SPAN / BASIC COURSE UNITS 1-15 ROBERT P. STOCKWELL -- J. DONALD BOWEN ISMAEL SILVA-FUENZALIDA FOREIGN SERVICE INSTITUTE WASHINGTON, D.C. 1961 DEPARTMENT OF STATEaly Si of Dasani, US. Green iting OeSPOKEN SPANISH PREFACE Foreign Servic tute = Spantsh Basic Course was first, printed in 1957. The Foreign Service Institute Schoo? ‘WoULd have preferred to rovise the text for this second printing, but the postponement of the task. The revisions contemplated ‘rather than the analysis of Spanish structure. In ‘any case the book renains thoroughly useful and usable, ‘This book was prepared specifically to train officers of the Foreign Service and of other United States Government agencies who are involved in foreign affairs and who noad to leern to speak Spanish. ‘The course 4s designed to be taught by a native speaker of Spanish who has received training specifically in the uso of such materials and sho teaches under the supervision of @ scientific Linguist. Spanish classes at. the Foreign Service Institute normally contain six stuients who receive six hours of class drill deily and are expected to do at least two houre @ day of preparation, mostly practice with apes, With this schedule average ntudents at the Institute require approxinately two to two and a half days to assinilate one Unit thoroughly. The Institute beliaws that the text can be useful in other teaching contexts, with the inportant provisos thet the instruction be carefully supervised by an expe- rienced professional person, preferably with training in linpuistics, and that full use be recuired of the tapes. ‘The tape recordings which accompany this text are not available fron either the Government Printing Offiee or the Foreign Service Institute, Inquiries rerarding tapes should be addressed tot Genter for applied Linguistics U3LE Connecticut Avente, Ne We Washington 6, D. C. oaPareece SPOKEN SPANISH ‘The text and accompanying tape recordings are also used in part-tine training proprans in Washington ‘and overseas, Although they are not designed for this purpose, they are also used occasionally for indi~ vidual self-study. ‘This manual has been prepared and reviewed by menbere of fifteen different Spanish-speaking countries roprosonting every major dialect area of the Hispanic world. hile it 1s brosdly representative of general Lstin-lnerican Spanish, it is readily adaptable to any particular area. Foreign Service Institute - Spanish Beaic Course was originally prepared by the Spanish staff of the Foreign Service Institute under The supervision of the Linguists whose nanes appear on the title page. In ‘addition the fellovine members of the Spanish staff havo made special contributions to the book? Linguistic staft: Jack L, ish Richard Boym Dorotiy Rauscher Instructional states Quitlemo Segreda Hage Montero UsSPOKEN SPANISH INTRODUCTION ‘The materiale in thie book have been developed to present spanish ao @ spoken language, and the skills of understanding and apeaking are accordingly emphasized. The method of presentation vill Itkely be new to stux Gente acquainted with ore traditional methods of Language teaching. Tn order to understand the materials, one mist first underetand the method upon vhich they are built. Method of Teaching ‘Te method 4e known as GUIIED IMITATION. Tt may spear to be nev, but actually it has been used by a con siderable tumber of teachers for many years, though ite greatest popularity has cone since the second World War. Tts goal se to teach one to speak eastly, fluently, with very Little accent, and to do thie without conscious effort, just as one speake hie ova language without conscious effort. There are tvo very Important aspects of thie method. First, learning a relatively small body of siatertal so well that 1t requires very Little effort to produce it. Tate 0 OVERLEARVIN. If a student overleans every Alalog and drill ae he goes through this book, he will alaost certainly experience rapid progress in learning ‘the language. The second aspect 1s learning to authentically mantpulate the sounds, sequences, and patterns of the Lan- guage. The