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SpanIsh for ChIldren

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a taco™

Primer A

Julia Kraut, Sarah Foose, & Grant Durrell

 Spanish for Children: Primer A
© Classical Academic Press, 2008
Version 1.3
All rights reserved. This publication may not be reproduced, stored in a
retrieval system or transmitted, in any form or by any means, without prior
permission in writing of Classical Academic Press.
Classical Academic Press
2151 Market Street
Camp Hill, PA 17011
[Link]
ISBN: 978-1-60051-047-2
Book cover and illustrations by:
Rob Baddorf
Book design by:
Lenora Riley and David Gustafson
 TABLE OF
CONTENTS
Page Title CD Track
5 Introduction to Students 1
6 A Note to Parents
7 Pronunciation Coach 2

CD
Unit Chapter Page Canto Grammar Topics Track
1 1 11 Hablar (to speak) Verbs and Verb Endings 3
2 18 -ar Verb Endings Verbs: Number, Person, Tense 4
3 25 Noun Endings Nouns: Number and Gender 5
4 30 Articles Articles 6
5 36 REVIEW REVIEW
2 6 42 -er Verb Endings Verb Families 7
7 48 -ir Verb Endings -ir Verbs 8
8 53 Ser (to be) Article-Noun Agreement 9
9 58 Subject Pronouns Pronouns 10
10 66 REVIEW REVIEW
3 11 73 Adjective Endings Adjectivies 11
12 80 Possessive Adjectives Possessive Adjectives 12
13 86 Ir (to go) Irregular Verbs 13
14 92 Querer (to want/love) Stem-Change Verbs 14
15 99 Poner (to put/place) Yo-Form Irregular Verbs 15
16 105 REVIEW REVIEW

3
 CD
Unit Chapter Page Canto Grammar Topics Track
4 17 115 Estar (to be) Ser and Estar 16
18 123 Tener (to have) Interrogative Statements 17
19 129 Dormir (to sleep) Affirmative and Negative Statements 18
20 135 Hacer (to make/do) Phrases with Hacer and Tener 19
21 140 REVIEW REVIEW
5 22 148 Poder (to be able to) Adverbs 20
23 156 Preposiciones Sobre la Ardilla Prepositions 21
24 164 Direct-Object Pronouns Direct Objects 22
25 170 Indirect-Object Pronouns Indirect Objects 23
26 178 REVIEW REVIEW
6 27 190 Gustar (to be pleasing) Special Verbs 24
28 197 Unos de De (from/of ) Uses of De 25
29 203 Encender (to turn on/light) Por and Para 26
30 209 Past-Tense Endings The Past Tense 27
31 216 REVIEW REVIEW
7 32 222 Future-Tense Endings The Future Tense 28
The Near-Future and
33 228 Acabar (to finish) 29
Near-Past Tenses
34 233 Conocer (to know) Special Vocabulary Points 30
Participles and the
35 240 Present-Participle Endings 31
Present-Progressive Tense
36 246 REVIEW REVIEW
37 250 END OF BOOK REVIEW REVIEW

Page Title
260 Glossary by Chapter
274 Alphabetical Glossary
282 Glossary by Category

4
 INTRODUCTION
TO STUDENTS
¡Hola!
As a student of the Spanish language, you are in good company! More students in the
United States are learning Spanish than any other foreign language. Spanish is one of the
“Romance” languages, which means its roots come from Latin, the language spoken by the
ancient Romans. Spanish, as it is now spoken, originated in Spain, and is the language of
almost all of South and Central America. It is also the second-most widely spoken language
in the United States!

In this book, you will learn more than 300 Spanish words. You will read conversations
and stories, and study the grammar of the language. You will learn how to create a proper
sentence, how to change words to talk about yourself or others, and how to change
the tense of a word so that you can talk about things that happened yesterday or that will
happen tomorrow.

Learning a new language takes practice, but we believe that it can be interesting and
enjoyable. In this book, you will learn to “chant” your Spanish vocabulary words. Chanting
is great fun, and you can even make up motions, or practice saying the words faster when
you have them down. Practice in the car, practice before you go to bed, even practice in the
shower! You will learn the words faster than you might think you could. You should also
rehearse the Frases (little conversations and phrases) in each chapter with a friend, brother,
sister, or your mom or dad. Be sure to complete each chapter’s worksheet and quiz as well.

Just think of all of the new people you will be able to speak to as you get better and better
at Spanish. Listen closely when you hear someone speaking in Spanish and see if you can
pick out any of the words you are learning. We look forward to seeing you again next year
when you head into Spanish for Children, Primer B. ¡Adiós!

Christopher A. Perrin, Ph.D.

Publisher

5
 A NOTE TO
PARENTS

We believe that your child will develop greater confidence in speaking Spanish
conversationally if he or she thinks of the language as a way to express his or her ideas, rather than
merely as a set of exercises in a book. We have designed many of the exercises in this book to allow
your child an opportunity to think creatively. Because of this, there are often many correct answers
for each exercise, and you may have difficulty correcting your child’s work unless you are learning
the lessons right alongside him or her. Your child may find several of the exercises challenging and
you will most likely need to coach him or her along a great deal. This cooperative approach will give
your child an opportunity to speak Spanish words out loud, and to feel comfortable conversing in
and about the language.
You can also support your child’s learning by using the vocabulary glossaries provided at the back
of this book to label things in your home (stick-on notes work well for this). In addition, a good
quality Spanish-English dictionary (Harper Collins and Vox are both exceptional) can become a
centerpiece of your child’s Spanish class. Try looking up and teaching your child the words for his
or her favorite toys, foods, or places.
Learning a new language as a family can be an exciting journey. ¡Disfruten! (Enjoy!)

6
 PRONUNCIATION
COACH
VOWELS
AEIOU (and sometimes Y): You have probably spent hours learning the different sounds that
these vowels make. One great thing about Spanish is that learning the vowels is easy! Unlike
English, you don’t have to worry about silent vowels. In English, each vowel makes a long
and a short sound, but in Spanish, each vowel only has one sound. Once you get the hang
of the one Spanish sound for each vowel, you’ll be on your way to sounding like a native
speaker! Try saying the pronunciation words provided in this guide very slowly to train your
mouth to make new sounds when it sees the old familiar letters.

