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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.04%3A_Time-of-Flight
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4.4: Time-of-Flight
Time-of-Flight. The time-of-flight (TOF) mass analyzer separates ions in time as they travel down a flight tube (Figure \(\PageIndex{1}\)). This is a very simple mass spectrometer that uses fixed voltages and does not require a magnetic field. The greatest drawback is that TOF instruments have poor mass resolution, usually less than 500 . These instruments have high transmission efficiency, no upper m/z li mit, very low detection limits, and fast scan rates. For some applications these advantages outweigh the low resolution. Recent developments in pulsed ionization techniques and new instrument designs with improved resolution have renewed interest in TOF-MS. (1)
In the source of a TOF analyzer, a packet of ions is formed by a very fast (ns) ionization pulse. These ions are accelerated into the flight tube by an electric field (typically 2-25 kV) applied between the backing plate and the acceleration grid. Since all the ions are accelerated across the same distance by the same force, they have the same kinetic energy. Because velocity \((v)\) is dependent upon the kinetic energy, Equation \(\PageIndex{1}\) shows \(\left(\mathrm{E}_{\text {kinetic }}\right)\) and mass \((m)\) lighter ions will travel faster.
\[\mathrm{E}_{\text {kinetic }}=\frac{1}{2} m v^{2} \nonumber \]
\(\mathrm{E}_{\text {kinetic }}\) is determined by the acceleration voltage of the instrument \((\mathrm{V}\) ) and the charge of the ion (e \(\times z)\) . Equation \(\PageIndex{2}\) rearranges to give the velocity of an ion \((v)\) as a function of acceleration voltage and m/z value.
\[v=\sqrt{\frac{2 \mathrm{~V} \times \mathrm{e}}{m / z}} \nonumber \]
After the ions accelerate, they enter a 1 to 2 meter flight tube. The ions drift through this field free region at the velocity reached during acceleration. At the end of the flight tube they strike a detector. The time delay ( \(\mathrm{t}\) ) from the formation of the ions to the time they reach the detector dependents up on the length of the drift region (L), the mass to charge ratio of the ion, and the acceleration voltage in the source.
\[\mathrm{t}=\frac{\mathrm{L}}{\sqrt{\sqrt{2 \times \mathrm{C} \times}}} \sqrt{m / z} \nonumber \]
Equation \(\PageIndex{3}\) shows that low m/z ions will reach the detector first. The mass spectrum is obtained by measuring the detector signal as a function of time for each pulse of ions produced in the source region. Because all the ions are detected, TOF instruments have very high transmission efficiency which increases the \(\mathrm{S} / \mathrm{N}\) level.
References
- Cotter, R.J. Anal. Chem. 1992 , 64 , 1027A-1039A.
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libretexts
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2025-03-17T19:54:46.726769
| 2022-05-04T15:04:18 |
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.04%3A_Time-of-Flight",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "4.4: Time-of-Flight",
"author": "Scott Van Bramer"
}
|
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.05%3A_Quadrupole_Ion_Trap
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4.5: Quadrupole Ion Trap
Quadrupole Ion Trap. (1, 2, 3)
The Quadrupole ion storage trap mass spectrometer (QUISTOR) is a recently developed mass analyzer with some special capabilities. Several commercial instruments are available and this analyzer is becoming more popular. QUISTORs are very sensitive, relatively inexpensive, and scan fast enough for GC/MS exp eriments. The sensitivity of the QUISTOR results from trapping and then analyzing all the ions produced in the source. Since all the ions are detected, the \(\mathrm{S} / \mathrm{N}\) is high.
The QUISTOR consists of a doughnut shaped ring electrode and two endcap electrodes. A cutaway view of this arrangement is shown in Figure \(\PageIndex{1}\). A combination of RF and DC voltages is applied to the electrodes to create a quadrup ole electric field similar to the electric field for the quadrupole mass analyzer. This electric field traps ions in a potential energy well at the center of the analyzer. The mass spectrum is acquired by scanning the RF and DC fields to destabilize low mass to charge ions. These destabilized ions are ejected through a hole in one endcap electrode and strike a detector. The mass spectrum is generated by scanning the fields so that ions of increasing \(m / z\) value are ejected from the cell and detected. The trap is then refilled with a new batch of ions to acquire the next mass spectrum. The mass resolution of the ion trap is increased by adding a small amount \(0.1 \mathrm{~Pa}\left(10^{-3}\right.\) torr \()\) of Helium as a bath gas. Collisions between the analyte ions and the inert bath gas dampen the motion of the ions and increases the trapping efficiency of the analyzer.
References
- Allison, J.; Stepnowski, R.M. Anal. Chem. 1987 , 59 , 1072A-1088A.
- McLuckey, S.; Van Berkel, G.; Goeringer, D.; Glish, G. Anal. Chem. 1994 , 66 , 689A-695A.
- McLuckey, S.; Van Berkel, G.; Goeringer, D.; Glish, G. Anal. Chem. 1994 , 66 , 737A-743A.
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| 2022-05-04T15:04:19 |
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"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.05%3A_Quadrupole_Ion_Trap",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "4.5: Quadrupole Ion Trap",
"author": "Scott Van Bramer"
}
|
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.06%3A_Ion_Cyclotron_Resonance
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4.6: Ion Cyclotron Resonance
Ion Cyclotron Resonance. (1, 2, 3) The Ion Cy clotron Resonance (ICR) mass spectrometer uses a superconducting magnet to trap ions in a small sample cell. This type of mass analyzer has extremely high mass resolution (ca. \(10^{9}\) ) and is also useful for tandem mass spectrometry experiments. These instruments are very expensive and are typically used for specialized research applications. The ICR traps ions in a magnetic field that causes ions travel in a circular path (Figure \(\PageIndex{1}\)). This is similar to the path of an ion in a magnetic sector, but the ions are not traveling as fast and the magnetic field is stronger. As a result the ions are contained in the small volume of the trap.
The ion’s cyclotron frequency \((\omega)\) , is the angular frequency * of an ion’s orbit. Equation \(\PageIndex{1}\) shows this frequency is determined by the magnetic field strength \((B)\) and the m/z value of the ion.
\[\omega=\frac{\mathrm{B} \times \mathrm{e}}{m / z} \nonumber \]
After ions are trapped in this cell they are detected by measuring the signal at this cyclotron frequency. This signal is measured by placing electrodes on each side of the ions circular orbit. An RF voltage is applied to the transmitter electrodes at the cyclotron frequency of the ion of interest. This RF energy moves ions at the applied frequency to a larger orbit. As these ions travel around the ICR cell they are close enough to the receiver electrodes to induce a capacitive current. This capacitive current oscillates at the cyclotron frequency and is detected as the signal.
The ICR is also used as a Fourier Transform Mass Spectrometer (FT-MS). Instead of using a single excitation frequency, a fast RF pulse is applied to the transmitter electrodes. This simultaneously excites all the ions and produces a signal at the cyclotron frequency of each m/z ion present. This signal is similar to the Free Induction Decay (FID) produced in an FT-NMR experiment. A complete mass spectrum is obtained by using the Fourier transform to convert this signal from the time domain to the frequency domain.
* The angular frequency \((\omega)\) is in radians per second. The unit Hertz (Hz) is in cycles per second where there are \(2 \mathrm{\pi}\) radians per cycle.
References
- Allison, J.; Stepnowski, R.M. Anal. Chem. 1987 , 59 , 1072A-1088A.
- Wilkins, C.L.; Gross, M.L. Anal. Chem. 1981 , 53 , 1661A-1676A.
- Buchanan, M.V.; Hettich, R.L. Anal. Chem. 1993 , 65 , 245A-259A.
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2025-03-17T19:54:46.841295
| 2022-05-04T15:04:21 |
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"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.06%3A_Ion_Cyclotron_Resonance",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "4.6: Ion Cyclotron Resonance",
"author": "Scott Van Bramer"
}
|
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.07%3A_Self-Test_2
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4.7: Self-Test #2
Self-Test #2: Which mass analyzer is appropriate for the following analysis:
- Routine analysis of drug testing samples
- Analysis of small, 2000 dalton, peptides
- Analysis of 50,000 dalton polymers
- High sensitivity for detecting chemical warfare agents
- High resolution analysis.
- Answer
-
Self-Test #2: Which mass analyzer would be appropriate for the following analysis:
1) Routine analysis of drug testing samples. A quadrupole mass analyzer would provide the necessary mass range and resolution. It is also fast enough for use with high resolution chromatography.
2) Analysis of small, 2000 dalton, proteins. This will push the limits of a quadrupole (unless electrospray ionization is used to create multiply charged ions). A sector instrument with FAB ionization would work well.
3) Analysis of polymers up to 50,000 dalton. The value of singly charged ions is probably to high for a sector instrument (It might work with electrospray ionization to form multiply charged ions). A TOF analyzer does not have any mass limit so it would be ideal for this analysis.
4) High sensitivity testing for chemical warfare agents. For this experiment the high sensitivity of a QUISTOR would be beneficial.
5) High resolution analysis. This is usually done with a double focusing sector instrument, although even higher resolution is possible with an ICR.
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| 2022-05-04T15:04:22 |
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/04%3A_MASS_ANALYZERS/4.07%3A_Self-Test_2",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "4.7: Self-Test #2",
"author": "Scott Van Bramer"
}
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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/05%3A_MASS_SPECTROMETER_SYSTEMS
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5: MASS SPECTROMETER SYSTEMS
Deciding the appropriate sample introduction system, ionization technique, and mass analyzer are the major variables in deciding what type of mass spectrometer to use. Operating a mass spectrometer also requires understanding how these are integrated into an operating spectrometer system for acquiring and processing mass spectra. The details of how the data acquisition system work will vary from instrument to instrument and from one manufacturer to another. However, the basics will include control over the vacuum system, the source region, the mass analyzer and the detector.
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2025-03-17T19:54:46.955857
| 2022-05-04T14:58:27 |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/05%3A_MASS_SPECTROMETER_SYSTEMS",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "5: MASS SPECTROMETER SYSTEMS",
"author": "Scott Van Bramer"
}
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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION
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6: INTERPRETATION
Although mass spectrometry is a very sensitive instrumental technique, there are other techniques with picogram detection limits. In addition to sensitivity, however, mass spectrometry also is also useful for identifying the chemical structure of this picogram sample. Since the mass spectrum is a fingerprint of the molecular structure, comparison to a computer databases can be used to identify an unknown compound. This is often done using Probability Based Matching (PBM), a popular pattern recognition technique. Although these computer searches are convenient and powerful, it is important to understand how to interpret a mass spectrum. A computer only compares the unknown spectrum to the library spectra and offers a selection of compounds in the database that produce similar spectra. This computer search is very useful and it makes interpretation much easier, but there are limits to the computer search.
Molecular structure is important for understanding mass spectral interpretation. To get the most from this section, draw out the structures of the molecules discussed. During the discussion find which bonds break and calculate the mass of the fragments. Actively reading this section will result in a much greater understanding of and appreciation for mass spectrometry. You can interpret the spectrum but it will take some effort. One common mistake made in mass spectrometry is to blindly trust the results of a computer library match. You need to learn how to interpret and understand the mass spectrum to effectively use these computer searches. This section should help you get started.
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| 2022-05-04T14:58:30 |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "6: INTERPRETATION",
"author": "Scott Van Bramer"
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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.01%3A_Molecular_Ion
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6.1: Molecular Ion
Molecular Ion
The molecular ion provides the molecular mass of the analyte and is the first clue used to interpret a mass spectrum. The mass to charge ratio of the molecular ion is based up on the mass of the most abundant isotope for each element in the molecule. This is not the relative atomic mass from the periodic table. Since many mass spectrometers have unit mass resolution, the isotope mass is normally rounded to the nearest whole number, this is called the nominal mass. For example the molecular ion for CHBr 3 is observed at 250 m/z ;(12 + 1 + 3 \(\times\) 79)=250) , not at the relative molecular weight of 253. The mass of the molecular ion is based upon the mass of the isotope with the highest natural abundance. The most common bromine isotope is 79 Br . Do not use the weighted average atomic weight for Br (79.9) which is based upon the natural abundance of 79 Br and 81 Br . The mass spectrum of CHBr 3 includes ions for all the naturally occurring isotopes and the intensity of each peak depends upon the probability for that combination of isotopes. These patterns are discussed in detail in the section on isotope abundance.
In many mass spectra, the molecular ion is easily identified as the ion with the highest mass to charge ratio. However, this assignment should be made with caution because the highest mass to charge ion may be an impurity, an isotope of the molecular ion, or a fragment. Many compounds fragment easily and no molecular ion is observed in the 70 eV EI spectrum. It is important to clarify that the molecular ion IS NOT necessarily the ion with the greatest abundance, the ion with the greatest abundance is called the base peak. The base peak is the peak with the greatest abundance. The mass spectrum is usually normalized so that this peak has an intensity of 100.
A list of molecular ion characteristics are in Table \(\PageIndex{1}\) to help you identify them in a mass spectrum. Low energy EI, where the ionization energy is reduced, often increases in intensity of the molecular ion. Chemical Ionization, CI, is also useful for identifying the molecular ion since the the adduct ion is often more stable than the radical cation produced by electron ionization. The adduct ion is often formed by protonating the analyte to form \((\mathrm{M}+\mathrm{H})\) and is observed at a mass to charge ratio of M+1 .
| The mass to charge ratio must correspond to a reasonable molecular formula with the proper isotope abundance. |
| Most compounds have an even molecular mass. The one common exception to this is the "Nitrogen Rule" discussed below. |
| The Nitrogen Rule: Any compound with an odd number of nitrogen atoms will have an odd molecular mass. Any compound with an even number of nitrogen atoms (including zero) will have an even molecular mass. This is because nitrogen is the only common atom where the most common isotope has an odd valence and an even mass. For example: the molecular ion for CH 4 is observed at 16 m/z , the molecular ion for NH 3 is observed at 17 m/z , and the molecular ion for N 2 H 4 is observed at 32 m/z . |
| If a peak is the molecular ion, the next highest mass fragment must correspond to the loss of a possible neutral fragment. For example, a peak that corresponds to loss of 5 u from the molecular ion is highly unlikely |
Figure \(\PageIndex{1}\) shows the mass spectrum of acetone (CH 3 COCH 3 ). The molecular ion is clearly shown at 58 m/z (12 x 3 + 6 x 1 + 16 = 58). The base peak is at 43 m/z and corresponds to loss of 15 m/z from the intact molecule, this is caused by breaking a C-C bond for loss of a CH 3 • radical to give CH 3 CO + at 43 m/z (12 x 2 + 3 x 1 + 16 = 43). The mass spectrum also includes several other minor peaks - the peak at 59 m/z is caused by the small abundance of C-13 that gives a small fraction of the acetone molecules a mass of 59; the peak at 15 m/z is caused by the CH 3 fragment retaining the charge when the C-C bond breaks. These fragmentation and isotope patterns are discussed in more detail in the following sections.
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2025-03-17T19:54:47.212540
| 2022-05-04T15:04:25 |
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.01%3A_Molecular_Ion",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "6.1: Molecular Ion",
"author": "Scott Van Bramer"
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|
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.02%3A_Fragmentation
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6.2: Fragmentation
Fragmentation
Although the molecular ion is useful for identification, it does not provide any structural information about an unknown. The structural information is obtained from the fragmentation patterns of the mass spectrum. Identifying an unknown without analyzing the fragmentation patterns is like putting together a jigsaw puzzle without the picture. Fragmentation patterns are often complex, but they fit together like pieces of the puzzle to identify the structure of the molecule.
After a molecule is ionized, the molecular ion retains the excess ionization energy. If this excess energy is greater than the energy required to break a chemical bond, the molecule can fragment. The fragmentation processes are typically categorized as direct cleavage where a single bond is broken or rearrangement where bonds are broken and created simultaneously (Figure \(\PageIndex{1}\) ).
The molecular ion formed by electron ionization is an odd electron ion, a radical species with an unpaired electron. These ions are formed by removing a lone pair electron or a bonding electron from a molecule during ionization. For example, water is ionized by removing a non-bonding electron from oxygen to produces \(\mathrm{H}_{2} \mathrm{O}^{+1}\) . This is an example of an odd electron ion. Odd electron ions have an even mass to charge value. The exception to this is if the ion has an odd number of nitrogen atoms. Calculate the mass to charge value for some molecular ions to verify this statement.
When a molecular ion fragments by direct cleavage a single bond is broken to produce two fragments. This usually separates the charge and the radical of the molecular ion. Direct cleavage produces an even electron ion, AB + , and a neutral odd electron radical, CD • . The even electron ion is detected at an odd mass to charge value (assuming no nitrogen) and since the radical is a neutral fragment it is not observed in the mass spectrum. Even electron ions have all paired electrons. An example of this was shown in the mass spectrum of acetone where the molecular ion, CH 3 –CO–CH 3 +• , fragments to form CO–CH 3 + - an even electron ion observed at an 43 m/z . The radical CH 3 • has an odd mass but since it is neutral this fragment is not observed in the mass spectrum. It is possible for the charge and radical species to switch. As a result, cleavage of CH 3 –CO–CH 3 +• can also form CH 3 + which is an even electron ion observed at 15 m/z , an odd mass. The radical formed by this cleavage, CO–CH 3 • , would not be observed. In the mass spectrum of acetone the 43 m/z peak is much larger than the 15 m/z peak, so the formation of CO–CH 3 + at 43 m/z is clearly favored. When you are interpreting mass spectra look for possible cleavage fragments but keep in mind that either or both of the fragments may be observed in the mass spectrum.
Rearrangements are more complex reactions that involve both making and breaking bonds. These reactions are thermodynamically favorable because they require less energy. However they also require a concerted mechanism that is not as kinetically favorable when compared to a simple cleavage reaction. Rearrangement ions are easily identified because they are observed as odd electron ions with an even m/z value. These fragments often provide important clues about the location and identity of certain functional groups. Rearrangements are discussed in more detail in the next section.
The mass spectra of 4 different \(\mathrm{C}_{4} \mathrm{H}_{10} \mathrm{O}\) isomers are shown in Figures 16 - 19. These spectra show how cleavage patterns help to identify the structure of a compound. It is important to remember that determining the molecular formula is just the first step in interpretation of mass spectra.
1-Butanol
At this point get a piece of scratch paper, draw a Lewis dot structure for 1-butanol, find the mass of the molecular ion, break some bonds and find the mass of some possible fragments. Then look to see which of these fragments are observed in the mass spectrum. This exercise will take some time, but the practice will help you learn how to interpret mass spectra. After you have some possibilities, take a look at Figure \(\PageIndex{2}\) and see what you can find.
For 1-butanol the molecular ion should be observed at 74 m/z (4x12 + 10x1 + 1x16 = 74). There is a very small peak at this location, which is not unusual alcohols - and many other compound classes. If you look at the mass spectra for a large number of alcohols you will notice that they often show little or no molecular ion intensity. This makes interpreting their spectra challenging and IR spectra - which very clearly show OH functional groups - compliment mass spectra by helping to identify these functional groups. If you know from the IR that a compound is an alcohol you can be careful about identifying the molecular ion, knowing that it may not be observed.
Next look at possible cleavage fragments from the molecular ion. One possibility is loss of a hydrogen to give 73 m/z . There is a small peak at 73 m/z in the mass spectrum - that indicates that this fragmentation is possible but it is is not common. The same is also true for loss of OH • - which is observed with a small peak at 57 m/z (74 - 17). The next loss is alpha-clevage, breaking the C-C bond next to the OH functional group, to form CH 2 OH + , observed at 31 m/z (CH 2 OH + ) or the compliment, CH 3 CH 2 CH 2 + , observed at 43 m/z . Since the charge could be retained by either fragment both are observed in the spectrum. Alpha-cleavage is a common fragmentation pattern for alcohols, so observing a peak at 31 m/z is useful for identifying primary alcohols.
The 1-butanol spectrum also has a major peak at 56 m/z . This is an even mass ion so it is not formed by breaking a single bond. Looking at the loss from the molecular ion to this fragment (74 - 56 = 18) is a clue to the identity. Alcohols often undergo loss of water (H 2 O - 18 m/z , so 56 m/z is a likely peak for 1-butanol. This rearrangement is favorable because water is very stable and the resulting radical ion, CH 2 =CH-CH 2 -CH 3 + , has the same structure as an alkene. Rearrangements are much more likely when they create a stable species. The other significant peak in this mass spectrum is at 41 m/z . It is not possible to get this mass from breaking a single bond so it must also involve some sort of rearrangement. It is not unusual for fragmentation and loss of H 2 to occur so this ion could be formed by alpha-cleavage followed by H 2 loss. Since H 2 is an intact molecule, this fragmentation is energetically favorable although it also requires some rearrangement.
2-Butanol
The next spectrum to examine is 2-butanol. Before looking at the mass spectrum draw the Lewis dot structure for 2-butanol and determine the mass of the possible alpha-cleavage fragments. Then compare your results with the spectrum in Figure \(\PageIndex{3}\).
Since 2-butanol has the same molecular formula as 1-butanol, C 4 H 10 O, it also has the same molecular ion at 74 m/z . The molecular ion is not seen in Figure 17 but there are several very informative fragment ions observed in the mass spectrum. From the analysis of 1-butanol, it is reasonable to look for alpha cleavage fragments. Since this is a secondary alcohol, there are two possible alpha-cleavage locations for 2-butanol. Alpha-cleavage could result in loss of CH 3 • or C 2 H 5 • to produce ions observed at 59 m/z (74 - 15) and 45 m/z (74 - 29) respectively. Both of these peaks are observed in Figure 17 and their high intensity clearly distinguish this mass spectrum from 1-butanol. The compliment ions, CH 3 + or C 2 H 5 + are observed at 15 m/z and 29 m/z but are not particularly useful for identification since they are present in almost all organic mass spectra.
2-Methyl-1-Propanol
The next spectrum to examine is 2-methyl-1-propanol. Before looking at the mass spectrum in Figure \(\PageIndex{4}\), draw the Lewis dot structure for 2-methyl-1-propanol and determine the mass of the possible alpha cleavage fragments. Then compare what you find with the spectrum below.
Since 2-methyl-1-propanol has the same molecular formula as 1-butanol and 2-butanol, C 4 H 10 O, it also has the same molecular ion at 74 m/z . Although the molecular ion at 74 m/z was not readily observed in the previous two spectra, it is clearly seen for 2-methyl-1-propanol in Figure 18. Based on the discussion of the previous two spectra we should also look for alpha cleavage fragments. Based on the structure for 2-methyl-1-propanol alpha-cleavage would result in loss of C 3 H 7 • to form CH2OH + which is observed at 31 m/z and is characteristic of a primary alcohol. The complement ion C 3 H 7 + at 43 m/z is also observed in Figure 18. Since the C 3 H 7 + at 43 m/z is a secondary carbocation it is more stable than the C 3 H 7 + ion formed from the fragmentation of 1-butanol. As a result the peak at 43 m/z is the base peak in the spectum of 2-methyl-1-propanol. The relative intensity of peaks like this is very important for distinguishing the mass spectra of similar compounds. You can also compare the relative intensity of the peaks at 31 m/z and 43 m/z in the spectra of 1-butanol and 2-methyl-1-propanol.
