si" para describir situaciones poco probables, como "Si viviera solo me aburriría". También se usa el imperfecto de subjuntivo en estructuras que normalmente llevan el presente de subjuntivo cuando se habla de eventos en el pasado, como "La semana pasada le dije a mi hermana que viera la nueva película". El documento incluye ejemplos de
Este documento presenta varios modismos con el verbo "tener" para describir estados físicos y mentales como "tengo frío", "tengo prisa", "tengo miedo", así como otras expresiones como "tengo razón", "tengo suerte", "tengo en cuenta". Luego, proporciona ejemplos para practicar el uso de estos modismos en diferentes contextos que describen situaciones físicas, mentales y otras expresiones.
The document discusses the uses of the phrases "there was" and "there were" in English. It explains that "there was" is used to refer to a singular noun or uncountable noun, while "there were" refers to plural nouns. Some examples are provided to illustrate using these phrases in affirmative, negative, and interrogative sentences. Common responses like "yes, there was" and "no, there weren't" are also covered.
This document lists 14 three-letter words that can be formed using the letters S, A, T, P, N, I. The words include sat, pat, tap, sap, nap, tan, pan, sit, pit, nit, pip, sip, tip, and tin.
The document discusses tú commands in Spanish. It states that regular affirmative tú commands have the same form as the third-person singular of the present indicative. Regular negative tú commands use the subjunctive form of the verb. Irregular verbs like tener, venir, and decir also have irregular affirmative tú command forms. Object pronouns can be added to tú commands, either after affirmative commands or before negative commands.
The document discusses regular -ar verbs in Spanish. It provides the preterit endings for regular -ar verbs (-é, -aste, -ó, -amos, -asteis, -aron) and conjugates common -ar verbs like hablar (to speak), afeitar (to shave), and mostrar (to show) in the preterit tense. Examples are given to practice communicating using regular -ar verbs in the preterit.
The document summarizes Spanish verb conjugations in the preterite tense. It discusses regular verbs like -ar, -car, -gar, and -zar verbs as well as stem-changing -ir verbs. It provides examples of time expressions used with the preterite tense and conjugates common stem-changing verbs like dormir, servir, and vestir in the preterite. It includes examples to practice identifying and using the preterite tense.
The document discusses Spanish verb conjugations in the preterit tense. It covers irregular verbs like "ser", "ir", "ver", and "dar" which have irregular stems and endings in the preterit. It also provides examples of how to conjugate regular verbs like "-ar", "-er", and "-ir" verbs in the preterit. Finally, it gives examples of filling in blanks with the correct conjugated verb in the preterit tense.
This document provides examples of Spanish irregular preterite verb stems used in mnemonic phrases to help with remembering them. It lists the stems for irregular verbs like ir, ser, dar, and others, and provides short phrases using English words that sound similar to the Spanish stems. For example, it gives the stem for ir as "fui" and the phrase "I go to Fui, the Chinese restaurant." This uses the verb stem within an English context to reinforce the irregular form. It does this for 16 different irregular verbs.
The document is a grammar book that provides an overview of Spanish grammar topics including: verb conjugations for regular and irregular verbs in the present, imperfect, preterite, and future tenses; stem changers; reflexive verbs; the impersonal 'se'; verbs like 'gustar'; spelling changes for certain verbs; comparatives and superlatives; and irregular verb forms. It includes tables and explanations of grammar rules and forms.
The document discusses regular -er/-ir verbs in Spanish. It provides the preterit endings for these verbs (-é, -iste, -ió/-ieron) and conjugates the regular verbs comer (to eat), vivir (to live), and salir (to leave/go out) in the preterit tense. Examples are given to practice using these verbs in sentences in the preterit tense.