A
An “a” in Spanish always makes the sound that you make when the doctor wants to see your
tonsils. Try it. “Aaaaaahhhh.” Now say the following Spanish words that have the letter “a”
in them:
casa: caah – saah (house)
banana: baah – naah – naah (banana)
pata: paah – taah (paw)

E
The Spanish “e” sound is a lot like the “e” in “ballet” or the “ei” in “weight.” In English,
though, that “e” is what we would call a “long vowel”—we hold its sound out a little longer
while we’re saying it. In Spanish, an “e” isn’t held out as long, and sounds clipped and a
little fast. How can you get your mouth to make a Spanish “e” sound? Try this: say the “eh”
sound in “pet”—“eh, eh, eh.” Do you feel how you just let out a little burst of air to make
that sound? Now say the “e” in “ballet”—it almost sounds like “aaaaaayyyyy aaaaaaayyyyy
aaaaaaaaaayyyy,” doesn’t it? When you say the “e” in “ballet,” you draw the vowel out for
a long time because it’s a long vowel in English. Now let’s make the Spanish “e” sound:
get your mouth ready to say the “e” in “ballet.” Your mouth thinks it’s going to make that
“aaaaaay” sound again, doesn’t it? But instead of the English sound, just let out that short
puff of air you used to say, “eh eh eh.” Your lungs make an “eh” sound and your mouth is in
the shape of an “aaaaay” sound, and that’s the Spanish “e!” (In our pronunciation examples,
we’ll write it “ei” so you can remember that it’s close to the English sound “ei” in “weight.”)
The “e” sound
mesa: mei - sah (table)
beso: bei - so (kiss)

7
 I
In Spanish, an “i” always makes a long “e” sound!
escribir: es – kree – beer (to write)
vivir: vee – veer (to live)

O
Try saying a long English “o,” and your lips will probably tighten into a “w” at the end.
The Spanish “o” sounds just like the English “o” but without the little “w.” Listen to the
pronunciation CD and you will hear how it sounds!
noche: noh – chei (night)

U
The letter “U” in Spanish always makes the long “u” sound—just like in the English words
“flute” and “boot.”
azul: aah – zool (blue)
usar: oo – saahr (to use)

Y
The letter “Y” usually makes the same sound in English and in Spanish, like the “y” in “you”.
But sometimes you’ll see it as a Spanish word all by itself: “y.” “Y” is the Spanish word for
“and,” and you pronounce it like a long English “e” sound. Try to make the different “y”
sounds!
The “e” sound
y: ee (and)
The “y” sound
ayudar: aah – yu – daahr (to help)
playa: plaah – yaah (beach)

CONSONANTS
Most consonants make the same sounds in Spanish and in English. Here are a few that are different.

G
Just like in English, in Spanish the letters “i” and “e” make “g” change its sound. A “g” in
Spanish will sound like the “g” in “grapes” unless it has an “i” or an “e” after it. An “i” or an “e”
make a Spanish “g” say an “h” sound. Try to pronounce a few words and practice the difference.
The “h” sound
geografía: hei – o – graah – fee – aah (geography)
girasol: hee – raah – sol (sunflower)
8
The “g” sound
gato: gaah – to (cat)
grupo: groo – po (group)

H
The letter “h” is tricky in Spanish because it doesn’t make any sound at all (except when
paired with a “c”)!
hola: o – laah (hello)
hace: aah – sei (he/she/it makes)
helado: ei – laah – do (ice cream)
The other job the letter “h” has in Spanish is making a “ch” sound, like in “chocolate” or
“chihuahua.”

J
In Spanish, “j” makes the sound that an “h” makes in English.
caja: caah – haah (box)
mujer: mu – heir (woman)

Qu
You’ll almost never see the letter “k” in Spanish. Instead, “qu” makes the “k” sound. It never
says the English “qu” sound you’ll find in “queen” or “quilt.”
qué: kei (what)
quién: kee – ein (who)

LL
Two “l”s in Spanish make a “y” sound! Did you know that in Spanish, you say the word
“llama” like “yama?”
llegar: yei – gaahr (to arrive)
amarillo: aah – maah – ree – yo (yellow)

N
The letter “ñ” in Spanish is a really fun one. Check out that squiggly line! It makes the “n”

9
 sound like the “ny” in the English word “canyon.” Don’t forget that “ñ” is different from a
regular “n” without a squiggly line above it—the regular “n” is the same as an “n” in English.
niña: nee – nyaah (girl)
enseño: ein – sei – nyo (I teach)
Señor: sei – nyor (Mr.)

RR
A double “r” in Spanish makes a special sound called a “rolled ‘r.’” A lot of kids (and grown-
ups) have trouble getting their mouth to do it. Here’s a way to learn. Put your tongue behind
your teeth, the place it would be if you were going to say a “d.” Make a few “d” sounds to
get it in the right place. Now, slide the tip of your tongue around until it’s touching the
bumpiest point of that big bump behind your top teeth. Take a really, really deep breath, and
blow the air out really fast through your mouth. When you blow air out like that, try to keep
your tongue touching the roof of your mouth. Your tongue will fight to stay up, and the air
will keep pushing it down. You’ll get a little purring sound. If it doesn’t happen right away,
experiment by trying it with your tongue in slightly different places along the top of your
mouth. Once you get good at this, try making noise with your voice as you do it. Now you’re
making a rolled “r!” A double “r” usually lasts long enough for your tongue to tap the top of
your mouth about three times.
A single “r” in Spanish doesn’t sound much like an English “r.” You make it the same way you
would make a rolled “r,” but you only let your tongue tap once. However, a single “r” at the
beginning of a word gets a few extra taps, and sounds like a double “r.” Try some!
Rolled “r” – three taps
rojo: rrro – ho (red)
perro: pei – rrro (dog)
Regular “r” – just one tap
pero: pei – ro (but)

ACCENTS
When a letter in a Spanish word has an accent on it, it means you say that syllable louder
than any other part of the word. Try saying the syllable with the accent, which is written in
all capital letters in the pronunciation, really, really loudly, and whispering the rest of the
word. By doing this, you’ll train your brain to know what to do with accents in no time.
tío: TEE – oh (uncle)
hablé: aahb – LEI (I spoke)
geografía: hei – o – graah – FEE – aah (geography)

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Memory Page : Grammar Page : Worksheet : Quiz Unit 1
Chapter
Frases:
Q: ¿Muchacha, caminas a tu casa?
A: No, camino a la iglesia.
(Q: Little girl, are you walking to your house?
A: No, I am walking to church.)
1
Conversación:
¡Hola! (Hello!)
¡Adiós! (Goodbye!)
¡Yo hablo español! (I speak Spanish!)