imporeant implication here ie the reality of both the model and the imitation. The model (teacher, Fecording, ste.) mist provide Spanish as people really spenk it in actual conversations, and the student must be helped to an accurate imitation, Above ell, the normal teapo of pronunciation must be the claseroom standard; sloving dom ie, in thie context, distortion. The complete course consists of sixty untts, each requiring some ten class and laboratory hours plus out= side study to master. The course is a eix-hundredchours couree which may be studied intensively over @ period Of about six monthe, or may be spread at the rate of a unit a veek over a period of sixty weeks (four college Senesters). Either a native speaker or a teacher vith very little accent in bis Spanish 1e necessary as the model for inttation. Pronunciation Te firet tvo unite are focused primarfly on prosunctation problems. Drills on other aspects of the 1an- guage are deliverately postpoved becatize of the inportance of developing good pronunciation habite fron the very Degtnsing of the course, Pronunciation 1s extremely important. It 1s the basis of all real fluency. A person is readily able to understand anything he can meaningfully say bingelt, 1f the correlation between the way he heare it and the vay he says it lo reasonably similar, Probably the more cimilar, the greater the ease of com prehension. 0IeTRODUCTION SPOKEN SPANISH ‘The basis of the student's imitation is of course the teacher, vhose pronunciation, Sf he 1e a native speaker of an acceptable dialect of his ovn country, 1s the ultimate source of authority. The fundanental Classroom procedure for learning sev material throughout this book (except the reading materials) 48 repetition ay the student {n direct mediate imivation after the teacher. ‘The imitative repetition may at first te done 4 chorus after the teaclier, end oubsequently by each individual, or {t may be individualized from the start. In either case the student should walt for the teacher's model. "Imitating after another student too frequently results in compounding the errore of both. If a pergon ts fortunate enough to begin studying a second Language ‘before the age of eight or ten, the powers of imtation are nomally sufficient to ingure excellent resulte in promusciation without resorting to technical explanations of what happens to various parte of the vocal appar% tus. If occasionally an individual has managed to retain this gift that all of us haa in childhood, 90 much the better, but most adulte need mre specific guidance based op an avareness of the particular problems of producing particular sounds. The drills and explanations in the first tvo unite are devoted to the specific problens an Boglich speaker with his Suglish habite of pronunciation wili have in accurately imitating the Sounds and sequences of sounds of Spanish. ‘Aids to Listening If speukers of English vere not so highly Literate, it might be possible to teach effectively without ref erence to any written symbolization, but most students are mich more confortable 17 some kind of representation of vhat they are initating 1s also available for visual reference, ‘here 1s, of couree, a traditional writing system for Spanish which 1s used in all parts of the Spanich speaking vorid. Tt is a very adequate syeten for its purpose, which alght be stated as providing visusl cues for persons vio already speak the language. For pedagogical’ purposes, a respelling, or phonetic representation of Spanish 1s also provided as a means of re- Binding the student Of important features of the pronunciation whieh the traditional spelling eysten does not provide, such as significant sound distinctions, vord groupings, intonation patterns, ete. The phonetic 6ym Gollzetion may st first lock usfaxtliar and goncwhat foreboding, but thia very unfamiliarity is a healthy re minder that none of the English sounds (vaich are so easily associated with the familiar letters of the alpha- bet) are exact duplications of the Spanish gounts to ve mastered, This de ales, of course, true