SPAN 100 AMU Week 6 lesson Spanish I American Military University assistance is available on Domyclass
¿Qué tal? (How’s it going?)
This week you will continue working towards proficiency with previously studied material. You will be exposed to new vocabulary and concepts used to describe grooming habits, waking and washing etc. through visual, oral, written, and auditory exercises. Study how to inquire and explain with “why and because.” You will have a grammar focus task this week as part of your journal entry. Take advantage of practicing and having one-on-one feedback according to your specific needs and feel free to ask any questions there. This week we will discuss the art and life of Frida Kahlo, an iconic Mexican artist. You will demonstrate comprehension and proficiency through assessment (multiple choice and fill in questions) and through sentence creation and error identification and correction.
Students will be able to:
- Recall previous vocabulary and concepts
- Interpret meaning of new thematic vocabulary through visual/audio/written word association
- Discuss daily routines
- Ask and answer questions
- Clarify with “why” and “because”
In this lesson, we will discuss:
- The art and life of Frida Kahlo
- Reflexive verbs
- Verbs of preparation and routine
- Personal “a” of Spanish
Note: Recognize how the verbs that describe daily routines and habits are different from those that describe what is going on around you or what you do that is NOT an action that falls back on yourself. There are reflexive verbs and best remembered by thinking about what we do to “ourselves” to get ready–to wash ourselves, dress ourselves, brush our teeth…these verbs all have a reflexive pronoun that agrees with the subject and takes the place of having to say “myself” or “ourselves” in order to indicate where the action is happening.
The following activities and assessments need to be completed this week:
- Assignment: Rosetta Stone Unit three, lessons three and four + Milestone Exercise
- Grammar focus in journal entry
- Week 6 Cultural Forum: The life and art of Frida Kahlo
- Quiz #4
- Journal Entry Six
Topics to be covered include:
- Speaking languages as relates to work and school
- Teaching and studying languages
- Vocabulary – numbers 21-69
- Waking up and washing up: reflexive verbs
- Why and because
- Grooming habits
We will begin this lesson by learning numbers 21 – 69 and their proper pronunciation. We will then learn about speaking different languages around the world to accompany the nationalities of the different countries in a previous lesson. It will be important to note the differences in pronunciation from one Spanish-speaking country to the next. In a previous lesson, you learned about subject pronouns (yo, tú, Usted, él, ella, Nosotros, Nosotras, Ustedes, ellos, and ellas) and direct object pronouns (lo, la, los, and las). This lesson will further your knowledge of Spanish grammar by introducing the concept of reflexive pronouns and reflexive verbs, which is a more structured verb construct in Spanish, than it is in English. Lastly, you will learn the difference between the interrogative (question word) ¿Por qué? and the conjunction ‘porque.’
Review of Numbers
In previous lessons, we learned the numbers from zero to 20. In this lesson, we will focus on numbers 21 – 69. The number, followed by the Spanish and phonemic pronunciation is as follows, but first let’s review numbers 1- 20 and 0, as well as a few phrases that we learned along the way.
Review of ¿Cuántos años tienes tú?
In previous lessons we worked with numbers, using them to express one’s age. We also learned how to add and subtract, using these numbers. Let us review what we learned thus far:
In Spanish, expressing your age considers you to possess the years you have lived, which calls for the use of the verb TENER. In other words, while we use the verb ‘to be’ in English to say we are a certain age, in Spanish, we use the verb ‘to have’ to express that we ‘have’ our years. (If you have ever heard the saying, ‘you are what you eat’ this makes sense, right?)
You also learned that TENER is a boot verb, meaning that it is a stem-changing verb and that after removing the ER, the stem –TEN changes inside the boot to TIEN and then the ending that corresponds to the subject pronoun is added. Outside the boot, however, (the Nosotros and Nosotras form), the stem stays as it occurs in the infinitive form. This is a standard rule for all boot verbs.
TENER – to have (to be in physical possession of)
|Yo tengo||I have||Nostros tenemos||We have|
|Tú tienes||You have|
|Usted tiene||You have||Ustedes tienen||You all have|
|Él tiene||He has||Ellos tienen||They have|
|Ella tiene||She has||Ellas tienen||They have|
A Review of Sumas y Restas, Adding and Subtraction
In a previous lesson, we also learned how to use numbers to express addition and subtraction, using the two verbs of SER – es for sums or remainders of 0 and 1; son for sums and remainders of greater than 1.
As a reminder, how do you express 1 + 3 = 4 in Spanish?
Uno más tres son cuatro.
How do you express 5 – 5 = 0 in Spanish?
Cinco menos cinco es cero.
Numbers 21 to 69
Now that we have reviewed numbers 1 to 20 and 0, how to ask one’s age, as well as how to add and subtract, let us now learn numbers 21-69, their pronunciation, and some conversation using those numbers, including multiplication and division.
The construction of the 20s is different than the pattern of larger numbers.
It is important to pay close attention to the difference in pronunciation between 20 and the numbers from 21 to 29. This is a common error that many non-Spanish speakers make, and one that makes one sound less educated and authentic.
Veintidós, veintitrés, and veintiséis all have accent marks, because when a word in Spanish is more than three syllables, the natural emphasis of the word must always fall on the penultimate syllable (next to last syllable).