2-Methyl-2-Propanol
The next spectrum to examine is 2-methyl-2-propanol. Before looking at the mass spectrum draw the Lewis dot structure for 2-methyl-2-propanol and determine the mass of the possible alpha cleavage fragments. Then compare what you find with the spectrum in Figure \(\PageIndex{5}\).
The molecular ion is not observed for 2-methyl-1-propanol in Figure 19. However, the alpha-cleavage peak showing loss of CH 3 • at 59 m/z is the base peak and is far more abundant than any other ion in the spectrum. There are two reasons for this, the first is that there are three different locations in the structure where alpha-cleavage results in loss of CH 3 • . This alone would increase the probability of forming 59 m/z but the additional consideration is that the C 3 H 7 O + carbocation produced by alpha-cleavage is a tertiary carbocation. As a result it is much more stable and therefore less likely to undergo further fragmentation.
C 4 H 10 O Summary
It is clear from the spectra shown in Figures 16-19 that the mass spectra for these four different C 4 H 10 O structures are readily distinguished based on the alpha-cleavage patterns. Learning common fragmentation patterns for different functional groups is very helpful for identifying unknowns and for distinguishing the spectra for similar compounds.
Toluene
The mass spectrum for toluene is shown in Figure \(\PageIndex{6}\). Given the stability of aromatic compounds it should not be surprising that the molecular ion at 92 m/z has a high intensity. The base peak observed at 91 m /z is interesting because loss of H • is not typically this intense. It turns out that the tropylium ion, C 7 H 7 + , is also aromatic and so this fragment is very stable and often has a high intensity.
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"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "6.2: Fragmentation",
"author": "Scott Van Bramer"
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|
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.03%3A_Rearangement
|
6.3: Rearangement
Heptane
The mass spectrum of heptane is shown in Figure \(\PageIndex{1}\). This mass spectrum is consistent with the fragmentation patterns discussed in the previous section. The molecular ion, C 7 H 16 •+ is observed at 100 m/z and a series of cleavage peaks are observed for loss of CH 3 • (M - 15), C 2 H 5 • (M - 29), and C 3 H 7 • (M - 43). These peaks are observed at 85 m/z , 71 m/z , and 57 m/z respectively. This fragmentation is characteristic for a linear hydrocarbon.
McLafferty Rearrangement
Some functional groups, however, can undergo very different fragmentation processes than the direct cleavage discussed so far. One common example is the McLafferty rearrangement (Figure \(\PageIndex{2}\)) which results in formation of an intact neutral molecule and a radical ion, both with an even mass to charge ratio. Since the most intense direct cleavage fragments have odd mass to charge ratios, this fragmentation pattern is very useful for identifying carbonyl compounds and for determining their structure. The McLafferty rearrangement is often observed for carbonyl compounds that contain a linear alkyl chain. If this alkyl chain is long enough, a six-membered ring forms from the carbonyl oxygen to the hydrogen on the fourth carbon. This spacing allows the hydrogen to transfer to the carbonyl oxygen via a six membered ring. This is followed by a rearrangement of the electrons to break the beta C-C bond, the second bond from the carbonyl carbon, to form an alkene and resonance stabilized radical with the carbonyl group. The McLafferty rearrangement is energetically favorable because it results in loss of a neutral alkene and formation of a resonance stabilized radical. Both these fragments may be observed in the mass spectrum, depending upon which fragment retains the charge. Figure \(\PageIndex{2}\) shows the charge on the resonance stabilized radical, this is the McLafferty ion. The alkene is referred to as the McLafferty compliment.
The products from the McLafferty rearrangement are observed in the mass spectra of C-7 carbonyl compounds shown in Figures 22-26. Draw structures for the following compounds and use the mechanism shown in Figure 21 to predict the mass of the two fragments formed by the McLafferty rearrangement. Then compare these predictions with the mass spectra shown in Figures \(\PageIndex{3}\) - \(\PageIndex{7}\).
- heptanal
- 2-heptanone
- 3-heptanone
- 4-heptanone
- heptanoic acid
Heptanal
The mass spectrum of heptanal shown in Figure \(\PageIndex{3}\) contains two even mass ions. C 2 H 4 O + m/z 44 is produced by the McLafferty rearrangement of an aldehyde and is a characteristic peak that is very useful for interpretation of aldehydes. The McLafferty compliment, C 5 H 10 + , is observed at 70 m/z . The McLafferty compliment is produced when the charge is transferred to the alkene fragment during the rearrangement.
2-Heptanone
The mass spectrum of 2-hepanone shown in Figure \(\PageIndex{4}\) is easily distinguished from heptanal because the M cLafferty rearrangement breaks the C-C bond between C-3 and C-4. This results in loss C 4 H 8 to give the McLafferty ion for a 2-ketone, C 3 H 6 O + , at 58 m/z . The McLafferty compliment, C 4 H 8 + (56 m/z ) is not observed for 2-heptanone.
3-Heptanone
The mass spectrum of 3-hepanone in Figure \(\PageIndex{5}\) is easily distinguished from heptanal and 2-heptanone because the M cLafferty rearrangement breaks the C-C bond between C-4 and C-5. This results in loss C 3 H 6 to give the McLafferty ion for a 3-ketone, C 4 H 8 O + , at 72 m/z . The McLafferty compliment, C 3 H 6 + (42 m/z ) is not observed for 3-heptanone.
4-Heptanone
The mass spectrum of 4-hepanone shown in Figure \(\PageIndex{6}\) is easily distinguished from heptanal, 2-heptanone, and 3-heptanone. The M cLafferty rearrangement would break the C-C bond between C-2 and C-3. This results in loss C 2 H 4 to give the McLafferty ion for a 4-ketone, C 5 H 10 O + , at 86 m/z - which has a very low intensity in the mass spectrum of 4-heptanone shown in figure 25. The two major peaks in this spectrum 43 m/z and 71 m/z correspond to alpha cleavage to produce C 3 H 7 and C 4 H 7 O which would be observed at 43 m/z and 71 m/z respectively. In this molecule the direct cleavage is highly favored over the McLafferty rearrangement. In this case the faster kinetics of the direct cleavage are favored over the concerted mechanism required for the rearrangement.
Heptanoic Acid
The mass spectrum of heptanoic acid shown in Figure \(\PageIndex{7}\) is easily distinguished from heptanal, 2-heptanone, 3-heptanone, and 4-heptanone because the M cLafferty rearrangement produces C 2 H 4 O 2 + observed at 60 m/z and characteristic of a carboxylic acid. In this case the McLafferty compliment, C 5 H 8 + , is not observed in the mass spectrum.
Based up on the discussion so far you should be able to identify many of the other fragments in these three mass spectra. Spend some time with a piece of scratch paper and see what you come up with.
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libretexts
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2025-03-17T19:54:47.433916
| 2022-05-31T15:47:49 |
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.03%3A_Rearangement",
"book_url": "https://commons.libretexts.org/book/chem-374783",
"title": "6.3: Rearangement",
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|
https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.04%3A_Isotope_Abundance
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6.4: Isotope Abundance
Isotope Abundance.
The existence of isotopes was first observed by Aston using a mass spectrometer to study neon ions. When interpreting mass spectra it is important to remember that the relative atomic mass or atomic weight of an element is a weighted average of the naturally occurring isotopes. Mass spectrometers separate these isotopes and they are each observed at their respective mass to charge ratio. The relative abundance used to determine the relative atomic mass is determined using mass spectrometry. Although this complicates the mass spectrum, it also provides useful information for identifying the elements in an ion. Chlorine is an excellent example of how isotope distributions are useful for interpretation. The molecular weight of chlorine is \(35.45 \mathrm{u}\) . This is calculated from the natural abundance of \({ }^{35} \mathrm{Cl}(75 \%)\) and \({ }^{37} \mathrm{Cl}(25 \%)\) . To avoid ambiguity the molecular ion is defined as the ion with the most commonly occurring isotopes. For \(\mathrm{CH}_{3} \mathrm{Cl}\) the molecular ion is \({ }^{12} \mathrm{C}^{1} \mathrm{H}_{3}{ }^{35} \mathrm{Cl}\) at 50 m/z .
Chlorine Isotope Abundance
The natural abundance of these two isotopes is observed in the mass spectrum as two peaks separated by 2 m/z with a relative intensity of \(3: 1\) . The mass spectrum of chlorobenzene C 6 H 5 Cl in Figure \(\PageIndex{1}\) clearly shows the chlorine isotope distribution at 112 m/z and 114 m/z . These peaks correspond to the molecular ion - the molecular ion has the most abundant isotope for each element - at 112 m/z (6x12 + 5x1 + 35) and the 37 Cl isotope peak at 114 m/z (6x12 + 5x1 + 37) and the relative intensity is determined by the natural abundance of the 37 Cl isotope. The other major peak in this spectrum at 77 m/z corresponds to the loss of chlorine from the molecular ion or the 37 Cl isotope peak to give C 6 H 5 + (112 - 35 = 77 OR 114 - 37 = 77).
If more than one chlorine atom is present, the isotope abundance is more complex. An ion with two chlorine atoms has three possible isotope combinations. This pattern is apparent in the mass spectrum of CH 2 Cl 2 shown in Figure \(\PageIndex{2}\). Ions are observed for \(\mathrm{CH}_{2}{ }^{35} \mathrm{Cl}_{2}^{+}\) at 84 m/z , \(\mathrm{CH}_{2}{ }^{35} \mathrm{Cl}^{37} \mathrm{Cl}^{+}\) at 86 m/z , and \(\mathrm{CH}_{2}{ }^{37} \mathrm{Cl}_{2}^{+}\) at 88 m/z . Based up on the probability of each combination of isotopes, the relative intensity of these peaks is \(10: 6: 1\) . The \(3: 1\) isotope ratio for an ion with a single chlorine atom is observed at 49 m/z and 51 m/z . This corresponds to \(\mathrm{CH}_{2}{ }^{35} \mathrm{Cl}^{+}\) and \(\mathrm{CH}_{2}{ }^{37} \mathrm{Cl}^{+}\) fragments formed by loss of \(\mathrm{Cl}\) from the molecular ion. Careful examination of the spectrum also shows ions produced by loss of H • and \(\mathrm{H}_{2}\) .
Bromine Isotope Abundance
Bromine also has two naturally occurring isotopes, 79 Br is the most abundant and 81 Br has a relative abundance of 98% which results in a relative intensity for these two peaks of 1:1. This is observed in the mass spectrum of bromobenzene shown in Figure \(\PageIndex{3}\). The bromine isotope pattern is seen in the peaks at 156 m/z and 158 m/z which have the 1:1 relative abundance characteristic of bromine. These two peaks correspond to the molecular ion C 6 H 5 79 Br at 156 m/z and C 6 H 5 81 Br at 158 m/z . The base peak in this spectrum is from loss of Br to form C 6 H 5 observed at 77 m/z .
Carbon 13 isotope peak
The \(1.1 \%\) of natural abundance of \({ }^{13} \mathrm{C}\) is another useful tool for interpreting mass spectra. The abundance of a peak one m/z value higher, where a single \({ }^{12} C\) is replaced by a \({ }^{13} C\) , is determined by the number of carbons in the ion. The rule of thumb for small compounds is that each carbon atom in the ion increases the abundance of the \(M+1\) peak by \(1 \%\) . This effect is seen in all the spectra discussed in this paper. For example, in the \(n\) -decane mass spectrum (Figure \(\PageIndex{4}\) ) compare the peak for \({ }^{12} \mathrm{C}_{9}{ }^{13} \mathrm{C}^{1} \mathrm{H}_{22}\) at 143 m/z (0.38 % relative abundance) to the peak for \({ }^{12} \mathrm{C}_{10}{ }^{1} \mathrm{H}_{22}\) at 142 m/z (3.96% relative abundance). The abundance of the \(13 \mathrm{C}\) peak is \(10 \%\) the abundance of the \({ }^{12} \mathrm{C}\) peak, consistent with a compound containing 10 carbon atoms. Now look at some previous spectra to find more examples of this pattern. Be aware that for compounds with low molecular ion abundances the uncertainty in measuring this ratio may be +/- several carbon atoms.
Isotope Abundances
Because all atoms have several naturally occurring isotopes, the patterns discussed here become more complex. Fortunately, most elements common in organic mass spectrometry have one predominant isotope. The high abundance of the two chlorine isotopes is unusual, so they are easy to identify. The relative abundances for isotopes of frequently encountered elements are given in Table \(\PageIndex{1}\) . For molecules with more complex isotope patterns there are a number of programs and websites available for modeling the distributions. The calculator provided by Scientific Instrument Services is available at: https://www.sisweb.com/mstools/isotope.htm .
| Atom | Isotope A | Istope A+1 | Isotope A+2 | |||||
| mass | % | mass | % | mass | % | |||
| H | 1 | 100 | 2 | 0.015 | ||||
| C | 12 | 100 | 13 | 1.1 | ||||
| N | 14 | 100 | 15 | 0.37 | ||||
| O | 16 | 100 | 17 | 0.04 | 18 | 0.20 | ||
| F | 19 | 100 | ||||||
| Si | 28 | 100 | 29 | 5.1 | 30 | 3.4 | ||
| P | 31 | 100 | ||||||
| S | 32 | 100 | 33 | 0.80 | 34 | 4.4 | ||
| Cl | 35 | 100 | 37 | 32.5 | ||||
| Br | 79 | 100 | 81 | 98.0 | ||||
| I | 127 | 100 |
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libretexts
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2025-03-17T19:54:47.517577
| 2022-05-04T15:04:28 |
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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.05%3A_Amine_Fragmentation
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6.5: Amine Fragmentation
Functional groups can have a significant effect the fragmentation patterns observed in mass spectrometry and textbooks on mass spectrometry cover a large range of common fragmentation patters for different functional groups. For a detailed discussion of this, interested readers are encouraged to look at any of the following books:
As one final example aliphatic amines often undergo cleavage at the \(\alpha { } \mathrm{C}-\mathrm{C}\) bond to produce a relatively stable \(\mathrm{CH}_{2} \mathrm{NH}_{2}{ }^{+}\) ion (Figure \(\PageIndex{1}\) ). The resulting fragments distinguish primary, secondary, and tertiary amines.
Figure \(\PageIndex{1}\): \(\alpha\) -Cleavage fragmentation of an amine.
This fragmentation is useful for distinguishing mass spectra of the three different C 4 H 11 N isomers. Draw the structure of 1-butanamine, 2-butanamine, 2-methyl-1-propanamine, and 2-methyl-2-propanamine. Determine the mass to charge ratio for the molecular ion, identify the site for alpha-cleavage for each molecule, and determine the mass to charge ratio for the expected fragments. After you have done this, look up the mass spectra for these four compounds in the NIST Chemistry WebBook ( https://webbook.nist.gov/ ) which contains mass spectra for a large number of compounds.
All four compounds have the same molecular formula, C 4 H 11 N with an odd number of nitrogen atoms so the molecular ion has an odd mass to charge ratio. The molecular ion is observed for all four compounds at 73 m/z .
1-butanamine. The \(\alpha\) -cleavage fragment for 1-butanamine produces CH 2 NH 2 + at 30 m/z and C 3 H 7 • . The C 3 H 7 fragment has a very low intensity in the mass spectrum because since the charge is retained by the nitrogen containing fragment. See NIST Webbook for the mass spectrum of 1-butanamine .
2-butanamine. There are two \(\alpha\) -cleavage sites for 2-butanamine. Loss of \(\mathrm{CH}_{3}^{\prime}\) produces \(\mathrm{C}_{3} \mathrm{H}_{6} \mathrm{NH}_{2}{ }^{+}\) (58 m/z ) and loss of \(\mathrm{C}_{2} \mathrm{H}_{5}^{\prime}\) produces \(\mathrm{C}_{2} \mathrm{H}_{4} \mathrm{NH}_{2}{ }^{+}\) (44 m/z ). Both of these ions are observed but the greater abundance of the 44 m/z signal indicates that loss of \(\mathrm{C}_{2} \mathrm{H}_{5}^{\prime \prime}\) is favored. See NIST Webbook for the mass spectrum of 2-butanamine .
2-methyl-1-propanaimne. The \(\alpha\) -cleavage fragment for 2-methyl-1-propanamine produces CH 2 NH 2 + at 30 m/z and C 3 H 7 • . The C 3 H 7 fragment has a very low intensity in the mass spectrum because since the charge is retained by the nitrogen containing fragment. The resulting mass spectrum is very similar to 1-butanamine and distinguishing these two isomers by mass spectrometry will depend on careful comparison of the relative intensity of the molecular ion and other fragments observed in the mass spectrum. The See NIST Webbook for the mass spectrum of 2-methyl-1-propanamine .
2-methyl-2-propanaimne. The \(\alpha\) -cleavage fragment for 2-methyl-2-propanaimne produces C 3 H 6 NH 2 + at 58 m/z and CH 3 • . The CH 3 fragment has a very low intensity in the mass spectrum because since the charge is retained by the nitrogen containing fragment. See NIST Webbook for the mass spectrum of 1-butanamine .
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libretexts
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2025-03-17T19:54:47.579033
| 2022-05-31T17:13:15 |
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.05%3A_Amine_Fragmentation",
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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/06%3A_INTERPRETATION/6.06%3A_Exact_Mass
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6.6: Exact Mass
Exact Mass. In most mass spectrometry experiments the nominal mass is used and the mass to charge ratio of an ion is rounded to the nearest whole number. High resolution instruments, including double focusing and FT-ICR mass spectrometers, are capable of determining the "exact mass" of an ion. This is useful for interpretation because each element has a slightly different mass defect. This "mass defect" is the difference between the mass of the isotope and the nominal mass (which is equivalent to the number of protons and neutrons).
Recall that the atomic mass scale is defined by carbon-12 with a mass of exactly \(12.0000\) u. The exact mass of a specific isotope is determined relative to \({ }^{12} \mathrm{C}\) by high resolution mass spectrometry (see Table \(\PageIndex{1}\)). High resolution mass spectrometry can distinguish compounds with the same nominal mass but different exact mass caused by different elemental composition.
For example, \(\mathrm{C}_{2} \mathrm{H}_{6}, \mathrm{CH}_{2} \mathrm{O}\) , and \(\mathrm{NO}\) all have a nominal mass of 30 u. Because they have the same nominal mass, a mass spectrometer with unit mass resolution can not distinguish these three ions. However, the exact masses for \(\mathrm{C}_{2} \mathrm{H}_{6}(30.04695039), \mathrm{CH}_{2} \mathrm{O}(30.01056487)\) and \(\mathrm{NO}^{2}\) (29.99798882) are different and a high resolution mass spectrometer can distinguish these three compounds.
Table \(\PageIndex{1}\) lists the exact mass for the most abundant isotopes of several common elements. The Isotope Distribution Calculator on the SIS website will also calculate the exact mass for any chemical formula. This is available online at: https://www.sisweb.com/mstools/isotope.htm
| Element | Isotoope | Mass |
| H | 1 H | 1.007 825 031 6 (5) |
| 2 H | 2.014 101 777 9 (5) | |
| He | 4 He | 4.002 603 36 |
| 3 He | 3.016 0 | |
| C | 12 C | 12.000 000 000 0 (0) |
| 13 C | 13.003 354 838 1 (10) | |
| N | 14 N | 14.003 074 004 0 (12) |
| 15 N | 15.000 108 897 7 (11) | |
| O | 16 O | 15.994 914 619 5 (21) |
| 17 O | 17.999 2 | |
| P | 31 P | 30.973 763 3 |
| S | 32 S | 31.972 072 8 |
| 34 S | 33.967 9 |
Values in parentheses indicate error in last digit.
This section is only an introduction to the interpretation of mass spectra. A full analysis of fragmentation patterns is beyond the scope of this text but with practice interpretation becomes much easier. Several excellent references include McLafferty’s book (35) and the ACOL book on mass spectrometry (36). These contain additional information on mass spectral interpretation and many more practice problems.
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libretexts
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2025-03-17T19:54:47.643533
| 2022-05-04T15:04:28 |
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https://chem.libretexts.org/Bookshelves/Analytical_Chemistry/An_Introduction_to_Mass_Spectrometry_(Van_Bramer)/08%3A_ACKNOWLEDGMENTS
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8: ACKNOWLEDGMENTS
ACKNOWLEDGMENTS:
I would like to thank all the people who helped to review this paper. Including: Nate Bower, Murray Johnston, Gordon Nicol, Gary Kinsel, Phil Ross, Pat McKeown, Curt Mowry, and an anonymous reviewer. Their comments and suggestions have been invaluable. Mass Spectra are all original spectra.
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- McLafferty, F.W.; Tureck, F. Interpretation of Mass Spectra; University Science Books: Mill Valley, 1993 .
- Davis, R. Mass Spectrometry/Analytical Chemistry by Open Learning; Wiley: New York, 1987 .
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| 2022-05-04T14:58:12 |
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https://human.libretexts.org/Courses/Butler_County_Community_College/FL108%3A_Voces_en_camino_-_Voces_en_marcha_(Beginning_Spanish_2)/00%3A_Unidad_Introductoria
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0: Unidad Introductoria Last updated Save as PDF Page ID 284168 0.0: Unidad Introductoria- Objetivos 0.1: What is Proficiency? 0.1.0: Three Modes of Communication 0.1.1: Path to Proficiency 0.1.2: Goal Setting 0.2: Why Study Spanish? 0.2.0: Benefits of Language Learning 0.2.1: Spanish in the Workforce 0.2.2: Spanish Certificates at Butler 0.3: Tips to studying Spanish 0.3.0: Cognates 0.3.1: Context Clues 0.3.2: Auditory Studying 0.3.3: Study Schedule 0.4: Class Expectations 0.4.0: Course Load Recommendations 0.4.1: Growth Mindset 0.4.2: Required Class Materials 0.4.3: Academic Honesty Policy (Use of Online Translators and Artificial Intelligence) 0.5: Class Resources 0.5.0: Using Accents Online and the Spanish Keyboard 0.5.1: Viewing Instructor Feedback 0.5.2: "What If" Score using Canvas Grade Book
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https://human.libretexts.org/Courses/Butler_County_Community_College/FL108%3A_Voces_en_camino_-_Voces_en_marcha_(Beginning_Spanish_2)/00%3A_Unidad_Introductoria/0.00%3A_Unidad_Introductoria-_Objetivos
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0.0: Unidad Introductoria- Objetivos
Learning Objectives
By successfully completing this module, the student will be able to:
- Contrast language proficiency and performance
- Describe the path to proficiency
- Recognize the three modes of communication
- Set personal language goals
- Recognize the benefits of language learning
- Identify strategies to effectively study another language
- Recognize class expectations
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0.1: What is Proficiency?
According to the Center on Advanced Research for Language Acquisition (CARLA) , there are three components to proficiency:
- CONTENT: the topic(s) of communication
- FUNCTION: the task to be completed; the purpose for communicating
- ACCURACY: correctness or appropriateness of the language for the context
Proficient language learners can communicate about something in a spontaneous setting (i.e. not a prepared speech) .... and get their point across!
Watch the short video below to understand the difference between proficiency and performance:
Can you explain the difference between proficiency and performance? Use the image below to help you.
A Proficiency Mindset
Don't get caught up with perfect speech; you haven't had as much experience with the target language (Spanish!) as your native language. Your Spanish is NOT on par with English (or your native language). And that's ok! In class, we want to strive for proficiency over perfection! So don't be afraid to speak. It doesn't have to be perfect for you to get your point across!