Canto:
Hablar (to speak) Present-Tense Forms
Singular Plural
1 person
st
hablo: I speak hablamos: we speak
2nd person hablas: you speak habláis: you all speak1
3rd person habla: he/she/it speaks hablan: they/you all speak

Vocabulario:
Spanish English
hablar: hablo, hablé, hablaré to speak: I speak, I spoke, I will speak
amar: amo, amé, amaré to love: I love, I loved, I will love
mirar: miro, miré, miraré to look at/watch: I look at/I watch, I looked at/I watched,
I will look at/I will watch
entrar: entro, entré, entraré to enter: I enter, I entered, I will enter
caminar: camino, caminé, caminaré to walk: I walk, I walked, I will walk
la muchacha young lady/girl
la niña girl
la casa house
la iglesia church
la tierra land/earth

1. The second-person plural form is only used in Spain. In Latin America, when people want to say, “you all,” they use
the third-person plural form. From this point on, the second-person plural form will appear in gray text to remind
you that you will only use it if you travel to Spain!

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G Memory Page : Grammar Page : Worksheet : Quiz

Introduction
Before we start the actual grammar lesson, let’s become familiar with how this book
works. At the beginning of every chapter, you will see frases, or sentences, in Spanish.
Practice reading these frases in Spanish with the English translation covered up. Circle any
words you don’t know, and then uncover the English version to figure out what those missed
words are. That way, your eyes won’t accidentally read the English version and you’ll learn the
Spanish version more quickly.
Next, you will notice a canto, or chant, box. On the previous page is the hablar canto,
which you will need to memorize. At the beginning of each class (after you say your chapter
frases), you will repeat your canto several times. For example, you would say, “Hablar:
hablo, hablas, habla, hablamos, habláis, hablan…hablo, hablas, habla, hablamos,
habláis, hablan.…” As you continue through this book, you will start with the newest canto
and then chant all the others afterward. For example, if you are starting chapter 4, you would
say the chapter 4 canto, and then recite the cantos for chapters 1-3 after that. Soon, you will
get the hang of it and find that it only takes a few minutes each day.
Now, after the frases and the canto box, do you see the vocabulary list? In the first two
units, each vocabulary list contains five verbs followed by five nouns (keep reading to find
out what nouns and verbs are).2 The nouns at the bottom of the list will probably be easier to
memorize than the verbs because the verbs always have more parts to memorize. They may
take a little more time to learn, but they are very important. Here’s a hint: Make flash cards
by writing a Spanish vocabulary word on one side of an index card and the English on the
other. Then you can have your parents or classmates quiz you on the vocabulary words.
¡Comencemos! Let’s begin the grammar lesson.

Verbs
Verbs? What are verbs? When we study words, we group them into categories, or parts of
speech, in order to understand them better. A verb is a very important part of speech that
names the action or state of being in a sentence. Verbs are words that describe an action, or
something that someone can do, like “walk,” “run,” or “play.”
The first five items on the vocabulary list on page 11 are verbs: hablar, amar, mirar,
entrar, and caminar. Do you see that for each verb, we list four forms in Spanish, then the
English translation of each form? You will need to memorize the four forms, along with their
English translations, for all of the verbs covered in the vocabulary section of each chapter in
this book.

2. Later in the book, the type of words in the vocabulary lists changes a bit, but you’ll see that when you get there.

12 Unit 1
Memory Page : Grammar Page : Worksheet : Quiz
G
The first verb form is called the infinitive, and it is the way we name the verb.
Think of it this way: you can have spaghetti with meat sauce, or you can have it with
Parmesan cheese and butter. Either way, it’s still spaghetti, right? The infinitive is like a bowl
of spaghetti with no sauce or cheese. It’s the “bottom line”—the basic version of your word.
If you try to look up a verb in a Spanish dictionary, the infinitive is what you’ll find. The
other forms we’ve listed are the basic verb with some changes to it, like your spaghetti once
you’ve covered it in cheese or sauce. Let’s look at the verb hablar, which means “to speak.”
Hablar is the infinitive; it’s the verb in its basic form. The other three forms are ways that
you can use hablar to say something slightly different.
Here are the names for each of the four different verb forms:
Infinitive Present Preterit3/Past Future
hablar hablo: I speak hablé: I spoke hablaré: I will speak
Can you tell the difference between “to speak” and “I speak”? That’s right, “I speak” tells you
who is doing the action. Can you tell the difference between “I speak” and “I spoke”? You’ve got
it: “I speak” is someone doing an action right now, in the present. “I spoke” is a way to express
an action that already happened—an action that took place in the past. That’s why we call
these verb forms the present and past forms. I bet you can guess why we call “I will speak” the
future form. That’s right, it’s because we’re talking about an action that hasn’t happened yet!
Boy, you’re good at this.

Nouns
Nouns are words used to name a person, place, or thing (or sometimes an idea). These
are words like la muchacha, which means “the young lady,” and la niña, which means “the
girl.” By learning and memorizing Spanish nouns and pairing them with the verbs you are
also learning, pretty soon you’ll be able to make sentences in Spanish all on your own.
You probably noticed the word “la” before each one of the Spanish nouns in your
vocabulary list. This is called an “article,” and it just means “the.” That means that “la casa”
means “the house,” even though the English side of your vocabulary list just says “house.”
There are two reasons that you will see an article on the Spanish side of your vocabulario, but
there won’t be one on the English side. The first reason is that we use words like “the” more
often in Spanish than we do in English. The second reason is that even though “la” only has
two letters, those two little letters are full of all kinds of important information about your
noun. You’ll know how to crack the “article code” by the end of Chapter 4, so memorize
those articles! Don’t let them get away!

3. “Preterit” is just a fancy way of saying “past.”

