The Language Warehouse Spanish Basic Course -
Phonology Unit 1
http://www.tlwh.com
STRESS AND INTONATION
Intonation is the "envelope" which transmits the meaning
of an utterance. It is an important feature in any language.
For example, a student who acquires excellent pronunciation
of vowels, consonants, and words of a foreign language, but
cannot utter these inside the envelope used by speakers of
that particular language, will have difficulty making himself
understood. Conversely, a student who has weaker pronunciation
but has acquired the ability to utilize proper intonation,
may communicate far more successfully.
"Intonation" refers to the rise and fall of the voice.
"Stress" refers to the varying loudness of the voice. When
we speak, this rise, or fall, or loudness characteristic of
speech conveys information that not only reveals our emotions,
but also reveals other vital information such as:
-that a question is being asked
-that a statement is being made
-that emphasis is being injected
-that the speaker anticipates agreement with him
-that the speaker anticipates disagreement
-that the speaker outranks you
-that the speaker is "kidding"
-that the speaker is making a fool of you
-that the speaker is sure of something
-that the speaker is not sure of something
-that the speaker is insecure
-etc.
An exhaustive listing of the kind of information that is revealed
by stress and intonation would require several pages.
The point is that this information is not available from just
words or phrases, or even sentences, if these are stripped of
their stress and intonation.
There are probably dozens of intonation patterns in any
language. Of these, however, four or five patterns are the
"work horses" of most discourse. The purpose of the following
exercises is to call your attention to intonation and to
get you acquainted with the forms of these "work horses" in
Spanish. In so doing, we hope that you will be more careful
in both listening for these patterns and in making a serious
effort to imitate them.
EXERCISES
(When utilizing the tape recorder for this exercise, keep
in mind that you will have to START and STOP the recorder for
each of the questions below. First, read the instructions for
number 1, then start the tape and listen. When the items under
number 1 are completed, stop the tape and read number 2. Then,
start the tape and listen to the items under number 2 and,
again, stop the tape before going on to number 3, and so forth:
This start-stop procedure is to be followed throughout this
manner of presentation.
(The parentheses "( )" indicate that you will hear something
spoken by your instructor's voice on the tape. The
number of times you see a pair of parentheses indicates how
many times the utterance will be repeated. Thus "( ) ( )"
indicates that you will hear the utterance said twice.)
KEY
The Key, found at the end of each unit, contains all of the
voicing script that does not appear in printed form in the
Workbook (Phonology). Excepting those parts that are shown
in parentheses, everything else is voiced.
The numeral following many of the items represents the
number of times something is voiced.
Models of phrasal intonation (i.e., Unit 1, from 56 and
following) contain marking systems which are not related to
normal orthographical practices:
1. Accent marks are used only to indicate the pivotal
points of the intonational contour.
2. A period '.' represents the normal fall of a statement.
3. A question mark '?' represents the rise of a polite question.
4. A double question mark '??' represents the sharp rise and rapid
fall of a familiar question.
Part 1
Note: Listen carefully and work conscientiously, because every
so often you will be tested without a chance to review.
1. Listen to this word, which we will call word 'a'.
(a) (a) (a)
2. Now listen to this word, which we will call word 'b'.
(b) (b) (b)
3. These two words sound very similar to some
people and even exactly the same to others.
In Spanish these words are "as different as
night and day". Here are the two words again.
(a) (b) (a) (b) (a) (b)
4. The difference heard in these two words is
called 'stress'. That is, these words are different
because their stress is different. Here they are again.
( ) ( ) ( ) ( )
5. One of these words means 'potato'. This is the word 'potato'.
( ) ( )
6. The other words means 'Dad'. This is the word 'Dad'.
( ) ( )
7. Here is 'potato' and 'Dad'.
(potato) (Dad) (potato) (Dad)
Frequently, you will be asked a question which you should
answer. When you are asked a question, the correct answer
will be given in the left margin. You should keep the answer
covered (either with your hand or with a piece of paper) until
after you produce your answer. Then, slide your hand (or
paper) down, revealing the correct answer. This correct answer
lets you know if you are learning what you should learn. If
your answer is wrong, you need to back up and re-study what
you didn't learn.