Works Cited:
Granite Schools. "How DLI Students Progress Toward Language Proficiency." YouTube , 28 May 2021, youtu.be/27nemTNmMy4?si=T7AUkGdM4EhHBiGn . Accessed 22 Dec. 2023.
Regents of the University of Minnesota, editor. "Characteristics of Proficiency-Oriented Language Instruction." The Center for Advanced Research on Language Acquisition (CARLA) , 9 Apr. 2019, carla.umn.edu/articulation/MNAP_polia.html . Accessed 22 Dec. 2023.
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| 2024-09-25T22:39:33 |
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0.1.0: Three Modes of Communication
How do you measure proficiency? The ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines has the following proficiency levels:
- Novice
- Intermediate
- Advanced
- Superior
- Distinguished
Each of these levels are defined in three subsets of communications skills: Interpersonal, Interpretive, and Presentational.
Understanding the three modes of communication will help you understand the variety of activities you will complete in Spanish class this semester. Watch the short video on the three modes of communication.
| Interpersonal | Interpretive | Presentational |
|---|---|---|
| Active negotiation of meaning among individuals | Interpretation of what the author, speaker, or producer wants the receiver of the message to understand | Creation of messages to inform, explain, persuade, or narrate |
| Participants observe and monitor one another to see how their meanings and intentions are being communicated | One-way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer | One-way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists |
| Adjustments and clarifications are made accordingly | Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective | To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture |
| Speaking and listening (conversation); reading and writing (text messages or via social media) | Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials | Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint) |
ACTFL Modes of Communication
Because of the very nature of each mode of communication, you will feel the most comfortable with the interpretive mode right away in your language journey. Receiving a message will be easier than creating your own message in the beginning. You might feel like your proficiency is skewed like the image below:
That's ok! Interpersonal communication is spontaneous and can therefore be the most difficult when called to use Spanish in action. In class this semester, you will be asked to participate in activities that will strengthen your communication skills.
Can you describe and give examples of the three different modes of communication?
- Interpersonal:
- Interpretive:
- Presentational:
Works Cited:
The American Council on the Teaching of Foreign Languages. "ACTFL Performance Descriptors for Language Learners." ACTFL , 2015, www.actfl.org/uploads/ files/general/ACTFLPerformance_Descriptors.pdf . Accessed 22 Dec. 2023.
“Unfinished Horse Drawing / Flaming Horse Rating.” Know Your Meme , 18 Mar. 2019, https://knowyourmeme.com/memes/unfinished-horse-drawing-flaming-horse-rating . Accessed 29 Jun. 2024.
UO Center for Applied Second Language Studies. "The ACTFL Modes of Communication." Youtube , 6 Jan. 2021, www.youtube.com/watch?v=fEW-eSKTQ20 . Accessed 22 Dec. 2023.
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| 2024-09-25T22:43:46 |
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0.1.1: Path to Proficiency
Why is it called a path to proficiency? Just like any trip you take, there is a starting point, an end destination, and a journey in between. You don't magically wake up at your desired destination. The same is true with learning a foreign language. You will not be fluent after one semester of Spanish. However, there will be many things you can do at a novice level! It's important to think about your goal for learning a new language (career, family, friends, travel, etc) and know what it will take to achieve that goal.
Take a look at the path you will travel during your classes here at Butler Community College:
Adapted from ¨ Path to Proficiency ¨ / License: CC BY-NC-ND 3.0 DEED
In summary, you should be at a minimum Novice Mid level by the end of FL107, Novice High by the end of FL108, and Intermediate Low by the end of FL201.
Remember that these are minimums , and that with effort and dedication, you can surpass the recommended levels in any given class.
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| 2024-09-25T22:44:27 |
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0.1.2: Goal Setting
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Now that we've looked at proficiency, the three modes of communication, and the proficiency path here at Butler, it's important for you to set a goal for the semester and your Spanish career.
Learning a language is a journey and every step of the way can be embraced. Awareness of the journey can help us focus and achieve our goals. We can set achievable goals and improve our language proficiency.
Stop and think:
What are your goals for Spanish class this semester? What are your proficiency goals
S - Specific- What do you want to achieve? (Ex: Proficiency level, class grade, ability to _____)
M - Measurable- How will you know when you have achieved it?
A - Attainable- How will you achieve it?
R - Relevant- Why is this important to you right now? Why is it worthwhile?
T - Time-bound- By when?
Works Cited:
Wikipedia contributors. "SMART criteria." Wikipedia, The Free Encyclopedia . Wikipedia, The Free Encyclopedia, 12 Nov. 2023. Web. 23 Dec. 2023.
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| 2024-09-25T22:45:22 |
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0.2: Why Study Spanish?
There are many reasons to learn another language. In this module, you will recognize the the prevalence of Spanish in your community, state, and country, the benefits of language learning, and the increasing demand for Spanish skills in the workplace.
Spanish in United States
Click on the link to view the Hispanic population of the United States in 2022 by state. What is the population where you live? Does this fact surprise you?
Duffin, Erin. “Hispanic population of the United States in 2021, by state.” 14 Nov. 2022. Statista, www.statista.com/statistics/259850/hispanic-population-of-the-us-by-state/ . Accessed 4 May 2023.
Now look at the projected forecast of the Hispanic population of the United States. Does the forecast surprise you?
Duffin, Erin. “Forecast of the Hispanic population of the United States from 2016 to 2060.” 5 Oct. 2022. Statista, www.statista.com/statistics/251238/hispanic-population-of-the-us/ . Accessed 4 May 2023.
Spanish in Kansas
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- Kansas is 12.3% Hispanic/Latino.
- Kansas is the 18th most Hispanic/Latino state in the United States.
- The 10 Cities In Kansas With The Largest Hispanic Population For 2023:
City - Percentage (%) of Population that is Hispanic
-
- Liberal - 65.08%
- Dodge City - 64.58%
- Garden City - 53.09%
- Ulysses - 52.24%
- Kansas City - 31.19%
- Emporia - 27.72%
- Great Bend - 23.59%
- Arkansas City - 19.26%
- Newton - 18.8%
- Wichita - 17.63%
Kolmar, Chris. "The 10 Kansas Cities With The Largest Latino Population For 2023." HomeSnacks , 5 Oct. 2023, www.homesnacks.com/ most-hispanic-cities-in-kansas/ . Accessed 23 Dec. 2023.
Spanish at Butler Community College
Did you know that nearly 20% of Butler's student population identifies as Hispanic/Latino?
In the spring of 2023, the Foreign Language Department at Butler Community College conducted a survey of the Hispanic faculty, staff, and students in our very own Butler community. We compiled their stories and insights into a project called ¨Voces de Butler¨ (Butler Voices). When asked why the Spanish language was important to them, we received the following words and phrases to show the impact their native language has in their lives:
- conexiones - connections
- herramientas - tools
- países hispanohablantes - Hispanic countries
- lengua materna - native language
- aprender - to learn
- ayudar - to help
- viajar - to travel
- hablar - to talk
- amistades - friendships
- aventura - adventure
- relaciones - relationships
- conseguir trabajo - getting a job
- abrir la mente - opening your mind
- evitar prejuicios - avoiding prejudices
- cultura - culture
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| 2024-09-25T22:40:15 |
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0.2.0: Benefits of Language Learning
Research shows that there are many benefits to learning another language! Even if you are taking this class to fulfill a degree requirement, you can still benefit from the many advantages of learning a language this semester.
The ACTFL (American Council on the Teaching of Foreign Languages) highlights three major areas where students will benefit. Explore the links below to see the benefits evidenced by data:
Which benefit is most important to you?
Works Cited:
ACTFL Language Connects. "What the Research Shows." ACTFL Language Connects , www.actfl.org/research/what-the-research-shows . Accessed 23 Dec. 2023.
All images are taken from Adobe Stock Images.
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2025-03-17T19:54:48.239659
| 2024-09-25T22:46:28 |
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0.2.1: Spanish in the Workforce
Research also shows that language skills are in high demand among U.S. employers regardless of industry and that these demands are on the rise.
ACTFL commissioned a research survey of 1,200 U.S. employers to determine the demand for language skills in the workplace. Here are a few highlights:
Which statistic is the most surprising to you? Why?
Works Cited:
Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers (ACTFL, 2019)
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2025-03-17T19:54:48.293417
| 2024-09-25T22:47:03 |
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0.2.2: Spanish Certificates at Butler
With the increase in demand of Spanish skills in the workplace, a Certificate of Proficiency in Spanish at Butler can help you stand out in the job market with practical language skills you can list confidently on your resume! The Certificate of Proficiency is open to any Butler student, regardless of major.
Get started in three easy steps:
- Take the required classes
- Apply for your certificate
- Take the proficiency exit test
Certificates in Spanish website
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| 2024-09-25T22:48:02 |
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0.3: Tips to studying Spanish
There are many different strategies you can use to learn a foreign language.
In this section we will talk about several important strategies that you should use throughout the semester:
- Cognates
- Context Clues
- Auditory studying
- Scheduling
It will be important for you to use these strategies from the very beginning of the semester to help you start the semester out successfully.
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2025-03-17T19:54:48.402380
| 2024-09-25T22:41:04 |
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0.3.0: Cognates
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When you are learning a language, cognates are an important tool! A cognate is a word that looks like and means the same things as a word you already know. Cognates help us understand the new language by using information we already know.
For example, you can probably figure out parts of this sentence: "Cognados son importantes."
If you guess that means "Cognates are important", you were right!
Whenever you read or listen to a new language, pay special attention for cognates, and it will help you successfully understand the message.
Which words are cognates?
- Música
- Lápiz
- Instrumento
- Profesor
- Libro
- Compañía
- Comida
- Información
- Answer
-
Música, Instrumento, Profesor, Compañía, and Información are all cognates!
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| 2024-09-25T22:49:33 |
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0.3.1: Context Clues
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Another important strategy when reading in another language is to look for context clues.
Here are a few things you can do whenever you encounter a new reading:
- Look at any images near the text. What do they show you?
- Are there any titles, headings, bolded, or italicized text? If so, what are they trying to emphasize?
Is there a word you don't understand? Here are a few strategies you can use to determine the meaning:
- Look at the text around the words. The definition might be close by.
- Look for an example close to the word.
- Look for antonyms (words with the opposite meaning).
- Look for synonyms (words with a similar meaning).
- What other words in the sentence do you understand? What can you infer about the meaning?
It's OK to not understand ALL of the words in the sentence. You can still understand the main idea!
El leon le dio un golpe tan fuerte que necesitó ir al hospital.
What does golpe mean?
- A kiss 💋
- A strike / blow 🥊
- A shoe 👞
- A hug 🫂
- Answer
-
2. A strike / blow 🥊
How did you know? What other words in the sentence helped you understand the meaning of golpe ?
- Answer
-
Did you see the cognate ¨hospital¨? This world lets you know that a ¨golpe¨ might hurt!
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0.3.2: Auditory Studying
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In an online class, it will be incredibly important that you incorporate ways to listen to Spanish while you study. It's easy to get caught reading through the Canvas modules without hearing the pronunciation of the words.
This semester you will meet with a native coach in LinguaMeeting once a week. The danger of studying that way will come when you are talking to someone and either don't pronounce the word correctly, or you don't understand the word when someone else says it. It can be incredibly frustrating when you spend time reading through vocabulary lists. Make sure to devote time to hearing the words as well!
Here are a few ways that you can listen to Spanish while studying:
- Review the Pronunciation sections for each module frequently. There are many vocabulary words with clickable audio that you can use. Practice repeating the words out loud after you hear them.
- Listen to any lecture videos or EdPuzzle videos that your teacher uses in the course.
- All of the Quizlet flashcards have a pronunciation button.
- There is free tutoring at Butler - you can use these sessions as practice conversation partners! Use the unit Repasos to think of conversations topics with your tutor.
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| 2024-09-25T22:51:52 |
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0.3.3: Study Schedule
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Having a consistent study schedule is vital to your success this semester. While in-person classes have rigid class times, online classes are more flexible...but that means you will need to be intentional about your study schedule and make sure you put in the required time and effort.
Shorter (but focused) sessions tend to be more effective than long hours at a time. For most people, 30 minutes a day is a lot more effective than cramming 3 hours once a week in terms of retention. While most students tend to wait till the weekend to finish all of their assignments, spending a short amount of time reviewing vocabulary and completing the Práctica sections of each module everyday will be helpful.
Did we mention vocabulary? When learning a new language, there will be a lot of new vocabulary. There's no way around it - you need words to say in Spanish! Download the Canvas and Quizlet apps on your mobile devices - review vocabulary during work breaks, while waiting in line at a store, etc. Breaking up vocabulary throughout the week will help keep you from feeling overwhelmed.
Example Study Schedule:
Here's an example study schedule for:
Monday (or Day 1) : 1. Read the En contexto and Vocabulario pages in your book. Watch any videos provided by your teacher and take notes (20-30 min) 2. Use the Pronunciación pages that have vocabulary practices with clickable audio to listen to your vocabulary words (10-15 min) 3. Practice Quizlet flashcards (10-15 min)
Tuesday (or Day 2) : 1. Review notes (5-10 min) 2. Review the Vocabulario pages in your book (10-15 min) 3. Use the Pronunciation Practices to listen and practice speaking your vocabulary (10-15 min) 4. Start working on the activities on the Práctica pages (20-30 min)
Wednesday (or Day 3) : 1. Review notes (5-10 min) 2. Review vocabulary (10-15 min) 3. Continue working on the activities on the Práctica pages (20-30 min) 4. Go through the Conversación practices (20-30 min)
Thursday (or Day 4) : 1. Read the En contexto and Gramática pages in your book. Watch any videos provided by your teacher and take notes (20-30 min) 2. Use the vocabulary practices with clickable audio to listen to your vocabulary words (10-15 min) 3. Practice Quizlet flashcards (10-15 min) 4. Start working on the activities on the Práctica pages (20-30 min)
Friday (or Day 5) : 1. Review notes (5-10 min) 2. Review the Gramática pages in your book (10-15 min) 3. Use the Pronunciation Practices on Canvas to listen and practice speaking your vocabulary (10-15 min) 4. Continue working on the activities on the Práctica pages (20-30 min) 5. Practice Quizlet flashcards (10-15 min) 6. Go through the Conversación practices (20-30 min)
Saturday (or Day 6) : 1. Practice Quizlet flashcards (10-15 min) 2. Double check the Unit Objectives (can you do all of the ¨I can...¨ statements?) and the Unit Repaso (can you answer all of the questions in the Comunicación section of the Review page?) (15-20 min) 3. Complete any summative assignments at the bottom of the module - ex: Bongo speaking activity (These assignments are meant to be completed after you've reviewed the information all week and are used to show what you know!), essays, discussion posts, etc. (time will vary)
Note : Remember that you are always free to meet with your teacher for extra help. Butler also has Spanish tutors - and it's free ! These two options would also be great things to incorporate into your study schedule as well.
Again, this is just an example schedule - create one of your own to fit your schedule. Remember this is a 5 credit hour class and face-to face classes have 5 hours of seat time listening and practicing Spanish in addition to studying at home and completing homework.
Research suggests that students should spend approximately 2-3 hours, per credit hour , studying in order to be successful in their courses.
Don't try to cram the week´s lesson into a few hours at the end of the week. Make a habit of spreading out your studying habits to get more frequency. Watch the video below about the ¨Forgetting Curve¨ and how you must regularly reinforce vocabulary to be able to retain it.
Don't try to cram the week´s lesson into a few hours at the end of the week. Make a habit of spreading out your studying habits to get more frequency. Watch the video below about the ¨Forgetting Curve¨ and how you must regularly reinforce vocabulary to be able to retain it.
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| 2024-09-25T22:52:20 |
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0.4: Class Expectations
What does your teacher expect of you this semester?
4 Ps to be a successful Spanish student:
- Presence : You can’t acquire Spanish if you’re not present in class! For in-person classes, show up to class on time! For online classes, participate in discussion boards, attend your LinguaMeeting sessions, and complete the practice activities!
- Don't try to cram the week's lesson into a few hours at the end of the week. Make a habit of spreading out your studying habits to get multiple repetitions with the language each week.
- Participation : Actively participate! You will get better at speaking Spanish the more you practice. Take every advantage in class to speak, listen, and use Spanish!
- Proficiency : Proficiency is the reward/consequence of Presence and Participation. If you’re fully present and participating, you will see your proficiency increase. Even if you already have a high level of proficiency, there’s always room for improvement!
- Perseverance : Learning a new language takes time, effort, and persistence. When you are confronted with a hard task or completely fail an exercise, don't give up! Ask for help! Try again! Keep at it!
Presence, Participation, and Perseverance will lead to Proficiency. ¡Sí se puede! You can do it!
Listen to the podcast ¨Adam Grant Helps Unlock Our Hidden Potential¨, where Maya Shankar, the host, and Adam Grant talk about unlocking potential. Start at 4 minutes, 28 seconds and end at 14 minute and 7 seconds for the language-specific content, but listen to the whole thing if you get the chance!
- Adam talks about learning how to dive. Where can you see Presence, Participation, Perseverance, and Proficiency in his example?
- Maya talks about learning Mandarin. Where can you see Presence, Participation, Perseverance, and Proficiency in her example?
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0.4.0: Course Load Recommendations
Many students have to work while attending college and it is important not to become overwhelmed. Time is a main source of stress for today´s multitasking college students. Butler recommends the following course load scenarios:
| Hours Working | College Credit Hours |
| 40+ | 3 |
| 30-39 | 6 |
| 20-29 | 9 |
| 1-19 | 12 or more |
*Information can be found in Butler´s Student Handbook.
It is important that you are honest about the amount of things you can juggle in a semester. For every hour in class, Butler recommends that a student should have 3 hours available to study. This means that a student who is taking 12 credit hours should have 36 hours available for study each week. Attending school full time is the equivalent to having a full-time job.
FL107 is a 5 credit hour class. Based on the college´s course load recommendation, that means you should have 15 hours available for study each week.
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0.4.1: Growth Mindset
Having a growth mindset is important for any class you might be taking, but it´s especially important to have when learning a foreign language!
Language acquisition is a gradual process and you must learn to be patient during the process. You will need a lot of input in order to create some drops of output (speech or written language). The amount of effort and attention you towards in-class input activities (participation, attention, etc.) and at-home input activities (studying vocab, watching video lectures, etc.) all go towards your own personal output ability.
Explore the presentation below, reading through the information and watching any videos.
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0.4.2: Required Class Materials
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Required Class Materials
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OER Textbook - the textbook for this course is an Open Educational Resource, which means it is accessible right in Canvas! You won´t need to purchase any books for this course!
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LinguaMeeting
Account (Online Students only!)- LinguaMeeting is included in your student fees. You will receive a code from the Butler bookstore.
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LinguaMeeting uses Zoom to talk with a native-speaking "coach". You are required to have working headphones and camera for all LinguaMeeting sessions.
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Quizlet
- Quizlet flashcards and review games are provided throughout the course. It is recommended to create a free account as Quizlet may ask you to sign in.
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| 2024-09-26T14:05:15 |
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0.4.3: Academic Honesty Policy (Use of Online Translators and Artificial Intelligence)
Academic Integrity
This is a Spanish course; therefore, a large portion of it will be taught in Spanish. To benefit from this course and to acquire a greater understanding of the language, students are expected to use Spanish as much as possible when interacting in the class.
Students are required to use their own abilities in any writing or speaking activity or assignment. Dictionaries are allowed (ie looking up single words), but online translators or generative artificial intelligence programs are not allowed (ie translating entire sentences or paragraphs or generating entire sentences or paragraphs).
Academic integrity is the development of knowledge and/or skills without any form of cheating or plagiarism. All Butler students, faculty, staff, and administrators are responsible for upholding academic integrity.
Examples of cheating include, but are not limited to:
- Giving, receiving, or using unauthorized help on individual and group academic exercises such as papers, quizzes, tests, and presentations through any delivery system in any learning environment
- Impersonating another student
- Sharing content without authorization
- Fabricating data
- Altering academic documents including records, with or without the use of personal and college electronic devices
- Utilizing an AI-content generator (such as ChatGPT), language translators (such as Google translate), or computer algebra systems (such as Photomath) to complete coursework without proper attribution or authorization
Examples of plagiarism include but are not limited to:
- Representing or turning in someone else’s work without proper citation of the source
- Unacknowledged paraphrase, quotation, or complete use of someone else’s work in any form
- Citing work that is not used
- Taking credit for a group project without contributing to it
- Permitting another person and/or organization to write or contribute to any portion of an assignment, which includes hiring a person or a company to author essays and drafts and/or other assignments (research-based or otherwise)
- Utilizing ChatGPT and/or other artificial intelligence without proper attribution or authorization
- Submitting the same written assignment for more than one class without securing prior permission from instructors
- Failing to cite oneself as a source when using work submitted in other assignments at Butler Community College or other educational institutions, including high school.
Faculty members have discretion in handling student violations of the academic integrity policy, but faculty members must consult with their deans or administrators prior to removing a student from a course. Faculty members must inform students of violations and their consequences in writing. Students who violate the academic integrity policy will sustain academic consequences set by faculty members.
The consequences may include, but are not limited to, any of the following actions and may be imposed in any order or sequence:
- A warning.
- A zero or failing grade on the academic exercise with repetition of the exercise allowed for reduced or the same amount of original credit.
- A zero or failing grade on the exercise with no repetition allowed.
- A failing grade in the course and removal from it.
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Students who violate the academic integrity policy are also subject to administrative consequences, which may include, but are not limited to:
- Reduction or cancellation of a college scholarship.
- Suspension from college activities.
- Being barred from the course and/or program for a set time.
- Being barred from the course and/or program permanently.
- Suspension from the college for a set time.
- Expulsion from the college.
Students will be informed of administrative consequences in writing. Students have the right to appeal any decision or disciplinary action as outlined in the Academic Appeal Process.
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0.5: Class Resources
There are a lot of resources available to you as a Butler student! Take a look at the educational resources on page 1 and the health and financial resources on page 2.
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There are a lot of resources available to you as a Butler student! Take a look at the educational resources on page 1 and the health and financial resources on page 2.
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2025-03-17T19:54:49.062771
| 2024-09-25T22:42:28 |
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0.5.0: Using Accents Online and the Spanish Keyboard
Accents are important! They help you pronounce words, placing the stress of the word on the proper syllable. Sometimes, having (or not having) an accent can change the entire meaning of a word! Make sure you are familiar with how to use accents on the device you will be using this semester!
There are several different ways to type an accent mark using your device:
- To type accents in Spanish on the computer, check out this website and locate the instructions for the device(s) you will be using most this semester: https://studyspanish.com/typing-spanish-accents
- If you use Google Chrome as a web browser, there are various Spanish accent extensions you can add in the Chrome Store .
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You can download an international/Spanish keyboard on your computer. If you choose to download the keyboard, follow the directions for your device(s) on the following
website
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- Once you have properly downloaded the Spanish keyboard, you may toggle on the Spanish keyboard and then use the reference below to type accents:
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libretexts
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2025-03-17T19:54:49.118317
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0.5.1: Viewing Instructor Feedback
View Instructor Comments
Your instructors may be leaving comments on your assignment submissions either as overall comments or annotations. To access these in Canvas, follow the instructions below.
