I can't believe the semester is over! Time really flies when you love what you're doing and I love teaching Spanish! I'm looking forward to the Spring semester. If you haven't registered and you need a Spanish class (hint, hint...wink, wink) I'll be teaching...(you'll have to check the SCC schedule for times.)
http://www.sampsoncc.edu/Schedules.htm
SPA111 Elementary Spanish 1 2 day classes and 1 evening class
SPA112 Elementary Spanish 2 1 day class, 1 IHS class, and 1 evening class
SPA161 Cultural Immersion online
SPI113 Intro to Interpreting hybrid (Moodle pilot!! I'm SO excited about this!)
SPI213 Review of Grammar online
If you had me for SPA111 and you will have me again for SPA112, the only thing you'll have to do over the break is relax. DON'T throw away your notes, you'll need the GRAMMAR notes in SPA112. Don't worry, the first unit of SPA112 is "Survival Spanish", which is basically a QUICK review of the most important things from SPA111 that you'll need...no stress.
I hope that I have many of you again in future Spanish classes. I really enjoyed this semester. I wish you all the best of luck with your future endeavors. ALWAYS remember, “And will you succeed? Yes indeed, yes indeed! Ninety-eight and three-quarters percent guaranteed!” Dr. Seuss
Have a fabulous break! Be safe!
MLMoore
P.S. No worries!
Thursday, December 9, 2010
Tuesday, November 23, 2010
SPA120 Movie Soundtracks
What started out as a discussion on food turned into a discussion on music and some of my favorite movie soundtracks.
El Cantante
The history of salsa legend Hector Lavoe.
http://youtu.be/3rze2GO3Lnk
The Mambo Kings
Brothers leave Cuba in the 1950's to make it big in the US music scene.
The Buena Vista Social Club
An amazing documentary about legends of Cuban music who were almost forgotten.
http://youtu.be/W9jo7p-tClU
Selena
True story of Selena Quintanilla, Texas born singer who rose to Latin American fame. JLo's acting debut.
El Cantante
The history of salsa legend Hector Lavoe.
http://youtu.be/3rze2GO3Lnk
The Mambo Kings
Brothers leave Cuba in the 1950's to make it big in the US music scene.
THE MAMBO KINGS: Movie Trailer. Watch more top selected videos about: Antonio Banderas, Arne Glimcher
The Buena Vista Social Club
An amazing documentary about legends of Cuban music who were almost forgotten.
http://youtu.be/W9jo7p-tClU
Selena
True story of Selena Quintanilla, Texas born singer who rose to Latin American fame. JLo's acting debut.
SELENA: Movie Trailer. Watch more top selected videos about: Selena (film), Movie Trailers
I know there are more...but this should do for now. ENJOY!
I know there are more...but this should do for now. ENJOY!
Sunday, November 21, 2010
Ooops SPA212
I completely forgot about SPA212. We will finish Women on the Verge of a Nervous Breakdown!
http://youtu.be/PypMOEKJuh8
http://youtu.be/PypMOEKJuh8
la semana de 22 noviembre 10
SPA111 Elementary Spanish 1
Finding Nemo review of Grammar: It'll be a fun way to review important things for your final.
Present Tense Conjugations http://www.sampsoncc.edu/staff/mmoore/verbs.htm
Saber vs Conocer http://www.sampsoncc.edu/staff/mmoore/saberconcer.htm
Verbs: Irregular 1st person http://www.sampsoncc.edu/staff/mmoore/verbs_with_irregular_1st_person.htm
http://youtu.be/w2-Jrglx2BM
SPA112 Elementary Spanish 2
Chicken Little review of Grammar: It'll be a fun way to review important things for your final.
Verbs like Gustar http://www.sampsoncc.edu/staff/mmoore/verbs_like_gustar.htm
Reflexive Verbs http://www.sampsoncc.edu/staff/mmoore/reflexive_verbs.htm
Object Pronouns used together http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
SPA120 Spanish for the Workplace
LA COMIDA
SPA141 Culture and Civilization
Viva Zapata
http://youtu.be/Wm5TCglKzjY
SPI114 Analysis of Interpreting
Finding Nemo Interpreting Exercise...dubbing a movie. Simultaneous Interpreting Practice.
http://youtu.be/fv29ZkfRjLM
Spanish Labs...continue on
Finding Nemo review of Grammar: It'll be a fun way to review important things for your final.
Present Tense Conjugations http://www.sampsoncc.edu/staff/mmoore/verbs.htm
Saber vs Conocer http://www.sampsoncc.edu/staff/mmoore/saberconcer.htm
Verbs: Irregular 1st person http://www.sampsoncc.edu/staff/mmoore/verbs_with_irregular_1st_person.htm
http://youtu.be/w2-Jrglx2BM
SPA112 Elementary Spanish 2
Chicken Little review of Grammar: It'll be a fun way to review important things for your final.
Verbs like Gustar http://www.sampsoncc.edu/staff/mmoore/verbs_like_gustar.htm
Reflexive Verbs http://www.sampsoncc.edu/staff/mmoore/reflexive_verbs.htm
Object Pronouns used together http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
SPA120 Spanish for the Workplace
LA COMIDA
SPA141 Culture and Civilization
Viva Zapata
http://youtu.be/Wm5TCglKzjY
SPI114 Analysis of Interpreting
Finding Nemo Interpreting Exercise...dubbing a movie. Simultaneous Interpreting Practice.
http://youtu.be/fv29ZkfRjLM
Spanish Labs...continue on
Friday, November 19, 2010
SPA111 Saber vs Conocer
http://www.sampsoncc.edu/staff/mmoore/saberconcer.htm
Today we talked briefly about Saber and Conocer. I thought I'd touch it briefly again and provide you with some examples.
While Saber and conocer both mean “to know,” they represent two different types of knowledge that are not interchangeable. It is important to learn them and their conjugations.
Saber means
1. To know facts or information
2. Be familiar with a place or thing
Hope this is a bit clearer...
Today we talked briefly about Saber and Conocer. I thought I'd touch it briefly again and provide you with some examples.
While Saber and conocer both mean “to know,” they represent two different types of knowledge that are not interchangeable. It is important to learn them and their conjugations.
Saber means
1. To know facts or information
- Sé la capital de España.
- Señor Mark sabe el número de libros en la biblioteca.
2. Know how to do something: saber + verb in infinitive form
- Señor Marvin sabe hablar español e inglés.
- Sabemos cocinar postres.
Conocer means
1. Be acquainted with someone (to know them)
- ¿Conoces a Pablo Neruda?
- Conozco a tu mamá.
- Conozco a Pedro.
2. Be familiar with a place or thing
- Conozco Wilmington, pero no conozco Clinton.
- Juan conoce el arte de Frida Kahlo.
Hope this is a bit clearer...
Thursday, November 18, 2010
SPA141 Emiliano Zapata
Before we watch Viva Zapata, here are some quick facts...
Emiliano Zapata
Land Reform -the redistribution of agricultural land by breaking up large landholdings and apportioning shares to small farmers, peasants, etc.
Webster's New World College Dictionary Copyright © 2010 by Wiley Publishing, Inc., Cleveland, Ohio.
BRIEF HISTORY
President Porfirio Diaz ruled (noticed the word choice) for 31years. During his "presidency" power, wealth, and land was controlled by a select, few. The people had nothing. Diaz believed that economic advancement of the country in the long run was necessary, no matter what happened to the people now. Diaz also believed, that once this economic advancement was achieved, then social progress can be obtained. Mexico, under Diaz, moved right the modern ages, with electricity throughout the city and the countrysides, factories being built, railways, highways, and they paying off their national debt.
People can only take so much before it's they decide it's time fight. Diaz had so much power that many individuals and groups wanted him overthrown. I think one of the reasons that the Mexican Revolution was so strong and powerful was because it united everyone. Men, women, and children, Indians, Mestizos, very poor, regular poor, the middle class, and a few of the wealthy united together to rid Mexico of Diaz.
Other Men of the Mexican Revolution
Don Francisco I. Madero
Emiliano Zapata
- 1879 born in Anenecuilco, Morelos, Mexico
- 1919 assassinated
- Famous Quote: "It is better to die on your feet than to live on your knees."
- Led poor Mexicans during the battles of the Mexican Revolution
- Joined forces with Panch Villa and others to fight the government of Porfirio Diaz
- Supported agrarian reform and land redistribution
Webster's New World College Dictionary Copyright © 2010 by Wiley Publishing, Inc., Cleveland, Ohio.
President Porfirio Diaz ruled (noticed the word choice) for 31years. During his "presidency" power, wealth, and land was controlled by a select, few. The people had nothing. Diaz believed that economic advancement of the country in the long run was necessary, no matter what happened to the people now. Diaz also believed, that once this economic advancement was achieved, then social progress can be obtained. Mexico, under Diaz, moved right the modern ages, with electricity throughout the city and the countrysides, factories being built, railways, highways, and they paying off their national debt.
People can only take so much before it's they decide it's time fight. Diaz had so much power that many individuals and groups wanted him overthrown. I think one of the reasons that the Mexican Revolution was so strong and powerful was because it united everyone. Men, women, and children, Indians, Mestizos, very poor, regular poor, the middle class, and a few of the wealthy united together to rid Mexico of Diaz.
Other Men of the Mexican Revolution
Don Francisco I. Madero
- educated, business man
- paid his workers higher wages than most
- gave his workers health care and paid for their education
- disagreed with Diaz's treatment of the common people
- famous for a book he wrote about Diaz, that caused people to support him for presidency, WHICH upset Diaz, thus leading Diaz to have Madero arrested JUST IN TIME not to be ELECTED
- called for the MASSES to join forces and fight against Diaz
- became president 1911 - 1913
- educated, business man
- fought in the northern part of Mexico
- gain support from the people, which caused "drama" between him and Madero
- murdered a man at the age of 16, fled home and lived as a fugitive
- began as a "business man" or cattle rustler, depending on where you read
- bored with the honest life, started robbing banks
- definitely led a "robin-hood" life, robbing the rich and giving to the poor
- One of Diaz's most trusted generals
- Ruthless killer, alcoholic, fought against Villa, Zapata and Orozco
- Joined forces with Madero after Diaz was overthrown
- Turned out to be the KING of drama and tricks
- politician, warlord, general
- initially joined forces with Madero
Wednesday, November 17, 2010
UGH...Indirect Objects, Prepositional Phrases...
I think the coolest thing about learning a foreign language is actually learning your own language.
For example, today we discussed the combination of Direct Object Pronouns and Indirect Object Pronouns in a sentence. I figured it was going to be a pretty easy day...it wasn't.
It started off well, with examples and definitions, then this sentence:
I gave it to her. ... "it" the direct object pronoun ... "her" the indirect object pronoun,
A student asked...
student - "Isn't "to her" a prepositional phrase?" Therefore "her" would be an Object of a Preposition
me - Yes, it is, but since it answers the questions "to whom?", "to what?", "for whom?" or "for what?" it's an indirect object.
You can see, she wasn't happy with that response. And, I could have let it go, and easily left it at, "In Spanish the Indirect Object Pronoun precede the direct object and answers the questions "to whom?", "to what?, "for whom?" or "for what?" Blah blah blah
BUT...
Does that help the student? NO.
Does it provide a clear understanding for her OR for me? NO.
So...I had to do some research. Ok, so where's the actual confusion...the confusion comes from whether or not a prepositional phrase can contain an indirect object. If an indirect object follows a preposition...like "to" then "her" becomes an object of that preposition and NOT an indirect object...true or false?
According to Suite101.com, there are 4 ways to use indirect objects in English.
1. Within a Noun Phrase.... The woman gave the cat a bath.
2. Within a Verb Phrase.... You should give showering daily a try.
3. Within a Noun Clause.... You should have given what your parents said both thought and consideration.
AND BELLS AND WHISTLES....
4. Within a Prepositional Phrase.... You need to give a card to her.
Here's the neat thing about Indirect Objects and Prepositional Phrases that I realized when it comes to Spanish.
In English, ... I wrote Bob a letter. What? a letter = direct object To whom? Bob = indirect object
Without writing the word "to" it's understood in English that the letter was written "to Bob." You can change that sentence from... I wrote Bob a letter.... to.... I wrote a letter to Bob.
