Welcome to Spanish for Beginners: Lesson Six! Bienvenido a la lección seis!
Here we are beginning our second week. We covered a lot last week. This week will learn just as much.
Today we will learn a new song called ¿Como Se Llama? We will also listen to a famous children’s story called Los Tres Osos (The Three Bears). Finally we will learn 20 new cognates.
So on with our song.
Activity 1: Song ¿Como Se Llama, De Dónde Eres?
In our song for today, we review the phrase ¿Como se llama? which means “What is your name?” or “What do you call yourself?” However, this time we add the phrase “¿De dónde eres?” meaning “Where are you from?” (or, de=from dónde = where , and eres = are you, or “from where are you?). The response is “Soy de” (I am from) and the name of a country. You will easily recognize the names of the countries by reading through the lyrics.
We won’t add gestures to this song. But please listen through, and download to your audio library so that you can review the song at your leisure.
[S3AUDIO file=’M121/ComoSeLlamaDeDondeEres?.mp3′]
[S3FILE file=’M121/ComoSeLlamaDeDondeEres?.mp3.zip’ anchor = ‘Download ¿Como We Llama, De Dónde Eres?’]
¿ComoSeLlama, De Dónde Eres? 8:48
¿Como se llama?
Me llamo Anna.
¿De dónde eres?
Soy de Columbia.
¿Como se llama?
Me llamo Carla.
¿De dónde eres?
Soy de Guatemala.
¿Como se llama?
Me llamo Ricardo.
¿De dónde eres?
Soy de Nicaragua.
¿Como se llama?
Me llamo Pedro.
¿De dónde eres?
Soy de Costa Rica.
¿Como se llama?
Me llamo Consuelo.
¿De dónde eres?
Soy de Uraguay.
¿Como se llama?
Me llamo Alberto.
¿De dónde eres?
Soy de Mexico.
¿Como se llama?
Me llamo Mónica.
¿De dónde eres?
Soy de Ecuador.
¿Como se llama?
Me llamo Luis.
¿De dónde eres?
Soy de Chile.
¿Como se llama?
Me llamo Amanda.
¿De dónde eres?
Soy de El Salvador.
¿Como se llama?
Me llamo Guillermo.
¿De donde eres?
Soy de Perú.
¿Como se llama?
Me llamo Carla.
¿De dónde eres?
Soy de Cuba.
¿Como se llama?
Me llamo Raúl .
¿De donde eres?
Soy de Venezuela .
I hope you got up and moved.
Don’t forget to download this song and put it in your itunes library so that you can listen to it later. Even when you are on a walk, or listening to this song in your car, you can imagine yourself asking someone ¿Como se llama? You will feel the phrase as you listen to the song. Your neurons have begun to shape your bodily rhythms. When you feel as though you can hear the words clearly and feel the phrases in your body, sing along.
Tip: As you walk among people, whether in a store or park, imagine you are asking them “¿Como se llama?” Throughout your day, try to say “Me llamo _____” and push your arms out from your body as if you are letting the world know what you call yourself.
Activity 2: Los Tres Osos
Step One: Begin by listening to, and downloading, the story.
[S3AUDIO file=’M121/LosTresOsos.mp3′]
[S3FILE file=’M121/LosTresOsos.mp3.zip’ anchor = ‘Download Los Tres Osos’]
Step Two: Listen to the story one more time, but read along this time.
THE STORY OF THE THREE BEARS
EL CUENTO OF LOS TRES OSOS
Once upon a time there were tres osos, who lived together in a house in the woods.
One of them was a small oso, un oso pequeño;
One was a middle-sized oso, una osa mediana,
and the other was a great big oso, un oso grande.
They had each a bowl for their porridge;
a pequeño bowl for the oso pequeño;
and a mediano bowl for la osa mediana;
and, a grande bowl for el oso grande.
They had each a chair to sit in;
a silla pequeña for the oso pequeño;
a silla mediana for la osa mediana;
and, a silla grande for el oso grande.
And, they had each a bed to sleep in;
a cama pequeña for el oso pequeño;
a cama mediana for la osa mediana,
and a cama grande for el oso grande.
Los tres osos liked to have porridge for their breakfast, their desayuno.
And they liked to have their desayuno early in the morning.
