Spanish 3

Course overview

What this year covers

Third-year Spanish is the year of the subjunctive, and students who find the year hard almost always find this one thing hard. The mood is mechanical to form and difficult to choose, so this course spends units 2 to 6 on it, one idea at a time. Unit 1 reviews the second year in seven lessons so that nothing later rests on a forgotten ending. Unit 2 teaches what the subjunctive is and how to form it, including the spelling changes and the six verbs that break the rule. Unit 3 uses it for wishes, requests and advice. Unit 4 uses it for emotion and doubt, and for the contrast with certainty. Unit 5 takes it into adjective and adverbial clauses, where the question is whether the thing is known and whether the event has happened. Unit 6 teaches the imperfect subjunctive and the sequence of tenses. Unit 7 combines it with the conditional in si clauses, so that the student can say what would happen. Unit 8 adds the perfect tenses, including the ones that let a student speak about regret and what might have been. Unit 9 is the passive, the se constructions and the relative pronouns, which turn short sentences into long ones. Unit 10 covers reported speech, the verbs that demand a preposition, register and the connectors of argument. Unit 11 turns to a short story, a poem, the Spanish-speaking world and California, a debate and a final presentation. Every lesson opens with the method, names the specific error that costs the marks, works an example in eight steps, and gives ten practice problems with complete answers. There is no audio, so the course asks the student to read every Spanish example aloud.

U1Unit 1: Back to Spanish7 lessons
U2Unit 2: The Present Subjunctive7 lessons
U3Unit 3: Wishes, Requests and Advice7 lessons
U4Unit 4: Emotion, Doubt and Certainty7 lessons
U5Unit 5: Clauses of Description and Time7 lessons
U6Unit 6: The Imperfect Subjunctive7 lessons
U7Unit 7: Si Clauses and the Conditional7 lessons
U8Unit 8: The Perfect Tenses7 lessons
U9Unit 9: The Passive, Se and Relative Pronouns7 lessons
U10Unit 10: Reported Speech, Prepositions and Register7 lessons
U11Unit 11: Literature, Culture and the Year5 lessons

All eleven units are open, 75 lessons in all. Every lesson opens with the method, one extended worked example, and ten practice problems. Every problem has a full worked solution, so you can find the step where yours went wrong. Each unit closes with a ten-problem mixed review.

Free preview: open any 5 lessons without an account. The counter on the left keeps track.

Lesson 1.1 · Unit 1 · Structures

The yo form is the key

Third-year Spanish begins by checking the tool you will use most. Every present-tense form you wrote in the first two years is about to matter again, because the present subjunctive you learn in unit 2 is built from one form only: the yo form of the present tense. A student who knows that form cold will learn the new mood in a week, and a student who guesses it will lose marks for the whole year. This lesson reviews the present tense with that purpose.

The method

Regular endings. -ar: -o, -as, -a, -amos, -an. -er: -o, -es, -e, -emos, -en. -ir: -o, -es, -e, -imos, -en. Hablo, comes, vive, escribimos, beben.
Boot verbs change in four forms. e → ie (pensar), o → ue (poder), e → i (pedir). The change shows in yo, tú, él, ellos and not in nosotros: pienso, piensas, piensa, pensamos, piensan.
Go verbs. tener → tengo, venir → vengo, poner → pongo, salir → salgo, hacer → hago, decir → digo, traer → traigo, oír → oigo. The rest of the verb is regular or a boot.
Other odd yo forms. saber → sé, conocer → conozco, ver → veo, dar → doy, ir → voy, ser → soy, estar → estoy.
Spelling in the yo form. escoger → escojo, seguir → sigo, construir → construyo, dirigir → dirijo. The sound stays the same, so the spelling changes.
Uses. The present tells what is true now, what happens regularly, and what is planned soon: Estudio español. Viajo a Chile en julio.
Hace plus time. Hace tres años que estudio español means "I have been studying Spanish for three years." The verb stays in the present.
Why the yo form matters. In unit 2 you will drop the -o from tengo, hago, salgo, pienso and add new endings. Learn the yo form of every verb as its own word.

Where students lose marks: Boots in nosotros (pienso is right, pensamos is right, pienzamos is not a word), a regular form for a go verb (tieno for tengo), and forgetting the personal a before a specific person. Write the yo form first, then build the others from it.

Worked example

The problem. Write six sentences: (1) I do my homework and I put it in my backpack. (2) She prefers tea, but we prefer coffee. (3) I go out on Fridays and I call my friends. (4) They sleep eight hours, but I sleep six. (5) I know the city and I see the park from my window. (6) You (informal) are tired, but she is happy.

Step one: sentence 1. Hacer and poner are go verbs: Hago mi tarea y la pongo en mi mochila.

Step two: sentence 2. Preferir is a boot in ella and not in nosotros: Ella prefiere el té, pero nosotros preferimos el café.

Step three: sentence 3. Salir has the go form: Salgo los viernes y llamo a mis amigos.

Step four: sentence 4. Dormir is a boot in ellos and in yo: Ellos duermen ocho horas, pero yo duermo seis.

Step five: sentence 5. Conocer and ver have odd yo forms: Conozco la ciudad y veo el parque desde mi ventana.