In Spanish, it's clearer. Le escribí una carta a Bob. ¿Qué? una carta ¿A quién? a Bob
So, that leads to my next question... How do you know the difference between an Indirect Object and an Object of a Preposition?
REMEMBER: Indirect Objects answer the questions "to whom?", "to what?", "for whom?" or "for what?" If the "object" doesn't answer one of those questions, then it's an Object of the Preposition.
Example:
I gave the flower to Sally. Sally is my indirect object. Sally answers "to whom?" was the flower given.
I gave Sally the flower. Sally is my indirect object. Sally answers "to whom?" was the flower given.
I slid the money under the rug. Rug doesn't answer any of my questions, therefore it's an Object of the Preposition.
SN: Notice how you can take away the preposition "to" and move the indirect object in front of the direct object and the sentence still makes sense. If you try that with an object of the preposition...it won't work
I slid the money under the rug. I slid the rug the money...doesn't work, therefore RUG is NOT an indirect object.
What we learned in class today, is how to use Direct Object Pronouns and Indirect Object Pronouns in the same sentence. I'll re-write my class notes and post them later.
http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
Check out Suite101 for more English Grammar hints.
Read more at Suite101: The Grammatical Indirect Object in English: Nouns, Prepositional Phrases, Verbs, and Noun Clauses as Objects http://www.suite101.com/content/the-grammatical-indirect-object-in-english-a112196#ixzz15aWUYmMW
I hope this helps....
For example, today we discussed the combination of Direct Object Pronouns and Indirect Object Pronouns in a sentence. I figured it was going to be a pretty easy day...it wasn't.
It started off well, with examples and definitions, then this sentence:
I gave it to her. ... "it" the direct object pronoun ... "her" the indirect object pronoun,
A student asked...
student - "Isn't "to her" a prepositional phrase?" Therefore "her" would be an Object of a Preposition
me - Yes, it is, but since it answers the questions "to whom?", "to what?", "for whom?" or "for what?" it's an indirect object.
You can see, she wasn't happy with that response. And, I could have let it go, and easily left it at, "In Spanish the Indirect Object Pronoun precede the direct object and answers the questions "to whom?", "to what?, "for whom?" or "for what?" Blah blah blah
BUT...
Does that help the student? NO.
Does it provide a clear understanding for her OR for me? NO.
So...I had to do some research. Ok, so where's the actual confusion...the confusion comes from whether or not a prepositional phrase can contain an indirect object. If an indirect object follows a preposition...like "to" then "her" becomes an object of that preposition and NOT an indirect object...true or false?
According to Suite101.com, there are 4 ways to use indirect objects in English.
1. Within a Noun Phrase.... The woman gave the cat a bath.
2. Within a Verb Phrase.... You should give showering daily a try.
3. Within a Noun Clause.... You should have given what your parents said both thought and consideration.
AND BELLS AND WHISTLES....
4. Within a Prepositional Phrase.... You need to give a card to her.
Here's the neat thing about Indirect Objects and Prepositional Phrases that I realized when it comes to Spanish.
In English, ... I wrote Bob a letter. What? a letter = direct object To whom? Bob = indirect object
Without writing the word "to" it's understood in English that the letter was written "to Bob." You can change that sentence from... I wrote Bob a letter.... to.... I wrote a letter to Bob.
In Spanish, it's clearer. Le escribí una carta a Bob. ¿Qué? una carta ¿A quién? a Bob
So, that leads to my next question... How do you know the difference between an Indirect Object and an Object of a Preposition?
REMEMBER: Indirect Objects answer the questions "to whom?", "to what?", "for whom?" or "for what?" If the "object" doesn't answer one of those questions, then it's an Object of the Preposition.
Example:
I gave the flower to Sally. Sally is my indirect object. Sally answers "to whom?" was the flower given.
I gave Sally the flower. Sally is my indirect object. Sally answers "to whom?" was the flower given.
I slid the money under the rug. Rug doesn't answer any of my questions, therefore it's an Object of the Preposition.
SN: Notice how you can take away the preposition "to" and move the indirect object in front of the direct object and the sentence still makes sense. If you try that with an object of the preposition...it won't work
I slid the money under the rug. I slid the rug the money...doesn't work, therefore RUG is NOT an indirect object.
What we learned in class today, is how to use Direct Object Pronouns and Indirect Object Pronouns in the same sentence. I'll re-write my class notes and post them later.
http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
Check out Suite101 for more English Grammar hints.
Read more at Suite101: The Grammatical Indirect Object in English: Nouns, Prepositional Phrases, Verbs, and Noun Clauses as Objects http://www.suite101.com/content/the-grammatical-indirect-object-in-english-a112196#ixzz15aWUYmMW
I hope this helps....
Monday, November 15, 2010
la semana de 15 noviembre 2010
All I can think about is food...Thanksgiving break is quickly approaching, then before you know it FINALS!
SPA111 Elementary Spanish 1
Lesson 3 test TOMORROW!
Then we start with Lesson 4...whooo hooo we'll start working on:
Verbs/Irregular 1st Person http://www.sampsoncc.edu/staff/mmoore/verbs_with_irregular_1st_person.htm
Saber vs Conocer http://www.sampsoncc.edu/staff/mmoore/saberconcer.htm
SPA112 Elementary Spanish
We're starting Lesson 4 grammar...we'll focus on:
Indirect and Direct Objects http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
Imperfet Tense http://www.sampsoncc.edu/staff/mmoore/imperfect_of_regular_and_irr.htm
Preterit Vs Imperfect http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
Por Vs Para http://www.sampsoncc.edu/staff/mmoore/por_vs_para.htm
SPA120 Spanish for the Workplace
Clothing and Descriptions
SPA141 Culture and Civilizations
Conspiracy Theories about Latin America
SPA212 Intermediate Spanish II
Mujeres al borde de un ataque de nervios
http://youtu.be/2O-kbUuEen4
Spanish Labs...continue working
SPI114 Analytical Skills of Interpreting
Conference interpreting practice...speeches and poems
SPA111 Elementary Spanish 1
Lesson 3 test TOMORROW!
Then we start with Lesson 4...whooo hooo we'll start working on:
Verbs/Irregular 1st Person http://www.sampsoncc.edu/staff/mmoore/verbs_with_irregular_1st_person.htm
Saber vs Conocer http://www.sampsoncc.edu/staff/mmoore/saberconcer.htm
SPA112 Elementary Spanish
We're starting Lesson 4 grammar...we'll focus on:
Indirect and Direct Objects http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
Imperfet Tense http://www.sampsoncc.edu/staff/mmoore/imperfect_of_regular_and_irr.htm
Preterit Vs Imperfect http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
Por Vs Para http://www.sampsoncc.edu/staff/mmoore/por_vs_para.htm
SPA120 Spanish for the Workplace
Clothing and Descriptions
SPA141 Culture and Civilizations
Conspiracy Theories about Latin America
SPA212 Intermediate Spanish II
Mujeres al borde de un ataque de nervios
http://youtu.be/2O-kbUuEen4
Spanish Labs...continue working
SPI114 Analytical Skills of Interpreting
Conference interpreting practice...speeches and poems
Wednesday, November 10, 2010
Grammar...YAY!
The more I study Spanish, the more English grammar I learn or at least I "refresh".
Here are the ENGLISH grammar topics we are reviewing or learning in class. I think these definitions will help you understand the Spanish grammar when we discuss them in class...I hope. :)
A. Demonstrative Adjectives: (this, that, these, those) show whether the noun that they refer to is singular or plural and whether it is located near or far from the speaker or writer.
C. Reflexive Pronouns: (myself, yourself, yourselves, himself, herself, itself, ourselves, themselves) is used when the object of a sentence is the SAME as the subject.
D. Indirect and Direct Objects: (me, you, him, her, it, us, them)
http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/indirect_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
E. Past Tense:
Simple Past is used: (verb + ed)
http://www.sampsoncc.edu/staff/mmoore/preterit.htm
http://www.sampsoncc.edu/staff/mmoore/imperfect_of_regular_and_irr.htm
http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
I hope this helps. If I come across more, trust me...I'll share.
Here are the ENGLISH grammar topics we are reviewing or learning in class. I think these definitions will help you understand the Spanish grammar when we discuss them in class...I hope. :)
A. Demonstrative Adjectives: (this, that, these, those) show whether the noun that they refer to is singular or plural and whether it is located near or far from the speaker or writer.
- this flower is beautiful
- that tree is tall
- these pears are juicy
- those bananas are green
- this is beautiful
- that is tall
- these are juicy
- those are green
C. Reflexive Pronouns: (myself, yourself, yourselves, himself, herself, itself, ourselves, themselves) is used when the object of a sentence is the SAME as the subject.
- I hurt myself.
- She did it by herself.
- We'll do it ourselves.
D. Indirect and Direct Objects: (me, you, him, her, it, us, them)
- Direct Object Pronouns are pronouns that represent the nouns directly acted upon by the verb. It answers the question What? or Who?
- Indirect Object Pronouns stand for the noun that is the recipient of the verb's actions. It tells to whom or for whom.
- Joe made Sally a cake. Cake = Direct Object, Sally = Indirect Object
- Joe made it for her. It = Direct Object Pronoun, Her = Indirect Object Pronoun
http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/indirect_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/direct_indirect_pronouns.htm
E. Past Tense:
Simple Past is used: (verb + ed)
- To express a completed action in the past
- To list a series of completed actions in the past
- To express duration
- Habits that stopped in the past
- Past Facts or Generalizations
- Interrupted Action in the past
- Specific Time as an interruption
- Parallel Actions
- Atmosphere
- Repetition and Irritation with "always"
http://www.sampsoncc.edu/staff/mmoore/preterit.htm
http://www.sampsoncc.edu/staff/mmoore/imperfect_of_regular_and_irr.htm
http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
I hope this helps. If I come across more, trust me...I'll share.
Wednesday, November 3, 2010
SPA212...Mar Adentro (The Sea Inside)
Ramón, un ex-marinero que amaba el mar, los viajes y las mujeres lleva veintiséis años en cama tras un accidente que lo dejó tetrapléjico.
http://youtu.be/EQXXu1diy14
Puede leer artículos acerca de la vida de Ramón y su deseo para morirse:
http://www.time.com/time/magazine/1998/int/980126/file.live_and_let_die.sh11.html
http://deathaday.blogspot.com/2008/01/january-12-ramn-sampedro.html
http://personal.redestb.es/admd/ramwill.html
Tengo solamente una pregunta....¿Qué piensas?
http://youtu.be/EQXXu1diy14
Puede leer artículos acerca de la vida de Ramón y su deseo para morirse:
http://www.time.com/time/magazine/1998/int/980126/file.live_and_let_die.sh11.html
http://deathaday.blogspot.com/2008/01/january-12-ramn-sampedro.html
http://personal.redestb.es/admd/ramwill.html
Tengo solamente una pregunta....¿Qué piensas?
Tuesday, November 2, 2010
SPI114 Practice
Students always say...I can read Spanish and I understand what people are saying (most of the time), but I just can't speak it. So, I say, you can speak it, you just need to practice.
Here's a way to practice your speaking, improve your fluency, and your pronunciation.
Option 1.
Copy... Here is Pablo Neruda's "Puedo escribir los versos más tristes esta noche". I chose this poem, because Neruda speaks slow and therefore is less intimidating. Yes, the poem is very dramatic. I'm hoping that takes a little of the "fear" out of it and puts a little "giggle" into it...less stress. His pronunciation is clear and fairly easy for you to understand. Repeat what he says as many times as you can. The more you practice, the more fluent you'll become.
http://youtu.be/jF79a4K9wGg
If you are studying to become an interpreter, practice repeating Neruda's lines as soon as he's finish. First, practice in Spanish. Work on getting your timing and rhythm and focus together...believe it or not, repeating in Spanish is not as easy as it sounds. Once you can do that successfully, work on doing the same thing in English.
Option 2.
If you're comfortable with your pronunciation and just worried about your fluency...practice reading the poem. Read it out loud. Record yourself speaking so you can hear the words, you'll know if you are saying them right or wrong. Recording also allows you the opportunity to check your accuracy and your fluency.
Again the more you practice, the better you become.
http://www.mat.upm.es/~jcm/neruda.html
Try speeches by Che, Castro, Chavez and others.
Buena Suerte
Here's a way to practice your speaking, improve your fluency, and your pronunciation.
Option 1.