Un día, after they had made the porridge for their desayuno, they poured it into their bowls.
But the porridge was too caliente to eat,
so they decided to go for a caminata out into the woods, el bosque, while the porridge was cooling.
That way they wouldn’t burn their bocas by beginning to comer the porridge while it was still caliente.
While they were walking out in the bosque,
una niña pequeña called Goldilocks came to their casa.
First she looked through the ventana,
and then she peeped in through the keyhole;
and seeing nobody in the casa, she turned the handle of the puerta.
The puerta was not fastened,
because the osos were good osos,
who did nobody any harm,
and never suspected that anybody would harm them.
So Goldilocks opened the puerta, and went in.
There on the mesa she saw the porridge.
Now, if she had been a thoughtful little girl,
she would have waited till the osos came home,
and then, perhaps, they would have asked her to have desayuno with them;
for they were good osos–a little rough or so, as the manner of osos is, but for all that, very good-natured and hospitable.
But the porridge looked tempting, and she set about helping herself.
First she tasted the porridge of el oso grande,
and that was too caliente for her.
And then she tasted the porridge of la osa mediana,
and that was too frío for her.
And then she went to the porridge of el oso pequeño and tasted that;
and that was neither too caliente nor too frío, but just right,
and she liked it so well that she ate it all up.
Then la niña sat down in the silla of el oso grande,
and that was too hard, muy dura, for her.
And then she sat down in la silla of la osa mediana,
and that was too soft, too suave, for her.
And then she sat down in la silla of el oso pequeño,
and that was neither too dura nor too suave, but just right.
So she seated herself in the silla,
and there she sat till the bottom of la silla came out,
and down she came, down upon the floor.
Then la niña went upstairs
into the dormitorio in which los tres osos slept.
First she lay down upon the cama of el oso grande,
but that was too dura for her.
Then she lay down upon the cama of la osa mediana,
and that was too suave for her.
And then she lay down upon the cama of the oso pequeño;
and that was neither too dura nor too suave,
but just right.
So she covered herself up comfortably,
and lay there till she fell fast asleep.
Before long los tres osos thought their porridge would be cool enough to comer;
so they came home to comer their porridge.
Now Goldilocks had left the spoon, la cuchara, of el oso grande standing in his porridge.
“SOMEBODY HAS BEEN EATING MY PORRIDGE!” dijo el oso grande, in his great, rough, gruff voz.
And when la osa mediana looked at her porridge,
she saw that la cuachara was standing in it too.
“SOMEBODY HAS BEEN EATING MY PORRIDGE!” dijo la osa mediana, in her mediana voz.
Then el oso pequeño looked at his bowl,
and there was la cuchara in the bowl,
but the porridge was all gone.
“SOMEBODY HAS BEEN EATING MY PORRIDGE, AND HAS EATEN IT ALL UP!” dijo el oso pequeño, in his little voz pequeña.
Upon hearing that someone had entered their house, and eaten up the porridge of el oso pequeño, los osos began to look around la casa.
Now Goldilocks had not put the hard cushion straight when she rose from the chair of el oso grande.
“SOMEBODY HAS BEEN SITTING IN MY SILLA!” dijo el oso grande, in his grande, gruff voz.
And Goldilocks had squished down the soft cushion of la silla de la osa mediana.
“SOMEBODY HAS BEEN SITTING IN MY SILLA!” dijo la osa mediana, in her middle voz.
And you know what Goldilocks had done to the pequeña silla.
“SOMEBODY HAS BEEN SITTING IN MY SILLA, AND HAS SAT THE BOTTOM OUT OF IT!” dijo el oso pequeño, in his little, pequeña voz.
Then los tres osos thought it necessary that they should continue their search;
so they went upstairs into their dormitorio.
Now la niña had pulled the pillow of el oso grande out of its place.
“SOMEBODY HAS BEEN LYING IN MY CAMA!” dijo el oso grande, in his grande, rough, gruff voz.
And Goldilocks had ruffled up the pillow of la osa mediana.
“SOMEBODY HAS BEEN LYING IN MY CAMA!” dijo la osa mediana, in her middle voz.
And when el oso pequeño came to look at his cama, there was the pillow in its place;
but on the pillow was the head of Goldilocks–which was not in its place, for she had no business there.