You will now be asked questions to answer. Before that,
let's review what we have done thus far.
8. To Spanish ear, these words are very different.
(a) (b) (a) (b)
9. One of these words means 'potato'. Here it is.
(potato) (potato)
10. The other means 'Dad'. Here it is.
(Dad) (Dad)
11. Question: Which word is being said here, 'potato' or 'Dad'?
(?) (?)
(potato)
12. Which one is being said here?
(?) (?)
(Dad)
13. Which word is 'Dad', No. 1 or No. 2?
(1) (2) (1) (2)
(2)
14. Is this the word 'potato'?
(?) (?)
(no)
15. Is this the word 'Dad'?
(?) (?)
(yes)
16. Which one is 'Dad', No. 1 or No. 2?
(1) (2)
(2)
17. Which one is 'potato', No. 1 or No. 2?
(1) (2)
(2)
18. Your instructor will now say these words five
times in mixed order. How many times does he say 'Dad'?
( ) ( ) ( ) ( ) ( )
Again: ( ) ( ) ( ) ( ) ( )
(3)
19. Your instructor will again say these words five
times in mixed order. How many times does he say 'potato'?
(2)
20. You have learned to differentiate between two
words in Spanish whose only difference is the
position of the stress. The stress in 'Dad'
falls on the last syllable.
21. We say that the loudest part (or the stressed
part) is the last syllable in the word 'Dad'.
( ) ( )
22. The word 'potato' is stressed on the first syllable.
( ) ( )
23. As you can tell, 'stress' in Spanish acts like
another letter of the alphabet. There are hundreds
of words in Spanish which are different
only in stress. Here is another pair of words
which also sound alike, but which are very different
to Spanish-speaking people.
(a) (b) (a) (b)
24. Here is another example.
(a) (b) (a) (b)
25. Here are (a) 'potato' and (b) 'Dad' again followed
by a new word (c). Is this new word
stressed like 'potato' or like 'Dad'?
(a: potato) (b: Dad) (c: ?)
(b. Dad)
26. Again, the same words for (a) and (b), but a new one for (c).
Is this new one stressed like (a) or (b)?
(a: potato) (b: Dad) (c: ?)
(b. Dad)
27. Same thing again. Is (c) like (a) or (b)?
(a) (b) (c)?
(a. potato)
28. Is (c) like (a) or (b)?
(a) (b) (c)?
(b. Dad)
29. Is (c) like (a) or (b)?
(a) (b) (c)?
(a. potato)
30. Here are two different words, different in that
none of the sounds in the first word appears in
the second word. Listen.
(x) (y)
31. Though (x) and (y) are very different, their
stress is the same. That is, both are stressed
on the first syllable. Listen to them again.
(x) (y)
32. Do these two different words have the same stress?
(r) (g)
(yes)
33. Is the stress the same or different with these two words?
(same)
34. Is the stress the same or different with these?
(different)
35. Is the stress the same or different with these?
(different)
TEST A
For each item, you will hear a word said twice. You are
to identify which is its stressed syllable, the first one or
the second one? Put an 'X' in the appropriate column.
First syllable Second syllable
(like 'potato') (like 'Dad')
1. ( ) ( ) ____________________ ____________________
2. ( ) ( ) ____________________ ____________________
3. ( ) ( ) ____________________ ____________________
4. ( ) ( ) ____________________ ____________________
5 ( ) ( ) ____________________ ____________________
6. ( ) ( ) ____________________ ____________________
7. ( ) ( ) ____________________ ____________________
8. ( ) ( ) ____________________ ____________________
9. ( ) ( ) ____________________ ____________________
10. ( ) ( ) ____________________ ____________________
11. ( ) ( ) ____________________ ____________________
12. ( ) ( ) ____________________ ____________________
13. ( ) ( ) ____________________ ____________________
14. ( ) ( ) ____________________ ____________________
15. ( ) ( ) ____________________ ____________________
Part 2
36. Thus far, you have listened to short words having
only two syllables. Spanish has, of course, words
which are longer. Here is a long one.