Copy... Here is Pablo Neruda's "Puedo escribir los versos más tristes esta noche". I chose this poem, because Neruda speaks slow and therefore is less intimidating. Yes, the poem is very dramatic. I'm hoping that takes a little of the "fear" out of it and puts a little "giggle" into it...less stress. His pronunciation is clear and fairly easy for you to understand. Repeat what he says as many times as you can. The more you practice, the more fluent you'll become.
http://youtu.be/jF79a4K9wGg
If you are studying to become an interpreter, practice repeating Neruda's lines as soon as he's finish. First, practice in Spanish. Work on getting your timing and rhythm and focus together...believe it or not, repeating in Spanish is not as easy as it sounds. Once you can do that successfully, work on doing the same thing in English.
Option 2.
If you're comfortable with your pronunciation and just worried about your fluency...practice reading the poem. Read it out loud. Record yourself speaking so you can hear the words, you'll know if you are saying them right or wrong. Recording also allows you the opportunity to check your accuracy and your fluency.
Again the more you practice, the better you become.
http://www.mat.upm.es/~jcm/neruda.html
Try speeches by Che, Castro, Chavez and others.
Buena Suerte
SPA141...Evita quick facts
Here are some quick facts about Eva Peron for you to consider while we watch the movie in class. Think about other Latin American leaders...Che, Castro, Chavez...how does Evita compare?
Peronism is the political ideology based on the ideas and programs of former Argentine president Juan Perón. Basically he believed in strong authoritarian central leadership, with strict control of opposition forces; freedom from foreign influences; and the combination of communism and capitalism economics.
http://www.wordiq.com/definition/Peronism
Here's what I want you to think about...
http://youtu.be/mkbim9VbAWY
- Born 1919 in rural Argentina
- Grew up poor, one of 5 illegitimate children
- Moved to Buenos Aires at the age of 16 to become an actress
- Met Juan Peron in 1945, they were married in 1946 (She was 24, he was 48...not important, but interesting)
- Started her own charity that built schools and hospitals.
- Politicized organized labor
- Initiated social welfare programs
- Fought for economic reform
- Fought for the right for women to vote and to be educated...her first vote, was for her husband
- Didn't hesitate to "silence" the opposition...stop funding, end programs, made arrests...
Peronism is the political ideology based on the ideas and programs of former Argentine president Juan Perón. Basically he believed in strong authoritarian central leadership, with strict control of opposition forces; freedom from foreign influences; and the combination of communism and capitalism economics.
http://www.wordiq.com/definition/Peronism
Here's what I want you to think about...
- Think about her background, her rise to power, and what she accomplished. Knowing what you know historically about Latin America (their methods...coups, revolutions, dictatorships...), were her methods justified? Why? Why not?
- Do you believe she "really fought for the people"? Or, was she "fighting for her own personal" advancement? Or, was her personal struggle the catalyst that drove her to fight for the people?
- Critics will argue that she was the "politician" in the family, while supporters will defend her and say that she fully supported her husband. What do you think?
http://youtu.be/mkbim9VbAWY
Monday, November 1, 2010
La semana de 1 noviembre 2010
SPA111 Elementary Spanish 1
Continue working on Present Tense conjugations, Tener and it's expressions and Introducing Demonstrative Adjectives and Pronouns.
http://www.sampsoncc.edu/staff/mmoore/verbs.htm
http://www.sampsoncc.edu/staff/mmoore/tener_and_expressions.htm
http://www.sampsoncc.edu/staff/mmoore/demonstrative_adjectives.htm
SPA112 Elementary Spanish 2
Continue working on the Preterit Tense conjugations, Review Direct Object Pronouns, and Introduce Indirect Object Pronouns.
http://www.sampsoncc.edu/staff/mmoore/preterit.htm
http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/indirect_object_pronouns.htm
SPA120 Spanish for the Workplace
Culture, Traditions, Similarities and Differences
SPA141 Culture and Civilization
Eva Peron
We will talk about one of the most powerful women in South American History.
Peronism: 1. An economic, political, and social ideology called Justicialismo (social justice). The combination of nationalism, social democracy and devotion to Juan Domingo Peron. This form of government highly subsidizes its military, private industry, public works, and the poor.
Spanish Labs
Continue working at your pace...aim for an assignment a week.
SPA212
Volver...
div style="background:#000000;width:440px;height:272px">
SPI114 Analytical Skills of Interpreting
Speeches... en español, trabajamos como consulta a intérpretes.
Continue working on Present Tense conjugations, Tener and it's expressions and Introducing Demonstrative Adjectives and Pronouns.
http://www.sampsoncc.edu/staff/mmoore/verbs.htm
http://www.sampsoncc.edu/staff/mmoore/tener_and_expressions.htm
http://www.sampsoncc.edu/staff/mmoore/demonstrative_adjectives.htm
SPA112 Elementary Spanish 2
Continue working on the Preterit Tense conjugations, Review Direct Object Pronouns, and Introduce Indirect Object Pronouns.
http://www.sampsoncc.edu/staff/mmoore/preterit.htm
http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/indirect_object_pronouns.htm
SPA120 Spanish for the Workplace
Culture, Traditions, Similarities and Differences
SPA141 Culture and Civilization
Eva Peron
We will talk about one of the most powerful women in South American History.
Peronism: 1. An economic, political, and social ideology called Justicialismo (social justice). The combination of nationalism, social democracy and devotion to Juan Domingo Peron. This form of government highly subsidizes its military, private industry, public works, and the poor.
Spanish Labs
Continue working at your pace...aim for an assignment a week.
SPA212
Volver...
div style="background:#000000;width:440px;height:272px">
SPI114 Analytical Skills of Interpreting
Speeches... en español, trabajamos como consulta a intérpretes.
Thursday, October 28, 2010
SPA141 and SPI114 Colors of People and Power...
Probably the coolest thing about teaching is the ability to make things connect in more than one class and in more than one way. It's just a wonderful way to make you think, have you wonder, and try to make learning relevant.
SPA141
In Culture and Civilization class we were discussing the social structure of the Latin America before the countries began to fight for their Independence, before the Revolutions. Basically society was arranged like this:
1. Peninsulares = Spaniards, born in Spain, the highest class.
2. Creoles = Spaniards (actually could be French, Portuguese...) born in the Americas
3. Mestizos = Spaniards + Native Americans (modern definitions use European descendants)
4. Mulattoes = Spaniards + Africans (modern definitions use European descendants)
5. Africans
6. Native Americans
In a nut shell...the Peninsulares, fewer in number, but the wealthiest, while the Native Americans were higher in number and the poorest. Several conversations were sparked by this social structure.
Here are the things we noticed:
1. The lighter your complexion, the more power, the more money, and the more privilege you had.
Side Note...one of the students noticed that there isn't or there shouldn't have been a difference in the
complexions of the Peninsulares and the Creoles, yet their society had to separate them. Why?
2. Using the theory that the lighter the complexion the higher the privilege, then how do we explain that the
Africans were higher than the Native Americans? Economics...supply and demand. The Native
Americans at one time were in abundance and the Africans were few. The Native Americans were
local, while the Africans had to be shipped in.
As we begin to study the revolutions, the uprisings, the revolts, and the fights for independence we'll see that Mestizos, the Mulattoes, The Africans, and the Native Americans had finally reached that boiling point and fought back. Why didn't the Creoles rebel? Can you imagine your parents treating you less, because of where you were born?
I'm always amazed at how history repeats itself and how it seems we, as a people, never learn. What's the difference between the "Grito de Dolores" the fight for Mexican Independence in 1810 and the Cuban revolution in 1959?
Finally, one of the students commented on how that social structure isn't very different from today. She however, was speaking as an American and not as a Latin American. Color is important in the US. People are risking their health tanning to become darker or they're bleaching and using other chemicals to become lighter. Face it "Black" and "White" is a big deal in the US. People are either denying their ancestry or fighting to have it recognized.
SPI114
The conversation crossed over to the Interpreting class. One of my students in Panamanian and she started the class with this question, "Why do people (Americans) ask me what I am? I say, I'm Panamanian and they say no, are you black? Are you mixed? What are you?" Her response is simple...I'm Panamanian.
I wondered...how do Latin Americans classify their ethnic groups? Do they still use terminology like "creole", "mestizo", or "mulatto"? We use the word "creole" in the US, but it has a very different meaning, why? How did the word change from the Latin American meaning to ours? Could those "Colonial, Pre-Independence" Latin American terms be used TODAY in the US? Why, or Why not?
I went to the below website and noticed some pretty interesting things about the "labeling" of people in Latin American countries. Our conversation next week will continue on this topic and how as an interpreter this information is important. I'm interested in your thoughts.
http://latinostories.com/Latin_America_Resources/Latin_American_Ethnic_Groups.htm
SPA141
In Culture and Civilization class we were discussing the social structure of the Latin America before the countries began to fight for their Independence, before the Revolutions. Basically society was arranged like this:
1. Peninsulares = Spaniards, born in Spain, the highest class.
2. Creoles = Spaniards (actually could be French, Portuguese...) born in the Americas
3. Mestizos = Spaniards + Native Americans (modern definitions use European descendants)
4. Mulattoes = Spaniards + Africans (modern definitions use European descendants)
5. Africans
6. Native Americans
In a nut shell...the Peninsulares, fewer in number, but the wealthiest, while the Native Americans were higher in number and the poorest. Several conversations were sparked by this social structure.
Here are the things we noticed:
1. The lighter your complexion, the more power, the more money, and the more privilege you had.
Side Note...one of the students noticed that there isn't or there shouldn't have been a difference in the
complexions of the Peninsulares and the Creoles, yet their society had to separate them. Why?
2. Using the theory that the lighter the complexion the higher the privilege, then how do we explain that the
Africans were higher than the Native Americans? Economics...supply and demand. The Native
Americans at one time were in abundance and the Africans were few. The Native Americans were
local, while the Africans had to be shipped in.
As we begin to study the revolutions, the uprisings, the revolts, and the fights for independence we'll see that Mestizos, the Mulattoes, The Africans, and the Native Americans had finally reached that boiling point and fought back. Why didn't the Creoles rebel? Can you imagine your parents treating you less, because of where you were born?
I'm always amazed at how history repeats itself and how it seems we, as a people, never learn. What's the difference between the "Grito de Dolores" the fight for Mexican Independence in 1810 and the Cuban revolution in 1959?
Finally, one of the students commented on how that social structure isn't very different from today. She however, was speaking as an American and not as a Latin American. Color is important in the US. People are risking their health tanning to become darker or they're bleaching and using other chemicals to become lighter. Face it "Black" and "White" is a big deal in the US. People are either denying their ancestry or fighting to have it recognized.
SPI114
The conversation crossed over to the Interpreting class. One of my students in Panamanian and she started the class with this question, "Why do people (Americans) ask me what I am? I say, I'm Panamanian and they say no, are you black? Are you mixed? What are you?" Her response is simple...I'm Panamanian.
I wondered...how do Latin Americans classify their ethnic groups? Do they still use terminology like "creole", "mestizo", or "mulatto"? We use the word "creole" in the US, but it has a very different meaning, why? How did the word change from the Latin American meaning to ours? Could those "Colonial, Pre-Independence" Latin American terms be used TODAY in the US? Why, or Why not?
I went to the below website and noticed some pretty interesting things about the "labeling" of people in Latin American countries. Our conversation next week will continue on this topic and how as an interpreter this information is important. I'm interested in your thoughts.
http://latinostories.com/Latin_America_Resources/Latin_American_Ethnic_Groups.htm
Wednesday, October 27, 2010
SPI114 Real World Interpreting...
I've been harping on the fact that one of the keys to being a quality interpreter is CONFIDENCE! You are a professional and when you address the audience, whether it's an audience of one, two, or hundreds you have to speak, stand, and present yourself as the expert you are.
Here are a few examples of real world interpreting situations...let me know what you think.
1. Mali rice farmer Moussa Ag Demba's speech on SRI
2. Roger Waters...Consecutive Interpreting Example (kind of long, but...)
What do you think about the above interpreting situations? Can you see their confidence? Do they seem professional? What do you notice about the positioning of the interpreters in each situation? You'll be a community interpreter, you won't have to interpret such long conversations, but what can you learn from their interpreting techniques.
Here are a few examples of real world interpreting situations...let me know what you think.