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Endings, Endings, Endings

In Spanish, we will be translating many words and sentences. When translating
sentences, it’s helpful to recognize the verbs before any other words. In fact, it is not always
necessary to translate the verb to know it is a verb. How can that be? It’s quite easy, really!
Spanish verbs are frequently recognizable by their endings.
Notice the canto on page 1. It shows one of the most common verbs—hablar—with its
endings. When we show a verb together with its endings, that is called conjugating a verb.
One thing that you need to know about Spanish verbs is that they have many more endings
than English verbs do. That may make things seem more complicated, but all of those verb
endings are actually helpful because they allow us to use fewer words to say something.
For example, in Spanish we say, “Hablo.” In English, we say, “I speak.” In English, we
have to use two words: one to describe the action, and another to say who is doing that
action. In Spanish, a verb that has been conjugated, or joined with its different endings, tells
you what the action is and who is doing it, so you only need one word. Let’s take a look:

Singular Plural
1 person
st
hablo: I speak hablamos: we speak
2nd person hablas: you speak habláis: you all speak
3rd person habla: he, she or it speaks (or, you speak) hablan: they speak (or you all speak)

So, each ending replaces a pronoun,4 and the verb still makes complete sense all by itself.
Because of this, we don’t need to use pronouns nearly as often in Spanish as we do in English.

4. Pronouns are words that fill in for nouns. For example, instead of saying “Roberto wins,” we could say “He wins.”
Don’t worry—we’ll study pronouns a lot more in this book!

14 Unit 1
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A. Translation:
Worksheet : Quiz
W
1. hablar _________________________ 6. la casa _________________________

2. entrar _________________________ 7. la iglesia _________________________

3. amar _________________________ 8. la muchacha _________________________

4. mirar _________________________ 9. la niña _________________________

5. caminar _________________________ 10. la tierra _________________________

11. ¿Muchacha, caminas a tu casa? No, _______________________.

B. Canto:
Conjugate the verb hablar (to speak). See if you can remember how to label the boxes.

________________________ Plural

________________________ hablo: I speak __________: ______________

2nd person _______: __________________ ________: ________________

________________________ _______: __________________ _______: __________________

Chapter 1 15
W C. Grammar:
Memory Page : Grammar Page : Worksheet : Quiz

1. A part of _______________________ is a type of _______________________.

2. Spanish _____________________ have more _____________________ than English verbs.
3. A ____________________ names the ____________________ or state of being in a sentence.
4. To _______________________ a verb is to list it with its _______________________.

D. Cognados:5
1. A doorway or place for going in is an _______________________. (entrar)
2. A container enclosing a garden of small plants is a _______________________. (tierra)

5. Cognados, or “cognates,” are English words that are similar to Spanish words. You can find more information about
cognados in chapter 5.

16 Unit 1
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A. Translation:
Quiz
Q
Spanish English

hablar: hablo, hablé, hablaré _________________________________________________

amar: amo, amé, amaré _________________________________________________

mirar: miro, miré, miraré _________________________________________________

entrar: entro, entré, entraré _________________________________________________

caminar: camino, caminé, caminaré _________________________________________________

la muchacha _________________________________________________

la niña _________________________________________________

la casa _________________________________________________

la iglesia _________________________________________________

la tierra _________________________________________________

B. Canto:
Conjugate the verb hablar (to speak). See if you can remember how to label the boxes.

________________________ Plural

________________________ hablo: I speak __________: ______________

2nd person _______: __________________ ________: ________________

________________________ _______: __________________ _______: __________________

C. Grammar:
Define the following words.

1. Conjugation: ______________________________________________________________

2. Verb: ____________________________________________________________________

Chapter 1 17
 Unit 1 Memory Page : Grammar Page : Worksheet : Quiz

Chapter
Frases:
2 Visito a mi abuela los sábados.
Ella siempre me prepara galletas y una taza de leche.
(I visit my grandmother on Saturdays.
She always prepares me cookies and a cup of milk.)

Conversación:
Me llamo ______________.
(My name is ______________.)
¿Cómo te llamas?
(What’s your name?)

Canto:
Present Tense -ar Verb Endings
Singular Plural
1 person
st
-o -amos
2nd person -as -áis
3rd person -a -an

Vocabulario:
Spanish English
usar: uso, usé, usaré to use: I use, I used, I will use
visitar: visito, visité, visitaré to visit: I visit, I visited, I will visit
preparar: preparo, preparé, prepararé to prepare: I prepare, I prepared, I will prepare
llamar: llamo, llamé, llamaré to call: I call, I called, I will call
trabajar: trabajo, trabajé, trabajaré to work: I work, I worked, I will work
la taza cup
la caja box
la puerta door
la escuela school
la cosa thing

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Present-Tense -ar Verb Endings
Singular Plural
1 person
st
-o -amos
2nd person -as -áis
3rd person -a -an

Number:
Take a look at the chart above. Notice that on the left side of the chart, under the word
“singular,” all of the endings refer to one person, place, thing, or idea. On the right side of the
chart, under the word “plural,” all the endings refer to more than one person, place, thing or
idea. Therefore, “singular” means “one” and “plural” means “more than one.” Easy, right? We
call the difference between singular and plural “number.” In Spanish, all verbs have this
characteristic, and when we say a verb’s number, we are answering the question “How many?”.

Person
In addition to verbs having number, verbs have another characteristic called “person.”
Person is all about who is doing the action (or being talked about) in a sentence. There
are three different options for person. We know them as first person, second person, and
third person. First person means that the person talking is the one doing the action. For
instance, if you say “I go to the store,” or “we go to the store,” in both cases you are the one
talking, and you are among the people going to the store. That means you, the speaker, are
doing the action of the sentence. Pronouns of the first person are “I” and “we.” The second-
person pronouns are “you” and “you (all).” Third-person pronouns are “he,” “she,” “it,” and
“they.” This drawing may help you understand:

I you he, she, it we you (all) they

singular

plural

-o -as -a -amos -áis -an

1st 2nd 3rd 1st 2nd 3rd

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Tense
You have been memorizing the present-tense -ar chants, but we haven’t talked about
“tense” at all! What is tense? Remember this definition: Tense is time. Chant that definition
over and over. Tense tells you when something happens. All Spanish verbs, like English verbs,
have tense.
Present Tense
If tense is time, what time is the “present tense”? You’ve got it: generally, the present tense
is for actions that are happening right now. And what part of speech do we use to express
those action? That’s right! Verbs.
Now, let’s look back at the chart at the beginning of the grammar section. It shows us six
different verb endings. In order to use those endings, we first have to learn a little bit more
about infinitives. Do you remember what you learned about them in chapter 1? That’s right:
an infinitive is a verb in its most basic form, like spaghetti without any sauce or cheese.
When working with verbs, you should consider the infinitive your starting point. In English,
an example of an infinitive would be “to speak.” Who is doing the speaking? No one in
particular—the verb in its infinitive form does not supply person (who is doing the action),
tense (when the action is being done), or number (how many people are doing the action).
In Spanish, every infinitive consists of a stem and an ending. Using the verb hablar (to
speak) as an example, the last two letters—-ar—form the ending, while the rest of the word
forms the stem—habl-. The stem carries the basic meaning of the word, while the endings
indicate person, tense, and number. In other words, the stem—habl-—tells us that someone
is speaking, while the ending tells us who is speaking, when that person is speaking, and how
many people are speaking. In order to give an infinitive verb person, tense, and number, we
need to remove the infinitive ending from the stem and attach different endings to it.
The following chart shows the endings for -ar verbs in the present tense, using hablar as
the example:
Singular Plural
1 person
st
hablo: I speak hablamos: we speak
2nd person hablas: you speak habláis: you all speak
3rd person habla: he/she/it speaks (or, you speak1) hablan: they speak (or, you all speak1)
Now, to practice your knowledge, ask yourself some questions. What is the first-person
singular ending? If you answered “-o,” you are correct. What is the second-person plural
ending? Your answer should be “-áis.” What is the third-person singular ending? It is “-a.”
If you can understand these questions and how to answer them, you are ready to start
practicing them on the following pages. ¡Buena suerte! (Good luck!)

1. You will learn about this irregularity of the third person in chapter 9.

20 Unit 1
Memory Page : Grammar Page :

A. Parts of Speech
Worksheet : Quiz
W
In the list below, circle the verbs. Next, underline the verb endings. Finally, translate all of
the nouns and verbs. (Hint: the nouns have el or la before them):

1. usar __________________________ 6. la escuela __________________________

2. trabajas __________________________ 7. la caja __________________________

3. preparo __________________________ 8. visitamos __________________________

4. la cosa __________________________ 9. la taza __________________________

5. llaman __________________________ 10. la puerta __________________________

11. Visito a mi abuela los _______________________.

Ella siempre me prepara galletas y una _______________________ de leche.

B. Canto:
Fill in the present-tense -ar verb endings.
Singular Plural

1st person _____________________________ _____________________________

2nd person _____________________________ -áis

3rd person _____________________________ _____________________________

Chapter 2 21
W C. Grammar:
Memory Page : Grammar Page : Worksheet : Quiz

1. Singular endings refer to one _______________________.

2. The number of a verb answers “_______________________?”
3. Write the -ar ending that fits the description below:
Description Ending

1st-person singular _________________________________

3rd-person plural _________________________________

2nd-person singular _________________________________

4. Number is the difference between _____________________ and _____________________.

D. Cognados
1. A harbor or _______________________ is an entryway by water for boats. (puerta)

2. A _______________________ is someone who studies hard in school. (escuela)

22 Unit 1
Memory Page : Grammar Page : Worksheet :

A. New Vocabulary:
Quiz
Q
Spanish English

usar: uso, usé, usaré _______________________________________________

visitar: visito, visité, visitaré _______________________________________________

preparar: preparo, preparé, prepararé _______________________________________________

llamar: llamo, llamé, llamaré _______________________________________________

trabajar: trabajo, trabajé, trabajaré _______________________________________________

la taza _______________________________________________

la caja _______________________________________________

la puerta _______________________________________________

la escuela _______________________________________________

la cosa _______________________________________________

B. Review Vocabulary:
Spanish English

hablar: hablo, hablé, hablaré _______________________________________________

mirar: miro, miré, miraré _______________________________________________

caminar: camino, caminé, caminaré _______________________________________________

la niña _______________________________________________

la muchacha _______________________________________________

Chapter 2 23
Q C. Canto:
Memory Page : Grammar Page : Worksheet : Quiz

Give the present-tense -ar verb endings.

Singular Plural

1st person -o _______________________

2nd person _______________________ _______________________

3rd person _______________________ _______________________

D. Grammar:
Define the following terms.
1. Number:�����������������������������������������������������������������
2. Person:�������������������������������������������������������������������

24 Unit 1
Memory Page : Grammar Page : Worksheet : Quiz Unit 1
Chapter
Frases:
La niña pone la mesa antes de cenar.
Toma una taza de café con la cena.
Después de la cena, descansa en la cama.
(The girl sets the table before eating.
3
She drinks a cup of coffee with dinner.
After dinner, she rests in bed.)

Conversación:
¡Buenos días1! (Good morning!)
¡Buenas tardes! (Good afternoon!)
¡Buenas noches! (Good night!/Good evening!)

Canto:
Gendered and Numbered Endings for the Noun Muchacho
Noun gender Singular Plural
Masculine muchacho: boy muchachos: boys
Feminine muchacha: girl muchachas: girls

Vocabulario:
Spanish English
cenar: ceno, cené, cenaré to have supper: I have supper, I had supper,
I will have supper
descansar: descanso, descansé, descansaré to rest: I rest, I rested, I will rest
necesitar: necesito, necesité, necesitaré to need: I need, I needed, I will need
observar: observo, observé, observaré to notice/observe: I notice/I observe,
I noticed/I observed, I will notice/I will observe
tomar: tomo, tomé, tomaré to take/have something to eat or drink:
I take/I have something to eat or drink,
I took/I had something to eat or drink,
I will take/I will have something to eat or drink
la cena supper
la mesa table
la silla chair
la cama bed
la luna moon

1. The word días means “days,” but this phrase is only used in the morning.
25
G Memory Page : Grammar Page : Worksheet : Quiz

Number
Do you remember what a noun is? Just in case you forgot, a noun is a word that names a
person, place, thing or sometimes an idea. Do you remember how in the last chapter we found
that verbs have all sorts of different endings? Well, nouns have a set of endings, too.
Notice how, just like with the verb charts, the chart you memorized as your canto for this
chapter has two “columns” going up and down. Just like with the verbs, the column on the left is
for the singular forms of the noun (“singular” means just one, remember?) and on the right are all
the plural forms. No problem so far, right? We call the difference between singular and plural in
nouns their “number,” just like we do for verbs.