( ) ( )
37. Here is a three-syllable word with stress on the
last syllable.
( ) ( ) ( )
38. And here is another very similar word having its
stress on the second-last syllable.
( ) ( )
39. These two words mean different things, of course.
Here they are in contrast.
(a) (b) (a) (b)
40. As far as stress is concerned, we can say that
these two words are similar to 'Dad' and 'potato'.
For example, here is 'Dad' and the new word with
stress on the last syllable. Notice that it is the
last syllable which has the stress.
(Dad) ( ) (Dad) ( )
41. Here is 'potato' and the other new word. Both
have the stress on the second-last syllable.
(potato) ( ) (potato) ( )
42. If two words are stressed on their last syllable,
we can say they are of the same kind, or
'family', as far as stress is concerned. Here
are two words which belong to the same 'family'
since their stress falls on the last syllable.
( ) ( ) ( ) ( )
43. Now listen to these two very different words
which belong to the same stress 'family', since
their stress is on the same syllable, that is,
the second-last syllable.
( ) ( ) ( ) ( )
44. Most Spanish words are of the kind that are
stressed on the last or second-last syllable.
There are some, however, which are stressed on
the third-last syllable, and a very few with
stress on the fourth-last syllable. Here is one
stressed on the third-last syllable.
( ) ( )
45. And here is one stressed on the fourth-last syllable.
( ) ( )
46. You will now hear a word said two times. It has
three syllables which we will count from the
end of the word, as shown by the numbers under
each space. Which is the stressed syllable,
No. 1 (last), No. 2 (second-last), or No. 3 (third-last)?
( ) ( ) ___ ___ ___
(1) 3 2 1
47. Here is another three-syllable word. Which is
the stressed syllable?
( ) ( ) ___ ___ ___
(1) 3 2 1
48. Which is the stressed syllable in this word?
( ) ( ) ___ ___ ___
(2) 3 2 1
49. And in this one?
( ) ( ) ___ ___ ___
(2) 3 2 1
50. Is this one stressed on 3 or 2?
( ) ( ) ___ ___ ___
(2) 3 2 1
51. Is this one stressed on 3 or 2?
( ) ( ) ___ ___ ___
(3) 3 2 1
52. And this one?
( ) ( ) ___ ___ ___
(3) 3 2 1
53. Where is this one stressed?
( ) ( ) ___ ___ ___
(1) 3 2 1
54. And this one?
( ) ( ) ___ ___ ___
(2) 3 2 1
55. And, finally, this one?
( ) ( ) ___ ___ ___
(3) 3 2 1
TEST B
For each item, you will hear a word said twice. Identify
which is the stressed syllable by putting an 'X' over the
proper number. (These are all three-syllable words.)
1. ( ) ( ) ___ ___ ___
3 2 1
2. ( ) ( ) ___ ___ ___
3 2 1
3. ( ) ( ) ___ ___ ___
3 2 1
4. ( ) ( ) ___ ___ ___
3 2 1
5. ( ) ( ) ___ ___ ___
3 2 1
6. ( ) ( ) ___ ___ ___
3 2 1
7. ( ) ( ) ___ ___ ___
3 2 1
8. ( ) ( ) ___ ___ ___
3 2 1
9. ( ) ( ) ___ ___ ___
3 2 1
10. ( ) ( ) ___ ___ ___
3 2 1
11. ( ) ( ) ___ ___ ___
3 2 1
12. ( ) ( ) ___ ___ ___
3 2 1
13. ( ) ( ) ___ ___ ___
3 2 1
14. ( ) ( ) ___ ___ ___
3 2 1
15. ( ) ( ) ___ ___ ___
3 2 1
56. This is a Spanish sentence.
( ) ( )
57. This is an imitation of the rhythm of that sentence.
( ) ( )
58. Notice that the voice rises near the beginning of the sentence.
( ) ( )
59. Notice also that the voice falls at the end.
( ) ( )
60. Listen to this rise and fall, but using the real sentence.
( ) ( )
61. We can represent rise and fall of the voice
with a line like this: ________________
__/ |
( ) ( ) \
62. This kind of shape for the line represents a normal
'uncolored' statement, that is, a statement having no
element of surprise, no element of emphasis, etc.