1. Mali rice farmer Moussa Ag Demba's speech on SRI
2. Roger Waters...Consecutive Interpreting Example (kind of long, but...)
What do you think about the above interpreting situations? Can you see their confidence? Do they seem professional? What do you notice about the positioning of the interpreters in each situation? You'll be a community interpreter, you won't have to interpret such long conversations, but what can you learn from their interpreting techniques.
Tuesday, October 26, 2010
SPA112 un fin de semana...GHETTO VERSION
Here are my Ghetto notes for chapter 7...Un fin de Semana
COGNADOS
El beisbol…bAYS bol
La discoteca…dee co tay ca
Moderno(a)…mo dair no
El permiso…pair me so
El plan…plahn
El teatro…tay at row
La visita…bee see ta
NOMBRES
El cine…see nay…movie theatre
El fin de semana…feen * day * say mah nah…weekend
El florero…floor air oh…base
La medianoche…may dee ah no chay…midnight
El partido…par tee doe…game
El juego…way go…game
La película…pay lee coo la…movie, film
La semana…say mah nah
La vez…bays…time
VERBOS
Aburrirse…ah bor rear say…to be bored
Bromear…bro me ahr…to kid, to joke
Cambiar…cahm bee ar…to change
Divertirse(e-ie)…de bear tear say…to have a good time
Entrar (en)…ain trar…to enter, to go in
Gustar…goo star…to like, to appeal
Levantarse…lay ban tar say…to get up
Merendar (e-ie)…mair ain dar…to have an afternoon snack
Nadar…na dar…to swim
Patinar…pa tee nar…to skate
Preguntar…pray goon tar…to ask a question
Quejarse…kay har say…to complain
Reirse…ray ear say…to laugh
Romper…rom pair…to break
Visitar…bee see tar…to visit
ADJETIVOS
Justo(a)…who stow…fair
Pasado(a)…pa sa doe…last
Pobre…po bray…por
Ultimo (a)…ool tee mo…last(in series)
OTRAS PALABRAS
Anoche…ah no chay…last night
En vez de…ain bays day…instead of
Hasta…ah sta…until
Importarle (a uno)…eem poor tar lay…to matter
Ir a patina…ear * ah * pa tee nar…to go skating
Poner una pelicula…po nair * oo na * pay lee coo la…to show a movie
Temprano…tame prah no…early
Quieres ir…key air ace * ear…you want to go
A escalar una montaña… ace ca lar * oo nah * mon tan ya…to…mountain climbing
A montar a bicicleta…mon tar * ah * bee cee clay tah…bike riding
A esquiar…ace key ar…skiing
A montar a caballo…mon tar * ah * cah buy yo…horse riding
A un club nocturno…oon * cloob * noc toor no…to a night club
A un concierto…oon * con see air toe…to a concert
A la playa…ply ya…to the beach
Al museo…moo say oh…to the museum
Al parque de diversiones…par kay * day * dee bear see own ace…to the amusement park
COGNADOS
El beisbol…bAYS bol
La discoteca…dee co tay ca
Moderno(a)…mo dair no
El permiso…pair me so
El plan…plahn
El teatro…tay at row
La visita…bee see ta
NOMBRES
El cine…see nay…movie theatre
El fin de semana…feen * day * say mah nah…weekend
El florero…floor air oh…base
La medianoche…may dee ah no chay…midnight
El partido…par tee doe…game
El juego…way go…game
La película…pay lee coo la…movie, film
La semana…say mah nah
La vez…bays…time
VERBOS
Aburrirse…ah bor rear say…to be bored
Bromear…bro me ahr…to kid, to joke
Cambiar…cahm bee ar…to change
Divertirse(e-ie)…de bear tear say…to have a good time
Entrar (en)…ain trar…to enter, to go in
Gustar…goo star…to like, to appeal
Levantarse…lay ban tar say…to get up
Merendar (e-ie)…mair ain dar…to have an afternoon snack
Nadar…na dar…to swim
Patinar…pa tee nar…to skate
Preguntar…pray goon tar…to ask a question
Quejarse…kay har say…to complain
Reirse…ray ear say…to laugh
Romper…rom pair…to break
Visitar…bee see tar…to visit
ADJETIVOS
Justo(a)…who stow…fair
Pasado(a)…pa sa doe…last
Pobre…po bray…por
Ultimo (a)…ool tee mo…last(in series)
OTRAS PALABRAS
Anoche…ah no chay…last night
En vez de…ain bays day…instead of
Hasta…ah sta…until
Importarle (a uno)…eem poor tar lay…to matter
Ir a patina…ear * ah * pa tee nar…to go skating
Poner una pelicula…po nair * oo na * pay lee coo la…to show a movie
Temprano…tame prah no…early
Quieres ir…key air ace * ear…you want to go
A escalar una montaña… ace ca lar * oo nah * mon tan ya…to…mountain climbing
A montar a bicicleta…mon tar * ah * bee cee clay tah…bike riding
A esquiar…ace key ar…skiing
A montar a caballo…mon tar * ah * cah buy yo…horse riding
A un club nocturno…oon * cloob * noc toor no…to a night club
A un concierto…oon * con see air toe…to a concert
A la playa…ply ya…to the beach
Al museo…moo say oh…to the museum
Al parque de diversiones…par kay * day * dee bear see own ace…to the amusement park
Catching up...winding down the semester
SPA111 Elementary Spanish 1
I'm having issues with Blackboard, what I see in the grade center is not what you see in the grade center. I'm going to have to talk to the Blackboard Gurus to help me straighten it out. In the mean time if you see a green exclamation point, copy the assignment and paste it into an email to me...chances are I've already graded that assignment, but it doesn't hurt to double check.
Focus for this week:
Present indicative of verbs: -ar, -er, and -ir http://www.sampsoncc.edu/staff/mmoore/verbs.htm
Tener, Venir, and Tener expressions: http://www.sampsoncc.edu/staff/mmoore/tener_and_expressions.htm
SPA112 Elementary Spanish 2
Whoo Hoo we have started talking in the past tense...THE PRETERITE!
http://www.sampsoncc.edu/staff/mmoore/preterit.htm
Next week we will start with Indirect Objects and Verbs like Gustar.
http://www.sampsoncc.edu/staff/mmoore/indirect_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/verbs_like_gustar.htm
SPA212 Intermediate Spanish 2
Necesito su tarea, su prueba, y su examen de “El Norte” por medianoche viernes, el 5 de noviembre 10.
Miraremos la película “Volver” este miércoles y yo les daré su tarea, su prueba, y su examen la próxima semana.
SPA182/SPA282 Spanish Labs
Continue at your pace
SPI114 Analytical Skills of Interpreting
One of the things about the interpreting that we tend to forget when we study is the importance of confidence. This last week the assignment was to convince someone to hire you that normally wouldn't. If you can sell yourself...
SPA120 Spanish for the Workplace
We pretended to be sick. I wanted to send Voki's, but my Voki was having issues. It seems in honor of Halloween, we'd talk a little about the Day of the Dead.
http://www.azcentral.com/ent/dead/
I'm having issues with Blackboard, what I see in the grade center is not what you see in the grade center. I'm going to have to talk to the Blackboard Gurus to help me straighten it out. In the mean time if you see a green exclamation point, copy the assignment and paste it into an email to me...chances are I've already graded that assignment, but it doesn't hurt to double check.
Focus for this week:
Present indicative of verbs: -ar, -er, and -ir http://www.sampsoncc.edu/staff/mmoore/verbs.htm
Tener, Venir, and Tener expressions: http://www.sampsoncc.edu/staff/mmoore/tener_and_expressions.htm
SPA112 Elementary Spanish 2
Whoo Hoo we have started talking in the past tense...THE PRETERITE!
http://www.sampsoncc.edu/staff/mmoore/preterit.htm
Next week we will start with Indirect Objects and Verbs like Gustar.
http://www.sampsoncc.edu/staff/mmoore/indirect_object_pronouns.htm
http://www.sampsoncc.edu/staff/mmoore/verbs_like_gustar.htm
SPA212 Intermediate Spanish 2
Necesito su tarea, su prueba, y su examen de “El Norte” por medianoche viernes, el 5 de noviembre 10.
Miraremos la película “Volver” este miércoles y yo les daré su tarea, su prueba, y su examen la próxima semana.
SPA182/SPA282 Spanish Labs
Continue at your pace
SPI114 Analytical Skills of Interpreting
One of the things about the interpreting that we tend to forget when we study is the importance of confidence. This last week the assignment was to convince someone to hire you that normally wouldn't. If you can sell yourself...
SPA120 Spanish for the Workplace
We pretended to be sick. I wanted to send Voki's, but my Voki was having issues. It seems in honor of Halloween, we'd talk a little about the Day of the Dead.
http://www.azcentral.com/ent/dead/
Monday, October 4, 2010
la semana de 4 octubre 2010
SPA111 Elementary Spanish 1
I loved the first Voki assignments...so much that I think Voki-ing your assignments will always be an option. Give me a few days and I'll figure out how to post a few of your Vokis here...
Telling Time: http://www.sampsoncc.edu/staff/mmoore/telling_time.htm
Calendar Vocabulary: http://www.sampsoncc.edu/staff/mmoore/calendarvocab.htm
SPA112 Elementary Spanish 2
Stem-Change Verbs o-ue and e-i
http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
Direct Object Pronouns
http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
SPA211 Intermediate Spanish 1
“Cristina Martínez” from Mujeres de ojos grandes
Pretérito e imperfecto
http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
Present perfect y pluperfecto
http://www.sampsoncc.edu/staff/mmoore/preteritoperfecto.htm
http://www.sampsoncc.edu/staff/mmoore/preteritopluscuamperfecto.htm
Hace...que
http://www.sampsoncc.edu/staff/mmoore/hace_que.htm
SPA181/SPA281 Spanish Labs
Final assignments have been posted in both classes. These classes end next week and the 2nd ones begin. Remember, lab is designed to help...to reinforce, it's not a class. It wasn't set-up to teach.
SPA141 Culture and Civilization
The Mission http://www.imdb.com/video/screenplay/vi502333721/ The Trailer
I want you to think about the following quotes and how they represent what you know about the history of Latin America.
Altamirano: Tell them they must leave the missions. They must submit to the will of God.
Gabriel: They say it was the will of God that they came out of the jungle and built the mission. They don't understand why God has changed his mind.
Altamirano: Your Holiness, a surgeon to save the body must often hack off a limb. But in truth nothing could prepare me for the beauty and the power of the limb that I had come here to sever.
SPA120 Spanish for the Workplace
Shopping...in class conversations
SPI114 Analytical Skills for Interpreting
Memory Techniques...
I loved the first Voki assignments...so much that I think Voki-ing your assignments will always be an option. Give me a few days and I'll figure out how to post a few of your Vokis here...
Telling Time: http://www.sampsoncc.edu/staff/mmoore/telling_time.htm
Calendar Vocabulary: http://www.sampsoncc.edu/staff/mmoore/calendarvocab.htm
SPA112 Elementary Spanish 2
Stem-Change Verbs o-ue and e-i
http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
Direct Object Pronouns
http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
SPA211 Intermediate Spanish 1
“Cristina Martínez” from Mujeres de ojos grandes
Pretérito e imperfecto
http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
Present perfect y pluperfecto
http://www.sampsoncc.edu/staff/mmoore/preteritoperfecto.htm
http://www.sampsoncc.edu/staff/mmoore/preteritopluscuamperfecto.htm
Hace...que
http://www.sampsoncc.edu/staff/mmoore/hace_que.htm
SPA181/SPA281 Spanish Labs
Final assignments have been posted in both classes. These classes end next week and the 2nd ones begin. Remember, lab is designed to help...to reinforce, it's not a class. It wasn't set-up to teach.
SPA141 Culture and Civilization
The Mission http://www.imdb.com/video/screenplay/vi502333721/ The Trailer
I want you to think about the following quotes and how they represent what you know about the history of Latin America.
Altamirano: Tell them they must leave the missions. They must submit to the will of God.
Gabriel: They say it was the will of God that they came out of the jungle and built the mission. They don't understand why God has changed his mind.
Altamirano: Your Holiness, a surgeon to save the body must often hack off a limb. But in truth nothing could prepare me for the beauty and the power of the limb that I had come here to sever.
SPA120 Spanish for the Workplace
Shopping...in class conversations
SPI114 Analytical Skills for Interpreting
Memory Techniques...