Numbers 30 to 60 by Tens
Numbers 21 to 69 (Continued)
After 29, numbers in Spanish follow a general pattern:
- The decades and numbers 21 – 29 are all one word
- From 31 to 39, 41 to 49, 51 to 59, and 61 to 69, the numbers are all written out as three words.
- The word ‘nueve’ – the word for ‘nine’ means ‘new’ in Latin. Each time one arrives at 9, a new decade is reached: Example: 9, 10; 19, 20; 29, 30; 39, 40; 49, 50; 59, 60.
|31||Treinta y uno||TRAYEEN -tah ee OO-no|
|32||Treinta y dos||TRAYEEN -tah ee DOS|
|33||Treinta y tres||TRAYEEN -tah ee TRES|
|34||Treinta y cuatro||TRAYEEN -tah ee KWAH-tro|
|35||Treinta y cinco||TRAYEEN -tah ee SEEN-ko|
|36||Treinta y seis||TRAYEEN -tah ee SAY-ees|
|37||Treinta y siete||TRAYEEN -tah ee see-AY-tay|
|38||Treinta y ocho||TRAYEEN -tah ee O-cho|
|39||Treinta y nueve||TRAYEEN -tah ee noo-AY-bay|
|41||Cuarenta y uno||Kwah-RAIN-tah ee OO-no|
|42||Cuarenta y dos||Kwah-RAIN-tah ee DOS|
|43||Cuarenta y tres||Kwah-RAIN-tah ee TRES|
|44||Cuarenta y cuatro||Kwah-RAIN-tah ee KWAH-tro|
|45||Cuarenta y cinco||Kwah-RAIN-tah ee SEEN-ko|
|46||Cuarenta y seis||Kwah-RAIN-tah ee SAY-ees|
|47||Cuarenta y siete||Kwah-RAIN-tah ee see-AY-tay|
|48||Cuarenta y ocho||Kwah-RAIN-tah ee O-cho|
|49||Cuarenta y nueve||Kwah-RAIN-tah ee noo-AY-bay|
|51||Cincuenta y uno||Seen-KWAYNE-tah ee OO-no|
|52||Cincuenta y dos||Seen-KWAYNE-tah ee DOS|
|53||Cincuenta y tres||Seen-KWAYNE-tah ee TRES|
|54||Cincuenta y cuatro||Seen-KWAYNE-tah ee KWAH-tro|
|55||Cincuenta y cinco||Seen-KWAYNE-tah ee SEEN-ko|
|56||Cincuenta y seis||Seen-KWAYNE-tah ee SAY-ees|
|57||Cincuenta y siete||Seen-KWAYNE-tah ee see-AY-tay|
|58||Cincuenta y ocho||Seen-KWAYNE-tah ee O-cho|
|59||Cincuenta y nueve||Seen-KWAYNE-tah ee noo-AY-bay|
|61||Sesenta y uno||Say-SANE-tah ee OO-no|
|62||Sesenta y dos||Say-SANE-tah ee DOS|
|63||Sesenta y tres||Say-SANE-tah ee TRES|
|64||Sesenta y cuatro||Say-SANE-tah ee KWAH-tro|
|65||Sesenta y cinco||Say-SANE-tah ee SEEN-ko|
|66||Sesenta y seis||Say-SANE-tah ee SAY-ees|
|67||Sesenta y siete||Say-SANE-tah ee see-AY-tay|
|68||Sesenta y ocho||Say-SANE-tah ee O-cho|
|69||Sesenta y nueve||Say-SANE-tah ee noo-AY-bay|
In normal counting exercises in Spanish, the phrases are as follows:
Cuenta del uno a quince: uno, dos, tres, cuatro, cinco, seis, siete, ocho, nueve, diez, once, doce, trece, catorce, y quince.
Count from 1 to 15: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.
Cuenta del cero a sesenta en groupos de 10: cero, diez, veinte, treinta, cuarenta, cincuenta, y sesenta.
Count from 0 to 60 by tens: 0, 10, 20, 30, 40, 50, 60.
Cuenta del cero a treinta en groupos de 5: cero, cinco, diez, quince, veinte, veinticinco, y treinta.
Count from 0 to 30 by fives: 0, 5, 10, 15, 20, 25, 30.
Cuenta del cero a 20 en grupos de 2: cero, dos, cuatro, seis, ocho, diez, doce, catorce, dieciséis, dieciocho, y veinte.
Count from 0 to 20 in twos: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
More Mathematical Equations
You have already learned that ‘sumas y restas’ means addition and subtraction of numbers. Let us now build on that mathematical knowledge with “multiplicación y division.”
Multiplication is expressed by using the word “por”:
2 x 3 = 6
Dos por tres son seis.
5 x 0 = 0
Cinco por cero es cero.
To divide numbers, the language used is “dividido por”:
6 / 2 = 3
Seis dividido por dos son tres.
1 / 0 = 1
Uno dividido por cero es uno.
Just as the sum and remainder of an equation uses ‘es’ for sums or remainders of 0 or 1, and ‘son’ for sums or remainders of > or =2, the same language is applied to multiplication and division – ‘es’ and ‘son.’