fn the re- spelling wien familiar cysbols are used: the appearance of the letter t does uot mean the fwsiliar English t~ sound Se indlested, ‘Tee Antonations are marked in the respelling by & system of dots and accents placed at relative hetghts over the vowels. The patterns recordea in this way are uot necessarily the only possibilities in epaken Spanteh, ‘but they are ali normal patterus which have been thoroughly and widely tested.SPOKEN SPANISH INTRODUCTION ‘Te symbolization tn the respelling will allow for a consistent interpretation of the pronunciation of any dialect area of the Spanish speaking yorld. For example, the // symbol is to be interpreted as a sound similar to the 'e' of ‘eink’ in Spanish fmeriea, but as the 'th' of "thisk’ in Central Spain. Other regional pronunciation features are eimilarly marked, ‘the acquisition of @ good pronunciation 4¢ first of all the result of careful Listening and imitation plus whatever help can be obtained trom initial pronunciation drills and description, and from the cues provided for Continuing reference by the aids to Listening. Tt ts well to renember that a sizeable investnent in pronunciation practice early in the course will pay andeone dividends later; correct pronunciation eafely relegated to habit Leaves one's Tull attention avatlable for other problens of learning the language. Every unit (after the first two) 42 organized in the ease way: part one Le the basic dialog with @ fev pertinent notes; part two is gramar drills and discussion; part three is a set of recombination narratives and Gialogues; part four, beginning 1m Unit 16, 1s readings. Basic Dialogs ‘Tne baste dialogs are the core of each unit. ‘These dialogs are recreations of the real situations a etu- dent is most likely to encounter, and the vocabulary and sentences are those he 1s most likely to need. The @talogs are set in a mythical country called surlandia, vhich 1s described as a typical Latin Aperican republic, Ansofar as it 1s possible to extract ccmon features from so diverse an area, To further provide information in context, many of the notes suggest regions] differences 1a both the language and the culture that will be encountered in various areas of latin jaerica and in Spain. In the first part of the book nev vocabulerly is introduced mainly in the baste dialogs. Occasionally, 1a the slluetrations of gramar points, nev words are introduced in order to fill out patterne needed to do the exercises. New words are alvays clearly indicated by placing then on a line themselves, indented between the Lines that are complete sentences. since each nev word is introduced in thie fashion oply once, the student should take patne to be gure he learns each word as it te preseuted. Careful pains have been taken to sce that ‘each word Introduced Will reappear many times later in the course, to help the student assinilave each word in a variety of contexte, ‘The student ghould very carefully learn both the Lfteral meanings of each individual vord or phrase that te given on an indented Line and the meaning that appears in the full sentences. Tt should not be cause for con Cera if the meaning in context 1s strikingly different from the literal meaning. In the construction of ench Atalog, the Spanish vac written first, and the corresponding English 1s ite closest equivalent and not a literal translation. It is therefore not at all surprising if the Spanteh does not seen to ‘follow’ the English. os.INTRODUCTION SPOKEN SPANISH The student should learn the basic dialogs by heart. If they are comitted perfectly to rote nenory, the Grits will go easily and rapidly. oughly half of the estimated ten hours that are spent in class on each unit ehould normally be devoted to the bacic dialogs. Drills and Grammar Each unit can in cone ways be likened to a misical theme with variations, The basic dialogs are the theme, fend the drills provide the variations, Patterns of the structure of the language vhich have been learsed in the ‘baste sentences are expanded and manipulated in the drills. There are four kinds of drilis