Wednesday, September 29, 2010
SPA120...Shopping!
Common shopping phrases
¿Cuánto cuesta? Kwan toe * kway sta How much does it cost?
Es demasiado caro. Ace * day m asee ah doe * ca roe It's too expensive.
¿Tiene algo más barato? Tee ay nay * all go * mAHs * ba ra toe Do you have anything cheaper?
¿Puedo probármelo? Pway doe * pro bAR may low Can I try it on?
El color no me sienta bien. El *co loor * no * may * see ain ta * be ain The color doesn't suit me.
¿Dónde están los probadores? dAWN day * ace tahn * los * pro ba door ace Where are the changing rooms?
Voy a pagar al contado. Boy * ah *pah gar * al * con ta doe I'm going to pay cash.
“ “ en efectivo ain * ay fake tee bo I'm going to pay cash.
¿Puede atenderme? Pway day * ah tain dair may Can you help me?
“ ‘ ayudarme? Eye you dar may Can you help me?
Sólo estoy mirando. SO lo * ace toy * meer ahn doe I'm just looking.
¿Podría mostrarme ... ? poe drEE ah * moes trar may Could you show me ...?
I can do this for days and I can be more specific and use different vocabulary, but if you learn these…you’ll do just fine!
SPA112...Milk Man hints...
ME: pan = bread
panadería (pa na dair ee ah) bakery .... notice the "ería" that's the signal its a store, or a shop
panadero (pa na dair oh) baker ... notice the "ero" that's the signal its a person
So...
ME: (carne = meat) carnicería (car knee sair ee ha) CLASS: meat market (meat store... lol)
ME: carnicero (car knee sair oh) CLASS: butcher
ME: (leche = milk) lechería (lay chair ee ah) CLASS: milk store (haha), dairy
ME: lechero (lay chair oh) CLASS: DAD... that was the end of that discussion!
Once I stopped giggling, I realized that my students actually appreciated the helpful hint and the humor.
Here are several little hints that I think may help with your Spanish journey:
SUFFIXES
1. -dad USUALLY translates in English as words ending in -ty
BUT when the "d" is after a vowel or another consonant it sounds like the English "th", but softer... adiós (ah thee os), perdón (pair thon)
AND at the end of the word, depending on where you're from you may not here the "d" at all, especially at the end of the word. salud (sa loo).
DOES this mean that you won't hear "verdad" pronounced as "bare dad" or "bare tha" or even "bare thath" NOPE it means that you can and WILL hear it all of these ways... I'll use my pronunciation.
2. - ico USUALLY translates in English as words ending in -ic
4. - íficar USUALLY translates in English as words ending in -ify
5. - ismo USUALLY translates in English as words ending in -ism
6. - tud USUALLY translates in English as words ending in -tude
7. - fobia USUALLY translates in English as words ending in -phobia
panadería (pa na dair ee ah) bakery .... notice the "ería" that's the signal its a store, or a shop
panadero (pa na dair oh) baker ... notice the "ero" that's the signal its a person
So...
ME: (carne = meat) carnicería (car knee sair ee ha) CLASS: meat market (meat store... lol)
ME: carnicero (car knee sair oh) CLASS: butcher
ME: (leche = milk) lechería (lay chair ee ah) CLASS: milk store (haha), dairy
ME: lechero (lay chair oh) CLASS: DAD... that was the end of that discussion!
Once I stopped giggling, I realized that my students actually appreciated the helpful hint and the humor.
Here are several little hints that I think may help with your Spanish journey:
SUFFIXES
1. -dad USUALLY translates in English as words ending in -ty
- cantidad (can tee dath) or (can tee da)* ... quantity
- claridad (cla ree da) ... clarity
- sociedad (so see da) ... society
- necesidad (nay say see da) ... necessity
- maldad (mal da) ... badness
- amabilidad (ah ma bee lee da) ... niceness
- verdad (bare da) ... truth
BUT when the "d" is after a vowel or another consonant it sounds like the English "th", but softer... adiós (ah thee os), perdón (pair thon)
AND at the end of the word, depending on where you're from you may not here the "d" at all, especially at the end of the word. salud (sa loo).
DOES this mean that you won't hear "verdad" pronounced as "bare dad" or "bare tha" or even "bare thath" NOPE it means that you can and WILL hear it all of these ways... I'll use my pronunciation.
2. - ico USUALLY translates in English as words ending in -ic
- fanatic ... fanático (fa nA tee co)
- artistic ... artístico (ar tees tee co)
- action ... acción (ax see OWN)
- solution ... solución (so loo see OWN)
4. - íficar USUALLY translates in English as words ending in -ify
- Dignify ... dignificar (deeg knee fee car)
- Signify ... significar (seeg knee fee car)
5. - ismo USUALLY translates in English as words ending in -ism
- Buddhism ... Budismo (boo dees mo)
- Capitalism ... Capitalismo (ca pea ta lees mo)
6. - tud USUALLY translates in English as words ending in -tude
- attitude ... actitude (ax ti tood)
- altitude ... altitude (al tee tood)
7. - fobia USUALLY translates in English as words ending in -phobia
- claustrophobia ... claustrofobia (claws tro fo bee ah)
- acrophobia ... acrofobia (ah crow fo bee ah)
- fabulous ... fabuloso (fa boo lo so)
- jealous ... celoso (say lo so)
- slowly ... lentamente (lain ta main tay)
- quietly ... calladamente (ka ya da main tay)
- importance ... importancia (eem poor tan see ah)
- distance ... distancia (dees tan see ah)
Tuesday, September 28, 2010
la semana de 27 de septiembre...un día tarde
SPA111 Elementary Spanish 1
Continue with Nuestras Clases, Introduction of first Voki assignment...whooo hooo you get to speak!
Possessive Adjectives: http://www.sampsoncc.edu/staff/mmoore/possessive_adjectives_part_1.htm
Telling Time: http://www.sampsoncc.edu/staff/mmoore/telling_time.htm
SPA112 Elementary Spanish 2
Stem-Change Verbs o-ue and e-i http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
Direct Object Pronouns http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
SPA211 Intermediate Spanish 1
“Cristina Martínez” from Mujeres de ojos grandes
Pretérito e imperfecto http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
Present perfect y pluperfecto http://www.sampsoncc.edu/staff/mmoore/preteritoperfecto.htm
http://www.sampsoncc.edu/staff/mmoore/preteritopluscuamperfecto.htm
Hace...que http://www.sampsoncc.edu/staff/mmoore/hace_que.htm
SPA181/SPA281 Spanish Labs
Continue working
SPA141 Culture and Civilization
The Mission http://www.imdb.com/video/screenplay/vi502333721/ The Trailer
I want you to think about the key players in this movie...the Indians, the Spanish, the Portuguese, and the Church. I'm interested in seeing your reaction to the power of the church. I've already told you that 2 men are going to give everything they have fighting for the rights of others. One man will chose a peaceful path and the other will chose to pick up a weapon. As we have studied and as I have questioned over and over...why is Latin America FILLED with armed and violent struggles. Why are revolts and revolutions so common? Why the violent fight and not the peaceful marches?
SPA120 Spanish for the Workplace
1. You are going shopping in a grocery store and a clothing store. YOU can't speak English. You have to purchase 2 things from each store. Think about how to ask for things...
2. You are also going to be a shop owner. The people that enter your shop do NOT speak English. They will be asking to buy things from your store...try to think about what they'll ask you, how are you going to answer their questions.
SPI114 Analytical Skills for Interpreting
Last week we discussed Friendly Dictators of Latin America. Someone asked about Costa Rica's government. I hung my head in shame...I didn't know. The goal for this week is to learn about the different governments of Latin America. I'm interested in seeing how many countries have socialist governments? How many have democratic governments? How many have..."dictatorships"?
Continue with Nuestras Clases, Introduction of first Voki assignment...whooo hooo you get to speak!
Possessive Adjectives: http://www.sampsoncc.edu/staff/mmoore/possessive_adjectives_part_1.htm
Telling Time: http://www.sampsoncc.edu/staff/mmoore/telling_time.htm
SPA112 Elementary Spanish 2
Stem-Change Verbs o-ue and e-i http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
Direct Object Pronouns http://www.sampsoncc.edu/staff/mmoore/direct_object_pronouns.htm
SPA211 Intermediate Spanish 1
“Cristina Martínez” from Mujeres de ojos grandes
Pretérito e imperfecto http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
Present perfect y pluperfecto http://www.sampsoncc.edu/staff/mmoore/preteritoperfecto.htm
http://www.sampsoncc.edu/staff/mmoore/preteritopluscuamperfecto.htm
Hace...que http://www.sampsoncc.edu/staff/mmoore/hace_que.htm
SPA181/SPA281 Spanish Labs
Continue working
SPA141 Culture and Civilization
The Mission http://www.imdb.com/video/screenplay/vi502333721/ The Trailer
I want you to think about the key players in this movie...the Indians, the Spanish, the Portuguese, and the Church. I'm interested in seeing your reaction to the power of the church. I've already told you that 2 men are going to give everything they have fighting for the rights of others. One man will chose a peaceful path and the other will chose to pick up a weapon. As we have studied and as I have questioned over and over...why is Latin America FILLED with armed and violent struggles. Why are revolts and revolutions so common? Why the violent fight and not the peaceful marches?
SPA120 Spanish for the Workplace
1. You are going shopping in a grocery store and a clothing store. YOU can't speak English. You have to purchase 2 things from each store. Think about how to ask for things...
2. You are also going to be a shop owner. The people that enter your shop do NOT speak English. They will be asking to buy things from your store...try to think about what they'll ask you, how are you going to answer their questions.
SPI114 Analytical Skills for Interpreting
Last week we discussed Friendly Dictators of Latin America. Someone asked about Costa Rica's government. I hung my head in shame...I didn't know. The goal for this week is to learn about the different governments of Latin America. I'm interested in seeing how many countries have socialist governments? How many have democratic governments? How many have..."dictatorships"?
Monday, September 27, 2010
SPA141...Home Pride
I just returned from my 25th High School reunion and as I drove all I could think about was how wonderful it felt to be home. Born and raised in Pittsburgh, Pa, I can say that I bleed BLACK and GOLD and that I am a Steel City Girl. Proud to be a Pittsburgher, my chest fills with pride whether I'm staring at our amazing skyline and beautiful rivers, counting our fabulous bridges, or climbing those magnificent, rolling mountains, that we call "hills." Either way, I'm proud to claim Pittsburgh as my home and I'm willing to bet many Pittsburghers feel the same. Pittsburgh is who I am, it's where I'm from, and it's what has help mold me into the person I am today.
As I continue driving, I began to think about what we've been studying in my Culture and Civilization class. I asked my students why did it take so long for Latin American countries to "fight" for their countries? Why did it take so long for the "feeling" of home to come into play?
Think about it...
1492 Columbus sails the ocean blue... more or less the beginning of Conquest Period, in which the Spanish, the Portuguese, the French...came to the Americas and took claim to the land and the people
1537 The Pope declares that Indians have souls...nice of him
1780s Indian Revolt led by Tupac Amaru
1790s Slave Revolt ... Haiti
1810 "Grito de Dolores" Mexico Independence against Spain
1800s Slowly countries begin to fight for their Independence
1900s Revolutions and "outside" interference from power houses like... US and Russia
Here's my question... I'm 42 and my pride for my home is overflowing. I can understand how at first the Americas were merely nothing more than a cash crop to the Spaniards, however, once they began building colonies and claiming land...it soon became their home... so, why did it take generations...and I mean centuries before the people, decided that this was their home, this was where they were born, where their parents were born and even where their grandparents were born... why did it take that long for revolts and revolutions to occur?
As I continue driving, I began to think about what we've been studying in my Culture and Civilization class. I asked my students why did it take so long for Latin American countries to "fight" for their countries? Why did it take so long for the "feeling" of home to come into play?
Think about it...
1492 Columbus sails the ocean blue... more or less the beginning of Conquest Period, in which the Spanish, the Portuguese, the French...came to the Americas and took claim to the land and the people
1537 The Pope declares that Indians have souls...nice of him
1780s Indian Revolt led by Tupac Amaru
1790s Slave Revolt ... Haiti
1810 "Grito de Dolores" Mexico Independence against Spain
1800s Slowly countries begin to fight for their Independence
1900s Revolutions and "outside" interference from power houses like... US and Russia
Here's my question... I'm 42 and my pride for my home is overflowing. I can understand how at first the Americas were merely nothing more than a cash crop to the Spaniards, however, once they began building colonies and claiming land...it soon became their home... so, why did it take generations...and I mean centuries before the people, decided that this was their home, this was where they were born, where their parents were born and even where their grandparents were born... why did it take that long for revolts and revolutions to occur?