________________
__/ |
( ) ( ) \
63. If this same sentence were said as a question,
it would be a little different. This is an imitation
of the rhythm of this sentence, expressed as a question. (Q)
(Q) (Q)
64. Notice that there is about the same kind of rise
at the beginning as there was in the previous, normal statement.
(Q) (Q)
65. But notice that the ending is different:
Statement: (S)
Question: (Q)
66. Listen again to the difference between a statement and a question:
Statement: (S)
Question: (Q)
67. Here is the same thing, but this time using real words:
Statement: (S) (S)
Question: (Q) (Q)
68. A question can be represented like this:
(Q) (Q)
69. Which is the question, No. 1 or No. 2?
1: ( ) 2: ( )
(2)
70. Which is the statement, No. 1 or No. 2?
1: ( ) 2:
(1)
71. The shape of the rising and falling which has
been represented by a line as follows:
/
Statement: ________________ Question: ________________/
__ / | __/
\
is called the intonation of an utterance. Notice
that, even though an utterance may be longer
than our models, the intonation is basically the same:
/
Statement: ________________ Question: ________________/
__ / | __/
(S) (S) \ (Q) (Q)
72. The intonational pattern for a question that
you have now learned to identify is a polite or
formal intonation. A very common intonation used in
the familiar or less formal situations sounds like this:
Familiar Question (FQ): (FQ) (FQ)
73. Compare the polite with the familiar intonation:
Polite Question (PQ): (PQ) (PQ)
Familiar Question (FQ): (FQ) (FQ)
74. The familiar question can be represented like this:
__
_________/ \
(FQ): __/ \ (FQ) (FQ)
75. Which is the polite (PQ) question, No. 1 or No. 2.
PQ: (1) (2)
(2)
76. Which is the familiar (FQ) question, No. 1 or No. 2?
FQ: (1) (2)
(2)
77. Which of the following lines represents the
familiar (FQ) question intonation?
__ /
_________/ \ ____________/
(1): __/ \ or (2): __/
(1)
78. This is the FQ with real words:
(FQ) (FQ)
79. Notice again, that even though the utterance is
longer, the intonation is basically the same.
(F0) (FQ)
80. Is this question said in the FQ pattern?
( ) ( )
(yes)
81. Is this one said in the FQ pattern also?
( ) ( )
(no)
82. Identify this utterance as a statement (S), a
polite question (PQ), or familiar question (FQ).
( ) ( )
(FQ)
83. Identify this utterance.
( ) ( )
(S)
84. Identify this one.
( ) ( )
(FQ)
85. Identify this one.
( ) ( )
(PQ)
86. If a person were to ask you this question, is
he being formal or informal?
( ) ( )
(formal)
87. If a person were to ask you this question, is
he being formal or informal?
( ) ( )
(informal)
88. If you heard the following utterance, would the
speaker be asking or telling you something?
( ) ( )
(telling)
89. If you hear this one, would the speaker be telling or asking?
( ) ( )
(telling)
90. Would he be telling or asking in this one?
( ) ( )
(asking)
91. Would he be telling or asking in this one?
( ) ( )
(asking)
92. Would he be telling or asking in this one?
( ) ( )
(asking)
93. And here?
( ) ( )
(asking)
94. As you have observed, a question is signaled by
the speaker by the intonation he uses. Similarly,
his intonation reveals if he is simply making a statement.