in each unit (three before Unit 6). Of these, tvo are designed to systen- atically vary selected basic sentences within the structure and vocabulary the student has already learned, And two are oriented tovard the etructure of the Language to provide a systematic coverage of all important patterns, Ail of these drille are planned to be eastly and reptdly answered. ‘They can be done orally and vith only ‘the teacher's book open. The method of conducting the drill is clearly shown by the format of the text, and all anevers are available for the teacher's convenience and for the student to refer to when studying outside of clase. Ifa drill is found to be hard, the difficulty probably reflects inadequacy in the mastery of the din- logs and earlier drills. The drills are not problens to be vorked out Like mathematics, and the ability to do them, not to figure thes, 1e Indicated by the nature of the course, There are uo tricks in thea, and they are not intended as test Pattern drills are presented in a format whitch provides both practice and explanation. First appears a presentation of the pattern to be drilled, then various kinds of drills, and finally @ more detailed discussion of the pattern, ‘The presentation consists of a Listing of basic sentences (and a few nev sentences vhen necessary) which Auiustrate the gramar point to be drilled, Then there ie an extrapolation vaien shove the relationships tn- volved in the pattern in a two-dimensional chart, which is further explained by a short note or two. This pre sentation should provide sufficient elues to enable the @tudent to understand and use the pattern correctly tp the deille that follov. ‘These drills are mainly exercises making substitutions, responses, and tranelations, highlighting the gramar points covered. They are devised for oral answers to oral stimuli. After the drille there 4¢ @ more detatled dtecussion of the pattern drilled, ‘These descriptions are written In a condensed and comeviat technical fashion. While an effort vas mde to keep these Giecusaione 06‘SPOKEN SPANISH INTRODUCTION clear and readable, 1t has to be recognized that a description of @ language is a technical subject, and sim plification can only be attained by sacrificing accuracy or at a cost of great many nore vords than space allows. The student vho worke through these dtscusstons by @ careful reading will find that be 1s acquiring a set of analytical tools that will be useful throughout the remainder of hie career of interest in Language. ‘The student may notice slight differences in the respelling used tn the ads to Listening and in the gran mar charts and discussions. The respelling useful as a guide to pronunciation for an English epeaking stusent, records nore details than a respelling to be used in gramar discussions vhere comparisons are nade betveen Spanish forms, not between Bnglish and Spanish promunciation. Conversation ‘The conversation section of each unit 1s designed to help bridge the gap between the more or lese mechanteal stimlus-response activity of the drills and the skill of free conversation which is the ultimate aim of the course. These reccsbination monologues and dtaloge extend the abilities of the student into ever more natural ‘situations. The narrative ie an anecdote type description of an event or situation which ie then recast as & Girected dialog in which the teacher acts as a prompter for students Who take the parts aa the acters, The promp- ver gradually withdraws his help so that in the end the conversation is carried on freely. Readings Beginning with untt 16 reading materiale are introduced for outelde preparation with perhaps som classroom Giscussion of the questions provided, These readings can aleo be used to provide content information for oral sumaries. ‘Up through unit 30 the readings tell a continued story about an snerican family Living in Surlandia, ex- anding on matters of interest hinted at in the basic dialogs, Those require no new vocabularly except for easy ‘and obvious cognate loan vords that can readily be guessed, From unit 31 through 60 