Thursday, September 23, 2010
SPA120...Why is Spanish backwards?
At the end of last night's class, two students stopped me and asked the oh so familiar question..."Why is Spanish backwards?" I knew what they meant, but I had to ask... "What do you mean?" I was pleased when they replied..."like when you asked our favorite color, you said..."¿Qué es su color favorito?...What is your color favorite...that's backwards." I was tickled, I knew what they meant, but any chance I have to get students to speak Spanish...I take it!
Here's the example I like to share with my students. I don't want to offend anyone, but it seems that this explanation tends to always satisfy thier needs.
If you ask a person from the US... "What's their favorite car? Or, what's their dream car?" You are more than likely get an answer like..."1967, red, Mustang convertible." (That's my dream car.) What do you know about my dream car, you know it's color, it's year, it's model and make. Is all of that stuff important or is it just extra "fluff"? It's really just fluff. My dream car is a Mustang Convertible. Point blank. The fact that it's candy-apple red and a 1967, just makes it more exciting and more appealing. Does that make sense?
Now, if I ask that same question to a person from a Spanish-speaking country... I'll get...un carro convertible y rojo del ño 1967" or something similar. The point that I'm trying to make is that Spanish say what's important first...the car. The adjectives, the fact that it's red or that is a convertible, are extra...they're "fluff."
Hope that helps...
Here's the example I like to share with my students. I don't want to offend anyone, but it seems that this explanation tends to always satisfy thier needs.
If you ask a person from the US... "What's their favorite car? Or, what's their dream car?" You are more than likely get an answer like..."1967, red, Mustang convertible." (That's my dream car.) What do you know about my dream car, you know it's color, it's year, it's model and make. Is all of that stuff important or is it just extra "fluff"? It's really just fluff. My dream car is a Mustang Convertible. Point blank. The fact that it's candy-apple red and a 1967, just makes it more exciting and more appealing. Does that make sense?
Now, if I ask that same question to a person from a Spanish-speaking country... I'll get...un carro convertible y rojo del ño 1967" or something similar. The point that I'm trying to make is that Spanish say what's important first...the car. The adjectives, the fact that it's red or that is a convertible, are extra...they're "fluff."
Hope that helps...
Tuesday, September 21, 2010
SPI114 Friendly Dictators...Memorization Techniques
I love the freedom I have in teaching Interpreting skills. One very important skill that every interpreter should have is the abilty to remember. As an interpreter, you have to be able to listen to what's being said, remember it, change it into a different language, and then repeat it. Fortunately, we are Community Interpreters, therefore our messages are very long and there's a waiting period between speakers. Imagine how difficult it would be to remember a speech at a conference or a closing arguement.
Before I share some of Memorization Tricks, I thought it would be interesting to give you a list of things for you to remember and we could see how you learn them.
Friendly Dictators...
Hmmm why are they called friendly, trust me it's not because they're nice, these men are truly dictators in every form of the word. They just happen to be "friends" of the US or at least at one point in their dictatorship it is alleged that they were our friend. Apparently, we ignored their murdering, raping, pillaging, torturing, drug-selling, and all other crimes due to their anti-communist views. Makes me wonder what is so evil about communism that killing people...excuse me murdering women, men and children is justified....possibly another topic.
1. FULGENCIO BATISTA:
President of Cuba seized power via coup in 1932 overthrown in 1959 by Castro.
2. RAFAEL LEONIDAS TRUJILLO:
President of the Dominican Republic put in power by US in 1916 assassinated in 1961 by CIA.
3. FRANÇOIS & JEAN CLAUDE DUVALIER
Presidents-for-Life of Haiti Papa "Doc" and Baby "Doc" terrorized Haiti for 30 years.
4. MAXIMILIANO HERNANDEZ MARTINEZ
General of El Salvador seized power in 1931 and was kicked out of the country in 1944.
5. ANASTASIO SOMOZA, SR. AND JR.
Presidents of Nicaragua controlled, terrrorized, and destroyed Nicaraguans for 45yrs.
6. GENERAL EFRAIN RIOS MONT
President of Guatemala ruled from 1982 - 1983 short but bloody term.
7. ROBERTO SUAZO CORDOVA
President of Honduras 1978 to 1984.
8. GENERAL MANUEL NORIEGA
Chief of Defense Forces, Panama began his relationship with the US in 1976 and was indicted for drug charges in 1987.
9. VINICIO CEREZO
President of Guatemala elected in 1986 - 1990.
10. ALFREDO CRISTIANI
President of El Salvador from 1989 to 1994.
11. GENERAL HUMBERTO BRANCO
President of Brazil led military coup 1964 and ruled until 1985.
12. COLONEL HUGO BANZER
President of Bolivia military take over in 1971 remained in power until 1978
13. GENERAL JORGE RAFAEL VIDELA
President of Argentina, known for the "Dirty War" = state sponsored violence from 1970s to 1983.
14. ALFREDO STROESSNER
President-for-Life of Paraguay military coup 1954 ruled for 35 years.
15. GENERAL AUGUSTO PINOCHET
President of Chile...seized power from President Salvador Allende 1973 remained in power until 1990.
For this "test" you need to be able to match the Dictator with his Country.
If you'd like to read more about these men, their time in power, and their connection with the US check out the Friendly Dictators Trading Cards...yes...Trading Cards...that is pretty sad.
http://home.iprimus.com.au/korob/fdtcards/Cards_Index.html
Before I share some of Memorization Tricks, I thought it would be interesting to give you a list of things for you to remember and we could see how you learn them.
Friendly Dictators...
Hmmm why are they called friendly, trust me it's not because they're nice, these men are truly dictators in every form of the word. They just happen to be "friends" of the US or at least at one point in their dictatorship it is alleged that they were our friend. Apparently, we ignored their murdering, raping, pillaging, torturing, drug-selling, and all other crimes due to their anti-communist views. Makes me wonder what is so evil about communism that killing people...excuse me murdering women, men and children is justified....possibly another topic.
1. FULGENCIO BATISTA:
President of Cuba seized power via coup in 1932 overthrown in 1959 by Castro.
2. RAFAEL LEONIDAS TRUJILLO:
President of the Dominican Republic put in power by US in 1916 assassinated in 1961 by CIA.
3. FRANÇOIS & JEAN CLAUDE DUVALIER
Presidents-for-Life of Haiti Papa "Doc" and Baby "Doc" terrorized Haiti for 30 years.
4. MAXIMILIANO HERNANDEZ MARTINEZ
General of El Salvador seized power in 1931 and was kicked out of the country in 1944.
5. ANASTASIO SOMOZA, SR. AND JR.
Presidents of Nicaragua controlled, terrrorized, and destroyed Nicaraguans for 45yrs.
6. GENERAL EFRAIN RIOS MONT
President of Guatemala ruled from 1982 - 1983 short but bloody term.
7. ROBERTO SUAZO CORDOVA
President of Honduras 1978 to 1984.
8. GENERAL MANUEL NORIEGA
Chief of Defense Forces, Panama began his relationship with the US in 1976 and was indicted for drug charges in 1987.
9. VINICIO CEREZO
President of Guatemala elected in 1986 - 1990.
10. ALFREDO CRISTIANI
President of El Salvador from 1989 to 1994.
11. GENERAL HUMBERTO BRANCO
President of Brazil led military coup 1964 and ruled until 1985.
12. COLONEL HUGO BANZER
President of Bolivia military take over in 1971 remained in power until 1978
13. GENERAL JORGE RAFAEL VIDELA
President of Argentina, known for the "Dirty War" = state sponsored violence from 1970s to 1983.
14. ALFREDO STROESSNER
President-for-Life of Paraguay military coup 1954 ruled for 35 years.
15. GENERAL AUGUSTO PINOCHET
President of Chile...seized power from President Salvador Allende 1973 remained in power until 1990.
For this "test" you need to be able to match the Dictator with his Country.
If you'd like to read more about these men, their time in power, and their connection with the US check out the Friendly Dictators Trading Cards...yes...Trading Cards...that is pretty sad.
http://home.iprimus.com.au/korob/fdtcards/Cards_Index.html
SPA120 Class Notes 20 septiembre 10
Recap of class...next Voki assignment
Imagine I'm a non-English speaker and I'm coming into your office for the first time. With your Voki...Introduce yourself (I know you've already done this, but the more time you do it...the easier it is). Then ask me some questions... My name, my address, my phone number...
Here are some hints...
¿Cómo se llama usted? ko mo * say * ya ma * ooo stead What's your name? (formal)
¿Cómo se llama su...?
• employer empleador aim play ah door
• parents padres pa drays
• husband marido ma ree do
• wife esposa ace po sa
• pet mascota ma sco ta
¿Dónde trabaja usted? Dawn day * tra ba ha * ooo stead Where do you work? (formal)
¿Puedo ver su…? Pway doe * bear * sue …
• ID card tarjeta de identificación tar hay ta * day * ee dain tee fee ca see OWN
• Drivers license licencia de manejar lee sane cee ah * day * ma nay har
**¿Cuál es su número de teléfono? kwal * ace * sue * nEW mair oh * day * tay lAY phone oh
What is your phone number?
¿Qué es su número de teléfono? kay * ace * sue * nEW mair oh * day * tay lAY phone oh
What is your phone number?
**¿Cuál es su dirección? kwal * ace * su * dear ex see OWN What is your address?
¿Qué es su dirección? kay * ace * su * dear ex see OWN What is your address?
** side note... ¿Qué? vs ¿Cuál? I've heard native speakers say "¿Qué es...?" and "¿Cuál es...? Here are a few helpful hints to help you distinguish between the two.
Use Qué...
• To ask for a definition: ¿Qué es ....
• To ask about something where a choice is involved: ¿Qué te gusta más ... o ...?
• To express "what a....!"
• Before a noun: ¿Qué equipo te gusta?
Use Cuál...
• After de... which one of several: ¿Cuál de los equipos es el mejor?
• Before ser - when there are a ton of possibilities: ¿Cuál es la fecha?
If I think of more…I’ll share it.
Imagine I'm a non-English speaker and I'm coming into your office for the first time. With your Voki...Introduce yourself (I know you've already done this, but the more time you do it...the easier it is). Then ask me some questions... My name, my address, my phone number...
Here are some hints...
¿Cómo se llama usted? ko mo * say * ya ma * ooo stead What's your name? (formal)
¿Cómo se llama su...?
• employer empleador aim play ah door
• parents padres pa drays
• husband marido ma ree do
• wife esposa ace po sa
• pet mascota ma sco ta
¿Dónde trabaja usted? Dawn day * tra ba ha * ooo stead Where do you work? (formal)
¿Puedo ver su…? Pway doe * bear * sue …
• ID card tarjeta de identificación tar hay ta * day * ee dain tee fee ca see OWN
• Drivers license licencia de manejar lee sane cee ah * day * ma nay har
**¿Cuál es su número de teléfono? kwal * ace * sue * nEW mair oh * day * tay lAY phone oh
What is your phone number?
¿Qué es su número de teléfono? kay * ace * sue * nEW mair oh * day * tay lAY phone oh
What is your phone number?
**¿Cuál es su dirección? kwal * ace * su * dear ex see OWN What is your address?
¿Qué es su dirección? kay * ace * su * dear ex see OWN What is your address?
** side note... ¿Qué? vs ¿Cuál? I've heard native speakers say "¿Qué es...?" and "¿Cuál es...? Here are a few helpful hints to help you distinguish between the two.
Use Qué...
• To ask for a definition: ¿Qué es ....
• To ask about something where a choice is involved: ¿Qué te gusta más ... o ...?
• To express "what a....!"
• Before a noun: ¿Qué equipo te gusta?
Use Cuál...
• After de... which one of several: ¿Cuál de los equipos es el mejor?
• Before ser - when there are a ton of possibilities: ¿Cuál es la fecha?
If I think of more…I’ll share it.
Monday, September 20, 2010
La semana 20 de septiembre 10
Here's what's going on this week...