“SOMEBODY HAS BEEN LYING IN MY CAMA–AND HERE SHE IS!” dijo el oso pequeño, in his little, pequeña voz.
Goldilocks had heard in her sueño the grande, gruff voz of el oso grande.
And Goldilocks had heard in her sueño the middle voz of la osa mediana, but it was only as if she had heard someone speaking in her sueño.
But when she heard the little, pequeña voz of el oso pequeño, it was so sharp, and so shrill, that it awakened her at once.
Up she started;
and when she saw los tres osos on one side of the cama she tumbled out of the cama and ran to the ventana.
Now the ventana was open, because los osos liked fresh aire in their dormitorio.
Goldilocks ran to the ventana and out Goldilocks jumped, and ran away as fast as she could run–never looking behind her.
¿And what happened to her afterwards you ask?
I cannot tell.
But los tres osos never saw anything more of her.
Activity 3: Vocabulario
Vocabulario
[S3AUDIO file=’M121/VocabI.mp3′]
[S3FILE file=’M121/VocabI.mp3.zip’ anchor = ‘download Vocabulario’]
The Three Bears (Los Tres Osos)
story (cuento)
three (tres)
bears (osos)
small (pequeño)
a small bear (un oso pequeño)
middle-sized [medium] (mediano)
a middle-sized bear (un oso mediano)
big (grande)
big bear (oso grande)
chair (silla)
bed (cama)
breakfast (desayuno)
hot (caliente)
day (día)
a walk (caminata)
woods (bosque)
mouth (boca)
house (casa)
door (puerta)
table (mesa)
cold (frio)
hard (duro)
soft (suave)
child [female] (niña)
spoon (cuchara)
voice (voz)
dream (sueño)
window (ventana)
air (aire)
bedroom (dormitorio)
Activity 4
We will end this lesson with another twenty cognates.
[S3AUDIO file=’M121/Cognates21-30Repeat4(SE).mp3′]
[S3FILE file=’M121/Cognates21-30Repeat4(SE).mp3.zip’ anchor=’Download Cognates 21-30′]
| giant | gigante |
| tourist | turista |
| horror | horror |
| line | línea |
| history | historia |
| camel | camello |
| effective | efectivo |
| original | original |
| ignorant | ignorante |
| geography | geografía |
| imperfect | imperfecto |
| abrupt | abrupto |
| nationality | nacionalidad |
| quarter | cuarto |
| admire | admirar |
| laboratory | laboratorio |
| barber | barbero |
| coyote | coyote |
| desert | desierto |
| diamond | diamante |
Activity 5
The verb tener (to have)
[Infinitive]
tener
[Present Indicative]
tengo I have
tienes you have (familiar)
tiene you have (formal)
tenemos we have
tenéis
tienen they have
Comments on verbs. Tener (to have), as you see it listed, is called an infinitive. If you are in class, or listening to language programs you will hear the teacher refer to some verb forms as ‘infinitive.’ What is an infinitive? Why is ‘tener’ (to have) referred to as an infinitive and the other verb forms (tengo, tienes, tiene, tenemos, tenéis, tienen) referred to as present indicatives? That is because tener (to have) refers to ‘having’ in general. It is not referring to any specific time or event. Like infinity, it goes on forever. This is easier to understand when we compare the infinitive to the indicative. Tengo (I have) is referred to as the present indicative. Tengo (I have) exists in a particular time, i.e. the present, and refers only to me. Tengo (I have) indicates that ‘I have’ something. Not you, not them, not anyone else. It refers only to me. So the infinitive suggests that the term tener (to have) is broad and has no bounds (is infinite); the present indicative suggests that the term tengo (I have) is bounded and indicates that only “I have” (tengo). Tienes (you have) is also a present indicative because it indicates that “you have”—not me, not them, not he, etc.–just you. And ‘you have’ something that exists right now in the present. Thus tienes is referred to as a present indicative, as are tengo, tiene, tenemos, tenéis and tienen.
6. Conversación
Maestra: Juan es un muchaco. ¿Es María un muchacho?
!Oh, no! ella (she = María) es una muchacha.
Maestra:¿Y qué es Juan?
Él (he = Juan) es un muchaco.