the readings are much longer ‘and do Introduce @ considerable number of nev vords, ‘hie Vocabulary {8 introduced through baste sentences which Sumarize the content of the folloving reading. ‘The readings are designed to provide information of interest and value about the culture which the Spanish Language reflects and to provide insight into the practical problens an American Le Likely to encounter in ad- Gusting to life ins Hispanic area, on‘SPOKEN SPANISH conrents, ‘Table of Contents Basic Sentences - Useful phragee... Brille 1a prommetation. Vowet contrast to weaksstressed syiiatice,:. the strese systen in Spanish. viernes The intonation system in Spanish... BRREE Basic sentences - Useful phrases. Drille os promietation. : typleat errors fron ingliah vowel Tofluence ip sinitarseounding words... Yotced stop consonants, no Vivrante./x/ ana. /rx/ ia Spanish. Yoel miclet in Spanish. lateral /1/ tn spanish. Votceless topes. Yoiseless apiranta.. Nesale and paletals Coneluston. Trelis aod gramae. Pattern arti 1 Sone desonstratives BERR Basie sentences - White's arrival in Surlandie. Hrilis and gramar. Pattern arti BERRA SRRRREr Replacement arilis. Variation drills. Conversation atimaius, Basic sentences - White meets Molina at the Enbassy. Trille and gramer, Pattern drills... aL Mumber in nouns and adjectives. "2 te tereguian verb /estée/. Replacesent rilis.| 5 BERRY SbRREBHE SRRBB Er SPOKEN SPANISH Variation dritle....+. Conversation etimlus, Basic sentences - Walte's first day at works. +. Brille and grammar... Pattern drills. ‘The trregular verb Jar/.. Replacenent arilis. Variation drille,- Conversation stimius, REEOOSE Bo Baste sentences - waive and Wolina have 2unch together. Drille and gramar. . Pattern artis. Frocont tense fms’ of regular’ /dr/"verbe Replacement drills. Variation drille.- Review drill - Use 6: Conversation stimulus. « BRRERROE nite articles Baste sentences - White end Molina look for an apartment. Drills and grammar. Pattern drille...s sc. one Present tense forms of regular /-ér/ verbo... ‘The danonstratives /éste, ése, akél/.. Replacement drills. Variation drills. Review drill - the distribution ot’ /ade/'“'eotde/..- Conversation stimilugs..-+-+-+++s SBERERDOE asic sentences - Molina tells White about his ostgitors! apartment. Drills and gramer. 5 Pattern drills... Present tense forms of regular /fz/‘verbs... ‘The obligatory contractions... Replacement drills. Variation drills... Review aril - Toup-adjective agrecenst... Conversation stimulus, REBRE DOL‘SPOKEN SPANISH gen 9.2 grat pony gate 9.22 9.23 orak 9:3 to. 10.2 10.22 rot. 10.212 10.213, 10.22 10:83 10.24 10:3 ma une at iat iian2 ule nies nak 3 aa aie aia Wala a2, lai lasic sentences ~ Witte goes to Wolina's apartzent. Drills and grammar...... Pattern drills. ‘the irregular verb /abér/ and regular /-d0/" tors {io the present perfect. construction, Possessives ~ full forms. Replacement drills... Variation drill Review drill - Mjective position, Conversation stimlus. Baste sentences = Yoltna explains vhere be sends bis Lamdry.. Pattern drilleye.-.s. Personal /a/. : Direct elitic yronoune.- : {-to/ forns Tunctioning as modifiers. Replacenent dritte, pomene Variation drill, Review drill - Theae clacs in present tenee forme... Conversation etimlus. : Basic sentences - White interviews a mala. Drills and gramar...... 7 Pattern drille Possessives ~ shortened forms... ‘The negative particle vith verbs. Replacenent drills....2-+++ Yetiation drille...- Review drill - Unemphatte ‘somes say! fron Raghishe Conversation etimilus..» 5 Basic eentences - Yo vater in wtte!s epartsent.. Drills snd grammar, . : Pattern drilie. Subject. pronoune..- ; Prozouns after phrase relators. Components of phrases......