SPA111 Elementary Spanish 1
Let's get ready for a test next week on Lesson 5.
Keeping pushing on...it's almost over! Remember this is an 8week class...
SPA211
Siga leyendo "Tiempo Muerto" y conteste las preguntas a fines del cuento.
SPA141 Culture and Civilization
Question of the week: Does history repeat itself?
SPA120 Spanish for the Workplace
Welcome to.... This is what I do... How can I help you....
SPI114 Analytical Skills for Interpreting
Memorization Techniques
Latin American Dictators...might as well cause a little bit of trouble. ;)
SPA111 Elementary Spanish 1
- CONJUGATING -AR Verbs....WHOOOO HOOOO!!http://www.sampsoncc.edu/staff/mmoore/verbs.htm
- Interrogative and Negative Sentences http://www.sampsoncc.edu/staff/mmoore/interrogative_and_negative_sente.htm
Let's get ready for a test next week on Lesson 5.
- Comparisons and Superlatives http://www.sampsoncc.edu/staff/mmoore/comparative_and_superlative_adje.htm
- Pronouns as objects of prepositions http://www.sampsoncc.edu/staff/mmoore/pronouns_as_objects_of_prepositi.htm
Keeping pushing on...it's almost over! Remember this is an 8week class...
SPA211
Siga leyendo "Tiempo Muerto" y conteste las preguntas a fines del cuento.
SPA141 Culture and Civilization
Question of the week: Does history repeat itself?
- Galeano: Ch 2. King Sugar and Other Agricultural Monarchs
- Discuss/Compare: Motorcycle Diaries and CHE
- What's agrarian reform? What's land reform?
SPA120 Spanish for the Workplace
Welcome to.... This is what I do... How can I help you....
SPI114 Analytical Skills for Interpreting
Memorization Techniques
Latin American Dictators...might as well cause a little bit of trouble. ;)
Saturday, September 18, 2010
SPI114...Energy Drinks and "Guano"?
One of the things I love about the note-taking section of Analytical Skills of Interpreting is the freedom to talk about anything and everything. I found a very short article on Energy Drinks that triggered the question... Is it true that they use "guano" or bat poo in most energy drinks? Ewww, I hope not! So, we did some research.
Most energy drinks have "guarana" in them, which can easily be confused with "guano." So, the answer is NO, there is no bat poo in energy drinks. Which lead to the next question...What's guarana?
Basically, guarana is a plant most commonly found in the Amazon region, mainly in Brazil. It's known as an energy booster, and is rumored to contain twice as much caffeine as a coffee bean. You can find more about guarana at http://www.guarana.com/
Well, that made us wonder if energy drinks have caffeine AND guarana, which is 2x's the amount of caffeine, what else do they contain. We first went to http://www.energyfiend.com/energy-drink-ingredients
In a nut shell, there are more or less than 14 main ingredients in most energy drinks. Out of those 14 ingredients 3 of them...caffeine, guarana, and yerba mate are caffeine related. That peaked our interest and we decided to look into the different energy drinks and compare the amount of caffeine in each. As an avid coffee drinker, I love my caffeine! Pretty much we all know that caffeine stimulates the body and gives us that so needed "alert, I'm awake" feel. We also know that too much caffeine can cause problems such as sleeplessness, heart palpitations, headaches, nausea, and jitters. According to the sites we checked out the "too much" is more than 200mg of caffeine. On an average a cup of coffee contains 40 - 150mg of caffeine depending on whether it's brewed or instant.
We went to http://www.energyfiend.com/the-caffeine-database/ and were STUNNED to see the amount of caffeine in some of the name brand energy drinks.
Common brands mg of caffeine/oz:
Most energy drinks have "guarana" in them, which can easily be confused with "guano." So, the answer is NO, there is no bat poo in energy drinks. Which lead to the next question...What's guarana?
Basically, guarana is a plant most commonly found in the Amazon region, mainly in Brazil. It's known as an energy booster, and is rumored to contain twice as much caffeine as a coffee bean. You can find more about guarana at http://www.guarana.com/
Well, that made us wonder if energy drinks have caffeine AND guarana, which is 2x's the amount of caffeine, what else do they contain. We first went to http://www.energyfiend.com/energy-drink-ingredients
In a nut shell, there are more or less than 14 main ingredients in most energy drinks. Out of those 14 ingredients 3 of them...caffeine, guarana, and yerba mate are caffeine related. That peaked our interest and we decided to look into the different energy drinks and compare the amount of caffeine in each. As an avid coffee drinker, I love my caffeine! Pretty much we all know that caffeine stimulates the body and gives us that so needed "alert, I'm awake" feel. We also know that too much caffeine can cause problems such as sleeplessness, heart palpitations, headaches, nausea, and jitters. According to the sites we checked out the "too much" is more than 200mg of caffeine. On an average a cup of coffee contains 40 - 150mg of caffeine depending on whether it's brewed or instant.
We went to http://www.energyfiend.com/the-caffeine-database/ and were STUNNED to see the amount of caffeine in some of the name brand energy drinks.
Common brands mg of caffeine/oz:
- 5hr energy 69mg/oz
- Amp 8.9mg/oz
- Monster 10mg/oz
- Red Bull 9.5mg/oz
- Rockstar 10mg/oz
- Blood Energy Potion 23.5mg/oz
- Booty Sweat Energy Drink 9.5mg/oz
- Cocaine Energy Drink (yes, that's what it said) 33.3mg/oz (hmmm I wonder?)
- Crunk Sugar Free (extra giggle...health conscious!) 12.5mg/oz
- Pimp Juice 9.8mg/oz
- Whoop Ass 5.9mg/oz
- Fixxed Extreme 2352.9mg/oz
- DynaPep 571mg/oz
- 5150 Juice 500mg/oz
- Energy Catalyst 434.8mg/oz
Friday, September 17, 2010
SPA111 Ghetto Spanish
Here are the "ghetto" pronunciation tips for the Nuestras Clases lesson. Remember the pronunciation is in bold. I couldn't put the vocbulary in columns or a table, so chances are this is going to be lopsided. Hopefully you should still be able to figure it out.
Nombres
el (la) aguafiestas ah gwa fee ace tas spoilsport
el (la) amigo (a) ah me go friend
la asignatura ah seeg na tour ah course, subject
el aula aww la classroom
el café calf AY coffee
el dinero dee nair oh money
el horario de clases or air ee oh ** day *** cla says class schedule
el inglés ing lace english
el lunes loon ace monday
la leche lay chay milk
el miércoles me AIR co lace wednesday
la noche no chay night
la playa ply yah beach
el requisito ray key see toe required
la química key me ca chemistry
la tarde tar day afternoon
la taza ta sa cup
el vaso ba so glass
el verano bear ah no summer
la vida bee da life
el viernes bee air nace friday
Cognados
la biología bee oh low hee ah
la cafetería calf ay tay ree ah
cubanoamericano (a) coo bah no ah mair ee cah no
la física fee see cah
la historia ees tour ee ah
la idea ee day ah
internacional en tare nah see on al
julio who lee oh
la literatura lee tare ah tour ah
las matemáticas ma tay mAH tee cahs
el programa pro gram ah
la psicología see co low hee ah
puertorriqueño (a) pware to rrree kane yo
el semestre say may stray
septiembre sayp tee aim bray
la televisión tay lay bee see own
Otras palabras y expresiones
A Ah At (with time of day); to
¿A qué hora…? Ah * kay * or a… (At) What time…?
Además Ah day mAHs Besides
Aquí está Ah KEY * ace tAH Here it is
¿Cuántos (as)? kWAN toes How many?
De Day Of
Entonces Ain tone says Then
Este semestre Ace tay * say may stray This semester
Hay Eye There is, there are
Hoy Oy Today
Los (las) dos los dos Both
Mañana Man yahn ah Tomorrow
me voy May * boy I’m leaving
No vamos No * bah mos We’re not going
Pero Pair oh But
Por la tarde Pour * la * tar day In the afternoon
¿Por qué? Pour kAY Why?
Porque Pourkay Because
Pues Pways Then
que Kay Who, that
¿Qué? kAY What?
¿Qué hora es? kAY * or ah * ace What time is it?
Solamente, solo So la main tay , so lo Only
También Tahm be AIN Also, too
¿Verdad? Bear dah Right? True?
Y media Ee * may dee ah Half past
Ya es tarde Ya * ace * tar day It’s already late
Verbos
Conversar con bare sar To talk, to converse
Desear day say ar To wish, to want
Estudiar ace too dee ar To study
Hablar ah blar To speak
Necesitar nay say see tar To need
Terminar tare me nar To end, to finish, to get through
Tomar toe mar To take (a class); to drink
Trabajar trah bah har To work
Adjetivos
Aburrido (a) ah bore ree doe Boring
Bueno (a) bway no Good
Juntos(as) whoon toes Together
Nuestro(a) new ace trow Our
Nuevo(a) new ay bo New
Todos(as) toe dos All
Amplíe su vocabulario: Para pedir bebidas (ordering drinks)
Deseo una taza de Day say o * oo na * ta sa * day I want a cup of
Café Calf AY coffee
Té tAY hot tea
Chocolate caliente cho co la tay * ca lee ain tay hot chocolate
Café con leche calf AY * con * lay chay coffee with milk
Deseo un vaso de Day say o * oon * ba so * day I want a glass of
Agua con hielo Ah gwa * con * ee ay low ice water
Leche Lay chay milk
Cerveza Sair bay sa beer
Té helado, té frío tAY * ay la doe, tAY frEE oh iced tea
Deseo jugo de Day say oh * who go * day I want _____ juice
Manzana Mahn san ah Apple
Naranja Nah rahn ha Orange
Tomate Toe mah tay Tomato
Toronja Toe ron ha Grapefruit
Uvas Ooo bahs Grapes
Deseo una copa de vino Day say oh * oo na * c opa * day * be no I want a glass of ____ wine
Blanco Blan ko White
Rosado Row sah doe Rosé
Tinto Teen toe Red
Deseo una botella de agua mineral Day say oh * oo na * bow tay ya * day * Ah gwa * me nair all
I want a bottle of agua mineral
Más asignaturas
Las administración de empresas Ad me nee stra see OWN * day * aim pray sahs Business administration
La antropología An tro po lo hEE ah Anthropology
El arte Ar tay Art
Las ciencias políticas See ain see ahs * po lEE tee cahs Political science
La contabilidad Con tah bee lee dath Accounting
La danza aerobica Dan sa * air oh bee ca Aerobic dance
La geografía Hee oh graphEE ah Geography
La geología Hee oh lo hEE ah Geology
La informática Een for mA tee ca Computer science
La música mOO see ca Music
La sociología So see oh low hEE ah sociology
Nombres
el (la) aguafiestas ah gwa fee ace tas spoilsport
el (la) amigo (a) ah me go friend
la asignatura ah seeg na tour ah course, subject
el aula aww la classroom
el café calf AY coffee
el dinero dee nair oh money
el horario de clases or air ee oh ** day *** cla says class schedule
el inglés ing lace english
el lunes loon ace monday
la leche lay chay milk
el miércoles me AIR co lace wednesday
la noche no chay night
la playa ply yah beach
el requisito ray key see toe required
la química key me ca chemistry
la tarde tar day afternoon
la taza ta sa cup
el vaso ba so glass
el verano bear ah no summer
la vida bee da life
el viernes bee air nace friday
Cognados
la biología bee oh low hee ah
la cafetería calf ay tay ree ah
cubanoamericano (a) coo bah no ah mair ee cah no
la física fee see cah
la historia ees tour ee ah
la idea ee day ah
internacional en tare nah see on al
julio who lee oh
la literatura lee tare ah tour ah
las matemáticas ma tay mAH tee cahs
el programa pro gram ah
la psicología see co low hee ah
puertorriqueño (a) pware to rrree kane yo
el semestre say may stray
septiembre sayp tee aim bray
la televisión tay lay bee see own
Otras palabras y expresiones
A Ah At (with time of day); to
¿A qué hora…? Ah * kay * or a… (At) What time…?
Además Ah day mAHs Besides
Aquí está Ah KEY * ace tAH Here it is
¿Cuántos (as)? kWAN toes How many?