Repaso de las conjugaciones verbales final salsichmsalsich
The document provides an overview of verb conjugations in different tenses in Spanish, including:
1. The preterite of regular and irregular verbs as well as verbs with spelling changes.
2. The imperfect tense and how it differs from the preterite.
3. The present subjunctive and how to conjugate regular verbs.
4. Triggers that require the subjunctive such as escapa, tal vez, quizás, and impersonal expressions.
5. Differences between the present subjunctive and imperfect subjunctive tenses.
6. Formation of the future, conditional, present perfect, and pluperfect tenses.
The document provides an overview of Spanish grammar concepts including:
- Present tense conjugations
- Stem changers and irregular "yo" verbs
- The differences between saber and conocer
- Reflexive and impersonal se verbs
- Verbs like gustar
- Preterite, imperfect, and future tense conjugations
- Irregular verb patterns and spelling changes
It explains these concepts through examples and conjugation tables to summarize the key elements of Spanish verb usage and grammar.
The document discusses the simple past and past continuous tenses in Spanish. It provides examples of how to form the simple past by adding "-ed" to base verbs or using irregular forms. It also explains how to use the auxiliary verbs "did" and "didn't" to form questions and negative statements. Additionally, it covers forming the past continuous by using the past form of "to be" plus the verb's "-ing" form, and provides examples of affirmative, negative, and interrogative sentences.
The document introduces the imperfect tense in Spanish. It is used to describe actions that were repeated, ongoing, or incomplete in the past. It explains the conjugations of regular verbs in the imperfect by adding endings like -aba or -ía to the verb stem. A few common irregular verbs like ser, ir, and ver are also provided. Examples are given to illustrate direct and indirect object pronouns used with the imperfect tense.
The document discusses adverbs - words that modify verbs, adjectives, and other adverbs by expressing manner, place, time, degree, certainty, or frequency. It provides examples of different types of adverbs like adverbs of time, place, manner, frequency, focusing adverbs, adverbs of probability, and adverbs of degree. It also discusses how adverbs are formed and used in sentences, including to ask questions, make comparisons, affirm or deny statements. The final section provides practice identifying the structure and type of different adverbial phrases.
This document contains a summary of Spanish grammar concepts across various tenses and verb types. It includes explanations of regular verbs in the present tense (-ar -er -ir), stem changing verbs, irregular verbs like -go -zco -yo, reflexives, the impersonal 'se', diphthongs, verbs like -uir/-guir and -cer/cir, comparisons, the future tense, commands, the present perfect, double object pronouns, the subjunctive, and progressive tenses using ir, andar and seguir. The document provides examples and explanations of how to conjugate verbs in different tenses and with various concepts in Spanish grammar.
This document provides an outline of Spanish grammar topics including: verb conjugations in the present tense, stem changers, saber vs conocer, reflexive verbs, the impersonal "se", verbs like gustar, diphthongs with accents, irregular yo forms, hacer expressions, the imperfect and preterite tenses, irregular preterite verbs, cucaracha verbs, comparatives, superlatives, the future and irregular future tenses. It also provides examples and explanations of conjugations for many of these topics in 3 sentences or less.
The document discusses the present tense in English and provides examples of common present tense verbs. It explains that the present tense is used to describe actions that are happening now or occur on a regular basis. Examples of regular present tense verbs like "play", "sing", "brush", and "carry" are given for the first, second, and third person singular and plural forms. The document also highlights the irregular present tense verbs "to be", "to have", and "to go".
The document provides an overview of Spanish grammar concepts including:
- Verb tenses like the preterite, imperfect, future, and conditional.
- Uses of prepositions like por and para.
- Irregular verb forms.
- Reflexive and stem-changing verbs.
- Comparatives and superlatives.
- Uses of the imperfect versus preterite tenses.
1. This document summarizes Spanish verb conjugations, including regular present tense -ar, -er, -ir verbs, stem-changing verbs, irregular verbs like ser and ir, reflexive verbs, and uses of se.
2. It also covers the preterite tense, including stem changes, irregular yo forms, and common irregular verbs.
3. Finally, it provides information on the imperfect tense and how it refers to repeated or ongoing past actions.
This document provides an outline for a Spanish grammar book. It includes sections on verb conjugations, tenses like the preterite and imperfect, irregular verbs, commands, pronouns, and more. The document lists chapter topics and includes brief explanations and examples for many grammar concepts.