++3 2 2 21 2b asia 2213 233 " ‘SPOKEN SPANISH Replacement dritie, Variation driils, Reviev drill - sijective agrevmeat in reaoie position... Conversation etimilus. asic sentences - tte and Yolina go to # party. Drills and gramar....... Pattera drills. /— néo/ forse aid’ the ‘preceat progressive contruction... Possessive constructions with /ae/.. — Voninalized possessive constructioas... Question intonation patterns ~ Information questions Replacement drtlie.. Variation driils, Review drill - Placemat of magative particle. Conversation stimilus. Basle sentences - Colonel Harrie taike about hie family's arrival Drtlls and grammars... . Pattern ariile. Present tense forms of the irregular veree /iry” dar, ber he pertphrastic future construction. . Question intonation patterns ~ Yes-n0 questions, Variation arélla,. s+ Review drill - Theme class ia /-46/ "toms of verbs... Conversation stimulus. Basic sentences - re. larrie goes ‘ero custons. Drills end greamar.. 5 Pattern drills. : Tadirect elitic pronouns - one object. sos. Indirect elitie pronouns = two objects ..-. Guestion intonation patterns = Yea questions Replacement, drills. - Variation artiie : Review drill - Posseasive constructions.» Conversation stimuluss «= 088K Lovee eeseeeeeseeeeens $Bbabadang 20000 Ince In 2.8 12.39 rails ais a. a5 BS 33.5, aB.is Beat et BB 13.39 als 36 aba. 7 int wet 1h18 126 abst ais esas 35.1 355 35.5 355. Bab 15.23 1.2t 5.33 15:38 15.39 ALL ara A139SPOKEN SPANISH 1.1 BASIC SENTENCES. Usefal pases, ENGLISH SPELLING (am Gos) well thanks aod Fm fine, thane, How ae you? {AD TO LISTENING bwendzaaist bwenozdais |stnyért bwenastaréés |stqy6rat bwenaznochés |sényoritat kom + estab estar t astée 4 kongestaystéa dstoyd estard byént araqyast a estybyén [grégyas |yostect un 1 SPANISH SPELLING Bueson dias, Beence den Doenes tarde, sefora. Buenas noches, sei ime sth (oat) vated Chino ens uted? (eae) can Eatoy bien, paca, gy med? 1aUNIT 1 wy Very wel, than hello, bi wha such it How goes i” (3 goes Go go) to yout) goes low ae you getting slong? Pine, thank. with the perminsion Exeate me. Consinly ‘excate (to excane) a Excune ne. muy} miybyen lordgyast oat ke-talt oust ketal! bat Set e-bat komolebat byenlorSgyast ght ai-pérmisdt kémparmisbt dispensét dispénsart dispensémst ‘SPOKEN SPANISH any May bin, grcian hola ett Moat Ove vl? ve Ge) w Bien, gracias, l permiao Con permino. Ciao ne, iapenne (iapennae) Dispénome‘SPOKEN SPANISH 1) reget (Go eoget 10 fee) ime, Lote, 00 muck You're welcome. thore ie, there are hereto be) Dow ve ita thoaght. (8) © wa (eo wast) to present le-syéntoh séntitt michd + Ldsyentombcnd + astabyént muchas} mochazgrégyast ast nagat dénatat ay} awed ngayteké + kyerd} kerért préséntart préséntarlé+ UN lo siento (eens) imcho Le siento mucho. Bath bie Muchas gracias. ae De asia. hay haber) No hay de us. ‘uiero (quere) peseotar peseotaeleunr 1 the (mg) Take to presente Motion toyon. the (ag) 17 Uke to poment Ma. Me the ploanure Glad to weet you quay equal) Same bes achasted Go eachast) tomect, get acqunited, to know tamect yout) ry a ay ay kyero [préséntarlg |alséqy6rm6indt aat kyéro [présintarlg |alaséqyéraaénd1ina} bl-gistdt mGchdgusté + Sowalmentds towait Agwalmenté |gr4gyaet dnkantaas 4 enkantdrt kbndgert kéndgerlat SPOKEN SPANISH a a (icra presentarl al netor Qsieo peseatarle de Molina cl gusto Macho geet. igualnente (gual) Tgoelment, gracias. ‘encantade (gncatar) comecers cuATRO‘SPOKEN SPANISH UNIT 1 Delighed to meet you (6) dokantado ladkéndgerlat Encattade de conocerla. tomeet you (m.) kendgerlo} conocerlo Glad to weet you 6) méchdgueto laskéndgerlé4 Macho gueto de concerto, Goodbye, aayds 4 Adib asl astat tomar migyandt See you ono. istiminysnat sta ata thn, ee iweg8t ee So long. Astalwegd4 asta luego 110 Notes om the baatc ) /6La 4 K6t81 4 / Hola! sud tal? in a greoing generally sed with « pes aod who occupies on whor you already know mire than caoually, us approtinately equivalent to yours @ /kompermiso + / Con pemiso in med to excuse youself when, for example, you are on an ele 1d need to aguoeze between ater people who rein fant af . in onder to get out; or, when you want to excuse yourself fom a group you are talking with. Ie i not ordinarily interchangeable with /daspénseme 4 / dispéaseme, ‘cinco 1s.unr a ‘SPOKEN SPANISH @) /d1spénseme +/ dtepensene i weed as apology fr mine beach of etiquette, to interapt «conversation tow ‘hing, ee sho some (€) Note thet /aichast/ muchas ‘many’ ie simpy the piel ofa werd /mScho!