- Go to the desired course.
- Click on Grades.
- Find the assignment in the list. To view overall comments, click on the comment icon [1]. This will show you the overall comments underneath the assignment title [2]. You can also view these comments by clicking on the Assignment Title.
- To view annotations, click on the Assignment Title .
- Click on View Feedback .
- View the annotated comments from your instructor [1]. To reply to a comment, hover over the comment and click the Reply button [2].
- To download the annotated comments, click on the Download icon [1]. Then choose to download the original file [2], which is the original submission without your comments, or the annotated PDF file [3] , which will show all your comments and/or annotations.
- To view the comments on the annotated pdf, you must open it using Adobe Reader. If you just click on the downloaded document in your browser, the comments will not show.
Open Adobe Reader on your computer first, then select the File > Open button and find the annotated pdf you just downloaded.
Additional Instructions
How do I view assignment comments from my instructor?
How do I view assignment feedback/annotations that my instructor made on my paper?
Works Cited:
'View Instructor Comments." Canvas Student Orientation Course , ursinus.instructure.com/courses/2839/pages/view-instructor-comments?module_item_id=87880. Accessed 23 July 2024.
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2025-03-17T19:54:49.177921
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0.5.2: "What If" Score using Canvas Grade Book
This video shows you how to use the "What If" scores feature in the Canvas grade book so you can calculate grades if you get X% on your final or X% grade on a particular assignment. This feature does the math for you with the different class categories weighted correctly.
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2025-03-17T19:54:49.232064
| 2024-09-26T14:10:37 |
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1: Unidad 1 Last updated Save as PDF Page ID 283725 1.0: Unidad 1 Objetivos 1.1: En contexto- Los deportes y los pasatiempos 1.1.0: Vocabulario 1.1.1: Pronunciación 1.1.2: Práctica 1.1.3: Conversación 1.2: En contexto- Talking about the future 1.2.0: Gramática 1.2.1: Pronunciación 1.2.2: Práctica 1.2.3: Conversación 1.3: En contexto- Talking about your daily routine 1.3.0: Gramática 1.3.1: Pronunciación 1.3.2: Práctica 1.3.3: Conversación 1.4: En contexto- Making comparisons 1.4.0: Gramática 1.4.1: Pronunciación 1.4.2: Práctica 1.4.3: Conversación 1.5: Repaso
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2025-03-17T19:54:49.319151
| 2024-09-11T13:24:01 |
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1.0: Unidad 1 Objetivos
En este módulo, hablamos de tus lugares y actividades favoritas y de tu rutina diaria en tu ciudad natal (hometown) y en la ciudad de tu universidad.
Antes de comenzar tu trayecto: ¿Cuál es tu lugar favorito en tu ciudad natal y en la ciudad de tu universidad? ¿Qué actividades te gusta hacer en la escuela y en tu casa? ¿Qué rutinas diarias no te gustan? ¿Por qué? Try to answer all these questions in Spanish. Remember los cognados: you can resort to them para responder preguntas en español.
Objetivos en este módulo
Comunicación
In this instructional module, you will learn how to…
- 1.1 Talk about your favorite places and leisure activities (e.g., sports, hobbies, etc.)
- 1.2 Talk about your daily routines and activities in the near future
- 1.3 Discuss your morning routine, including what time you wake up, what you do to get ready, and when you eat
- 1.4 Make comparisons
Lengua
- 1.2 Ask about where others usually go (ir + a) or things they are going to do (ir + a + infinitivo)
- 1.2 Tell others where you go (ir + a) and what you will do soon (ir + a + infinitivo)
- 1.3 Use reflexive verbs to discuss daily routines
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2025-03-17T19:54:49.374804
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1.1: En contexto- Los deportes y los pasatiempos
- Talk about your faovirte leisure activities (e.g., sports, hobbies, etc.)
- Talk about your favorite places in your city
Amy es la estudiante universitaria que conocimos (we met) en el Volumen I. Su prima, Sara, es de Buenos Aires, Argentina, y visita a Amy por una semana en su universidad. ¿De qué hablan las chicas?
Attribution: By taylormackenzie, licensed under CC BY-SA 2.0
Attribution: Audio by Ayelén Usandizaga and Belén Morán Galvarici is licensed under a Creative Commons Attribution-ShareAlike (CC-BY-SA)
Amy : Te va a gustar mucho esta ciudad. Y el campus también. Vamos a hacer muchas cosas juntas esta semana.
Sara : Gracias, Amy. Estoy feliz de estar con vos*. Quiero saber (I want to know) cómo es la vida de un estudiante universitario en los Estados Unidos.
Amy : Las clases son difíciles, pero me gusta ser estudiante acá.
Sara : ¡Seguro que sí! Amy, decime (tell me), ¿cuáles son tus actividades favoritas en la ciudad?
Amy : Bueno, a mí me gusta ir a bailar, salir con mis amigos, ir al cine y hacer ejercicio . Pero no me gustan los lunes. Me levanto (I get up) a las 7:00 para ir a mis clases.
Sara : ¡Mirá vos! A mí también me gusta hacer actividades similares con mis amigos de la uni. Y tampoco me gusta levantarme temprano (early). ¿Cuáles son tus lugares favoritos?”.
Amy : Bueno, me gusta c omer en un restaurante texmex. Se llama Fuego. Allí venden tacos muy grandes y ricos.
Sara : Qué bien. Entonces, ¿ vamos a comer ahí esta noche?
Amy : ¡Perfecto! Vamos a caminar hasta mi apartamento. Está cerca. Vas a conocer a mis compañeras de casa Rachel y Allison.
Sara : ¡Genial! Vamos.
"Vos" is a Spanish pronoun used in Argentina as a second-person singular form of address, similar to "tú".
Lengua
What are some cognates that helped you understand the conversation between Amy and Sara? Write at least three.
- Answer
-
Cognates: el campus, un estudiante, universitario, difíciles, actividades favoritas, clases, etc.
In this dialogue, we see conjugated instances of the verb ir a , such as:
- Vamos a hacer muchas cosas juntas esta semana .
- ¿ Vamos a comer allí esta noche ?
What do you think the structure ir + a + infinitive is used for? Clue: Pay attention to the time expressions used near each verb.
- Answer
-
The structure ir + a + infinitive is used for talking about near future actions .
¿Comprendiste?
Contesta las siguientes preguntas sobre el diálogo de Amy y su prima Sara.
¿De dónde es Sara?
- Answer
-
Sara es de Buenos Aires, Argentina.
Connections
Amy tiene primos en Argentina. ¿Tienes tú familia en otros países o estados? ¿Dónde? ¿Cómo son tus parientes lejanos?
When studying new vocabulary, it´s important to connect the vocabulary to your own life. Can you write a few sentences to answer the questions above?
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| 2024-09-16T21:47:21 |
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1.1.0: Vocabulario
Los pasatiempos y las actividades
¿Qué te gusta hacer en tu tiempo libre? ¿Dónde haces estas actividades? Use the following vocabulary to answer these questions. Look at the photographs, and discover how many of these words you already know. Again, los cognados will help you!
Los deportes al aire libre
In Spanish, use the construction "Jugar + a + sport" to talk about playing a sport .
Remember that in Spanish, when "a" is followed by "el", we need a contraction: the word "al".
- Modelo: Me gusta jugar al (a + el) béisbol.
Los deportes en el gimnasio
Actividades en la playa
Actividades en las montañas
Lugares (ir a la.../ir al...)
En mi tiempo libre: Otras actividades
| descansar | to rest |
|---|---|
| entrenar | to train |
| ir a una fiesta | to go to a party |
| ir a un partido de (deporte) | to go to a (sports) match |
| ir de compras | to go shopping |
| jugar los videojuegos | to play video games |
| mirar televisión | to watch television |
| pasear | to take a stroll |
| pintar | to paint |
| sacar fotografías | to take photographs |
| salir con amigos | to go out with friends |
| ver una película | to watch a movie |
| visitar un lugar/a una persona | to visit a place/a person |
Más adjetivos
Con estos adjetivos describimos a una persona cuando hablamos de sus actividades. También usamos estas palabras para describir lugares o nuestros pasatiempos y actividades.
| aburrido/a | boring |
|---|---|
| activo/a | active |
| apasionante | thrilling |
| arriesgado/a | risky |
| atractivo/a | attractive |
| aventurero/a | adventurous |
| cauteloso/a | cautious |
| difícil | hard; difficult |
| emocionante | exciting |
| fácil | easy |
| fantástico/a | fantastic |
| fascinante | fascinating |
| peligroso/a | dangerous |
| relajante | relaxing |
| ridículo/a | ridiculous |
Ahora mira el siguiente vídeo. It offers a summary of the different sports vocabulary as well as example sentences .
Attribution: Profe De ELE es CC BY-SA 4.0
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| 2024-09-16T21:58:03 |
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1.1.1: Pronunciación Last updated Save as PDF Page ID 284217 Pronunciación 1 Pronunciación 2 Pronunciación 1 Pronunciación 3 Pronunciación 4 Pronunciación 5 Pronunciación 6
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libretexts
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2025-03-17T19:54:49.606280
| 2024-09-16T22:00:33 |
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1.1.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Práctica 4
La prima de Amy, Sara, just met Amy’s housemate, Rachel. Ahora hablan de sus pasatiempos y actividades favoritas. Lee la conversación y responde las preguntas.
Sara : Hola, Rachel. Encantada de conocerte.
Rachel : Hola, Sara. Mucho gusto. ¿Te gusta la ciudad?
Sara : Sí, es chiquita ( pequeña ), pero me gusta mucho.
Rachel : ¡Qué bien! Te va a gustar mucho la universidad también.
Sara : ¿Qué haces aquí en tu tiempo libre?
Rachel : Interesante pregunta, Sara. A ver… Bueno, a mí me gusta cocinar, bailar y estudiar porque mis clases son difíciles. También me gusta ir a la playa y sacar muchas fotos, tomar el sol y escuchar música mientras ( while ) tomo un paseo por la playa. Pero hay un problema: No hay playas cerca de nosotras, pero, por suerte, hay parques estatales interesantes. Amy y yo acampamos con otros amigos y hacemos una fogata para comer muchos s’mores. We do that in the fall, for sure!
Sara : Genial. Rachel, eres muy activa. ¿Qué son los s’mores? No tenemos s’mores en Argentina.
Rachel : Ah! Entonces vamos a cocinar s’mores para ti. Y vamos a acampar.
Sara : ¡Claro! Nada más lindo que ver el paisaje y las estrellas en la noche.
Rachel : Done deal then! ¡Acampamos!
Práctica 5
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2025-03-17T19:54:49.750029
| 2024-09-16T22:08:12 |
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1.1.3: Conversación
Preparación comunicativa 1 : Los deportes y pasatiempos en tu ciudad
Paso 1. Using the sports and hobbies vocabulary from this unit, talk with a few partners and answer the following questions:
| Nombre | ¿Qué deportes o pasatiempos son populares en tu familia? | ¿Qué deportes o pasatiempos son populares en tu ciudad? | ¿Qué deportes o pasatiempos son populares en tu país ( country )? |
|---|---|---|---|
| 1. | |||
| 2. | |||
| 3. | |||
| 4. |
Paso 2. Review the word ¨equipo¨ (team) and then brainstorm several examples for the sports you recorded above with a partner.
¿Qué equipos son populares para los diferentes deportes en tu familia, tu ciudad, y tu país?
Modelo:
- En mi familia, nos gusta el equipo de....
- En mi ciudad, el equipo ________ es muy popular.
- En los Estados Unidos.....
Preparación comunicativa 2 : Soy un/una estudiante nuevo/nueva
With a classmate, prepare a conversation. Include the following information:
Estudiante 1:
You’ve just met a person from Argentina, and you are trying to learn more about their hobbies and favorite activities.
- Introduce yourself, and ask their name.
- Say where you are from, and that you are a new student (un/a estudiante nuevo/a).
- Ask about their favorite hobbies and activities. Do not forget to ask them if they like to go to places like the beach, mountains, etc.
- Answer your classmate’s question, and plan to do something together (e.g., ¿Comemos juntos mañana?). Talk about places and set up a time.
- Say thanks and goodbye.
Estudiante 2:
You are an exchange student from Argentina talking to a local student you’ve just met. Talk to this person about your favorite hobbies and activities.
- Answer your classmate’s question, and say where you are from. Ask your classmate where they are from.
- Answer your classmate’s questions. Give enough details; use words like, “porque, también…, con…, y…, pero…., además” to help your conversation.
- Ask your classmate what their favorite hobbies and activities are.
- Answer your classmate’s question, and set up a time and place to do what you are planning.
- Answer your classmate’s question, and say goodbye
Preparación comunicativa 3: ¿Qué haces en tus ratos libres?
La expresión “ratos libres” can be used instead of “tiempo libre”. You can use both expressions to talk about the activities you do/ you like to do in your free time.
Paso 1. How would you ask questions about what people do in their free time in Spanish? How about whether they like doing one thing or another? Use the Spanish you already know to create two questions to ask your participants.
Hint: Review days of the week and time expressions (por la mañana, etc.) to specify when people like to do different activities.
Paso 2. You will now collect your participants’ responses using the following tables.
Ask the questions you developed in Paso 1 (write your questions in the Pregunta boxes) and record their responses. Encourage them to give more than one answer by asking ¿Qué más?
| Compañeros de clase | Pregunta 1 | Pregunta 1 |
|---|---|---|
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. |
Paso 3. Now it’s time to analyze your responses. What are some common trends you see in your data? Make a few notes.
Paso 4. Share the results of your research with two different classmates. ¡Usa el español!
- ¿Qué actividad es la más común en los dos grupos?
- ¿Qué actividad es la más común individualmente?
- ¿Son tus resultados similares a los resultados de tus compañer@s?
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libretexts
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2025-03-17T19:54:49.823025
| 2024-09-16T22:10:49 |
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1.2: En contexto- Talking about the future
- Talk about your daily routines and activities in the near future
- Ask about where others usually go (ir + a + lugar) or things they are going to do (ir + a + infinitivo)
- Tell others where you go (ir + a + lugar) and what you will do soon (ir + a + infinitivo)
¿A dónde vas?
Do you remember Allison? She is Amy and Rachel’s housemate. She sees Sara before leaving the house. ¿A dónde va Allison? ¿Qué va a hacer allí? Read the conversation. Pay attention to the verbs in bold. What do you notice about these forms? What are their two possible meanings?
Attribution: Public Domain
Attribution: Audio by Ayelén Usandizaga and Belén Morán Galvarici is licensed under a Creative Commons Attribution-ShareAlike (CC-BY-SA)
Allison : ¡Hey, Sara! Voy a la escuela porque tengo una sesión de estudio con mi grupo de química en la biblioteca. Me gusta ir a la biblioteca. Me concentro más.
Sara : ¡Qué interesante! Amy y yo vamos a comer en Antonio’s Pizza esta noche. ¿ Vas a comer con nosotras?
Allison : ¡Qué rico! Perdón, pero esta noche voy a trabajar en mis clases. Mis amigas y yo vamos a estudiar porque tenemos dos exámenes muy difíciles la próxima semana.
Sara : Ooo bueno, Allison. ¡Buena suerte!
Allison : Muchas gracias, Sara. ¡Hasta luego!
Sara : ¡Chau! ¡Nos vemos!
Lengua
Responde estas preguntas sobre el diálogo .
Let’s talk about the verb ir first. See if you can find an example of the following in the conversation:
Find IR in the infinitive form.
- Answer
-
Me gusta ir a la biblioteca.
Find IR used with the “I’m going to + place” meaning.
- Answer
-
Voy a la escuela .
Find IR used with the “I’m going to + verb” form (future meaning).
- Answer
-
Amy y yo vamos a comer en Antonio´s Pizza esta noche.
Would you say the verb ir is regular or irregular? What are the forms that appear in the dialogue?
- Answer
-
IR is irregular. You can see the following forms in the dialogue: voy, vas, vamos
¿Comprendiste?
Now let’s talk about the content of the dialogue (continue paying attention to the verb forms):
¿A dónde va Allison?
- Answer
-
Allison va a la escuela.
¿Qué van a hacer Sara y Amy esta noche?
¿A dónde van a ir ?
- Answer
-
Sara y Amy van a comer.
Van a Antonion´s Pizza.
¿Qué va a hacer Allison? ¿Por qué?
- Answer
-
Allison va a estudiar porque tiene dos exámenes.
All the conjugated verbs that appear in the dialogue are forms of the present tense conjugation of the verb ir ( to go ). In this section, we will learn how to conjugate and use this verb.
The verb ir is used both to indicate the place where a person is going ( Voy a la escuela) and to express future plans ( Vamos a comer pizza esta noche). As you have probably noticed, it is an irregular verb. When we use it to talk about the future, it is followed by the preposition a + a verb in the infinitive (e.g., Mis amigas y yo vamos a estudiar esta noche).
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libretexts
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2025-03-17T19:54:49.899285
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1.2.0: Gramática
I. Conjugación
IR means ¨to go¨. It is an irregular verb and you will need to memorize its conjugation forms.
| Pronombres | Formas de ir |
|---|---|
| yo | voy |
| tú/vos (en Argentina) | vas |
| él/ella/Ud. | va |
| nosotros | vamos |
| vosotros | vais |
| ellos/ellas/Uds. | van |
II. Ir + a + lugar ( destination )
One of the ways in which you use the verb ir is to talk about the places where people are going. The conjugated form is followed by the preposition a and the destination.
Modelo:
- Tú vas a la escuela. You are going to school.
- ¿ A dónde van ellos? Where are they going?
- Nosotros vamos al cine. We are going to the movie theatre.
- Yo voy a una fiesta. I am going to a party.
The question word used to ask about current locations is ¿Dónde? ( where? ). It can be combined with the preposition ¨a¨ to ask about future locations, for example:
- ¿Adónde vas? Where are you going?
- ¿Adónde va ella? Where is she going?
- ¿Adónde van ellos? Where are they going?
In Spanish, contractions are not optional. When a masculine and singular noun comes after the preposition ¨a¨, it will combine to make ¨al¨.
a + el = al
- Nosotros vamos al (a + el) cine.
- Yo voy al gimnasio.
- Ellas van al restaurante.
III. Ir + a + Infinitive
When you want to express future plans, you use the verb ir + a + a verb in the infinitive .
An infinitive is an unconjugated verb. In Spanish, infinitives end in:
- AR (hablar, estudiar)
- ER (comer, beber)
- IR (escribir, vivir)
Modelo:
- Juan va a comprar comida. Juan is going to buy food.
- Yo voy a estudiar en la biblioteca. I am going to study in the library.
- ¿Qué van a hacer mañana? What are y’all/they going to do tomorrow?
- Allison y yo vamos a limpiar la casa. Allison and I are going to clean the house.
To ask about future plans, you will the infinitive ¨hacer¨ which means ¨to do¨. Look at the following questions:
- ¿Qué vas a hacer? What are you going to do?
- ¿Qué va a hacer Rodrigo? What is Rodrigo going to do?
- ¿Qué van a hacer los estudiantes? What are the students going to do?
Use this chat mat as you converse with others:
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1.2.1: Pronunciación Last updated Save as PDF Page ID 284222 Pronunciación 1 Pronunciación 2 Pronunciación 3
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2025-03-17T19:54:50.046925
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1.2.2: Práctica Last updated Save as PDF Page ID 284223 Práctica 1 Práctica 2 Práctica 3 Práctica 4 Práctica 5
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2025-03-17T19:54:50.122316
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|
1.2.3: Conversación
Preparación comunicativa 1: ¿A dónde vas para …?
Paso 1. Imagine that you and your partner are in a new town. You are trying to figure out where each place is, and where you two and your other friends can do different things. Divide up the following questions between you two. You will take turns asking and answering questions using the map below. Follow the modelo.
Modelo:
Estudiante 1: ¿Adónde vas a estudiar?
Estudiante 2: Voy a la biblioteca o voy al café
- ¿A dónde van Juan y Ester a ver películas?
- ¿A dónde vas a aprender español?
- ¿A dónde voy a comprar frutas?
- ¿A dónde vamos a tomar un café expreso?
- ¿A dónde va Aimar a comprar libros turísticos?
- ¿A dónde vas a ver un concierto?
- ¿A dónde va Dylan a comprar ropa?
- ¿A dónde vamos a ver pinturas?
Paso 2. Now you and your partner are going to choose two or more of the places on the map, and you are going to prepare an itinerary of activities you are going to do there. Use the verb -ir + a + infinitive to talk about the future and the vocabulary we learned in the module. Include at least eight different activities.
Modelo:
E1: ¿A dónde vamos?
E2: Vamos al parque ELE. ¿Qué vamos a hacer allí?
E1: Bueno… (yo) voy a leer las noticias en mi teléfono. ¿Y tú?
E2: (Yo) voy a hacer jogging.
Paso 3.
Now get together with another pair, and share your activities. ¿Son sus actividades similares o diferentes? Write a paragraph together describing where you will go and what you will do, mentioning the similarities and differences. You can use words such as también , y , pero , en contraste , etc. Write at least 100 words.
Preparación comunicativa 2: ¿A dónde vas a ir estas vacaciones?
Paso 1. Ahora hablamos de tus planes para unas vacaciones próximas. Imagine you are going to travel with a group of friends. You and your partner meet at a party before spring break, and you discuss your plans. First, greet each other. Then ask and answer questions about your plans (e.g., where you’re going to go; who you are going to go with; what you’re going to do there, etc. using ir + a + infinitive ). Include as much information as possible.
Paso 2 . Using the plans you made with your partner in Paso 1, put your plans into the first person plural form to tell the rest of the class what you plan to do together during your trip.
Modelo:
Vamos a tomar el sol en la playa.
Preparación comunicativa 3: ¿Qué van a hacer este fin de semana?
Conversa con tu compañero/a para completar la tabla.
Modelo:
Estudiante 1: ¿A dónde va el profesor Morales este fin de semana?
Estudiante 2: Va al cine .
Estudiante 1: ¿Qué va a hacer?
Estudiante 2: Va a ver una película cómica .
Estudiante 1
- Click here to view Student 1´s information:
-
Nombre
Lugar
Actividad
El profesor Morales
el cine
ver una película cómica
Dalia
la biblioteca
buscar un libro
Paulina y Pedro
José Roberto
la playa
tomar el sol
Luis
Elena
la tienda
comprar ropa
Maricarmen
Osvaldo y Olga
el parque
pasear al perro
Fernando
tu compáñero/a
Estudiante 2
- Click here to view Student 2´s information:
-
Nombre
Lugar
Actividad
El profesor Morales
el cine
ver una película cómica
Dalia
Paulina y Pedro
la plaza
escuchar música
José Roberto
Luis
las montañas
esquiar
Elena
Maricarmen
el estadio
ver el fútbol
Osvaldo y Olga
Fernando
el aeropuerto
viajar a España
tu compañero/a
Attribution: Averigua: ¿Qué van a hacer este fin de semana? by Community College of Baltimore County is licensed under CC BY-NC 4.0
Preparación comunicativa 4: El día típico de Verónica
¿Qué hace Verónica en un día típico? Conversa con tu compañero/a para completar la tabla.