Gender
Are you a boy or a girl? The answer to that tells you your gender—whether you are male or
female. Did you know that nouns have gender, too? In English, “boy” is a masculine noun and
“girl” is a feminine noun. “Table” in English is a neuter noun, meaning that it’s not really either
a “boy-table” or a “girl-table” because tables aren’t boys or girls…they’re just tables. However, this
may surprise you: in Spanish, all tables are girls! At least they are in Spanish grammar. In fact, all
of the nouns from this week are feminine, which means that they’re “girl-nouns” (Don’t worry,
boys; we’ll give you lots of masculine nouns next chapter.) In Spanish, nouns ending in “-a or
-as” are almost always feminine. Nouns ending in “-o or -os” are almost always masculine. Make
sure that you learn those endings and whether they are masculine or feminine, because in Spanish
it’s important to always know a noun’s gender.

26 Unit 1
Memory Page : Grammar Page :

A. Translation:
Worksheet : Quiz
W
1. cenar __________________________ 6. la cama __________________________

2. observar __________________________ 7. la cena __________________________

3. descansan __________________________ 8. la mesa __________________________

4. tomar __________________________ 9. la luna __________________________

5. necesito __________________________ 10. la silla __________________________

11. La niña pone _______________________ antes de _______________________.

_______________________ una taza de café _______________________ la cena.

_______________________ la cena, descansa _______________________ la cama.

B. Canto: Noun Endings

Fill in the gender endings and their English translation for the noun muchacho.
Singular Plural

Masculine muchach_______________________: muchach_______________________:

_______________________ _______________________

Feminine muchach_______________________: muchach_______________________:

_______________________ _______________________

Chapter 3 27
W C. Grammar:
Memory Page : Grammar Page : Worksheet : Quiz

1. _______________________ tells you if a noun is singular or plural.

2. _______________________ tells you if a noun is masculine or feminine.

3. Finish filling in the gender endings in the boxes below:
Singular Plural

Masculine _________________________________ _________________________________

Feminine _________________________________ _________________________________

D. Cognados:
1. A _______________________ eclipse is an eclipse of the moon. (luna)

28 Unit 1
Memory Page : Grammar Page : Worksheet :

A. New and Review Vocabulary:

Quiz
Q
Spanish English

cenar: ceno, cené, cenaré _____________________________________________

descansar: descanso, descansé, descansaré _____________________________________________

necesitar: necesito, necesité, necesitaré _____________________________________________

observar: observo, observé, observaré _____________________________________________

tomar: tomo, tomé, tomaré _____________________________________________

amar: amo, amé, amaré _____________________________________________

la cena _____________________________________________

la mesa _____________________________________________

la silla _____________________________________________

la cama _____________________________________________

la luna _____________________________________________

la muchacha _____________________________________________

la escuela _____________________________________________

B. Canto: Noun Endings

Fill in the gender endings and their English translation for the noun muchacho.
Singular Plural

Masculine muchach_______________________ muchach_______________________

Feminine muchach_______________________ muchach_______________________

C. Grammar: Define the following term.

1. Gender:������������������������������������������������������������������

2. Singular: _________________________________________________________________

Chapter 3 29
 Unit 1 Memory Page : Grammar Page : Worksheet : Quiz

Chapter Frases:

4
A. Mi madre me pregunta si compré la carne
del vendedor en la calle.
B. Estudio para mi clase de español por la noche.
(A. My mother asks me if I bought meat from the seller in the street.
B. I study for my spanish class at night.)

Conversación:
Por favor (please) Gracias (thank you)
Repita, por favor. (Please repeat.) Más despacio, por favor. (More slowly, please.)
Un vaso de agua (a glass of water) Un vaso de agua, por favor. (A glass of water, please.)1

Canto:
Definite and Indefinite Articles
Definite Articles
Noun gender Singular Plural
Masculine el los
Feminine la las
Indefinite Articles
Noun gender Singular Plural
Masculine un unos
Feminine una unas

Vocabulario:
Spanish English
comprar: compro, compré, compraré to buy: I buy, I bought, I will buy
escuchar: escucho, escuché, escucharé to listen (to): I listen (to), I listened (to),
I will listen (to)
preguntar: pregunto, pregunté, preguntaré to ask: I ask, I asked, I will ask
enseñar: enseño, enseñé, enseñaré to teach: I teach, I taught, I will teach
estudiar: estudio, estudié, estudiaré to study: I study, I studied, I will study
la madre mother
la calle street
la carne meat
la noche night
la clase class

1. You can use this conversación section to practice asking for the nouns you already know! You can ask your mom or
dad to help you with this, but remember to say “thank you” when you get what you asked for.
30
Memory Page : Grammar Page : Worksheet : Quiz
G
Articles
In chapter 3 you learned that nouns have certain endings depending on their gender
and number. Another important part of speech related to nouns are articles. Articles are
words that go before a noun to show if the noun is referring to something specific or
something general. Articles that indicate a specific noun are called definite articles, and the
ones that indicate a general category of nouns are called indefinite articles. Please don’t let
these fancy words fool you; articles are some of the most common and basic words we use. In
English, these words are: “the,” “a,” “an,” and “some.”

Definite Articles
Noun gender Singular Plural
Masculine el: the los: the
Feminine la: the las: the
As you can see, there are many more definite articles in Spanish than there are in English.
All four of the Spanish definite articles mean “the” in English! Using all of these different
ways to say “the” in Spanish allows us to be more specific about the gender and number of
the noun we are describing. If you don’t know the gender or number of a noun, the article
before it will give you a good clue!1

Indefinite Articles
Noun gender Singular Plural
Masculine un: a/an unos: some
Feminine una: a/an unas: some
These indefinite articles will also tell you the gender and number of a noun. We will talk
more about gender and number in a few chapters. For now, all you need to be able to do
with articles is recognize and translate them.