This document contains an outline of topics for a Spanish grammar book. It includes sections on present tense conjugations, stem changes, irregular verbs like ser and ir, saber vs conocer, reflexive verbs, the impersonal se, diphthongs with accents, similar verbs ending in -uir/-uir and -cer/-cir, the formula "hace + time + que", imperfect versus preterite tenses, irregular preterite verbs, comparative and superlative adjectives, the future tense, irregular future verbs, and common future trigger words.
1. The document discusses Spanish verb conjugations in the present tense for regular -ar, -er, and -ir verbs. It provides examples of stem changes and spelling changes in verbs.
2. Irregular verbs are discussed such as saber, conocer, tener, poner, and hacer. Reflexive, impersonal "se", and diphthongs are also covered.
3. Verb tenses like the preterite, imperfect, and future are introduced along with examples of irregular conjugations in those tenses.
The document discusses the differences between active and passive voice. To form a passive phrase, the verb "to be" is used along with the past participle of the main verb. Negative and interrogative passive phrases are formed by adding "not" or starting with "to be", respectively. Various tenses in both active and passive voice are also shown, such as the past simple, present perfect, and modals. Finally, examples demonstrate how changing from active to passive voice involves making the subject the object and vice versa.
This document provides Spanish translations for 15 English adjectives: antiguo, raro, nuevo, único, grande, bueno, simple, viejo, pobre, mismo, puro, cierto, diferente. Each adjective is used in a short English phrase or sentence, which is then translated into Spanish underneath with the target adjective highlighted. The adjectives cover a range of types including age-related, evaluative, and distinguishing.
This document provides an overview of the Teaching Proficiency through Reading and Storytelling (TPRS) method for teaching second languages. It explains that TPRS uses interactive stories to provide comprehensible input and immerse students in the target language. It outlines the stages of language acquisition and emphasizes the importance of listening comprehension before speaking. It also details strategies used in TPRS like circling, embedded readings, and personalized question-answer sessions. Finally, it lists classroom jobs students can have to help manage the class.
This document discusses standards-based grading in world language classrooms. It recommends not grading homework as practice, but rather providing feedback to support mastery over time. Feedback should be timely, within a day, and address specific standards for things like sentence structure, pronunciation, vocabulary and story retelling. Both oral and written assessments can provide immediate or slightly delayed feedback aligned to standards. A 4-point grading scale is suggested to indicate student independence levels from needing help to exceeding targets. Contact information is provided for the presenter.
Two Wind Deer, a young boy from the Shining Jaguar clan, accidentally enters the sacred temple where village leaders are discussing how to obtain cacao beans from the gods' garden. Though frightened of being punished for breaking this rule, Two Wind Deer unwittingly provides insight that gives the leaders an idea. Lost in the jungle trying to escape, Two Wind Deer is comforted by his pet monkey who transforms into Quetzalcoatl and leads the boy to a magical cacao tree. Quetzalcoatl tells Two Wind Deer to bring the cacao beans back to his village, ensuring the people will always have chocolate and that Two Wind Deer will be known as the boy who brought chocolate to
Quetzalcoatl, the feathered serpent god, heard that the people had no food so he followed a trail of ants to the Mountain of Sustenance. There, he encountered giant red ants guarding a store of colorful corn. Quetzalcoatl convinced the ants to give him kernels of each color by turning himself into an immense black ant. He then returned to the people as a feathered serpent with the corn and planted it, helping the people by sharing in their harvest.
Quetzalcoatl and Tlaloc, the rain god, quarreled over who was the mightiest god. They agreed to settle it with a game using a rubber ball. On the day of the game, they played from sunrise to sunset while crowds watched. The game was close, with Tlaloc leading by two points at the end. However, Quetzalcoatl was able to make a shot through the stone hoop, winning the game. As the winner, Tlaloc offered Quetzalcoatl the gift of corn, but Quetzalcoatl instead took jade and quetzal feathers so the people would not go hungry.
Un tour de gastronomía
Por Señora Huegerich, South Hamilton CSD
These pictures were all taken in Spain during the summer of 2012 on a student exchange trip through ISE. These are not copyrighted, but please give credit to Señora Huegerich of South Hamilton CSD if you are going to use them in any way. Gracias de antemano.