Modelo:
Estudiante 1: ¿Adónde va Verónica a las dos de la tarde?
Estudiante 2: Ella va a la piscina.
Estudiante 1: ¿Qué va a hacer?
Estudiante 2: Ella va a nadar.
Estudiante 1
- Click here to view Student 1´s information:
-
Estudiante 2
- Click here to view Student 2´s information:
-
Attribution: Averigua: El día típico de Verónica by Community College of Baltimore County is licensed under CC BY-NC 4.0
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1.3: En contexto- Talking about your daily routine
- Discuss your morning routine, including what time you wake up, what you do to get ready, and when you eat
- Use reflexive verbs
La rutina diaria de Sara en Buenos Aires y Texas
As Sara visits Amy, she is recording her experience in her diary. She’s been in town for three days. Read the diary entry of her third day and pay attention to the comparisons she makes between her life in Argentina and Texas. ¿Son sus rutinas similares en Argentina y en Texas?
While you are reading, pay attention to the verbs in bold. What do you notice about them? What verb do they remind you of? What do you think they refer to? You can use the table in section below to understand the meaning of the verbs.
Attribution: Public domain.
El diario de Sara
Attribution: Audio by Belén Morán Galvarici is licensed under a Creative Commons Attribution-ShareAlike (CC-BY-SA)
15 de febrero
La estoy pasando muy bien (
I’m having a good time
) con mi primita Amy. Ella es genial. Mi rutina diaria es diferente acá.
En Buenos Aires (BA):
Yo
me levanto
a las 6:00 de la mañana. Luego
me ducho
. ¡Uso el baño temprano porque mi mamá
se ducha
y está en el baño por una hora! (Tenemos solo un baño en casa.) Luego
me peino
(
el pelo
) y
me cepillo
los dientes. También
me maquillo
para no parecer una zombie en la uni. Luego
me pongo la ropa
y salgo para mis clases.
En Tejas, mi rutina es diferente:
Con las chicas, todas las mañanas nos levantamos a las 8:00. ¡Dos horas más tarde! Amy siempre se levanta saltando ( jumping ) de la cama. Ella corre al baño a cepillarse los dientes y a peinarse . No tiene tiempo para ducharse ni tampoco para maquillarse porque siempre llega tarde a sus clases. Yo me relajo y hablo con mi mamá o amigos por FaceTime. Luego tomo un café y leo las noticias en mi teléfono. Claro, estoy de vacaciones…
Lengua
Now let’s talk about this excerpt.
What do you notice about the verbs in bold?
What is similar to and different from other verbs we have learned before?
- Answer
-
Similar: Many of the verb endings are the same as normal AR verb ending.
Different: The bolded verbs have a word in front of them (me, se, nos) or connect to the end of an infinitive (ducharse, maquillarse).
In the conversation, the bolded verbs are called reflexive verbs. We will learn about them in this section.
¿Comprendiste?
Responde las preguntas a continuación sobre el diario de Sara.
Las rutinas diarias de Sara, ¿son similares o diferentes en Argentina y Texas?
- Answer
-
The routines are different!
¿Cómo se siente Sara en Tejas?
- Answer
-
Sara is having a good time in Texas - she feels like she is on vacation!
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|
1.3.0: Gramática
Let’s talk a bit more about the verbs in Sarah’s diary entry. As you saw, they are different from other verbs we have seen. They’re more like gustar , but they’re also different from gustar . These verbs are called reflexive verbs .
A reflexive verb is a verb that is accompanied by a reflexive pronoun. This verb construction is used when a person performs an action to or for him/herself. In other words, the subject of the verb and the direct object of the verb are the same person. It is important to note that reflexive verbs can sometimes be unintuitive for English speakers because they are not very common in English; yet, they are used quite a bit in Spanish. So it is important to learn not just how to form reflexive verbs, but also when to use them.
Reflexive verbs are used when a person performs an action to or for him/herself and is accompanied by a reflexive pronoun.
You have already seen the reflexive verb llamarse when you learned to introduce yourself in Spanish in the beginning of FL107.
Modelo:
Me llamo Sara. ( I call myself / My name is Sara )
Another typical use of reflexive verbs is personal care , as seen in these examples from Sara’s diary.
Modelo:
Me levanto a las 6:00 de la mañana. ( I wake up at 6 am. )
I. Los verbos reflexivos
These verbs are commonly used to describe rutinas diarias , like the ones included in Sara’s diary. Have a look at the following table:
| acostarse | to go to bed |
|---|---|
| afeitarse | to shave |
| arreglarse | to get ready (to go somewhere) |
| bañarse | to take a bath |
| cepillarse (el pelo, los dientes) | to brush (one’s hair, one’s teeth) |
| despertarse | to wake up |
| divertirse | to have fun / enjoy oneself |
| dormirse | to fall asleep |
| ducharse | to take a shower |
| irse | to leave |
| irse a la cama | to go to bed |
| lavarse (la cara, los dientes) | to wash (one’s face, one’s teeth) |
| levantarse | to get up |
| maquillarse | to put on makeup |
| peinarse (el pelo) | to comb one’s hair |
| pintarse (las uñas) | to paint one’s nails |
| ponerse la ropa | to put on one’s clothes; to get dressed |
| relajarse | to relax |
| sacarse/quitarse la ropa | to take off one’s clothes; to undress |
| secarse (el pelo) | to dry oneself; to dry one’s hair |
II. Los pronombres reflexivos
When conjugating a reflexive verb, we need to use a reflexive pronoun as part of the verb phrase. We will see how this works in the following section. But first, let’s have a look at the pronouns. What do you notice about them? Have a look at the verb endings too. What do you notice?
| (yo) me levanto | I get up |
|---|---|
| (tú) te levantas | you ( inf. ) get up |
| (vos) te levantás | you ( inf. ) get up (Argentina, Uruguay) |
| (él/ella/Ud.) se levanta | he/she gets up; you (fml.) get up |
| (nosotros) nos levantamos | we get up |
| (vosotros) os levantáis | you ( inf., plural, Spain ) get up |
| (ellos/as, Uds.) se levantan | they get up; you ( plural ) get up |
III. La conjugación de los verbos reflexivos
Conjugating reflexive verbs is a three-step process. Let’s see…
- Breaking down the verb: It is important to understand that reflexive verbs can be broken into three sections for their conjugation. As you learned in FL107, (verbs end in -ar and verbs ending in -er and -ir), all verbs have a stem and an ending. Besides these two elements, reflexive verbs in the infinitive also have the -se ending to indicate they are reflexive. Let’s have a look at the verb we just saw levantarse :
| Stem | Ending | Reflexive Part |
|---|---|---|
| levant | ar | se |
- Reflexive pronouns: In order to conjugate the verb, the first thing we need to do is to drop the se . Now we have the verb levantar . However, we need to indicate that 1) it is a reflexive verb and 2) who is doing the action. These two needs can be answered by a reflexive pronoun. So we need to choose a pronoun out of the ones we presented in section II, and our choice will, of course, be determined by who is doing the action. Let’s see…
Modelo:
- (yo) me + levant o
- Amy se + levant a
- Las chicas y yo nos + levant amos
3 ¿Dónde están los pronombres reflexivos?
We place reflexive pronouns before the conjugated verb: Amy siempre se levanta saltando ( jumping ) de la cama.
When the sentence is negative, you place the reflexive pronoun after the particle no and before the conjugated verb: Amy no se levanta a las 6:00 de la mañana.
Modelo:
- Amy no se maquilla.
- Mi mamá se ducha.
- (Yo) me cepillo los diente.
Your turn now! Con un@ compañer@, conjugate these two reflexive verbs: ducharse , irse . Use the table below.
| Reflexive Pronoun | ducharse | irse | |
|---|---|---|---|
| (yo) | |||
| (tú) | |||
| (él/ella/Ud.) | |||
| (nosotros) | |||
| (vosotros) | |||
| (ellos/as, Uds.) |
- Answer
-
Reflexive Pronoun ducharse irse (yo) me ducho voy (tú) te duchas vas (él/ella/Ud.) se ducha va (nosotros) nos duchamos vamos (vosotros) os ducháis vais (ellos/as, Uds.) se duchan van
IV. ¿Cuándo? Los hábitos: Frecuencias
Now that you are an expert on reflexive verbs, let’s learn some expressions that you can use to talk about how often you do something; that is, to talk about your routine. Here are some useful frequency expressions.
| a menudo | often |
|---|---|
| a veces | sometimes |
| casi nunca | almost never/hardly ever |
| casi siempre | almost always |
| con bastante frecuencia | quite often |
| de vez en cuando | occasionally |
| generalmente | usually |
| los fines de semana | during the weekend |
| nunca | never |
| siempre | always |
| todos los días | everyday |
| una vez a la semana | once a week |
| una vez al mes | once a month |
Modelo:
- Casi siempre me levanto a las 6 de la mañana.
- Casi nunca me levanto después de las 8 de la mañana.
Use the following chat mat as you converse with others:
Attribution: Kelsey Harper, licensed under CC BY-SA 4.0
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1.3.1: Pronunciación Last updated Save as PDF Page ID 284255 Pronunciación 1 Pronunciación 2 Pronunciación 3 Pronunciación 4
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1.3: En contexto- Talking about your daily routine
1: Unidad 1
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Fri, 27 Sep 2024 02:49:56 GMT
1.3.2: Práctica
284256
284256
Joshua Halpern
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1: Unidad 1
1.3: En contexto- Talking about your daily routine
1.3.2: Práctica
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1.3.2: Práctica
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Práctica 1
Práctica 2
Práctica 3
Práctica 4
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|
1.3.3: Conversación
Preparación comunicativa 1: ¿Con qué frecuencia?
Paso 1. Los porcentajes te indican la frecuencia con que haces algo. Escribe la expresión de frecuencia en el recuadro ( box ) adecuado, siguiendo el ejemplo. Usa el vocabulario de hábitos para responder las preguntas.
| 100% | Siempre |
a menudo
a veces casi nunca casi siempre con bastante frecuencia de vez en cuando generalmente los fines de semana nunca siempre todos los días una vez a la semana una vez al mes |
|---|---|---|
| 90% | ||
| 70% | ||
| 50% | ||
| 15% | ||
| 10% | ||
| 0% |
Paso 2: Ahora usamos tus rutinas diarias. Fill in the table below with your activities. ¡OJO! La frecuencia de las actividades diarias no está relacionada con la hora.
| 100% | Modelo : Yo siempre me lavo los dientes por las mañanas. |
a menudo
a veces casi nunca casi siempre con bastante frecuencia de vez en cuando generalmente los fines de semana nunca siempre todos los días una vez a la semana una vez al mes |
|---|---|---|
Paso 3. Usando tus respuestas en el Paso 2 , crea preguntas usando “¿Con qué frecuencia…?” y tus rutinas diarias.
Modelo:
Estudiante 1: ¿Con qué frecuencia te levantas a las 6 de la mañana?
Estudiante 2: Casi nunca me levanto a las 6 de la mañana. / A veces me levanto a las 6 de la mañana.
Preparación comunicativa 2: Las rutinas
With a classmate, prepare a conversation. You will need to use the reflexive verbs and the vocabulary you learned in the module. Include the following information:
Estudiante 1:
You are getting to know your best friend’s classmate, whom you’ve just met. You talk about each other’s daily routines as the semester begins.
- Introduce yourself, and ask your classmate’s name.
- Ask about their daily routines. Do not forget to ask them what they do during the school week and weekend.
- Ask them questions regarding the frequency with which they do certain things. Use the vocabulary and structures we just discussed.
- Answer your classmate’s questions, and set up a time and place to do one of these activities.
Estudiante 2:
Your classmate is introducing you to their best friend. You talk about each other’s daily routines as the semester begins.
- Answer your classmate’s question, and say where you are from. Ask your classmate where they are from.
- Answer your classmate’s questions. Give enough details.
- Ask your classmate about their daily routines. Do not forget to ask them what they do during the school week and weekend.
- Answer your classmate’s questions and ask them related questions.
- Answer your classmate’s question.
|
libretexts
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2025-03-17T19:54:50.610670
| 2024-09-18T19:04:33 |
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|
1.4: En contexto- Making comparisons
- Make equal and unequal comparisons
- Use superlatives to express the highest quality or degree
Rachel y Juan
As the first week of the spring semester is over, Rachel, Amy’s housemate, bumps into her friend Juan. Toman el autobús juntos y hablan de sus clases. Listen to their conversation, and pay attention to the way in which they compare their classes.
Attribution: By Oram Viriyincy, licensed under CC BY-SA 2.0.
Rachel : ¡Juan! ¿Cómo estás? ¿Qué tal las clases?
Juan : ¡Hola, Rachel! Todo está súper. De todas las clases, la clase de gramática española con el profesor Robles es la más difícil de todas.
Rachel : Why Spanish, though? El español es tu primera lengua.
Juan : Yes, it is, but I never studied Spanish formally. I learned it with my family.
Rachel : Right, it makes sense. A mí la clase del profesor Robles me gusta tanto como mi clase de anatomía. Yo siento que el español es tan fácil como la anatomía. Las clases de Amy son más difíciles que nuestras clases. Ella tiene más clases que tú y toma física y trigonometría. El español es definitivamente menos complicado que la física.
Juan : Hm… I’m not sure I agree!
¿Comprendiste?
First, we’re going to discover what you understood from the conversation
Which class is the most difficult for Juan? Why?
- Answer
-
Spanish grammar is the most difficult for Juan because he´s never studied it formally before.
¿Qué dos clases le gustan a Rachel?
- Answer
-
A Rachel le gustan las clases de español y anatomía.
¿Quién tiene las clases más difíciles?
- Answer
-
Amy tiene las clases más difíciles.
¿Cuál es probablemente la especialización de Amy?
- Answer
-
Amy probablemente estudia las matemáticas.
Now let’s focus on the structures used in the dialogue. What do you think is the difference (in degrees of similarity, more, or less) between these sentences?
“La clase de español es tan fácil como la clase de anatomía”
- Answer
-
This sentence shows similarity - Spanish is as easy as anatomy.
“Las clases de Amy son más difíciles que nuestras clases.”
- Answer
-
This sentence shows more - Amy´s classes are more difficult than our classes.
“El español es definitivamente menos complicado que la física.”
- Answer
-
This sentence shows less - Spanish is less complicated than physics..
|
libretexts
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2025-03-17T19:54:50.683328
| 2024-09-18T19:05:31 |
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|
1.4.0: Gramática
I. Los comparativos
Let’s start by focusing on how Rachel talks about Juan’s and Amy’s classes in the following sentence: “Ella tiene más clases que tú.”
In this statement, Rachel is comparing the number of classes that Juan and Amy are taking, and she is saying that Amy has more classes than Juan. This is a comparison , and, in order to express it, we use a comparative o comparativo en español.
We use comparativos to compare quantities (when we compare more or less than), qualities (when we try to establish the similarities and differences between two things), and frequency (when we compare two actions).
Hay tres tipos de comparativos en español: superioridad (>), inferioridad (<) e igualdad (=). Let’s go through each of them and learn more about their uses .
A. Superioridad (>)
To say that something is more than something else, you will use más and que.
- For qualities and quantities, you will compare the two subjects using: Más + noun/adjective/adverb + que
Modelo:
- Ella tiene más clases que tú. (noun)
- La clase de español es más difícil que la clase de anatomía. (adjective)
- Amy estudia más frecuentemente que Juan. (adverb)
- For frequency or intensity, you will use: Verb + más + que
Modelo:
- Amy estudia más que Juan.
- Raquel trabaja más que Jorge.
- Spanish has two irregular forms to express “better than” and “less than”.
When you want to express “…better than…” instead of saying “más bien” or “más bueno,” which are incorrect in Standard Spanish, you will use mejor .
Modelo:
- Mi hermana habla francés mejor que yo.
- El equipo de fútbol femenino de los Estados Unidos es mejor que el equipo de Argentina.
When you want to express “…worse than…” instead of saying “más malo” or “más mal,” which are incorrect in Standard Spanish, you will use peor .
Modelo:
- Mi hermano habla inglés peor que yo.
- La contaminación de los mares es peor que la falta de petróleo ( lack of oil ).
B. Inferioridad (<)
To say that something is less than something else, you will use menos and que.
- For qualities and quantities, you will compare the two subjects using: Menos + noun/adjective/adverb + que
Modelo:
- Juan tiene menos clases que Amy. (noun)
- La clase de anatomía es menos difícil que la clase de español. (adjective)
- Juan estudia menos frecuentemente que Rachel. (adverb)
- For frequency or intensity, you will use: Verb + menos + que
Modelo:
- Juan estudia menos que Amy.
- Stephanie trabaja menos que María.
C. Igualdad (=)
To say that something is the same as something else, you will use tan/tanto/tanta/ tantos/tantas and como . This structure is a bit more complex, so let’s pay attention to the differences that exist when we use it with adjectives and adverbs or nouns.
- With adjectives and adverbs, you will use: tan + adjective or adverb + como
Modelo:
- La clase de español es tan fácil como la clase de anatomía. (adjective)
- Rachel estudia tan frecuentemente como Amy. (adverb)
- When you use this structure with nouns, you will need to choose the form that matches the number (singular or plural) and gender (feminine or masculine) of the noun it modifies. Have a look at these examples, and try to come up with a simplified rule.
Modelo:
- Tengo tanto trabajo como tú.
- Tengo tanta tarea como Juan.
- Amy necesita tantos libros como su amiga Claire.
- Rachel toma tantas clases como Juan.
| tanto |
+ |
noun (masculine, singular) |
+ |
como |
|---|---|---|---|---|
| tanta | noun (feminine, singular) | |||
| tantos | noun (masculine, plural) | |||
| tantas | noun (feminine, plural) |
- With verbs, whether they are singular or plural, you will use: Verb + tanto como
Modelo:
- Rachel estudia tanto como Amy.
- Sara trabaja tanto como George.
II. El superlativo
Let’s start by focusing on how Juan talks about his Spanish grammar class in the following sentence: “La clase de gramática española con el profesor Robles es la más difícil de todas. ”
In this statement, Juan is comparing his Spanish grammar class to the rest of his classes (i.e, to a group). In order to do so, he is using a superlative (en español, un superlativo ).
Superlatives are used to express the highest quality or degree of a thing, person, action, etc.
To express the most/ least , you use the following equation: el/la/los/las + (noun) + más/menos + adjective + de
Notice that the definite article is needed, and, therefore, it has to agree in number and gender with the noun it modifies.
Modelo:
- La clase de gramática española es la (clase) más difícil de todas mis clases.
- El autobús es la forma de transporte menos cara de la ciudad.
When you want to talk about the best or worst, we do not use “más” or “menos”. Instead, we use “mejor” and “peor,” and you modify their form to match the number of the noun they modify. Have a look at the following examples:
- For best : El/la/los/las + mejor / mejores + noun + de
Modelo:
- El español es la mejor materia de mi semestre.
- Rachel y Amy son las mejores amigas de Juan.
- El instructor Robles es el mejor profesor de español.
- Esta universidad tiene los mejores estudiantes de Tejas.
- For worst : El/la/los/las + peor / peores + noun + de
Modelo:
- La trigonometría es la peor materia de mi semestre.
- Las tareas de mis clases este semestre son las peores tareas de mi carrera de estudiante.
- Este restaurante tiene el peor servicio de la ciudad.
- El cambio climático y la contaminación son los peores problemas del mundo actual.
|
libretexts
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2025-03-17T19:54:50.773982
| 2024-09-18T19:35:32 |
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1.4: En contexto- Making comparisons
1: Unidad 1
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Fri, 27 Sep 2024 02:49:54 GMT
1.4.1: Pronunciación
284260
284260
Joshua Halpern
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FL108: Voces en camino - Voces en marcha (Beginning Spanish 2)
1: Unidad 1
1.4: En contexto- Making comparisons
1.4.1: Pronunciación
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1.4.1: Pronunciación
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2025-03-17T19:54:50.848389
| 2024-09-18T19:50:09 |
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|
1.4.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Práctica 4
Works Cited:
9.3.1: Práctica- Los comparativos de desigualdad e igualdad by M. Barrio De Mendoza, K Gutiérrez, H.Ho, C. Lin, & A Stere Lugo ( ASCCC Open Educational Resources Initiative ) / License CC BY-NC Attribution-NonCommercial 4.0 International (CC BY-NC)
|
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2025-03-17T19:54:50.982645
| 2024-09-18T19:51:14 |
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|
1.4.3: Conversación
Preparación comunicativa 1: Los deportes y los pasatiempos
Review los deportes y pasatiempos from 1.1 Vocabulario. With a partner, make comparisons for each category:
- deportes individuales / deportes de equipo
Modelo:
Hay más jugadores en un equipo de fútbol que en un equipo de voleibol.
- deportes en el aire libre / deportes en el gimnasio
Modelo:
El fútbol es más divertido que el baloncesto.
- actividades en la playa / actividades en las montañas
Modelo:
Hace más calor en la playa que en las montañas.
Create multiple comparisons about the equipment, setting, spectators, uniforms, weather, and location of different sports and pasttimes - be creative!
Preparación comunicativa 2: Las comparaciones
Work with a partner to complete the table:
|
|
Comparación Igual |
Comparación Desigual |
El Superlativo |
|---|---|---|---|
|
EJEMPLO: los libros |
The Hunger Games es tan interesante como Divergent. |
La serie de Harry Potter es más larga que la serie de Twilight. |
Los Osos Berenstain son los mejores libros infantiles. |
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Preparación comunicativa 3: Una encuesta
Paso 1. You will survey your classmates about what they like most when presented with several options. Brainstorm 5 categories with 2 specific options each so you can survey your classmates.
Modelo:
- Bebidas: Pepsi o Coke
- Estaciones: Verano o invierno
- Colores: Rojo o azul
Paso 2. Now that you have your categories and options, walk around the room and survey your classmates. Make sure to record their answers!
Modelo:
- Estudiante 1: ¿Qué te gusta más : rojo o azul?
- Estudiante 2: Me gusta azul más que rojo.
Paso 3. When you are finished, tally your results and write a few sentences to present your findings to the class using superlatives.