1. Article/noun gender agreement is discussed in chapter 8.

Chapter 4 31
W A. Translation:
Memory Page : Grammar Page : Worksheet : Quiz

1. comprar _______________________ 6. la madre _______________________

2. escuchar _______________________ 7. la calle _______________________

3. preguntar _______________________ 8. la carne _______________________

4. enseñar _______________________ 9. la noche _______________________

5. estudiar _______________________ 10. la clase _______________________

11. Mi madre _____________________ si _____________________ del vendedor en la calle.

______________________ para ______________________ de español por la noche.

B. Canto: Fill in the articles.

Definite Articles
Noun gender Singular Plural

Masculine _______________________ los

Feminine la _______________________

Indefinite Articles
Noun gender Singular Plural

Masculine un _______________________

Feminine _______________________ unas

32 Unit 1
Memory Page : Grammar Page :

C. Grammar:
Worksheet : Quiz
W
Draw a line between the matching noun and article so they agree.
1. muchachos A. los
2. niño B. una
3. iglesia C. el

D. Cognados:
1. A bird that is awake only at night is _______________________. (noche)

2. An animal that eats only meat is called a _______________________. (carne)

Chapter 4 33
Q A. New Vocabulary:
Memory Page : Grammar Page : Worksheet : Quiz

Spanish English

comprar: compro, compré, compraré __________________________________________

escuchar: escucho, escuché, escucharé __________________________________________

preguntar: pregunto, pregunté,

preguntaré __________________________________________

enseñar: enseño, enseñé, enseñaré __________________________________________

estudiar: estudio, estudié, estudiaré __________________________________________

la madre __________________________________________

la calle __________________________________________

la carne __________________________________________

la noche __________________________________________

la clase __________________________________________

34 Unit 1
Memory Page : Grammar Page : Worksheet :

B. Canto:
Quiz
Q
Conjugate the verb hablar. Be sure to label all of the boxes.

_______________________ Plural

_______________________ _________________________ _______________________

2nd _______________________ _________________________ _______________________

_______________________ habla: ____________________ _______________________

C. Grammar:
Define the following terms.

1. Article:�������������������������������������������������������������������

2. Number: �����������������������������������������������������������������

Chapter 4 35
 Unit 1 REVIEW
Chapter Now that you have learned forty Spanish words (twenty verbs

5
and twenty nouns), it is time to review them to make sure you won’t
forget them. Remember to practice reciting these words for five to
ten minutes every day. Even better, sing or chant them!
Try to supply the English meaning for each Spanish word on the
list below. For each word that you miss, put a check in the box next
to that word. Then work really hard on those “checked” words until you
have them mastered. If you want to, write any words that stump you on a
separate piece of paper with the English beside them and practice them until you have them
memorized. You may even want to make yourself flash cards of the words that you missed
and practice them with a friend or your parents. Review the list below at least once every day
this week.

Verbs: Verbs:

hablar ________________________ cenar ________________________

amar ________________________ descansar ________________________

mirar ________________________ necesitar ________________________

entrar ________________________ observar ________________________

caminar ________________________ tomar ________________________

usar ________________________ comprar ________________________

visitar ________________________ escuchar ________________________

preparar ________________________ preguntar ________________________

llamar ________________________ enseñar ________________________

trabajar ________________________ estudiar ________________________

36
REVIEW
R
Nouns Nouns:

la muchacha ____________________ la cena ____________________

la niña ____________________ la mesa ____________________

la casa ____________________ la silla ____________________

la iglesia ____________________ la cama ____________________

la tierra ____________________ la luna ____________________

la taza ____________________ la madre ____________________

la caja ____________________ la calle ____________________

la puerta ____________________ la carne ____________________

la escuela ____________________ la noche ____________________

la cosa ____________________ la clase ____________________

Chapter 5 37
R REVIEW
Let’s Go On a Field Trip!
It’s time for a field trip. Let’s climb into an imaginary time machine and travel back
2,000 years to ancient Rome. Picture the huge, beautiful stone buildings rising above you.
Feel the hot stones of the busy city streets beneath your feet, and the Mediterranean breezes
through your toga as we walk through the marketplace. Listen: all the people bustling
around you with baskets of grapes and olives are speaking a language called Latin. In fact,
“Mediterranean,” the name of the sea nearest Rome, is made up of two Latin words, medi
and terra, meaning “middle” and “earth.” Here in the year AD 8, the Roman Empire is the
most powerful force in the world, and the Mediterranean Sea is at its center.
Now let’s climb back into our time machine and set the dial forward 1,000 years. The
glorious Roman Empire is gone. In its place, many smaller kingdoms have formed. Over
the past thousand years, people mixed the Latin language with new words, or changed the
old words just a little and began to say them differently. We are witnessing the birth of the
modern “Romance” languages: languages that come from the language of the Romans. In
Italy, people are beginning to speak a new language that will some day be called “Italian.” In
France, people are beginning to speak a new language that will some day be called “French.”
And in a small part of Spain, people are beginning to speak a new language that will some
day be spoken all over the world, called “Spanish.”
Let’s hop back in our time machine and come back to the present. We’re back at our
desks with our Spanish primer in front of us. Let’s think about our field trip. What does what
we learned mean to us? We traveled to the middle of the ancient Roman Empire near the
Mediterranean Sea—the middle of the earth. But wait! Look at the Latin word for “earth”:
terra. Does that look like a Spanish word you know? If you’re thinking of tierra, you’re right.
Looking at the words terra and tierra, you can see how the Latin language lives on in Spanish.
That’s because these two words are cognates. Cognates are words that come from the same
original word in Latin.1 At the first stop on our field trip, everyone in the Roman Empire
would have said the word “terra” for earth. But by our second stop, Spanish people might have
been saying tierra, while their French neighbors were using a different cognate: terre.
Why does this matter? Because there’s another language made up of many words that are
cognates of words in Spanish and Latin. You’re reading that language right now. That’s right,
approximately fifty percent (one-half ) of the words in your own language—English—are
cognates of words in Latin or in Spanish. You’ve seen some cognates already: words like usar,
luna, visitar, and many more. Learning to spot cognates is one of the best tools you have as
you learn a new language. After all, it’s much easier to guess the meaning of a Spanish word if
it looks just like one you know in English, isn’t it? Sometimes it works the other way around:
really big and difficult words in English, like “territory,” “terrarium,” and “terrestrial,” are

1. The word “cognate” itself comes from the Latin words that mean “born together.”

38 Unit 1
REVIEW
cognates of an easy Spanish word: tierra. So, once you learn Spanish, English will even be
R
easier! Other languages will be easier to learn if you look for cognates, too. Imagine walking
into Latin class and seeing that your first vocabulary list includes the words terra, amāre (to
love), and cena (dinner). You would already in good shape for that vocabulary test, wouldn’t you?
Let’s put your new understand of cognates to work. Below, draw a line to match the English
words on the left with their Spanish cognates on the right.
Profesiones (professions)
1. doctor a. artist
2. actor b. pianist
3. artista c. florist
4. pianista d. doctor
5. florista e. president
6. presidente f. actor