The document summarizes the agenda for a Curriculum Committee Meeting on March 23, 2013. The committee aims to [1] create an Iowa World Language curriculum that focuses on student learning outcomes, core standards, intercultural skills, and applied/performance-based language tasks. [2] The vision is for this curriculum to culminate in a K-16 language portfolio with built-in assessment to improve student learning. [3] The committee will undertake a two-year process involving discussions on goal setting, student self-assessment, performance tasks, and making goals central to the curriculum in year one, followed by active classroom inclusion and collaborative discussions to refine the curriculum in year two.
Juli is a young Spanish bullfighter who started his career at age 12. The document provides details about the different stages and roles in a bullfight, including descriptions of Juli's performances and passes with the bull. It explains the process from when the bull first enters the ring to the final kill, with explanations of the picador, banderilleros, and matador. Photos show Juli at different points during the fights, demonstrating his skill and bravery close to the bull.
The document discusses the "Flipped Classroom" model where traditional lectures are moved outside of the classroom via educational videos assigned as homework, while practice and application activities are done in the classroom. This allows for a more engaging and interactive classroom experience. Benefits seen in studies include students scoring higher on tests on average and feeling more confident to try new activities. The document provides examples and tips for implementing this model, including ways to access videos for students without internet access at home.
El documento explica las diferencias entre el pretérito y el imperfecto en español. El pretérito se usa para acciones puntuales o específicas con un inicio o fin definido, como series de eventos o cambios repentinos de sentimiento. El imperfecto se usa para descripciones físicas continuas, acciones habituales, sentimientos y estados emocionales, y para indicar la hora o el tiempo.
This document provides an overview of using the imperfect tense in Spanish. It discusses the three irregular verbs in the imperfect tense - ser, ver, and ir - and provides their conjugations. It then explains the regular endings for -ar, -er, and -ir verbs in the imperfect tense. Finally, it gives some example sentences for the learner to practice conjugating verbs in the imperfect tense.
The document discusses Spanish regular verbs ending in -car, -gar, and -zar. It notes that only the yo form is irregular for these verbs, while all other forms follow the regular pattern. It provides examples of conjugating the verbs tocar, pagar, and comenzar in the preterit tense. It then prompts filling in blanks with the correct conjugated verb forms and encourages practicing communication using the preterit.
El documento describe la tradición del "yipao" en la cultura del Eje Cafetero colombiano. El término "yipao" proviene de la palabra "jeep" y se refiere a cargar excesivamente un vehículo Jeep Willys con productos agrícolas u otros artículos. Los yipaos se usan comúnmente para transportar plátanos, yuca, café u otras cosechas. El concurso y desfile del yipao en Calarcá mantiene viva esta tradición folclórica colombiana.
The Flippin' Classroom: A Look at Immersion Through Mastery, Flipped Classroom, and Standards-Based Grading
Presented at IWLA 2011 by Kimberly Huegerich
The document discusses a 1:1 laptop initiative across multiple schools to provide all students with equal access to learning tools and increase engagement, creativity, communication, and technology skills. It promotes using web 2.0 tools like Moodle, Ning, wikis, Google Docs, and iLife apps for communication, collaboration, and student creation of projects, videos, stories, and presentations in Spanish.
This presentation will show you the basics of forming Spanish numbers 0-100. This assumes you already know how to form numbers through 30, but does offer a review.
This document provides vocabulary and examples for reflexive verbs in Spanish. It includes the six reflexive pronouns, examples of reflexive actions like washing oneself and getting dressed, and sample sentences using reflexive verbs like lavarse (to wash oneself) and acostarse (to go to bed). It also lists common activities that can be done at a hair salon, and questions about personal hygiene products and their uses.
The document discusses various aspects of Hispanic culture represented through clothing including traditional indigenous attire from the Incas and Mayans, costumes associated with mariachi bands from Mexico, uniforms worn in Spanish bullfighting, the flowing dresses and castanets used in flamenco from Spain, and both traditional and modern clothing styles in Hispanic countries.