Modelo:
- Azul es el color más popular de la clase.
|
libretexts
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2025-03-17T19:54:51.059338
| 2024-09-18T19:52:57 |
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|
1.5: Repaso
Vocabulario
- 1.1 Talk about your favorite leisure activities (e.g., sports, hobbies, etc.)
| El béisbol | baseball |
|---|---|
| el fútbol | soccer |
| el fútbol americano | football |
| el baloncesto | basketball |
| el tenis | tennis |
| el voleibol | volleyball |
| Hacer ejercicio | to work out |
|---|---|
| hacer jogging | to jog |
| escalar rocas | to rock climb |
| hacer yoga | to do yoga |
| levantar pesas | to lift weights |
| practicar deportes | to practice sports |
| acampar | to camp |
|---|---|
| bucear | to scuba / snorkel |
| descansar | to rest |
| entrenar | to train |
| hacer una fogata | to make a bonfire/campfire |
| ir a una fiesta | to go to a party |
| ir de excursión | to go on a hike |
| ir a un partido de (deporte) | to go to a (sports) match |
| ir de compras | to go shopping |
| jugar los videojuegos | to play video games |
| mirar televisión | to watch television |
| nadar | to swim |
| pasear | to take a stroll |
| pescar | to fish |
| pintar | to paint |
| sacar fotografías | to take photographs |
| salir con amigos | to go out with friends |
| surfear | to surf |
| tomar el sol | to sunbathe |
| ver una película / el paisaje | to watch a movie / landscape |
| visitar un lugar/a una persona | to visit a place/a perso |
- 1.1 Talk about your favorite places
| el cine | movie theatre |
|---|---|
| el estadio | stadium |
| el museo | museum |
| el banco | bank |
| la discoteca | club |
| el centro | downtown |
| el café | cafe / coffee shop |
| el restaurante | restaurant |
| el supermercado | supermarket |
| el centro comercial | shopping mall |
| la tienda | store |
| la iglesia | church |
- 1.2 Talk about your daily routines
| acostarse | to go to bed |
|---|---|
| afeitarse | to shave |
| arreglarse | to get ready (to go somewhere) |
| bañarse | to take a bath |
| cepillarse (el pelo, los dientes) | to brush (one’s hair, one’s teeth) |
| despertarse | to wake up |
| divertirse | to have fun / enjoy oneself |
| dormirse | to fall asleep |
| ducharse | to take a shower |
| irse | to leave |
| irse a la cama | to go to bed |
| lavarse (la cara, los dientes) | to wash (one’s face, one’s teeth) |
| levantarse | to get up |
| maquillarse | to put on makeup |
| peinarse (el pelo) | to comb one’s hair |
| pintarse (las uñas) | to paint one’s nails |
| ponerse la ropa | to put on one’s clothes; to get dressed |
| relajarse | to relax |
| sacarse/quitarse la ropa | to take off one’s clothes; to undress |
| secarse (el pelo) | to dry oneself; to dry one’s hair |
| a menudo | often |
|---|---|
| a veces | sometimes |
| casi nunca | almost never/hardly ever |
| casi siempre | almost always |
| con bastante frecuencia | quite often |
| de vez en cuando | occasionally |
| generalmente | usually |
| los fines de semana | during the weekend |
| nunca | never |
| siempre | always |
| todos los días | everyday |
| una vez a la semana | once a week |
| una vez al mes | once a month |
Gramática
- 1.2 Uses of the verb “ir”
| Pronombres | Formas de ir |
|---|---|
| yo | voy |
| tú/vos (en Argentina) | vas |
| él/ella/Ud. | va |
| nosotros | vamos |
| vosotros | vais |
| ellos/ellas/Uds. | van |
| Destination |
Ir + a + lugar |
|---|---|
| Future Actions |
Ir + a + Infinitive |
- 1.3 Reflexive verbs
| Stem | Ending | Reflexive Part |
|---|---|---|
| levant | ar | se |
- 1.4 Comparative and superlatives
|
Más + noun/adjective/adverb + que |
|---|
| Verb + más + que |
| Mejor / peor + que |
|
menos + noun/adjective/adverb + que |
|---|
|
Verb + menos + que |
|
tan + adjective or adverb + como |
|---|
|
verb + tanto como |
| tanto |
+ |
noun (masculine, singular) |
+ |
como |
|---|---|---|---|---|
| tanta | noun (feminine, singular) | |||
| tantos | noun (masculine, plural) | |||
| tantas | noun (feminine, plural) |
| el/la/los/las + (noun) + más/menos + adjective + de |
|---|
|
El/la/los/las + mejor / mejores + noun + de |
|
El/la/los/las + peor / peores + noun + de |
Comunicación
| By the end of Unidad 1, you should be able to: | Preguntas (ejemplos) | Respuestas (ejemplos) |
|---|---|---|
| Talk about your favorite leisure activities (e.g., sports, hobbies, etc.) |
¿Qué te gusta hacer para hacer
¿Cuál es tu pasatiempo favorito? ¿Cuál es tu deporte favorito? |
Me gusta(n) ____ (activities). Mi pasatiempo favorito es ______ (activity). Mi deporte favorito es el fútbol |
| Talk about places you go |
¿Adónde vas para estudiar? ¿Adónde vas para vacaciones? |
Answers will vary. Yo voy a ____ (places - nouns). |
| Describe and discuss your daily routine and the frequency with which you do certain activities |
¿A qué hora te despiertas
|
Me despierto a las _____(time).
|
| Talk about activities in the near future |
¿Qué vas a hacer este fin de semana? ¿Qué vas a hacer este verano? |
Answers will vary. Yo voy a ______ (activities - use infinitives). |
| Make comparisons |
¿Cuáles son los deportes que te gustan más? |
Answers will vary. Me gusta fútbol más que el fútbol americano. |
Callstack:
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2: Unidad 2 Last updated Save as PDF Page ID 284165 2.0: Unidad 2 Objetivos 2.1: En contexto- La comida 2.1.0: Vocabulario 2.1.1: Pronunciación 2.1.2: Práctica 2.1.3: Conversación 2.2: En contexto- En el restaurante 2.2.0: Vocabulario 2.2.1: Pronunciación 2.2.2: Práctica 2.2.3: Conversación 2.3: En contexto- Stem Changing Verbs (o-ue, u-ue) 2.3.0: Gramática 2.3.1: Pronunciación 2.3.2: Práctica 2.3.3: Conversación 2.4: En contexto- Stem Changing Verbs (e-i, e-ie) 2.4.0: Gramática 2.4.1: Pronunciación 2.4.2: Práctica 2.4.3: Conversación 2.5: Repaso
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2.0: Unidad 2 Objetivos
En este módulo, hablamos de tu comida y restaurantes favoritos. También vamos a hablar de los verbos con cambios radicales.
Antes de comenzar tu trayecto: ¿Cuál es tu comida favorita? ¿Te gustan las frutas y las verduras (por ejemplo, el brócoli)? ¿Cuáles son tus favoritas? ¿Cuál es tu restaurante favorito? Try to answer all these questions in Spanish. Remember los cognados : You can resort to them para responder preguntas en español.
Objetivos en este módulo
Comunicación
In this instructional module, you will learn how to…
- 2.1 Talk about the kind of food you prefer
- 2.1 Ask others about their favorite foods and how they are prepared, tell others what you normally eat and the basic ingredients of your food
- 2.2 Learn how to order food in a restaurant
- 2.2 Discuss your favorite restaurants and with what frequency you visit them
- 2.4 Talk about emotions and temporary states
Lengua
- 2.3 The present tense of stem-changing verbs (o-ue, u-ue)
- 2.4 The present tense of stem-changing verbs (e-ie, e-i)
- 2.4 Tener phrases
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|
2.1: En contexto- La comida
- Talk about the kind of food you prefer
- Ask others about their favorite foods and how they are prepared
- Tell others what you normally eat and the basic ingredients of your food
Allison, la compañera de casa de Amy y Rachel, va a la biblioteca a estudiar con su grupo de química. En el camino, se topa ( bumps into ) con su buen amigo Edwin. Escuchamos la conversación entre los dos chicos. Pay attention to the words in bold.
Attribution: By Uirá Porã, licensed under CC BY-SA 2.0.
Allison : ¡Edwin! ¿Cómo estás? ¿Qué tal tus vacaciones de invierno ( winter )?
Edwin : ¡Hola, hermosa! Todo bien. Estoy yendo ( voy ) a clase.
Allison : ¡Yo también! Tengo que estudiar con mis compañeros de clase. De hecho, voy a estudiar con ellos a las 2:00 de la tarde, pero quiero comer primero. Tengo hambre.
Edwin : ¿Quieres almorzar conmigo en el nuevo restaurante peruano? Juan va tres veces a la semana y recomienda el pollo asado , las papas fritas y la ensalada . Podemos ir después de clase, a las 12:20. ¿Te parece?
Allison : Hm… How yummy! Ok, I’ll see you then. Here?
Edwin : ¡Perfecto!
¿Comprendiste?
Contesta las siguientes preguntas sobre el diálogo de Allison y Edwin.
¿A dónde camina Edwin?
- Answer
-
Edwin camina a la clase.
¿Qué necesita hacer Allison para su clase?
- Answer
-
Allison necesita estudiar.
¿De qué país es el restaurante?
- Answer
-
Es un restaurante peruano (de Perú).
¿Qué quiere comer Edwin en el restaurante?
- Answer
-
Edwin quiere comer el pollo asado, las papas fritas y la ensalada.
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2.1.0: Vocabulario
¿Recuerdas ( remember ) a Amy? We met her in the previous module. Amy es vegetariana. Estas fotos son de sus platos ( dish ) favoritos para el desayuno y el almuerzo o la cena. ¿Cuáles son tus platos favoritos?
El desayuno favorito de Amy
Attribution: Public domain. Modified version with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
El almuerzo o la cena de Amy
Attribution: Public domain. Modified version with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
Las frutas
| las uvas | grapes |
|---|---|
| la manzana | apple |
| el durazno | peach |
| la fresa | strawberry |
| el melón | melon |
| la naranja | orange |
| la piña | pineapple |
| el plátano | banana |
| la sandía | watermelon |
Las verduras
| el brócoli | brocoli |
|---|---|
| la cebolla | onion |
| la lechuga | lettuce |
| el maíz | corn |
| la papa | potato |
| el pepino | pepper |
| el tomate | tomato |
| la zanahoria | carrot |
Los lácteos
| la crema | cream |
|---|---|
| la leche | milk |
| la mantequilla | butter |
| el queso | cheese |
| el yogur | yogurt |
La carne
| el jamón | ham |
|---|---|
| el camarón | shrimp |
| el cerdo | pork |
| el pavo | turkey |
| el pescado | fish |
| el pollo | chicken |
| la hamburguesa | hamburger |
| la carne de res | beef |
Las bebidas
| el agua | water |
|---|---|
| el café | coffee |
| la cerveza | beer |
| el jugo | juice |
| el coctel | cocktail |
| el vino blanco | white wine |
| el refresco | soda / soft drink |
| el vino tinto | red wine |
Los condimentos
| La catsup | ketchup |
|---|---|
| la mayonesa | mayonnaise |
| la mermelada | jam |
| la mostaza | mustard |
| el pepinillo | pickles |
Otros alimentos
| el huevo | egg |
|---|---|
| el azúcar | sugar |
| la ensalada | salad |
| la pimienta | pepper |
| la sal | salt |
| el sándwich | sandwich |
| la sopa | soup |
| la vainilla | vanilla |
Los cognados: These words are very similar in Spanish and English. What do they mean? Write the meaning in the right column.
| Las frutas | |
|---|---|
| el coco | |
| el kiwi | |
| la papaya | |
| Las verduras | |
| la coliflor | |
| los coles/los repollitos de Bruselas | |
| Los condimentos, las especias y las legumbres | |
| el cilantro/el culantro | |
| el comino | |
| la salsa | |
| la vinagreta |
Use the following chat mat as you converse with others:
Attribution: Kelsey Harper, licensed under CC BY-SA 4.0
All images are taken from Adobe Stock Images unless otherwise noted.
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2.1.1: Pronunciación Last updated Save as PDF Page ID 284267 Pronunciación 1 Pronunciación 2 Pronunciación 3
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2.1.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Works Cited:
10.4: Ejercicios- Comida by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small ( OER SUNY ) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
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2.1.3: Conversación
Preparación comunicativa 1 : Los ingredientes
Paso 1. ¿Cuáles son los ingredientes de los siguientes platos? Work with a partner and make a shopping list for the ingredientes that you will need for each photo.
Modelo:
Estudiante 1: ¿Qué necesitas para hacer los nachos?
Estudiante 2: Necesitas los totopos y.......
Paso 2. ¿Cuál es tu plato favorito? Look for or take a photo of your favorite dish, and use the vocabulary in the module to label the ingredients that are part of it.
Paso 3. Now share your dish and the ingredients you added with a classmate. Do you have similar tastes? Would you be able to eat at the same restaurant? Which one?
Preparación comunicativa 2 : Las preferencias
Paso 1. ¿Cuál es tu fruta favorita? ¿Qué fruta no te gusta? Use the vocabulary from the module to talk about what you like and don't like to eat. Complete the table to show your preferences in the following categories:
| Me gusta(n).... | No me gusta(n).... | |
|---|---|---|
| Las frutas | ||
| Las verduras | ||
| Los lácteos | ||
| La carne | ||
| Las bebidas | ||
| Los condimentos | ||
| Los postres | ||
| Los granos |
Paso 2. Now go around the room and talk with different classmates. Use the table below to record your answers.
Modelo:
Estudiante 1: ¿Qué frutas te gustan?
Estudiante 2: Me gustan las piñas y las fresas.
| Nombre | Le gusta(n).... | No le gusta(n).... |
|---|---|---|
| 1. | ||
| 2. | ||
| 3. | ||
| 4. | ||
| 5. |
Paso 3. Do you have similar tastes with other classmates? Write several sentences to compare your class´ preferences.
Modelo:
- A Sara y a Marcus les gustan las fresas.
- A Marcus le gustan las uvas mucho pero a mí no me gustan las uvas para nada.
Preparación comunicativa 3 : La pirámide de comida
Paso 1. Using the pyramid below fill in the categories from the bottom to top in Spanish. Then go through your vocabulary and list foods in Spanish that fit in each category. Escribe al menos tres comidas por sección de la pirámide.
Modelo:
Los granos......el pan
Paso 2. Using the same pyramid, place the food you eat the most at the bottom moving up until you get to the dishes you eat the least, which will go at the top. Escribe al menos dos comidas por sección de la pirámide.
Paso 3. Share your pyramid with a classmate you haven’t worked with yet. Do you guys have similar food habits? Be ready to present your classmate’s pyramid to the rest of the class. ¿Tiene la clase buenos hábitos de comida?
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2.2: En contexto- En el restaurante
- Learn how to order food in a restaurant
- Discuss your favorite restaurants and with what frequency you visit them
Aimar es compañera de Allison en la clase de química y compañera de su grupo de estudio. Ella nos habla de su comida durante el día. Lee el siguiente párrafo de su blog personal y chequea si tú y Aimar comen cosas similares.
Adobe Stock Image
El Blog de Aimar
¡Hola a todos!
Me llamo Aimar y soy de Perú. Estudio ingeniería molecular. Hoy voy a hablar de mi rutina gastronómica durante el año académico. Todos los días, me levanto a las 7:00 de la mañana y a las 8:00 normalmente tomo un café con leche y como un pan tostado con mucha mantequilla y queso. Pero los sábados, me levanto más tarde y desayuno dos huevos con tofu y bebo jugo de naranja. Los lunes, miércoles y viernes, después de mi segunda clase, yo regreso a mi apartamento y almuerzo una ensalada con lechuga, papas (hey! soy peruana—nosotros amamos las papas), tomates, choclo ( corn ), queso y aceite de oliva y vinagre balsámico. ¡Qué rico! A las siete, yo ceno con mis amigos. En general, comemos unos wraps o paninis porque son fáciles de preparar. Los fines de semana, me gusta cocinar mi plato favorito peruano, frijoles escabechados y salir a cenar a un restaurante con mis amigos. Sí, soy vegetariana, como mi amiga Amy. Te recomiendo la comida peruana. ¡Es la mejor del mundo!
~ Aimar
¿Comprendiste?
Completa el siguiente cuadro con la información del texto. Compara la rutina de Aimar durante los días de semana en comparación a los fines de semana.
| Nacionalidad: | ||
|---|---|---|
| Especialización: | ||
| Los días de semana | Los fines de semana | |
| Hora a la que se levanta: | ||
| Desayuno: | ||
| Almuerzo: | ||
| Cena: |
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2.2.0: Vocabulario
¿Qué piensas del menú para el restaurante de Profesora Harper? ¿Qué pedirías? (What would you order?)
Attribution: Kelsey Harper, licensed under CC BY-SA 4.0
La vajilla (place setting)
Attribution: By Alessandra Ribota, licensed under CC BY-SA 4.0.
Las comidas (meals)
| el almuerzo | lunch |
|---|---|
| el desayuno | breakfast |
| la cena | dinner |
| la merienda | snack |
En el restaurante
| el anfitrión / la anfitriona | the host/hostess |
|---|---|
| la bebida | the drink |
| el/la camarero/a el/la mozo/a | the waiter/waitress |
| la cubertería | silverware |
| los entremeses | appetizers |
| el menú/la carta | the menu |
| el plato principal | the main dish |
| el postre | dessert |
| la propina | the tip |
| la taza | the cup |
| el vaso | the glass |
La preparación de la comida
| agrio/a | sour |
|---|---|
| al gusto | to one’s taste |
| al horno | baked |
| al vapor | steamed |
| asado/a/ o a las brasas | grilled |
| con… | with… |
| caliente | hot (temperature) |
| dulce | sweet |
| frío/a | cold |
| fresco/a | fresh |
| frito/a | fried |
| picante | spicy |
| salado/a | salty |
| tostado/a | toasted |
Remember that adjectives must match in gender and number to the noun they describe.
- l as pap as frit as
- el poll o frit o
Verbos en el restaurante
| cortar | to cut |
|---|---|
| pedir/ordenar | to order |
| hornear | to bake |
| cocinar | to cook |
| dejar una propina | to leave a tip |
| pagar la cuenta | to pay the bill |
| reservar | to reserve |
| Me gustaría....(name of food) | I would like...(name of food) |
Use the following chat mat as you converse with others:
Attribution: Kelsey Harper, licensed under CC BY-SA 4.0
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2.2.1: Pronunciación Last updated Save as PDF Page ID 284272 Pronunciación 1 Pronunciación 2 Pronunciación 3 Pronunciación 3 Pronunciación 4
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2.2.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Práctica 4
En esta actividad vas a ver tres vídeos sobre tres restaurantes diferentes y vas a comparar sus platos y cómo atraen a los clientes.
Paso 1. Antes de ver. ¿Cómo es un aviso ( commercial ; ad ) de un restaurante? ¿Qué imágenes usa? ¿Qué ve la audiencia? ¿Qué oye? Escribe algunas ideas.
Paso 2. Ahora mira los vídeos de avisos de estos tres restaurantes y llena el cuadro a continuación con la información en las imágenes. ¿Qué diferencias hay entre los tres vídeos? ¿Quién es la audiencia?
Restaurante “Campisi”
Attribution: By Frozen Fire, licensed under CC BY 3.0.
Restaurante “Carlos 13”
Attribution: Restaurante Carlos13 en medio minuto (Alicante). By SocialMedia BlogTrip, licensed under CC BY 3.0.
Restaurante “Los Nopales”
Attribution: Los Nopales & United Mexican Restaurant 60s. By LJ Productions, licensed under CC BY 3.0.
| Restaurante | “Campisi” | “Carlos 13” | “Los Nopales” |
|---|---|---|---|
| Dirección y ciudad | |||
| Tipo de gastronomía | |||
| Ejemplos de platos, bebidas e ingredientes | |||
| Aviso | |||
| Audiencia | |||
| Imágenes | |||
| Música | |||
| ¿Hay texto escrito? ¿Qué información ofrece? |
- ¿Cuál de los tres avisos es el más efectivo? ¿Por qué? ¿Cuál te gusta más? ¿Por qué? You can answer these questions in English, but try to use as much Spanish as possible.
- Describe the relationship between the structure and content of the ads (e.g., use of music, images, text, etc.) and the audience they want to attract.
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2025-03-17T19:54:51.983207
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2.2.3: Conversación
Preparación comunicativa 1
Paso 1. Google “menús de restaurantes en [país].” Find one menu (we recommend you look at the images tab), and see how many of the dishes they serve you can understand (e.g., this menu is from Argentina: https://www.gotan.com.mx/menu/ ). Choose un entremés (en Argentina, la palabra es entrada ), un plato principal y un postre. ¿Es el restaurante similar a tu restaurante favorito?
Paso 2. Now pretend you are going out to eat with a friend. Describe your menu to a partner and then see which restaurant you´d both like to go to.
Paso 3. Once you´ve decided on a restaurant, create a script for two people - un mesero y un cliente (customer).
Mesero:
Make sure to:
- Greet the customer
- Mention any specials
- Offer appetizers and a dessert at the appropriate times
Cliente:
Make sure to:
- Mention any alergias you might have
- Ask for a recommendation of the waiter´s favorite dish
- Order an appetizer, main dish, and a dessert
- Leave a tip!
Preparación comunicativa 2: Tu rutina gastronómica
Paso 1. Ahora volvemos a tus gustos y rutinas gastronómicas. Compara tu rutina con la rutina de Aimar en la sección 2.2 En contexto: En el restaurante . Llena el cuadro con tu información.
| Tu nacionalidad | ||
|---|---|---|
| Tu especialización | ||
| Los días de semana | Los fines de semana | |
| Hora a la que te levantas | ||
| Tu desayuno | ||
| Tu almuerzo | ||
| Tu cena |
Paso 2. Nuestras preferencias.
Ahora trabaja con cuatro compañer@s. Comparen sus cuadros. ¿Tienen preferencias similares? ¿Quién es la persona más similar a Aimar?
Preparación comunicativa 3: Taco Truck
Paso 1. Mira este vídeo sobre un “taco truck” en California. ¿Qué podemos saber sobre este tipo de restaurante por el vídeo? Llena el cuadro a continuación.
Attribution: El Taco de Oro – Nueva Locación en San Jose Ca. By Tu Ritmo Tu Música, licensed under CC BY.
| Nombre del “taco truck” | |
|---|---|
| Ciudad y localización | |
| Horario (días y horas) | |
| Tipo de comida | |
|
En base a la música y los idiomas del vídeo, ¿quiénes son los clientes?
Explica. |
|
| Ejemplos de platillos e ingredientes |
Paso 2 . Investigación: Los “taco trucks” de mi ciudad.
¿Cuál es tu “taco truck” favorito en tu ciudad? Llena el siguiente cuadro con la información sobre tu “taco truck” favorito y también incluye ( include ) una foto o vídeo del mismo.
| Nombre del “taco truck” | |
|---|---|
| Ciudad y localización | |
| Horario (días y horas) | |
| Tipo de comida | |
|
Ejemplos de platillos e ingredientes |
|
| Tu platillo favorito |
Paso 3. Presenta los resultados de tu investigación a la clase. ¿Hay otr@s compañer@s con el mismo ( same ) “taco truck”?
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|
2.3: En contexto- Stem Changing Verbs (o-ue, u-ue)
- Use present tense stem-changing verbs (o-ue, u-ue)
Ahora vamos a leer un email de Aimar a Allison, su amiga y compañera en la clase de química. ¿Qué problema tiene Aimar? Pay attention to the verbs she uses. Remember the verb querer ? The verbs in the email behave in the same way. What do you think their infinitive forms are? What do they mean?
El e-mail de Aimar
Attribution: Audio by Ayelén Usandizaga is licensed under a Creative Commons Attribution-ShareAlike (CC-BY-SA)
El email de Aimar Attribution: By Gabriela C. Zapata, licensed under CC BY 4.0.
Lengua
Let’s talk about verbs in the conversation first.
Escribe the infinitive forms of the verbs in bold in the email above.
- Answer
-
Poder, Sentirse, Preferir, Recomendar, Empezar, Dormir, Entender
Based on the infinitives, hypothesize about the changes that take place when these verbs are conjugated: Mira el verbo me siento .
- Answer
-
These verbs have stem changes.
¿Comprendiste?
Ahora hablamos del contenido del email (continue paying attention to the verb forms):
Aimar no puede ir a clase porque…
- Answer
-
Aimar está enferma.