___________
Statement: __/ \__
/
___________/
PQ: __/
__
___________/ \
FQ: __/ \__
95. But notice what happens here: this, too, is a question.
( ) ( )
96. This kind of question has the same intonation
as a statement. Observe the similarity between
the question (Q) and the statement (S).
(Q) (S) (Q) (S)
97. Since the intonation is the same, there is no
way to tell by intonation alone whether it is
a question or a statement. However, a native
speaker knows which are statements. He can tell
them apart by the beginning of the sentence:
such questions always have a question-word at
or near the beginning. For example, this is
one of the several Spanish question-words:
( ) ( )
98. This, then, is a question.
(Q) (Q)
99. This, too, is a question.
(Q) (Q)
100. A question with a question-word, then, is no
different in intonation from a statement. The
intonation is the same. The difference is signaled
by the question-word. Observe:
Statement (S): (S) (S)
Question with question-word (Qw): (Qw) (Qw)
101. There are, then, three basic types of questions:
/
_____________/
/
PQ: __/
_
______________/ \
/ \
FQ: __/ \
_____________
/ \
QW: __/ \
102. Observe these three patterns:
/
_____________/
/
PQ __/ : ( ) ( )
_
______________/ \
/ \
FQ __/ \ : ( ) ( )
_____________
/ \
QW __/ \ : ( ) ( )
103. As a non-speaker of Spanish at this moment, you
would be unable to tell if someone were telling
you something or asking you something with a
question-word, since you do not yet know what the
question-words are for Spanish. However, you have
learned to spot that this is one of the question words:
( ) ( )
104. Therefore, is this a question or a statement?
( )
(question)
105. And, if in these presentations we did not use
any other question-word but the one you have
learned to identify, you should be able to tell
which of the following two is a question:
(1) (2)
(2)
106. Are these both questions, or is one a statement
and the other a question?
(?) (?) (?) (?)
(questions)
107. Are both of these questions?
(?) (?)
(no)
108. Are both of these questions?
(?) (?)
(yes)
109. Are both of these questions?
(?) (?)
(no)
110. Which one is a question?
(1) (2)
(1)
111. Here is a series of sentences. Identify which ones are questions.
(1) (2) (3) (4) (5)
Again: (1) (2) (3) (4) (5)
(2,3,5)
112. Which ones of these are statements?
(1) (2) (3) (4) (5)
Again: (1) (2) (3) (4) (5)
(2,3)
113. Is this a polite question (PQ) or a familiar question (FQ)?
( ) ( )
(FQ)
114. Is this a statement (S) or a question with a question-word (QW)?
( ) ( )
(QW)
TEST-C
You will hear a number of sentences. Each will be said
twice. You are to identify what kind of sentence is being
said. Put an 'X' in the appropriate column:
Polite Familiar Question with a
Statement Question Question Question-Word
(s) (PQ) (FQ) (QW)
1. ( ) ( ) __________ __________ __________ ______________
2. ( ) ( ) __________ __________ __________ ______________
3. ( ) ( ) __________ __________ __________ ______________
4. ( ) ( ) __________ __________ __________ ______________
5. ( ) ( ) __________ __________ __________ ______________
6. ( ) ( ) __________ __________ __________ ______________
7. ( ) ( ) __________ __________ __________ ______________
8. ( ) ( ) __________ __________ __________ ______________
9. ( ) ( ) __________ __________ __________ ______________
10. ( ) ( ) __________ __________ __________ ______________
11. ( ) ( ) __________ __________ __________ ______________
12. ( ) ( ) __________ __________ __________ ______________
13. ( ) ( ) __________ __________ __________ ______________
14. ( ) ( ) __________ __________ __________ ______________
15. ( ) ( ) __________ __________ __________ ______________
NOTE
The purpose of this section on intonation has been to
teach you that intonation is important and to encourage you
to imitate it.
You will find that one or more of the four patterns presented
thus far may not be accepted by a native speaker. There
are several reasons for this rejection:
1. Intonation is such a subtle matter that most native speakers
(like yourself in English) are not aware of intonation.