The document discusses connecting Project CRISS (CReating Independence through Student-owned Strategies) with rigor, relevance, and relationships, and the Iowa Core Curriculum. It provides an overview of the CRISS principles and how they can be applied to different levels of learning based on Bloom's Taxonomy, from knowledge acquisition to adaptation of learning. The document encourages teachers to reflect on whether they have the right instructional strategies, or "tools in their box", to effectively teach students based on the different levels of learning.
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These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
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2. What are 3 types of verbs with irregular stems and
endings?
What are the irregular endings?
What is unique about the J group verbs?
What verbs are included in each group of verbs?
Communicate using any irregular preterit verb.
3. Ayer Yesterday
Anoche Last night
El añopasado Last year
Anteayer Day before yesterday
Estamañana This morning
El veranopasado Last summer
La semanapasada Last week
El mespasado Last month
Hace 2 días Two days ago
Hace 3 años Three years ago
5. Querer – The kissing verb
◦ “He tried to „quis‟ me but I refused.”
Venir– The wine verb
◦ Élvino con el vino.
Hacer– The hiccup verb
◦ “I did [or made] a hiccup.”
6. quise quisimos
I wanted We wanted
quisiste quisisteis
You wanted Y‟all wanted
quiso quisieron
s/he wanted They wanted
7. vine vinimos
I came We came
viniste vinisteis
You came Y‟all came
vino vinieron
s/he came They came
8. hice hicimos
I did; I made We did; we made
hiciste hicisteis
You did; you made Y‟all did; y‟all made
hizo hicieron
s/he did; s/he made They did; they made
9. Poder – The pudding verb
◦ “Pudehacer el pudín”.
Saber – The soup verb
Poner – The kitty verb
Andar
Estar
Tener
10. pude pudimos
I could; was able to We could; were able to
pudiste pudisteis
You could; were able to Y‟all could; were able to
pudo pudieron
s/he could; was able to They could; were able to
11. supe supimos
I knew We knew
supiste supisteis
You knew Y‟all knew
supo supieron
s/he knew They knew
12. puse pusimos
I put; placed; set We put; placed; set
pusiste pusisteis
You put; placed; set Y‟all put; placed; set
puso pusieron
s/he put; placed; set They put; placed; set
13. anduve anduvimos
I walked We walked
anduviste anduvisteis
You walked Y‟all walked
anduvo anduvieron
s/he walked They walked
14. tuve tuvimos
I had We had
tuviste tuvisteis
You had Y‟all had
tuvo tuvieron
s/he had They had
15. estuve estuvimos
I was We were
estuviste estuvisteis
You were Y‟all were
estuvo estuvieron
s/he was They were
16. Traer – The Suit Verbs
◦ “Yotraje el traje”.
Decir– The mustard verb
-ducir verbs
◦ conducir
◦ producir
◦ traducir
17. traje trajimos
I brought We brought
trajiste trajisteis
You brought Y‟all brought
trajo trajeron
s/he brought They brought
18. dije dijimos
I said We said
dijiste dijisteis
You said Y‟all said
dijo dijeron
s/he said They said
19. conduje condujimos
I drove We drove
condujiste condujisteis
You drove Y‟all pudrove
condujo condujeron
s/he drove They drove
20. conduje condujimos
I drove We drove
condujiste condujisteis
You drove Y‟all pudrove
condujo condujeron
s/he drove They drove
21. I kissed my boyfriend.
◦ Yo _____ a mi novio.
He drove to the concert.
◦ Él _____ al concierto.
They brought the music.
◦ Ellos _____ la música.
You had a party.
◦ Tú _____ una fiesta.
22. I kissed my boyfriend.
◦ Yole beséa mi novio.
He drove to the concert.
◦ Élcondujoal concierto.
They brought the music.
◦ Ellostrajeronla música.
You had a party.
◦ Tútuvisteuna fiesta.
23. Identify 3 types of verbs with irregular
stems and endings
List the irregular endings
Explain what is unique about the J group
Identify the verbs included in each group
Conjugate the IUJ group verbs
Communicate using the preterit
◦ If not, please go to other practice links!