Aimar pide las ______________ de clase a Allison y recomienda una ______________ también.
- Answer
-
Aimar pide las notas de clase a Allison y recomienda una foto de las notas también.
Aimar empieza a tener ______________ porque ella tiene mucho ______________ en sus clases.
- Answer
-
Aimar empieza a tener estrés porque ella tiene mucho tarea en sus clases.
Aimar tiene otro problema. Ella dice: “No ______________ mucho”.
- Answer
-
Ella no duerme mucho.
These verbs are what we call stem-changers , which means that, when the infinitive is conjugated, some of the verb’s vowels change. In the next section, you will learn about what stem-changing verbs are and how we conjugate them.
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2.3.0: Gramática
Conjugación
All Spanish verbs have a stem ( la raíz ) and an ending ( -ar / -er / -ir ).
| Verb | Stem | Ending |
|---|---|---|
| Pensar | pens | ar |
| Volver | volv | er |
| Pedir | ped | ir |
These verbs belong to a large group of verbs that change their stem in the present tense and fall into one of these three different types of changes in their stem:
- e → ie;
- o/u → ue;
- e → i
It is important to note that not all stem-changing verbs change for all subjects. To help you remember where the changes take place, we have a trick! Think of the verbs as being in the shape of a boot (see illustration below). The only forms that change are those inside the boot.
Which subjects require a stem change?
Let’s have a look at almorzar ( to eat lunch ) :
Notice that the verb conjugation endings are the same normal endings you learning in Spanish 107 for AR, ER, and IR verbs - the only difference now is that the verbs listed below require stem changes inside the boot.
Verbs with stems changes only occur in the following forms inside the boot:
- Yo
- Tú
- Él, ella, usted
- Ellos, ellas, ustedes
Verbos
Stem-changing Verbs: o/u → ue
| almorzar | to have lunch |
|---|---|
| acostarse | to go to bed |
| costar | to cost |
| dormir | to sleep |
| dormirse | to fall asleep |
| encontrar | to find |
| jugar* | to play a game or sport |
| mostrar | to show |
| poder | to be able to |
| probar | to taste/ to try on |
| volver | to come back/return |
*Jugar is the only u → ue stem change in this section. All the other verbs have a o → ue stem change inside the boot.
In Spanish, use the construction "Jugar + a + sport" to talk about playing a sport .
Remember that in Spanish, when "a" is followed by "el", we need the contraction "al".
- Me gusta jugar al (a + el) béisbol.
Based on the rules discussed, conjugate the verb poder . Write the forms next to the person. One has been done for you.
| yo puedo | nosotros |
|---|---|
| tú | vosotros |
| él/ella/usted | ellos/as /ustedes |
In Spanish, the verb poder is used in the same way as the modal can in English, to express you have the ability to do something, or, due to specific circumstances, you are able to do something. Like can , it is followed by a verb in the infinitive .
Have a look at these examples from Aimar’s email:
Modelo:
Estoy enferma y no puedo ir a la clase de química hoy. ¿Me puedes pasar tus notas?
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2025-03-17T19:54:52.286800
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2.3: En contexto- Stem Changing Verbs (o-ue, u-ue)
2: Unidad 2
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2.3.1: Pronunciación
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FL108: Voces en camino - Voces en marcha (Beginning Spanish 2)
2: Unidad 2
2.3: En contexto- Stem Changing Verbs (o-ue, u-ue)
2.3.1: Pronunciación
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2.3.1: Pronunciación
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Pronunciación 1
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| 2024-09-18T22:42:21 |
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|
2.3.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Works Cited:
7.16: Ejercicios- Verbos con cambio de raíz (o-ue) by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small ( OER SUNY ) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
|
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2025-03-17T19:54:52.418302
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|
2.3.3: Conversación
Preparación comunicativa 1: ¿Qué puedes hacer?
Paso 1. ¿Qué puedes hacer? Responde esta pregunta con 3 oraciones con los verbos entender , hablar y leer para describir what you can do with Spanish so far.
Modelo:
Yo puedo escribir un párrafo.
Then, make a list of any special abilities that you have. Use a dictionary like wordreference.com to look up any extra vocabulary that you might need.
Modelo:
Yo puedo cantar.
Paso 2.
Now, circulate around the room and find out what your classmates can do. Fill in the bottom rows with your own questions.
| Pregunta | Estudiante 1 | Estudiante 2 | Estudiante 3 |
|---|---|---|---|
| 1. ¿Puedes cantar? | |||
| 2. ¿Puedes pintar? | |||
| 3. ¿Puedes hablar tocar un instrumento? | |||
| 4. ¿Puedes jugar deportes? | |||
| 5. | |||
| 6. | |||
| 7. |
Preparación comunicativa 2: ¿Cuánto cuesta?
Paso 1. ¿Cuánto cuesta?
Work with a partner to tell how much different foods cost. Use the food vocabulary from this unit and numbers from FL107.
Modelo:
Estudiante 1: ¿Cuánto cuesta un tomate roma?
Estudiante 2: Un tomate roma cuesta noventa y siete centavos (cents).
Paso 2. ¿Cuánto cuesta un plato de.....?
Work with a partner and decide what you will cook for dinner. Use the flier to estimate ¿Cuánto cuesta este plato?
Modelo:
Estudiante 1: Necesitamos dos tomates roma.
Estudiante 2: Bueno, los tomates roma cuestan....
Preparación comunicativa 3
Paso 1. ¿A qué hora? What time do you do the following things?
- almorzar
- acostarse
- dormirse
- volver
- jugar deportes
Modelo:
Yo me ac ue sto a las diez de la noche.
Paso 2. Now talk with a partner to find out when they do the above things.
Modelo:
Estudiante 1: ¿A qué hora almuerzas ?
Estudiante 2: Yo almuerzo a las doce.
Paso 3. Now compare your activities with your partner´s activities. Write at least 5 sentences.
Modelo:
Sara se duerme a las diez pero yo me duermo a las once de la noche.
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2025-03-17T19:54:52.491200
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2.4: En contexto- Stem Changing Verbs (e-i, e-ie)
- Use present tense stem-changing verbs (e-ie, e-i)
- Talk about emotions and temporary states with tener phrases
Ahora Aimar y Allison organizan la comida para una conferencia en su trabajo. Lee la siguiente conversación y contesta las preguntas de análisis que siguen.
Adobe Stock Image
Attribution: Audio by Ayelén Usandizaga and Belén Morán Galvarici is licensed under a Creative Commons Attribution-ShareAlike (CC-BY-SA)
Aimar : Bueno, por la mañana necesitamos café por lo menos. Y fruta con pan dulce, ¿qué pensás* ( piensas )?
Allison : El jefe dice que no debemos gastar tanto dinero, entonces yo digo que mejor ahorramos dinero en el desayuno para tener un almuerzo mejor.
Aimar : De acuerdo. Servimos café no más por la mañana. ¿Cuáles son nuestras opciones para el almuerzo?
Allison : O salimos al restaurante El Toro, o todos traemos nuestro almuerzo de casa.
Aimar : ¡Qué horror! Yo no traigo mi almuerzo a una conferencia. Pero si todos salen a almorzar no vamos a tener tiempo para las sesiones por la tarde. ¿Por qué no pedimos sándwiches del Café Delicias?
Allison : ¿Pedís* ( pides ) sándwiches de ese café con frecuencia? ¿Cuánto cuestan? ¿Cómo son?
Aimar : Almuerzo ahí con la familia los domingos. Sirven sándwiches muy buenos, siempre en pan horneado en el café mismo. Creo que los precios son razonables, pero debemos comparar los menús. ¿Cuándo tenemos que decidir?
Allison : El jefe quiere un plan completo para el viernes; necesitamos hablar otra vez mañana. ¿Quién va a investigar los menús, vos* o yo?
Aimar : Yo investigo los menús, no te preocupes. ¿A qué hora hablamos mañana?
Allison : Yo puedo a las once y media, ¿está bien?
Aimar: Sí, está bien. ¡Nos vemos!
"Vos" is a Spanish pronoun used in Argentina as a second-person singular form of address, similar to "tú".
Lengua
Completa estas oraciones con la información del email de Aimar.
Let’s talk about verbs in the conversation first.
Escribe the infinitive forms of the verbs in bold in the conversation above.
- Answer
-
Pensar, Servir, Pedir, Querer
Based on the infinitives, hypothesize about the changes that take place when these verbs are conjugated:
- Answer
-
e-ie, e-i
¿Comprendiste?
Ahora hablamos del contenido de la conversación (continue paying attention to the verb forms):
Allison piensa que el __________ (desayuno / almuerzo) es más importante para la conferencia.
- Answer
-
Ella piensa que el almuerzo es más importante para la conferencia.
Las chicas solo sirven ______________ por la mañana.
- Answer
-
Las chicas solo sirven café por la mañana.
Piden sándwiches del ______________.
- Answer
-
Piden sándwiches del Café Delicias.
¿Cuándo quiere el jefe el plan para la conferencia?
- Answer
-
El jefe quiere el plan para el viernes.
These verbs are what we call stem-changers , which means that, when the infinitive is conjugated, some of the verb’s vowels change. In the next section, you will continue learning about different stem-changing verbs.
Attribution: Adapted from 10.6: En contexto- Verbos con cambio de raíz (e-i) by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small (OER SUNY) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
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libretexts
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2025-03-17T19:54:52.567747
| 2024-09-19T18:17:38 |
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|
2.4.0: Gramática
We previously learned that some verbs have an o/u → ue stem change with certain subjects. The verbs in this section will follow the same rules with the following changes:
- e → ie;
- e → i
Let´s review which subjects require a stem change by looking at the verb pensar ( to think ):
Roper Boot Attribution: By Hustvedt, licensed under CC BY-SA 3.0. Modified with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
Notice that the verb conjugation endings the same normal endings you learning in Spanish 107 for AR, ER, and IR verbs - the only difference now is that the verbs listed below require stem changes inside the boot.
Stem-changing Verbs: e → ie
| comenzar | to start |
|---|---|
| empezar | to begin |
| entender | to understand |
| hervir | to boil |
| pensar | to think |
| preferir | to prefer |
| querer | to want |
| recomendar | to recommend |
| sentirse | to feel in a certain way or to be suffering from the symptoms of a certain state (e.g., Me siento cansada— I feel tired ) |
| tener* | to have |
In Spanish, the verb tener is used to describe emotions and states that, in English, we express with the verb to be (e.g., to be thirsty, to be hungry, to be a certain age, etc.). Here are some expressions that work in this way:
| tener...años | to be...years old |
|---|---|
| tener calor | to be hot |
| tener cuidado | to be careful |
| tener éxito | to be successful |
| tener frío | to be cold |
| tener hambre | to be hungry |
| tener miedo | to be afraid |
| tener prisa | to be in a hurry |
| tener razón | to be right |
| tener sed | to be thirsty |
| tener sueño | to be sleepy/tired |
| tener suerte | to be lucky |
Based on the rules discussed, conjugate the verb entender. Write the forms next to the person. One has been done for you.
| yo entiendo | nosotros |
|---|---|
| tú | vosotros |
| él/ella/usted | ellos/as /ustedes |
Stem-changing Verbs: e → i
| desvestirse | to undress (oneself) |
|---|---|
| pedir | to ask for/to request |
| seguir | to follow/to continue |
| servir | to serve |
| vestirse | to dress (oneself) |
Based on the rules discussed, conjugate the verb vestirse. Write the forms next to the person. This is a reflexive verb, so you will need to use the reflexive pronouns. One has been done for you.
| yo me visto | nosotros |
|---|---|
| tú | vosotros |
| él/ella/usted | ellos/as /ustedes |
Now that you have learned what stem-changing verbs are and how they are conjugated, we recommend that you watch the following video, which summarizes the information presented in this section.
Attribution: ProfeDeELE.es is licensed under a Creative Commons Atrribution License (CC BY).
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2025-03-17T19:54:52.644757
| 2024-09-19T18:27:51 |
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https://human.libretexts.org/Courses/Butler_County_Community_College/FL108%3A_Voces_en_camino_-_Voces_en_marcha_(Beginning_Spanish_2)/02%3A_Unidad_2/2.04%3A_En_contexto-_Stem_Changing_Verbs_(e-i_e-ie)/2.4.01%3A_Pronunciacion
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2.4.1: Pronunciación Last updated Save as PDF Page ID 284350 Pronunciación 1 Pronunciación 2 Pronunciación 3 Pronunciación 4
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| 2024-09-19T18:34:59 |
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|
2.4.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Práctica 4
Práctica 5
Práctica 6
Práctica 7
Works Cited:
8.13: Ejercicios- Verbos con cambio de raíz (e-ie) by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small ( OER SUNY ) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
10.8: Ejercicios- Verbos con cambio de raíz (e-i) by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small (OER SUNY) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
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libretexts
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2025-03-17T19:54:52.785869
| 2024-09-19T18:35:52 |
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2.4.3: Conversación
Preparación comunicativa 1: Los restaurantes favoritos
Paso 1. ¿Qué recomiendas en tu restaurante favorito? Nombra el restaurante y después describe tu plato favorito. ¿Qué ingredientes hay? ¿Cuánto cuesta el plato?
Paso 2. Vas a conversar con tus compañeros de clase. Prepara unas preguntas para preguntar sobre:
- El nombre de su restaurante favorito
- El nombre de su plato favorito
- Los ingredientes en su plato favorito
Paso 3. Ahora conversa con los compañeros usando las preguntas preparadas en Paso 2 y llena la tabla.
| Nombre del estudiante | Nombre del restaurante | Nombre del plato | Ingredientes |
|---|---|---|---|
| 1. | |||
| 2. | |||
| 3. | |||
| 4. | |||
| 5. |
Preparación comunicativa 2: Las preferencias
¡A veces las preferencias y las circunstancias son diferentes! Pregúntale a tu compañero/a sobre las preferencias estas personas para completar la tabla.
Modelo
Estudiante 1: ¿Qué prefiere el profesor Morales ?
Estudiante 2: Prefiere nadar.
Estudiante 1: ¿Puede nadar hoy?
Estudiante 2: No puede porque hace frío .
Estudiante 1
- Click here to view Student 1´s information:
-
Preferencias
Circunstancias
el profesor Morales
nadar
No tiene tiempo.
Dalila y Julia
jugar a juegos de mesa
No están en casa.
Luis
Paulina
tocar el piano
No tiene piano.
Édgar y Víctor
yo
levantar pesas
No hay gimnasio.
nosotros
Estudiante 2
- Click here to view Student 2´s information:
-
Preferencias
Circunstancias
el profesor Morales
nadar
No tiene tiempo.
Dalila y Julia
Luis
esquiar
No hay montañas.
Paulina
Édgar y Víctor
esquiar
viven en la playa
yo
nosotros
andar en bicicleta
No tenemos bicicletas.
Attribution: Averigua: Preferencias by Community College of Baltimore County is licensed under CC BY-NC 4.0
Preparación comunicativa 3: ¿Cómo te sientes?
¿Cómo te sientes en las siguientes situaciones? Habla con compañeros de clase y contesta las preguntas.
| Estudiante 1 | Estudiante 2 | Estudiante 3 | |
|---|---|---|---|
| ¿Cómo te sientes antes de un examen? | |||
| ¿Cómo te sientes en una fiesta con amigos? | |||
| ¿Cómo te sientes los sábados por la mañana? | |||
| ¿Cómo te sientes en el trabajo? | |||
| ¿Cómo te sientes cuando limpias? | |||
| ¿Cómo te sientes cuando estás de vacaciones? |
Preparación comunicativa 4: Unas preguntas
Paso 1. Habla con un compañero de clase y contesta las preguntas.
|
En la casa |
En la universidad |
| 1. ¿Tienes mucho sueño en la noche? | 1. ¿En qué clase tienes éxito? |
| 2. ¿Qué comes cuando tienes hambre? | 2. ¿Tienes miedo de un profesor? ¿Cómo se llama? |
| 3. ¿Usualmente tienes frío o tienes calor en casa? | 3. ¿Usualmente tienes prisa a las clases? ¿Por qué? |
Paso 2. Ahora compara las respuestas de tu compañero y escribe unas diferencias y similitudes entre ustedes.
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libretexts
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| 2024-09-19T18:37:38 |
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2.5: Repaso
Vocabulario
- 2.1 Talk about the kind of food you prefer
| las uvas | grapes |
|---|---|
| la manzana | apple |
| el durazno | peach |
| la fresa | strawberry |
| el melón | melon |
| la naranja | orange |
| la piña | pineapple |
| el plátano | banana |
| la sandía | watermelon |
| el brócoli | brocoli |
|---|---|
| la cebolla | onion |
| la lechuga | lettuce |
| el maíz | corn |
| la papa | potato |
| el pepino | pepper |
| el tomate | tomato |
| la zanahoria | carrot |
| la crema | cream |
|---|---|
| la leche | milk |
| la mantequilla | butter |
| el queso | cheese |
| el yogur | yogurt |
| el jamón | ham |
|---|---|
| el camarón | shrimp |
| el cerdo | pork |
| el pavo | turkey |
| el pescado | fish |
| el pollo | chicken |
| la hamburguesa | hamburger |
| la carne de res | beef |
| el agua | water |
|---|---|
| el café | coffee |
| la cerveza | beer |
| el jugo | juice |
| el coctel | cocktail |
| el vino blanco | white wine |
| el refresco | soda / soft drink |
| el vino tinto | red wine |
| La catsup | ketchup |
|---|---|
| la mayonesa | mayonnaise |
| la mermelada | jam |
| la mostaza | mustard |
| el pepinillo | pickles |
| el cereal | cereal |
|---|---|
| el pan | bread |
| el arroz | rice |
| los totopos | chips |
| el chocolate | chocolate |
|---|---|
| el flan | flan |
| el helado | ice cream |
| el pastel | cake |
| el huevo | egg |
|---|---|
| el azúcar | sugar |
| la ensalada | salad |
| la pimienta | pepper |
| la sal | salt |
| el sándwich | sandwich |
| la sopa | soup |
| la vainilla | vanilla |
- 2.2 Learn how to order food in a restaurant
| el almuerzo | lunch |
|---|---|
| el desayuno | breakfast |
| la cena | dinner |
| la merienda | snack |
| el anfitrión / la anfitriona | the host/hostess |
|---|---|
| la bebida | the drink |
| el/la camarero/a el/la mozo/a | the waiter/waitress |
| la cubertería | silverware |
| los entremeses | appetizers |
| el menú/la carta | the menu |
| el plato principal | the main dish |
| el postre | dessert |
| la propina | the tip |
| la taza | the cup |
| el vaso | the glass |
| agrio/a | sour |
|---|---|
| al gusto | to one’s taste |
| al horno | baked |
| al vapor | steamed |
| asado/a/ o a las brasas | grilled |
| con… | with… |
| caliente | hot (temperature) |
| dulce | sweet |
| frío/a | cold |
| fresco/a | fresh |
| frito/a | fried |
| picante | spicy |
| salado/a | salty |
| tostado/a | toasted |
| cortar | to cut |
|---|---|
| pedir/ordenar | to order |
| hornear | to bake |
| cocinar | to cook |
| dejar una propina | to leave a tip |
| pagar la cuenta | to pay the bill |
| reservar | to reserve |
| Me gustaría....(name of food) | I would like...(name of food) |
Gramática
- 2.3 The present tense of stem-changing verbs (o-ue, u-ue)
| almorzar | to have lunch |
|---|---|
| acostarse | to go to bed |
| costar | to cost |
| dormir | to sleep |
| dormirse | to fall asleep |
| encontrar | to find |
| jugar* | to play a game or sport |
| mostrar | to show |
| poder | to be able to |
| probar | to taste/ to try on |
| volver | to come back/return |
- 2.4 The present tense of stem-changing verbs (e-ie, e-i)
| comenzar | to start |
|---|---|
| empezar | to begin |
| entender | to understand |
| hervir | to boil |
| pensar | to think |
| preferir | to prefer |
| querer | to want |
| recomendar | to recommend |
| sentirse | to feel in a certain way or to be suffering from the symptoms of a certain state (e.g., Me siento cansada— I feel tired ) |
| tener | to have |
| desvestirse | to undress (oneself) |
|---|---|
| pedir | to ask for/to request |
| seguir | to follow/to continue |
| servir | to serve |
| vestirse | to dress (oneself) |
- 2.4 Talk about emotions and temporary states with tener phrases
| tener...años | to be...years old |
|---|---|
| tener calor | to be hot |
| tener cuidado | to be careful |
| tener éxito | to be successful |
| tener frío | to be cold |
| tener hambre | to be hungry |
| tener miedo | to be afraid |
| tener prisa | to be in a hurry |
| tener razón | to be right |
| tener sed | to be thirsty |
| tener sueño | to be sleepy/tired |
| tener suerte | to be lucky |
Comunicación
| By the end of Unidad 2, you should be able to: | Preguntas (ejemplos) | Respuestas (ejemplos) |
|---|---|---|
|
Ask others about their favorite
foods and how they are prepared, tell others what you normally eat and the basic ingredients of your food. |
¿Cuál es tu comida favorita?
|
Mi comida favorita es _____.
|
|
Discuss your favorite restaurants
and with what frequency you visit them. |
¿Qué tipo de comida sirve tu
|
En _______(restaurant name),
|
| Use stem-changing verbs in conversation. |
¿Qué deportes juegas? ¿A qué hora te duermes normalmente? ¿Dónde prefieres estudiar? Questions will vary. |
Yo juego ______. Me duermo a la/s________. Prefiero estudiar en ________. Answers will vary. |
| Discuss emotions and temporary states with tener phrases. |
¿De qué tienes miedo? ¿Qué comes cuando tienes hambre? |
Tengo miedo de ________. Cuando tengo hambre, yo como _________. |
|
libretexts
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2025-03-17T19:54:53.001964
| 2024-09-19T18:51:22 |
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3: Unidad 3 Last updated Save as PDF Page ID 284166 3.0: Unidad 3 Objetivos 3.1: En contexto- La ropa 3.1.0: Vocabulario 3.1.1: Pronunciación 3.1.2: Práctica 3.1.3: Conversación 3.2: En contexto- El clima 3.2.0: Vocabulario 3.2.1: Pronunciación 3.2.2: Práctica 3.2.3: Conversación 3.3: En contexto- Talk about ongoing actions 3.3.0: Gramática 3.3.1: Pronunciación 3.3.2: Práctica 3.3.3: Conversación 3.4: En contexto- Talking about responsibilities 3.4.0: Gramática 3.4.1: Práctica 3.4.2: Conversación 3.5: Repaso
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libretexts
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2025-03-17T19:54:53.092954
| 2024-09-16T20:26:09 |
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|
3.0: Unidad 3 Objetivos
En este módulo, hablamos de la ropa, las estaciones y el clima. También vamos a hablar de responsabilidades y a dar recomendaciones.
Antes de comenzar tu trayecto. ¿Cómo es tu estilo de ropa (por ejemplo, los jeans)? ¿Cuál es tu color favorito (por ejemplo, el rojo )? ¿Tienes mucha ropa de tu color favorito? ¿Qué actividades te gusta hacer para vivir feliz? Try to answer all these questions in Spanish. Remember los cognados : You can resort to them para responder preguntas en español.