Maestra:¿Qué es Antonio?
Antonio es un muchacho.
Maestra: Antonio es el hemmano de Juan. ¿Tiene Juan una hermana?
Sí, señora; tiene dos hermanas, María y Anita.
Maestra:¿Son muchachos María y Anita?
No, señora; ellas son muchachas.
Maestra:¿Y qué son Antonio y Juan?
Ellos son muchachos.
Maestra:¿Cuántos hermanos tienen María y anita?
Tienen tres (3).
Maestra:¿Cuántas hermanas tiene María?
Una hermana.
Maestra:¿Cómo se llama?
Anita.
Maestra:¿Cuántos hermanos tiene Antonio?
Tiene dos.
Maestra:¿Cómo se llaman?
Uno se llama Juan, el otro, Luis.
Maestra:¿Cuál es más bajo?
Luis.
Maestra: Ce los tres hermanos, ¿cuál es el mas alto?
Antonio.
Maestra:¿Es María más alta que Juan?
No, señora; es menos alta que él, pero es más alta que Anita.
Maestra: Sí; Anita es una muchacha chica o pequeña. Una muchaca chica es una niña. ¿Qué es un mun muchacho chico?
Es un niño.
Maestra:¿Quién es el niño de la familia?
Luis.
Maestra:¿Quiénes son las muchachas?
María y Anita.
Maestra:¿Cuántas son las personas de la lección?
Son cinco: Antonio, una (persona); Juan, dos (personas); María, tres; Anita, cuatro; y Luis, cinco.
7. Práctica En El Uso El Las Formas
Juan es más alto que María.
Los muchachos son más altos que las muchachas.
María es más pequeña que Juan.
Las muchacas son menos altas que los muchachos.
María es más chica que Juan.
Las muchachas son más chicas que los muchachos.
¿Quién es más alto? — Juan.
¿Quién es más pequeña? — María.
¿Cuántos hemanos chicos tiene María? — Uno.
¿Cómo se llama? — Luis.
¿Cuántas hermanas chicas tiene María? — Una.
¿Cómo se llama? — Anita.
8. Frases Útiles
¿Cuánto es?
¿Cómo se llama?
¿Cuántos son?
¿Cómo se llaman?
¿Quién es?
. . . es más . . . que . . .
¿Quiénes son?
. . . es menos . . . que . . .
9, Ejercicio
A. Adición rápida:
2 y 3 son . . .
3 y 1 son . . .
2 y 2 son . . .
4 y 1 son . . .
B. Substracción rápida:
5 menos 2 son . . .
3 menos 1 son . . .
4 menos 2 son . . .
5 menos 3 son . . .
C. En las dos lecciones, ¿cuáles son las palabras que se escriben con acento gráfico? ¿cuáles se excriben con ñ?
D. En cada una de las siguientes oraciones póngase el adjetivo que falta:
1. Antonio es más . . . . que Juan.
2. Juan es más . . . . que María.
3. Antonio es más . . . de los hemanos.
4. María es menos . . . que Juan.
5. Las muchachas son más . . . que los muchachos.
E. Complétense las siguientes oraciones:
1. María es más alta . . .Juan.
2. Juan es menos alto . . . . Antonio.
3. La muchacha es . . . .alto que el muchacho.
4. Las muchachas son . . . . . . . . que los muchachos.
5. Los muchachos son . . . . . . . que las muchachas.
10 Cuestionario
1. Qué son más, tres o cinco? ¿cuántos más?
2. ¿Qué son menos, cuatro o tres? ¿cuántos menos?
3. ¿Cuántos son dos y tres? ¿dos y dos?
4. Cuántos son cinco menos dos? ¿cuatro menos dos?
5. ¿Es Juan más alto que Antonio?
6. ¿Es Anita má pequeña que Luis?
7. ¿Es Antonio más alto que los otros muchachos?
8. ¿Cuál es el más pequeño de los muchachos de la leccíon?
9. ¿Quién es más bajo que Antonion y más alto que Luis?
10. ¿Quién es más baja que Juan y más alta que Anita?
Thanks for taking part in our sixth lesson. In our next lesson we will have a little quiz on our cognates, listen to a couple of jokes and poems, and learn two new songs. Until then, have a great day!