De Day Of
Entonces Ain tone says Then
Este semestre Ace tay * say may stray This semester
Hay Eye There is, there are
Hoy Oy Today
Los (las) dos los dos Both
Mañana Man yahn ah Tomorrow
me voy May * boy I’m leaving
No vamos No * bah mos We’re not going
Pero Pair oh But
Por la tarde Pour * la * tar day In the afternoon
¿Por qué? Pour kAY Why?
Porque Pourkay Because
Pues Pways Then
que Kay Who, that
¿Qué? kAY What?
¿Qué hora es? kAY * or ah * ace What time is it?
Solamente, solo So la main tay , so lo Only
También Tahm be AIN Also, too
¿Verdad? Bear dah Right? True?
Y media Ee * may dee ah Half past
Ya es tarde Ya * ace * tar day It’s already late
Verbos
Conversar con bare sar To talk, to converse
Desear day say ar To wish, to want
Estudiar ace too dee ar To study
Hablar ah blar To speak
Necesitar nay say see tar To need
Terminar tare me nar To end, to finish, to get through
Tomar toe mar To take (a class); to drink
Trabajar trah bah har To work
Adjetivos
Aburrido (a) ah bore ree doe Boring
Bueno (a) bway no Good
Juntos(as) whoon toes Together
Nuestro(a) new ace trow Our
Nuevo(a) new ay bo New
Todos(as) toe dos All
Amplíe su vocabulario: Para pedir bebidas (ordering drinks)
Deseo una taza de Day say o * oo na * ta sa * day I want a cup of
Café Calf AY coffee
Té tAY hot tea
Chocolate caliente cho co la tay * ca lee ain tay hot chocolate
Café con leche calf AY * con * lay chay coffee with milk
Deseo un vaso de Day say o * oon * ba so * day I want a glass of
Agua con hielo Ah gwa * con * ee ay low ice water
Leche Lay chay milk
Cerveza Sair bay sa beer
Té helado, té frío tAY * ay la doe, tAY frEE oh iced tea
Deseo jugo de Day say oh * who go * day I want _____ juice
Manzana Mahn san ah Apple
Naranja Nah rahn ha Orange
Tomate Toe mah tay Tomato
Toronja Toe ron ha Grapefruit
Uvas Ooo bahs Grapes
Deseo una copa de vino Day say oh * oo na * c opa * day * be no I want a glass of ____ wine
Blanco Blan ko White
Rosado Row sah doe Rosé
Tinto Teen toe Red
Deseo una botella de agua mineral Day say oh * oo na * bow tay ya * day * Ah gwa * me nair all
I want a bottle of agua mineral
Más asignaturas
Las administración de empresas Ad me nee stra see OWN * day * aim pray sahs Business administration
La antropología An tro po lo hEE ah Anthropology
El arte Ar tay Art
Las ciencias políticas See ain see ahs * po lEE tee cahs Political science
La contabilidad Con tah bee lee dath Accounting
La danza aerobica Dan sa * air oh bee ca Aerobic dance
La geografía Hee oh graphEE ah Geography
La geología Hee oh lo hEE ah Geology
La informática Een for mA tee ca Computer science
La música mOO see ca Music
La sociología So see oh low hEE ah sociology
Wednesday, September 15, 2010
Monday, September 13, 2010
New Week
SPA111: Elementary Spanish 1
Test: 14 sept 10
SPA112: Elementary Spanish 2
No class 15 sept 10, assignment is on blackboard due NLT midnight 17 sept 10.
Review:
1. Ser vs Estar http://www.sampsoncc.edu/staff/mmoore/ser_and_estar.htm
2. Stem-Change Verbs (e-ie) http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
** Be ready to discuss on Monday Comparisons and Superlatives (talking about people)**
http://www.sampsoncc.edu/staff/mmoore/comparative_and_superlative_adje.htm
SPA181/281: Spanish Labs
Continue working at your pace.
SPA211: Intermediate Spanish 1
Leen "Tiempo Muerto"
La estructura:
SPA120: Spanish for the Workplace
Vokis and Common Phrases Everyone Should Know in the Workplace
SPA141: Culture and Civilization
CHE part 2
Galeano: King Sugar and Other Agricultural Monarchs
Pablo Neruda (who I love) The United Fruit Company http://bit.ly/NerudaUFC
SPI114: Analytical Skills for Spanish Interpreting
If we stay on track... IF (always a big IF), then we'll try to listen and practice note-taking skills.
http://www.laits.utexas.edu/spe/
This should keep up busy, for the week!
MLMoore
Test: 14 sept 10
SPA112: Elementary Spanish 2
No class 15 sept 10, assignment is on blackboard due NLT midnight 17 sept 10.
Review:
1. Ser vs Estar http://www.sampsoncc.edu/staff/mmoore/ser_and_estar.htm
2. Stem-Change Verbs (e-ie) http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
** Be ready to discuss on Monday Comparisons and Superlatives (talking about people)**
http://www.sampsoncc.edu/staff/mmoore/comparative_and_superlative_adje.htm
SPA181/281: Spanish Labs
Continue working at your pace.
SPA211: Intermediate Spanish 1
Leen "Tiempo Muerto"
La estructura:
- http://www.sampsoncc.edu/staff/mmoore/past_participles.htm
- http://www.sampsoncc.edu/staff/mmoore/preteritoperfecto.htm
- http://www.sampsoncc.edu/staff/mmoore/preterimperf.htm
- http://www.sampsoncc.edu/staff/mmoore/subjunctive.htm
- http://www.sampsoncc.edu/staff/mmoore/usos_de_las_preposiciones_a.htm
- http://www.sampsoncc.edu/staff/mmoore/mandatos.htm
SPA120: Spanish for the Workplace
Vokis and Common Phrases Everyone Should Know in the Workplace
SPA141: Culture and Civilization
CHE part 2
Galeano: King Sugar and Other Agricultural Monarchs
Pablo Neruda (who I love) The United Fruit Company http://bit.ly/NerudaUFC
SPI114: Analytical Skills for Spanish Interpreting
If we stay on track... IF (always a big IF), then we'll try to listen and practice note-taking skills.
http://www.laits.utexas.edu/spe/
This should keep up busy, for the week!
MLMoore
Wednesday, September 8, 2010
SPA120 and Pronunciation Help
Below are some resources to help you practice your pronunciation. The best way to improve your Spanish speaking skills is to practice.
StudySpanish.com is an excellent site. Don't pay for anything, utilize as many of the free options that are available. http://www.studyspanish.com/pronunciation/
Voki is an avatar that you can use to practice your Spanish. It's free to register and with a microphone you can record and upload your voice. Listening to yourself speak Spanish is a great way to practice and improve. http://www.voki.com/
There are tons of free Spanish Podcasts that you can take advantage of on the internet. The one we listened to in class was Discover Spanish with host Johnny Spanish (cheesy, I know), but it was clear and easy to understand. Free also helps. http://www.discoverspanish.com/podcast.php
I hope this helps!
Ciao,
MLMoore
StudySpanish.com is an excellent site. Don't pay for anything, utilize as many of the free options that are available. http://www.studyspanish.com/pronunciation/
Voki is an avatar that you can use to practice your Spanish. It's free to register and with a microphone you can record and upload your voice. Listening to yourself speak Spanish is a great way to practice and improve. http://www.voki.com/
There are tons of free Spanish Podcasts that you can take advantage of on the internet. The one we listened to in class was Discover Spanish with host Johnny Spanish (cheesy, I know), but it was clear and easy to understand. Free also helps. http://www.discoverspanish.com/podcast.php
I hope this helps!
Ciao,
MLMoore
SPI114 and Immigration Services
Every now and then, I get off track in class and we end up discussing and learning something completely different than what was planned. Fortunately, the information that we learn is so rewarding or interesting, that no one complains about the detour. Today was a prime example.
One of my students is from Panama. We were discussing the Immigration Issue in Arizona, when she shared that she travels home to Panama every year to apply for a visa for her father to visit for Christmas break. Every year she completes forms and pays $150 for the travel visa. For the last 15 yrs, she has missed "something" in her application. First, it was financial statements for her and her husband in the US, then it was financial statements for her father. She needed medical history, work history, criminal records, and the list continues. Each year something new was added and each year she was denied. Her father is in his late 60's...almost 70! He wants to spend Christmas with his family and then return home! He doesn't want to stay. I was amazed. I heard stories before of the problems people have trying to enter the US legally and each story saddens me. You have people who COMPLAIN about illegal immigrants, then when you see the paperwork required and MONEY needed to become legal...I'm thinking, I might be illegal too.
So, out of curiosity, we went to the US Citizenship and Immigration Services web page. Good Night Louise! The FEES to apply for residency, citizenship and other things that I don't even understand are outrageous!
If you get a chance, check out the Fee Chart on the website. I'm interested in what you think.
http://bit.ly/FilingFees
Ciao,
MLMoore
One of my students is from Panama. We were discussing the Immigration Issue in Arizona, when she shared that she travels home to Panama every year to apply for a visa for her father to visit for Christmas break. Every year she completes forms and pays $150 for the travel visa. For the last 15 yrs, she has missed "something" in her application. First, it was financial statements for her and her husband in the US, then it was financial statements for her father. She needed medical history, work history, criminal records, and the list continues. Each year something new was added and each year she was denied. Her father is in his late 60's...almost 70! He wants to spend Christmas with his family and then return home! He doesn't want to stay. I was amazed. I heard stories before of the problems people have trying to enter the US legally and each story saddens me. You have people who COMPLAIN about illegal immigrants, then when you see the paperwork required and MONEY needed to become legal...I'm thinking, I might be illegal too.
So, out of curiosity, we went to the US Citizenship and Immigration Services web page. Good Night Louise! The FEES to apply for residency, citizenship and other things that I don't even understand are outrageous!
- Do you know there is a fee for an "Application for Advance Processing of Orphan Petition"? $670!
- How about a fee "to Adjust Status from Temporary to Permanent Resident"? $1370
- My favorite "Application for Action on an Approved Application or Petition" $340
If you get a chance, check out the Fee Chart on the website. I'm interested in what you think.
http://bit.ly/FilingFees
Ciao,
MLMoore
Try this again!
I tried this blogging thing once before, and while I LOVED it, I found it hard to be consistent. With all of the classes I have this semester I'm actually thinking that this time may be better. In this one place I can update ALL of my classes at once. Seems to make sense...let's see what happens. I'm also going to be playing around with sound. Along with my notes, I'm hoping to add audio of my SPA111 and SPA112 classes. I'm also going to learn how to use the "Voki" avatar. I think I can use it so that you'll hear pronunciation of words, but wouldn't it FABULOUS if YOU can use it too...to talk to me! SWEETNESS!!
Below you'll see the schedule for my classes:
SPA181/SPA281 Spanish Labs:
Continue working at your pace. I'll have grades updated for Module 1, by Monday, 13 Sept 2010
SPA111:
STUDY! We will review on Thursday, 9 Sept 2010 and have our first test on Tuesday, 14 September 2010. Lesson 1: Bienvenidos
SPA112:
We reviewed Present Tense Conjugations http://www.sampsoncc.edu/staff/mmoore/verbs.htm
We compared Ser vs Estar http://www.sampsoncc.edu/staff/mmoore/ser_and_estar.htm
I introduced Stem-Change Verbs: e-ie http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
SPI114:
Practice Note Techniques while listening to native speakers. http://www.laits.utexas.edu/spe/
SPA120:
Go over list of Most Common Phrases
SPA141:
Galeano: Lust for Gold, Lust for Silver
SPA211:
Finish Rosamunda
Below you'll see the schedule for my classes:
SPA181/SPA281 Spanish Labs:
Continue working at your pace. I'll have grades updated for Module 1, by Monday, 13 Sept 2010
SPA111:
STUDY! We will review on Thursday, 9 Sept 2010 and have our first test on Tuesday, 14 September 2010. Lesson 1: Bienvenidos
SPA112:
We reviewed Present Tense Conjugations http://www.sampsoncc.edu/staff/mmoore/verbs.htm
We compared Ser vs Estar http://www.sampsoncc.edu/staff/mmoore/ser_and_estar.htm
I introduced Stem-Change Verbs: e-ie http://www.sampsoncc.edu/staff/mmoore/stem_changing_verbs.htm
SPI114:
Practice Note Techniques while listening to native speakers. http://www.laits.utexas.edu/spe/
SPA120:
Go over list of Most Common Phrases
SPA141:
Galeano: Lust for Gold, Lust for Silver
SPA211:
Finish Rosamunda
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