Objetivos en este módulo
Comunicación
In this instructional module, you will learn how to…
- 3.1 Talk about the kind of clothes you prefer to wear (color, style, etc)
- 3.2 Talk about the weather in different seasons where you live
- 3.3 Talk about ongoing actions
- 3.4 Talk about responsibilities and give recommendations/suggestions
Lengua
- 3.3 The present tense of the verb estar and the present progressive (gerund)
- 3.4 Talking about responsibilities and giving recommendations/suggestions with “ tener que ”
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libretexts
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2025-03-17T19:54:53.149826
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3.1: En contexto- La ropa
- Talk about the kind of clothes you prefer to wear (style, etc)
- Use colors to describe clothing
Allison y Edwin continúan su conversation juntos. Lee la conversación entre los dos chicos. Pay attention to the words in bold.
Attribution: By Uirá Porã, licensed under CC BY-SA 2.0.
Allison : Oye, te ves súper bien. Me encanta tu camisa con esos jeans . Andas bien stylish.
Edwin : Pues, tú estás divina con tu vestido rojo y tacones . ¿Vas a una cita ( date )?
Allison : Haha, sí… con mi tarea de química. La profesora nos da muchísima tarea.
Edwin : Me imagino… Tienes que estudiar con otra persona.
Allison : Sí, tengo que estudiar con mis compañeros de clase.
¿Comprendiste?
Contesta las siguientes preguntas sobre el diálogo de Allison y Edwin.
¿Qué piensa ( thinks ) Allison de la ropa de Edwin? ¿Le gusta?
- Answer
-
Sí - A Allison le gustan su camisa y jeans.
¿Y Edwin? ¿Qué opina de la ropa de Allison?
- Answer
-
A Edwin le gustan su vestido y tacones.
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libretexts
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2025-03-17T19:54:53.211718
| 2024-09-19T19:04:21 |
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3.1.0: Vocabulario
¿Cómo es tu estilo de ropa (por ejemplo, los jeans)? ¿Cuál es tu color favorito (por ejemplo, el rojo )? ¿Tienes mucha ropa de tu color favorito? ¿Qué llevas a la escuela o el trabajo?
Use the following vocabulary to answer these questions. Look at the photographs, and discover how many of these words you already know. Again, los cognados will help you!
En la zapatería
Attribution: Public domain. Modified with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
| los zapatos | shoes |
|---|---|
| las bolsas de cuero | leather bags |
| los zapatos de tacón alto / los tacones | high heels |
| los tenis / las zapatillas | tennis shoes |
| las botas de tacón alto | boots with high heels |
| las botas de tacón bajo | boots with low heels |
En la tienda de ropa "vintage"
Attribution: Public domain. Modified with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
| el sombrero | hat |
|---|---|
| el traje | suit |
| el pañuelo | handkerchief |
| el chaleco | vest |
| el saco | coat, jacket |
| el collar | necklace |
| el vestido | dress |
| el broche | brooch |
En la tienda de ropa para jóvenes
Attribution: Public domain. Modified with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
| la boina | beret, cap |
|---|---|
| el chaleco de lana | wool vest |
| el suéter | sweater |
| los jeans / los vaqueros | jeans |
| los pantalones | pants |
| las camisas | shirts |
| de manga larga / corta | long / short sleeves |
| las chaquetas | jackets |
En la tienda de ropa tradicional
Attribution: Public domain. Modified with labels by Gabriela C. Zapata, licensed under CC BY-SA 4.0.
| las gafas del sol / los anteojos del sol | sun glasses |
|---|---|
| las blusas | blouses |
| el paraguas | umbrella |
| las camisetas / las playeras / las remeras | T-shirts |
| las bolsas | bags / purses |
Use the following video to review your clothing vocabulary.
Attribution: Profe De ELE es CC BY-SA 4.0
Los colores
| rojo | red |
|---|---|
| anaranjado | orange |
| amarillo | yellow |
| verde | green |
| azul | blue |
| morado | purple |
| gris | gray |
| negro | black |
| blanco | white |
| marrón | brown |
| rosa | pink |
Remember that colors are adjectives (describing words). In Spanish, don´t forget to match your adjectives in number and gender to the noun they describe.
Modelo:
- la blusa roja / los pantalones rojos
- el traje azul / las chaquetas azules
Use the following video to review your color vocabulary.
Attribution: Profe De ELE es CC BY-SA 4.0
Use the following chat mat as you converse with others:
Attribution: Kelsey Harper, licensed under CC BY-SA 4.0
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| 2024-09-19T19:10:04 |
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3.1.1: Pronunciación Last updated Save as PDF Page ID 284357 Pronunciación 1 Pronunciación 2 Pronunciación 3 Pronunciación 4
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2025-03-17T19:54:53.371814
| 2024-09-19T19:15:36 |
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3.1.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Práctica 4
Práctica 5
Works Cited:
6.4: Ejercicios- La ropa by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small ( OER SUNY ) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
Video .5.1.2: Una conversación: ¿Cuál es el precio de este vestido?. ( CC-BY-NC 4.0. ; Anaid Stere-Lugo via YouTube. )
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libretexts
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2025-03-17T19:54:53.520441
| 2024-09-19T19:18:45 |
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3.1.3: Conversación
Preparación comunicativa 1: Tu estilo
En esta sección, hablamos de la ropa. ¿Qué estilo de ropa prefieres? ¿Qué prendas ( items of clothing ) usas en estas situaciones? Habla con un compañero y compara sus preferencias.
- Cuando vas a un restaurante elegante
- Cuando tienes una cita ( date )
- Cuando sales con amigos (por ejemplo, cuando vas a ver una película, cuando vas a bailar a una discoteca, etc.)
- Cuando vas a la escuela
- Cuando vas al trabajo
Preparación comunicativa 2: La ropa tradicional
With a classmate, prepare a conversation. You will need to use the verbs and the vocabulary you learned in this section.
Estudiante 1:
You are new to this area and you want to buy some traditional clothes. You don’t have a car yet, so your friend is going to take you shopping.
Ask about the clothes you need to fit in!
Listen to your friend’s suggestions, and react.
Useful verbs: necesitar ; poder + comprar; querer; preferir
Estudiante 2:
Your friend is new to this area and wants to buy some traditional clothes. They don’t have a car yet, so you have offered to take them shopping.
Listen to what your friend needs and make suggestions about where to go, and what to buy.
Tell them what you think they need to fit in!
Useful verbs: necesitar ; ir + a + verb ; poder + comprar ; poder + buscar ; querer ; preferir
Preparación comunicativa 3: Las celebridades
Ahora, con un compañero, escoge una fotografía de People En Español y describe la foto para practicar la ropa y los colores. Describe la apariencia física de la persona también.
Modelo:
Esta chica es morena, bonita y sofisticada.
Tiene el cabello negro. Sus ojos son de color café.
Ella tiene unos aretes muy grandes y viste/lleva [you can use either of these verbs ] un vestido corto sin mangas de color blanco.
Tiene tacones altos también.
Gladys Vega / Getty Images
Preparación comunicativa 4: Un anuncio
Ahora trabaja con un compañero. Create a storyboard for an ad for a your own clothing store that you might like to own. You may use Adobe Express, Canva, PowerPoint or another program of your choice to complete this project.
Include the following:
- At least five articles of clothing that you store will sell (include prices, information about clothes, etc.)
- Include a picture or drawing for each article of clothing
- Give the store’s address, hours, and location (you may make this information up)
Be ready to share your ad with your class!
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2025-03-17T19:54:53.586918
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3.2: En contexto- El clima
- Talk about the weather in different seasons where you live
Allison y Edwin viven en diferentes partes de la ciudad y hablan de sus planes para el día. Lee su conversación. Pay attention to the words in bold.
Attribution: Photo created with Adobe Firefly
Allison : ¡Hola, Edwin! ¿Qué tal?
Edwin : Muy bien. Mi amiga y yo vamos a dar un paseo esta tarde. Nos gusta caminar cuando hace muy buen tiempo . Y a ella le gusta ver personas caminando con sus perros.
Allison: A mí también pero hace mal tiempo por aquí donde vivo.
Edwin: Qué pena. Por aquí, hace sol y está despejado .
Allison: ¡Anda! Cerca de mi casa hay niebla y está lloviendo . No me gusta estar en casa todo el día, pero qué puedo hacer.
Edwin: Tengo que irme. Vamos a caminar ahora pero avísame sobre tus planes luego.
Allison: Vale. ¡Que lo paséis bien!
Edwin: Gracias. ¡Cuídate!
Allison: Adiós.
¿Comprendiste?
¿Quién disfruta de un mejor clima, Allison o Edwin?
- Answer
-
Edwin disfruta de un mejor clima.
¿Qué va a hacer Allison hoy?
¿Qué va a hacer Edwin?
- Answer
-
Allison va a estar en casa.
Edwin va a caminar.
Piensa en la ropa. ¿Qué ropa necesita Allison para el clima cerca de su casa?
- Answer
-
Allison necesita un impermeable y un paraguas. (Answers may vary.)
Piensa en la ropa. ¿Qué ropa necesita llevar Edwin para su paseo?
- Answer
-
Edwin necesita llevar unos pantalones cortos, camiseta y tenis. (Answers may vary.)
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libretexts
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2025-03-17T19:54:53.652398
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3.2.0: Vocabulario
In Spanish, both el clima and el tiempo are used to talk about the weather.
- Note that clima is masculine since it ends in ¨ ma ¨.
To ask about what the weather is like on a given day, use ¨ ¿Qué tiempo hace hoy? ¨
Weather expressions in Spanish are different from those in English, particularly in the way they are constructed.
All of the weather phrases use the singular third person conjugation forms - if it helps, you can think of the subject as ¨Mother Nature¨.
- Hace calor.
- Está lloviendo.
Pay specific attention to the verbs used with each weather phrase below.
El clima / El tiempo
- Some weather expressions in Spanish are built with the verb H acer , conjugated in the singular third person form Hace . Review the following weather vocabulary with the verb Hacer:
| ¿Qué tiempo hace hoy? | What is the weather like today? |
|---|---|
| Hace (mucho) calor. | It is (very) hot. |
| Hace fresco. | It is cool. |
| Hace (mucho) frío. | It is (very) cold. |
| Hace (mucho) sol. | It is (very) sunny. |
| Hace buen tiempo. | The weather is good. |
| Hace mal tiempo. | The weather is bad. |
| Hace (mucho) viento. | It is (very) windy. |
- There are some weather expressions that are different and are built with Estar , conjugated in the singular third person form está , such as:
| Está nevando. | It is snowing. |
|---|---|
| Está despejado. | It is clear (no clouds). |
| Está nublado. | It is cloudy. |
| Está húmedo. | It is humid. |
| Está soleado. | It is sunny. |
| Está lloviendo. | It is raining. |
- Lastly, there are some weather expressions that stand on their own or with the verb Hay such as:
| Hay niebla. | It is foggy. |
|---|---|
| Nieva. | It is snowing. |
| Hay relámpagos. | There is lightning. |
| Truena. | It is thundering. |
| Llueve. | It is raining. |
Las estaciones del año
The weather can change from season to season depending where you are geographically. Review the 4 seasons of the year in Spanish.
| El verano | Summer |
|---|---|
| El otoño | Fall |
| El invierno | Winter |
| La primavera | Spring |
You may want to go back and review the months of the year when talking about seasons.
- El verano: junio, julio, agosto
- El otoño: septiembre, octubre, noviembre
- El invierno: diciembre, enero, frebrero
- La primavera: marzo, abril, mayo
Use the following chat mat as you converse with others:
Teach Love Spanish: Chat Mat: El tiempo y la hora (Weather & Time)
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2025-03-17T19:54:53.727026
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3.2.1: Pronunciación Last updated Save as PDF Page ID 284362 Pronunciación 1 Pronunciación 2 Pronunciación 3
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2025-03-17T19:54:53.801637
| 2024-09-19T19:45:28 |
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3.2.2: Práctica
Práctica 1
Práctica 2
Práctica 3
Práctica 4
Works Cited:
6.11: Ejercicios- El clima by Erica Brown, Alejandra Escudero, María Cristina Montoya, & Elizabeth Small ( OER SUNY ) / License: CC BY 4.0 Attribution 4.0 International (CC BY)
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libretexts
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2025-03-17T19:54:53.859105
| 2024-09-19T21:07:09 |
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3.2.3: Conversación
Preparación comunicativa 1: Los días feriados
Trabajando con un compañero, usa los siguientes días feriados y contesta las dos preguntas:
- ¿En qué estación es el día feriado?
- ¿Qué tiempo hace normalmente en este día?
Modelo:
El Año Nuevo:
El Año Nuevo es en el invierno. Normalmente hace mucho frío y a veces ( sometimes ) nieva.
- El Día de Acción de Gracias
- La Navidad
- El 4 de julio
- El Día de los Santos Inocentes (April Fool's Day)
- Tu cumpleaños
Preparación comunicativa 2: Las preferencias
Paso 1. Pregúntale a todos los compañeros de tu clase qué actividades prefieren hacer: la actividad A o la actividad B. Marcan las respuestas en tu tabla.
Modelo:
Estudiante 1: Cuando llueve, ¿ prefieres leer o ir de compras ?
Estudiante 2: Cuando llueve, prefiero ir de compras .
|
Actividad A |
Actividad B |
|
|
Cuando llueve |
leer |
ir de compras |
|
Cuando hace calor |
estar en casa |
nadar |
|
El día de tu cumpleaños |
dar una fiesta en casa |
ir de compras |
|
En verano ( summer ) |
viajar |
acampar en las montañas |
|
En invierno ( winter ) |
esquiar en las montañas |
ver una película |
|
Cuando hace buen tiempo |
tomar el sol |
pasear en el parque |
|
Cuando nieva |
esquiar |
jugar a cartas con amigos |
|
Cuando hace sol |
pescar con la caña de pescar |
hacer kayak |
Paso 2. Ahora, mira los resultados. ¿Cuáles son las actividades populares en la clase?
Attribution: Entrevista: Las preferencias (del clima) by Community College of Baltimore County is licensed under CC BY-NC 4.0
Preparación comunicativa 3: ¿Qué haces?
Paso 1. Habla con unos compañeros de clase para preguntar sobre las actividades que hacen en diferentes tiempos.
Modelo:
Estudiante 1: ¿Qué haces cuando está nublado?
Estudiante 2: Cuando está nublado, yo leo libros en mi casa.
| Nombre | Cuando hace sol | Cuando llueve | Cuando hace frío | Cuando está nublado |
|---|---|---|---|---|
| 1. | ||||
| 2. | ||||
| 3. | ||||
| 4. | ||||
| 5. |
Paso 2. Ahora compara las actividades de la clase en diferentes tiempos con unas diferencias y unas similitudes.
Modelo:
Diferencia: Sara nada cuando hace sol pero Aaron corre en el parque.
Similitud: Dan y Brett leen cuando llueve.
Preparación comunicativa 4: ¿Cómo es el clima en el mundo hispanohablante ?
Hay 21 países hispanohablantes en el mundo.
Citation: Alvarado, Elisabeth. The 21 Spanish-Speaking Countries .
Paso 1. Escoge (pick) un país que habla español. Usa Google y busca el pronóstico (forecast) del clima para esta semana. Incluye la ropa que vas a necesitar para el clima.
Paso 2. Comparte con unos compañeros de clase quienes investigaron países diferentes. ¿Qué clima te gusta más? ¿Por qué?
Paso 3. Compara con el clima aquí en tu ciudad esta semana. ¿Qué te gusta más? ¿Por qué?
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2025-03-17T19:54:53.940965
| 2024-09-19T21:08:37 |
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3.3: En contexto- Talk about ongoing actions
- Talk about ongoing actions
- Identify and use the present progressive
Desde el comienzo de nuestro trayecto, usamos el verbo estar . ¿Cuándo usamos este verbo? ¿Qué ideas expresamos? Piensa en dos ejemplos diferentes.
- Answer
-
- Location
- Emotion and feelings
Ahora escucha el diálogo entre Edwin and Allison. They are meeting up at a restaurant for a surprise birthday party for Víctor. Pay attention to the verb estar . What uses are similar to the ones you described and which ones are different? Hypothesize on other uses of this very common verb.
Attribution: Public domain.
Allison
: Hola, Edwin, ¿dónde
están
ustedes?
Estoy
en la entrada del restaurante
Fusion Perú,
pero no los veo.
Edwin
: Hola, Allison.
Estamos
en un cuarto al final del restaurante. Dylan
está
poniendo
los globos (
balloons
) en la mesa y Rachel
está
mandando
textos a Víctor para ver cuándo llega. Yo
estoy organizando
la comida y los regalos.
Estamos
todos nerviosos. No vemos la hora (
we can’t wait
) de ver la expresión de sorpresa de Víctor. Aquí te veo.
Allison
: Yep! See you guys.
Lengua
Completa estas actividades sobre el diálogo.
Let’s talk about the verb estar first. See if you can find an example of the following in the conversation above:
Find several examples of the verb estar being used to express location in the dialogue.
- Answer
-
- ¿Dónde están ustedes?
- Estoy en la entrada....
- Estamos en un cuarto al final....
Find an example of the verb estar being used to express emotion in the dialogue.
- Answer
-
- Estamos todos nerviosos.
Find several examples of the verb estar being used to express an action in progress in the dialogue.
- Answer
-
- Dylan está poniendo los globos...
- Rachel está mandando textos....
- Yo estoy organizando la comida....
What is estar followed by when we talk about an action in progress?
- Answer
-
Words ending in ¨ando¨ or ¨iendo¨ - These are called participles!
¿Comprendiste?
¿Cómo se llama el restaurante?
- Answer
-
Se llama Fusión Perú.
¿Quién tiene un cumpleaños?
- Answer
-
¡Es el cumpleaños de Víctor!
|
libretexts
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2025-03-17T19:54:54.016119
| 2024-09-19T21:17:43 |
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"title": "3.3: En contexto- Talk about ongoing actions",
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|
3.3.0: Gramática
Let´s review the different conjugations for the verb Estar.
| Yo estoy | Nosotros estamos |
|---|---|
| Tú estás | Vosotros estáis |
| Él/ella/usted está | Ellos/ellas/ustedes están |
The verb estar is used to refer to different ideas. One of the ways in which you can remember how to use the verb is by remembering the acronym P.L.A.C.E . Let’s review each of the ways in which you already know how to use estar and learn one more new way!
| Position |
Los platos están arriba. Los amigos de Víctor están a la derecha ( right ) de la mesa. |
|---|---|
| Location |
La fruta está en la mesa. Estamos en la clase de español. |
| Actions in progress |
Estamos comiendo en un restaurante nuevo. Ellos están celebrando el cumpleaños de su amigo. |
| Condition |
(Yo) estoy cansada. ¿ Estás enfermo (sick)? |
| Emotion |
¿Vosotros estáis tristes por la derrota ( defeat ) del equipo de fútbol? Los amigos de Víctor están nerviosos. |
Actions in progress : The present progressive
Estar is combined with the present participle of a verb (the stem of a verb plus -ando [for -ar verbs; e.g., camin ando ] or -endo/-iendo [for -er and -ir verbs; e.g., y endo (present participle of ir ), com iendo ; escrib iendo ]) to refer to actions that are in progress at the moment when the person is speaking (e.g., Estamos estudiando los usos del verbo estar.).
-AR Verbs:
When the verb ends in – ar , you drop the ending and add – ando .
estudiar –> estudi ando
- Aimar está estudiando .
-ER and IR Verbs:
When the verb ends in – er or – ir , you drop the ending and add – endo / iendo .
vender –> vend iendo
- Juan y yo estamos vendiendo las frutas.
abrir –> abr iendo
- ¿ Estás abriendo la tienda? ¿Dónde está José? Él debe abrir la tienda hoy.
The verb IR:
IR is irregular and the participle changes to yendo .
ir –> yendo
- Edwin está yendo a clase.
Present Progressive vs. Simple Present
Just like English, Spanish uses the present progressive tense to describe actions that are occurring while one is speaking (e.g., John is writing a letter). Also similar to English, the present tense is used to describe actions that one does repeatedly or habitually (e.g., John writes a letter every morning). One difference between the two languages, however, is that in Spanish the present tense can also be used to describe progressive actions. For example:
| Spanish | English |
|---|---|
| ¿Qué haces? / ¿Qué estás haciendo? | What are you doing? |
| ¿Qué escuchas/ ¿Qué estás escuchando? | What are you listening to? |
Use the following image to review the uses of the present progressive.
Attribution : By ProfeDeELE.es, licensed under CC BY-SA 4.0.
Ahora mira el siguiente vídeo. It offers a summary of the verb estar and its uses.
Attribution: By FluencyPof
|
libretexts
|
2025-03-17T19:54:54.096351
| 2024-09-19T21:32:02 |
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"title": "3.3.0: Gramática",
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|
https://human.libretexts.org/Courses/Butler_County_Community_College/FL108%3A_Voces_en_camino_-_Voces_en_marcha_(Beginning_Spanish_2)/03%3A_Unidad_3/3.03%3A_En_contexto-_Talk_about_ongoing_actions/3.3.01%3A_Pronunciacion
|
3.3.1: Pronunciación Last updated Save as PDF Page ID 284433 Pronunciación 1 Pronunciación 2 Match the Simple Present tense to the Present Progressive below. Pronunciación 3
|
libretexts
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2025-03-17T19:54:54.170254
| 2024-09-19T21:44:43 |
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"title": "3.3.1: Pronunciación",
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https://human.libretexts.org/Courses/Butler_County_Community_College/FL108%3A_Voces_en_camino_-_Voces_en_marcha_(Beginning_Spanish_2)/03%3A_Unidad_3/3.03%3A_En_contexto-_Talk_about_ongoing_actions/3.3.02%3A_Practica
|
3.3.2: Práctica Last updated Save as PDF Page ID 284434 Práctica 1 Práctica 2 Práctica 3 Práctica 4 Práctica 5
|
libretexts
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2025-03-17T19:54:54.247001
| 2024-09-19T21:45:51 |
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https://human.libretexts.org/Courses/Butler_County_Community_College/FL108%3A_Voces_en_camino_-_Voces_en_marcha_(Beginning_Spanish_2)/03%3A_Unidad_3/3.03%3A_En_contexto-_Talk_about_ongoing_actions/3.3.03%3A_Conversacion
|
3.3.3: Conversación
Preparación comunicativa 1: ¿Qué estás haciendo?
Finge (pretend) que estás en los siguientes lugares. ¿Qué estás haciendo en el momento?
Modelo:
En el carro estoy escuchando música. .
- Estás en la clase de español
- Está s en el laboratorio para la clase de biología
- Estás en el gimnasio
- Estás en el trabajo
- Estás en el supermercado
- Estás en el carro
Preparación comunicativa 2: En el parque
Trabaja con un compañero de clase para completar las imágenes. Usa el presente progresivo para expresar las acciones de las personas en el momento.
Modelo:
Estudiante 1: ¿Qué está haciendo Miguel ahora?
Estudiante 2: Miguel está nadando .
Usa las siguientes imágenes:
Use the following image if you are Estudiante 1.
- Show image
-
Use the following image if you are Estudiante 1.
- Show image
-
|
libretexts
|
2025-03-17T19:54:54.308860
| 2024-09-19T21:48:33 |
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"title": "3.3.3: Conversación",
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