/ macho ‘nach’ tht you alae met inthe plrane /michogGstot/ macho gust. The /—6/ in the plural par, while the /—8/ beter the /—8/ (8) /ngSydek6!/ No hay de qué is used when the other person the name an /donddiat/ De nada sks you fer some sual fer you have done fr hin; it in about (© Jorkantédo|dekonogér lay Encanto de conocer i se a mas) If you area wom, Treat frm in ws sod you should not learn thi sentence to use yourself. /mSchogiisto | dekonogérlot/ Muclo gusto de conocelo is what you /mschogsto} / acho geet. Ie Spi (ik you re ead of /Lo/ youssy /—Le/, another ms, o elae jut the sheet foem 1.2. DRILLS ON PRONUNCIATION 1.21 Vowel contanta in weakeatensed syllable of thin anit, you ould have been repeatedly coreced fr your promunca men co ~ 2. sbpyort | 3. bwenastaraget ae ae 4. sbayorat a a 1s SEsSPOKEN SPANISH uNT 1 5+ bwanaznochdst 6. gragyast 7. dispensénas 8, michBegragyast 9. présdntarlat to. mblina} 11, Sstamapyand + 12, dstalwaggt tttter es t tie perfectly noeal foe you to have touble with theae vowels, because, as the dats over them indicate, they are all ander weak stress ach vowels do not occur ander weak stress in English in positions where one of helping you to master thse vowels ander weak stress, They in pairs of words such thatthe only difference betneen the membees of cack pir ini the ponusciation of one wekatressed ch apc of words ia called & mininally contrasting pi. Practice cepeaing these alter your iatractor wt yo can make th contrast carly, jotta be does reacting them with you util they do came easly ‘SIETE uwUNIT 1 SPOKEN SPANISH 4.ai.4 Exercases on minamal vowel contrasts under weak stress /a/ and /e/ an contrast under weak stress seea t seaat pilcht palont spa sap 4 fated fata t iota + ote 4 thnyie + tiny nosis} nests} papitet papitet bochat boch& t gaits) 1adieed tinta t tintat askupat Sskopas chincha $ chanch&} qokets + abketad kortat kortat a1inbra $ alimbrd + sobras $ sobrést frangesds | frangesdst ise 4 basa 4 kantords + kantonge$ mand 4 mind 4 birreta + birrete + mchoh 4 machdh + sényoras + sényorgs + thchar + eden + pastoris + pastorgst tachdh t tBchdnt markadd + ngrkadé 4 panait pana apaode + apoar $ tahdn tanh t portigesds4 ‘ctoSPOKEN SPANISH uN 1 /a/ and /4/ an contrast under weak stress appar labar $ panyal + pinyal + patch + pith + masitat misita + naar 4 nigar lateray litera matsa $ mitde$ salere+ sileré + charlar + chirléy + pakete + pikets + pangoht. pingont f8harén$ fiharénd pasands + pisando + m&)yatort may secret /a/ and /o/ an contrast under weak stress ara t aro t kipad kis tit tig kona} kokat gerat serat karat karat pesat pesdt parat pardt pasat paso} china} ching + naiat mais} kantat kantos mesa nosh manta mantd4 maya mayd + sora} sorrdt polat boig + NUEVE, 19santa + sweord + negra + palnd + pasta + rrem 4 kobrat nyetat indyat kalord asposa$ Jaf and pahar + tarda + eapias + papita + pf santa + dérecha + swogra eisarra + negr 4 maria} palng + sapata } pasts 4 érmand + ‘romp + mimosa + rem + pareha + kobra $ mired } temerkt geresat @yansaa Lakonikat an contrast under weak stress puhdr + danerd 4 tarda $ karakas + stbito 4 barrita + papita + pargitat SPOKEN SPANISH dérechs + sigarnst ngriat gépatet érmang | mimos3 4 parehd $ néreg J témera 4 séresd } yanaad 4 Lakonikd 4 Adnérd} kgorakas } birrita 4 pargaita | buezSPOKEN SPANISH ONCE malagd 4 kanita lanita + malita t Je/ and /a/ pani patont pélént taldnt rand nbsoré 4 /e/ and fof pasa + toma + fama + bing + malags + konita 4 dgnita + mglita + kanyaaé + margyand + paliads+ matagort an contrast under weak stress pang} pitch 4 pileh + thldn t rrinaet miserdt pasaad + parita + pésaaé + pésarén + m&Qyae } panyita + an contrast under weak stress pasd t tong | fund + bing + pepé + tina + kana + pina t kinyads + mirgyand + paliads + motaade | plsaas + pirita + pisada + pisarént aiiyaet pinyitat pepat tit kavat bina + UNIT 1UNIT 1 1a Lechd 4 trend + eengt tena} kyerd + peyng + kobrd + kanta + Wyong + manda. + kambyd + kompra. + palart néntch + /e/ and tamer b Lagat + achat + f/f dechd. + Lésyon + trang