2. Some patterns vary slightly from country to country.
3. The voicing of these intonation patterns on the tape may
appear unnatural to a native speaker for two reasons:
a. It is almost impossible to produce natural
intonation in isolated sentences out of context,
as we have tried to do.
b. We are guilty of exaggeration of the patterns
of intonation in order to allow an untrained
student to hear these more distinctly.
UNIT 1 ANSWER KEY
Part 1
1. Word 'a': papa (3 times) 19. papa papá papá papa papá
2. Word 'b': papá (3 times) 20. papá (2)
3. papa/papá (3) 21. papá (2)
4. papa/papá (2) 22. papa (2)
5. papa (2) 23. caso/casó (2)
6. papá (2) 24. Quito/quitó (2)
7. papa/papá (2) 25. papa papá mama
8. papa/papá (2) 26. papa papá casá
9. papa (2) 27. papa papá casa
10. papá (2) 28. papa papá tomó
11. papa (2) 29. papa papá salgo
12. papá (2) 30. sigo luna
31. sigo luna
13. 1. papa/ 2. papá (2) 32. lago quise
14. papá (2)
15. papá (2) 33. casé subí
16. 1. papa/2. papá (2) 34. lana colé
17. 1. papá/2. papa 35. saltó nada
18. papa papá papá papa papá
Again: papa papá papá papa papá
Test A
1. casa (2) 6. peste (2) 11. quise (2)
2. casé (2) 7. mamá (2) 12. loza (2)
3. pasó (2) 8. taza (2) 13. 'dos-míl' (2)
4. paso (2) 9. tendí (2) 14. 'los-dós' (2)
5. pase (2) 10. canta (2) 15. cantos (2)
Part 2
36. plenipotenciario (2) 46. decidí (2)
37. caminó (3) 47. manejé (2)
38. camino (2) 48. Manolo (2)
39. caminó/camino (2) 49. archive (2)
40. papá/caminó (2)
41. papa/camino (2) 50. ventana (2)
42. empapó/dediqué (2) 51. sépalo (2)
52. dígame (2)
43. consigo/encima (2) 53. manatí (2)
44. dígame (2) 54. delante (2)
45. préstemelo (2) 55. búscalo (2)
Test B
1. búscalo (2) 6. cantate (2) 11. escapó (2)
2. dígame (2) 7. artista (2) 12. cáspita (2)
3. comando (2) 8. díganos (2) 13. Isabel (2)
4. mátala (2) 9. Pablito (2) 14. almidón (2)
5. 'se-le-fue' (2) 10. véndeme (2) 15. amibas (2)
56. /Estámos contentos./ (2)
57. /nanána nanána./ (2)
58. /nanána nanána./ (2)
59. /nanána nanána./ (2)
60. /Estámos contentos./ (2)
61. /Estámos conténtos./ (2)
62. /Estámos conténtos./ (2)
63. /nanána nanána?/ (2)
64. /nanána nanána?/ (2)
65. Statement: /nanána nanána./
Question: /nanána nanána?/
66. Statement: /nanána nanána./ (1)
Question: /nanána nanána?/ (1)
67. Statement: /Estámos conténtos./ (2)
Question: /Estámos conténtos?/ (2)
68. /Estámos conténtos?/ (2)
69. No. 1: /nanána nanána./ (1)
No. 2: /nanána nanána?/ (1)
70. No. 1: /nanána nanána./ (1)
No. 2: /nanána nanána?/ (1)
71. Statement: /mañana compra un carro nuévo./ (2)
Question: /mañana compra un carro nuévo?/ (2)
72. Familiar Question: /nanána nanána??/ (2)
('??'= rapid rise and fall at ending)
73. Polite Question: /nanána nanána?/ (2)
Familiar Question: /nanána nanána??/ (2)
74. /nanána nanána??/ (2)
75. No. 1: /nanána nanána??/ (1)
No. 2: /nanána nanána?/ (1)
76. No. 1: /nanána nanána?/ (1)
No. 2: /nanána nanána??/ (1)
77. (No voice)
78. /Estámos conténtos??/ (2)
79. /mañana compra un carro nuévo??/ (2)
80. /Se fuéron anóche??/ (2)
81. /Se fuéron anóche?/ (2)
82. /Se comiéron todo el dúlce??/ (2)
83. /Se comiéron todo el dúlce./ (2)
84. /Se comiéron todo el dúlce??/ (2)
85. /Se comiéron todo el dúlce?/ (2)
86. /Compráron la casa grande?/ (2)
87. /Ustédes salían todos los días??/ (2)
88. /Me dijéron que me fuéra./ (2)
89. /No sé donde está./ (2)
90. /Termináron el exámen??/ (2)
91. /Le tráigo todos los papéles??/ (2)
92. /Le súbo las malétas??/ (2)
93. /Mandó todas las camísas?/ (2)
94. (No voice.)
