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 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!

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

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

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
  • 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.
Personal a: In Spanish, whenever you have a verb followed by a person, you have to use the “personal a.” The "personal a" does not translate into English. Think of the “personal a” as a signal for the direct object. Who is he acquainted with (does he know)? Pablo Neruda

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
  • 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
Agrarian Reform - Agrarian reform can refer either, narrowly, to government-initiated or government-backed redistribution of agricultural land (see land reform) or can refer more broadly to an overall redirection of the agrarian system of the country, which often includes land reform measures. ...

 
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
  • 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
 Pascual Orozco
  • educated, business man
  • fought in the northern part of Mexico
  • gain support from the people, which caused "drama" between him and Madero
Pancho Villa
  • 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
Victoriano Huerta
  • 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
Venustiano Carranza
  • politician, warlord, general
  • initially joined forces with Madero
http://youtu.be/sAc5p68U6oI

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....

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

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.
  • this flower is beautiful
  • that tree is tall
  • these pears are juicy
  • those bananas are green
B. Demonstrative Pronouns: (this, that, these, those) represents a thing or things that are near in distance or time, or far in distance or time.
  • this is beautiful
  • that is tall
  • these are juicy
  • those are green
My notes: http://www.sampsoncc.edu/staff/mmoore/demonstrative_adjectives.htm

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.
My notes: http://www.sampsoncc.edu/staff/mmoore/reflexive_verbs.htm

D. Indirect and Direct Objects: (me, you, him, her, it, us, them)
  1. Direct Object Pronouns are pronouns that represent the nouns directly acted upon by the verb. It answers the question What? or Who?
  2. 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
My notes:
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
Past Continuous is used: (was/were + present participle)
  • Interrupted Action in the past
  • Specific Time as an interruption
  • Parallel Actions
  • Atmosphere
  • Repetition and Irritation with "always"
My notes:
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?

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

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?
  • 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)
Side Note: Juan Peron was widowed. I couldn't remember that in class. His first wife died of cancer in 1938.
  • 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...
Side Note: I probably should have defined "Peronism" or "Justicialismo" before I provided the facts...

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...
  1. 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?
  2. 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?
  3. 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?
Here's a video that gives a quick synopsis of her life and you'll get to her voice...I think it's cool.
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">
VOLVER: Movie Trailer. Watch more top selected videos about: Carmen Maura, Yohana Cobo
 
SPI114 Analytical Skills of Interpreting
Speeches... en español, trabajamos como consulta a intérpretes.