ngsita + dens panitay tenat bated + kyérd pasaait peynd + armita} kobra $ ggrritat kanta + kéntesta + Myers. + t&rnerd + manda + gerrite t kanby3 + konforma + kompré, + akLips& + polar} trébahg $ mintdn + prépésigych + an contrast under weak stress tamer | garrart Aigae 4 Agchéh Aiichate fastint SPOKEN. SPANISH Agsyn + mggita + ponitas bataas 4 pasagst Srmita + oorritat kéntestat aorritst kémforng + deripss + trbbang + prgpéstgydn + gOrrar} Agchdn + fOstintSPOKEN SPANBH TRECE sBkayon 4 pénsyoh 4 ngsita 4 qglite 4 garkats} thrkito + [and /o/ tind 4 figch + Lisa + mira + misyon 4 ‘trinkar + mayer + Ja] and /o/ Lagat + miron + sakgydn + pénsaaé phngysh + tenders mgsitat pacherd + aglites parita $ sirkaadt rrgtinat tOrkits + alae $ an contrast under weak stress tond 4 miraea t fdgch + pikite + lgsaet pisaaat mazar + tirits+ magydn + nites ‘trdnkar | Amite + maQ)yae + tintisind | an contrast under weak stress Liga + mire $ march + pinygh UNIT 1 gas 4 as tinderd 4 plicheré 4 piritat reiting + angart torits 4 nite 4 Bmitd t téntisind | mira pinydn +UNIT 1 La bidyar 4 baMyar 4 pingsh + pingsh pintér } pintér 4 fAsyont fOsyon 4 fighit $ fghir + misitay misita 4 Amite 4 nits 4 mite 4 mglita + dinosd+ tgnosé + tinérd 4 tineré 4 filera + fMlerd + grkitet sirkite + minita + chincheré + nitoss + pityendd + rrinita + mirahés + pintaea rrikita + birlagdr + pirita + Linarés + Jo/ and /v/ an contrast under weak stress tore 4 tind + bowen $ baka + diated alate + tronkar $ tronkér } agnita + dunita 4 Smits + mbnité + pldmere + mggita + rrokita ¢ SPOKEN SPANISH minita + chinchéré + nitosd $ pbayendé + rramita 4 mirahés + pantaaat rrikita + birleadr + purita + Linarés} Gnite 4 minita + plineré 4 mdsita + rrikita + caToRCESPOKEN SPANSH ow 1 sgtanat gitanal mgtilart mitilart poratét porated Akésaet Skasaet easion of mininal vowel content under weak areas English speaker of course alo dia wih words in this same eisimel way -pt, pet, pot, pot, put, put, for example-bt oly carly ander weak stress, That is, English bas sinilar differences only in syllables that are noticeably louder ta any ofthe Spanish syllables you have been practicing. The underlined vowels inthe following English words ace al be some vowel sound in actual speech, ao mate how they are pled. presadent precedent bottom plot em warden pardon ‘They would not be the same in pani By careful repetition ofthese Spanish words after @ mative peater, and by sbaerving claely the point af diference between each pie, you can beg to hear and, having Beard, to imitate dilerences of type aod feguensy that arg talking strange to an Eaglish apenker's may of In lerning the Basie sestences you were grabably alaocorected fr placing too mich stress on some eyables, too lite stress oe Engl lated inthe “Aide tha have loderatese anda dot /*/ over the vowels tht have softer arene. Re will ‘others. There are ay two levels of srene in Spas ce accent / “Zover call these STRONG STRESS and. WEAK STRESS. as four, as we will discover. These two levels are Listening’ by uiice PotUNE 1 SPOKEN SPANISH Oe is ‘och of them th right strength. Lets examine these two aspects one a a tine. 0 get the two trons placed 0 ght oyllables. The other i to make ‘The followieg pies of worde differ only inthe placemen® of ste oe, the difference in meaning that reese is considerble, 1.22.1 Exercises on minimal stress contrasts a. Gata *thas! bstat hast 2, inglast groans tnglést *Englash! 3. asd} ‘monetary unat* pésst ‘he weaghed* 4. pers} *bolt! pémét ‘a kand of wane! Ss pakbt tpeak? pike the stung’ 6. balast "bucket paladt ‘1 erappled* 1, bret "ook! Mbrét the freed 8. arat taltert ard the wall dot 9. drat topent aprat ‘there wall bet 1.22.2 Diaceason of mininal tres contests In shat, you ca be eather detically mieundegtood lace the stresses carectly when you speak. This, of cowseyis alas a i English, but ect a obviously tre in view ofthe pester complenty ofthe English stress ayatom. We have in English alo fai mmber of item hich can have the streaeo arranged ia moe than oe way addrdsst or addrdsst Caribbédnt or Caribbéant 16 DIECISEIS