Sustantivos (nouns)
1. música a. fruit
2. medicina b. problem
3. fruta c. medicine
4. problema d. animal
5. animal e. music
6. color f. family
7. familia g. color

Adjetivos (adjectives, describing words)

1. rápido a. athletic
2. atlético b. intelligent
3. interesante c. famous
4. inteligente d. difficult
5. famoso e. rapid (fast)
6. curioso f. interesting
7. difícil g. curious

Chapter 5 39
R REVIEW
Using the Spanish cognates in parenthesis, draw a line to match the big English
words on the left to their definitions on the right.
1. territory (tierra) a. acting like a mother
2. amicable (amigo) b. an animal that eats meat
3. maternal (madre) c. relating to the moon
4. carnivore (carne) d. treating other people in a friendly manner
5. lunar (luna) e. the earth or land that belongs to a person or a country

Verbs: Writing P, N, T, and Translating

In the exercise below, first identify the person, number and tense of the verbs by looking at
their endings. When you have finished, go back and translate them into English. (You can use the
two verb charts provided at the end of the grammar lesson in chapter 4 for help.)
Spanish Verb Person Number Tense Translation

Example: Hablamos first plural present we speak

1. Estudiamos __________ __________ __________ __________________________

2. Estudian __________ __________ __________ __________________________

3. Necesitan __________ __________ __________ __________________________

4. Necesito __________ __________ __________ __________________________

5. Entro __________ __________ __________ __________________________

6. Entras __________ __________ __________ __________________________

7. Preguntas __________ __________ __________ __________________________

8. Pregunta __________ __________ __________ __________________________

9. Llaman __________ __________ __________ __________________________

10. Cenan __________ __________ __________ __________________________

40 Unit 1
REVIEW
Latin’s Family Tree of Cognates
R
From the family tree below, you can learn some more interesting facts about cognates. The tree trunk lists
the history of the development of the Latin language. The oldest language is listed on the bottom of the tree,
and our language (English!) is listed on the top. From Latin, “branches” sprout, which are the Romance languages.
In this book, we will only study English words that are cognates with Spanish, but, as you can see from the other
“branches” of the tree, English has many cognates with French and Italian, too.

English!
About 50% (half ) of our
English words come from Latin,
sometimes directly from Latin, but often
through French. Many professions get
lots of important words from Latin—
especially law, science, medicine, music, Romanian
philosophy and theology. Also, Amic: friend
English literature is filled with Fiică: daughter
Portuguese
Amigo: friend Latin quotations!
Filia: daughter
Italian
Spanish French Amico: friend
Amigo: friend Ami: friend Figlia: daugter
Hija: daughter Fille: daughter

All of these five languages

are called “Romance”
languages because they
came from the languages Latin! Latin!
of the Romans, which was Spoken in the region
Latin! They are all similar. of Latium on the
If you were to learn Latin, west coast of central
you could easily learn one Italy—where Rome is!
or more of the Romance Amīcus: friend
languages. You can see how Fīlia: daughter
closely they are related to Latin-Faliscan: an early
Latin and to each other by language that gave birth
looking at the words for to Latin.
“friend” and “daughter”
in each language. Latin Italic: an early language spoken
is a father, and the five in the region of Italy.
Romance languages are
Proto-Indo-European Language:
like daughters, making the
spoken through most of Europe as
Romance languages far back as 5,000 years before Christ
sister languages! (5,000 B.C.).

Chapter 5 41
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Latin!
Latin is a rich, ancient language, and is still very much alive in the modern languages
that we speak today. It plays a vital role training students in grammar, in categorical
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After English, Spanish is arguably the most easily applied second language for
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Greek!
Greek is one of the mother tongues of the English language, with many English words
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There are several branches of logic, and our three levels of curriculum focus on
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highlights the historical forms that poems have taken (such as sonnet and open verse).
Learn how absorbing the best words in the best order changes your relationship to ideas.
R e s ou rces - because we all could
use a little help.

Here at Classical Academic Press we understand the need for thorough explanations, enjoyable practice
materials, independent student activities, encouraging collaborations, and the means to ask questions
of other teachers! We also understand that these needs will vary among teachers and students, as well as
their teaching and learning styles, and that learning happens in community. Our goal is to provide for
you the resources you need, so that our curriculum is easy to use and so that your student’s studies are
enjoyable, relevant, and complete. Here are just a sampling of the resources available to you:

HeadventureLand com .
Be sure to check out this free practice for your student! [Link] offers games, videos,
stories, and other resources to support students studying Latin, Spanish, and Greek, particularly for
students using curricula from Classical Academic Press. Headventure Land will always be a safe and
family-friendly website for students to enjoy and is appropriate and appealing to students of all ages.
As teachers and parents, you will find the For Teachers page particularly useful.

ClassicalAcademicPress com .
The Free Resources page at [Link] offers suggested schedules, extra worksheets,
audio pronunciation files, coloring pages, handy grammar charts, flash cards, articles, and mp3s. Also
available is the “Ask the Magister (Teacher)” page, where you can submit questions to our magister
(teacher) about any of our texts, subjects, or even specific questions of a text’s content.

Classical Academic Press on Facebook com .

Join us on Facebook for the most recent news, reviews, and discounts, and to give us your opinion on
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InsideClassicalEd com .
On the Inside Classical Education blog, Dr. Chris Perrin acquaints newcomers and veterans with the
history of the Classical education movement. He reports on current developments, presents analysis
and review, and interviews leaders in the movement through blog posts, articles, and podcasts.

ClassicalEducator com .
[Link] fosters collaboration among classical educators and administrators in the U.S.
and abroad. Join this site to read blog posts from other classical educators, to enjoy helpful audio and
video lectures, to read and ask advice in the forums, and to connect to other teachers.

ClassicalParent com .
Most of us have not received a classical education ourselves, making it a challenge to give it, or
support teachers providing it to our children. Read about how other parents are fostering classical
education in their homes. Find links to helpful articles, correspond with other classical parents, and
hear how parents are learning classically alongside their students.

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