95. /A dónde lo mandáron./ (2)
96. /A dónde lo mandáron./ /A Páblo lo mandáron./ (2)
97. /A dónde/ (2)
98. /A dónde lo mandáron./ (2)
99. /A dónde fuiste anoche./ (2)
100. Statement: /A Luísa le dijeron que fuéra./ (2)
Question W/Q-word: /A dónde le dijeron que fuéra./ (2)
101. (No voice.)
102. Polite question: /Mandáron todo a la embajáda?/ (2)
Familiar question: /Mandáron todo a la embajáda??/ (2)
Question with Q-word: /A dónde quieren ir los níños./ (2)
103. A dónde (2)
104. /A dónde piensas llevárlo./
105. No. 1: /Le llévo a mi cása./ (2)
No. 2: /A dónde te llévo./ (2)
106. /Te espéro en mi cása??/ (2)
/A dónde se fue Cárlos./ (2)
107. /Y quiére que se la mánde./ (1)
/A dónde se la mándo./ (1)
108. /Quiére que se lo mánde?/ (1)
/A dónde vamos con élla./ (1)
109. /Pedí mas de cinco docénas./ (1)
/A dónde se la mandáste./ (1)
110. No. 1: /A dónde fuiste con élla./ (1)
No. 2: /Y él salio con élla./ (1)
111. No. 1: /La Cármen quedo conténta./ (1)
No. 2: /A dónde salieron éllos./ (1)
No. 3: /La Cármen quedo conténta??/ (1)
No. 4: /Mandé todos los que había./ (1)
No. 5: /La Cármen quedo conténta?/ (1)
Again: (Repeat 1 - 5).
112. No. 1: /Entendíste todo lo que oíste?/ (1)
No. 2: /Mañana salgo tempráno./ (1)
No. 3: /Vendió la casa en seguída./ (1),
No. 4: /Y quiéres que te mande ótro??/ (1)
Yo. 5: /A dónde quiere que mande ésto./ (1)
Again: (Repeat 1 - 5).
113. /Lo súbo en seguidíta??/ (2)
114. /A dónde quiere que la lléve./ (2)
Test C
(S) 1. /Estámos en cása./ (2)
(PQ) 2. /Estámos en cása?/ (2)
(QW) 3. /A dónde vamos ahóra./ (2)
(FQ) 4. /Quiéres ir conmígo??/ (2)
(FQ) 5. /Le súbo el água??/ (2)
(S) 6. /Mañána llega el cóche./ (2)
(QW) 7. /A dónde llevaste el búlto./ (2)
(S) 8. /Manuél me la trájo./ (2)
(FQ) 9. /Estás seguro de éso??/ (2)
(PQ) 10. /Deséas que te pida ótro?/ (2)
(QW) 11. /A dónde fuiste anóche./ (2)
(PQ) 12. /Sábes si esta en la oficína?/ (2)
(QW) 13. /A dónde le-mandaste la cárta./ (2)
(FQ) 14. /Le díje que iba mañána??/ (2)
(PQ) 15. /Ustéd termino con el trabájo?/ (2)
END OF UNIT 1