Step six: sentence 6. Estar for a state, in two persons: Estás cansado, pero ella está contenta.

Step seven: yo forms. The six yo forms are hago, pongo, salgo, duermo, conozco, veo. These are the forms the subjunctive will be built from.

Step eight: check. Each boot is outside nosotros, each odd yo form is spelled out, and each estar carries its accent.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the yo form of hacer, poner and salir.
Show the full solution

All three are go verbs. hago, pongo, salgo
Write the present of poder for yo and nosotros, and of pensar for ellos.
Show the full solution

Poder and pensar are boot verbs, and nosotros stays outside the boot. puedo, podemos, piensan
Complete: Yo ___ (saber) la respuesta y ___ (conocer) a la profesora.
Show the full solution

Both verbs have odd yo forms. sé, conozco
Complete: Mi hermano ___ alto, pero hoy ___ cansado.
Show the full solution

A lasting trait takes ser and a passing state takes estar. es, está
Complete: Nosotros ___ (volver) a casa y ellos ___ (dormir) en el sofá.
Show the full solution

Nosotros is outside the boot and ellos is inside it. volvemos, duermen
Say "I bring the book and I see the teacher."
Show the full solution

Traer has the go form, ver has veo, and a specific person takes the personal a. Traigo el libro y veo a la profesora.
Find and fix the errors: Yo tieno un perro. Ellos pensan en el examen. Nosotros duermemos hasta tarde.
Show the full solution

Tener has the go form tengo, pensar needs the boot in ellos, and dormir has no boot in nosotros, and its ending is -imos. Yo tengo un perro. Ellos piensan en el examen. Nosotros dormimos hasta tarde.
Explain why queremos has no boot but quieren does.
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The boot change happens only in the stressed forms, yo, tú, él and ellos. In nosotros the stress falls on the ending, so the stem keeps its original vowel. Queremos has no boot because the stress falls on the ending.
Say "I have been studying Spanish for three years."
Show the full solution

Use hace plus the time plus que and a present-tense verb. Hace tres años que estudio español.
Write five present-tense sentences about your week, with at least three irregular yo forms.
Show the full solution

One correct answer: Salgo de casa a las siete. Hago la tarea por la tarde. Pongo la mesa para la cena. Los sábados veo a mis amigos. Duermo tarde los domingos. The irregular yo forms are salgo, hago, pongo, veo, duermo. Salgo de casa a las siete. Hago la tarea por la tarde. Pongo la mesa para la cena. Los sábados veo a mis amigos. Duermo tarde los domingos.

Lesson 1.2 · Unit 1 · Structures

One event, one scene

Spanish has two simple past tenses because the past has two jobs. The preterite reports an event that happened and was completed. The imperfect paints the scene behind the event: what things were like, what used to happen, what someone was doing, how old someone was. English often uses the same verb for both, and that is why a student who translates word by word chooses wrongly. This lesson reviews both tenses and the frame that decides between them.

The method

Preterite endings. -ar: -é, -aste, -ó, -amos, -aron. -er and -ir: -í, -iste, -ió, -imos, -ieron. Hablé, comiste, vivió, hablamos, comieron.
Imperfect endings. -ar: -aba, -abas, -aba, -ábamos, -aban. -er and -ir: -ía, -ías, -ía, -íamos, -ían. Hablaba, comías, vivía, hablábamos, comían.
Only three irregular imperfects. ser → era, ir → iba, ver → veía. Every other verb is regular.
Irregular preterite stems. u: estuve, tuve, pude, puse, supe. i: hice, quise, vine. j: dije, traje, conduje. Endings -e, -iste, -o, -imos, -ieron (after j, -eron), with no accents.
Spelling and boots in the preterite. buscar → busqué, llegar → llegué, empezar → empecé; leer → leyó; pedir → pidió, dormir → durmió. The -ir boot appears only in él and ellos.
Preterite for events. Something happened, started, ended or happened a counted number of times: Ayer llegué a las ocho. Lo llamé tres veces.
Imperfect for the scene. Background, habit, description, age, time of day, feelings and actions in progress: Era tarde. Tenía doce años. Llovía. Iba a la playa cada verano.
Ser and ir share the preterite. Fue can mean "he went" or "it was." Context decides: Fue a Lima (went), Fue un buen día (was).

Where students lose marks: Choosing by English (I played can be either) and not by the frame, building busqué as buscé, and giving dormir a boot in nosotros. Ask first: did it happen, or was it the scene?

Worked example

The problem. Write six sentences in the past: (1) Yesterday I looked for my keys and found them. (2) When I was little, I played every afternoon. (3) We had to leave because it was raining. (4) She was twelve and lived in Lima. (5) They told the truth. (6) It was two o'clock when he arrived.

Step one: sentence 1. Two finished events. Buscar has the spelling change: Ayer busqué mis llaves y las encontré.

Step two: sentence 2. A habit in childhood: Cuando era pequeño, jugaba todas las tardes.

Step three: sentence 3. A finished event with a reason that is the scene: Tuvimos que salir porque llovía.

Step four: sentence 4. Age and residence are scene: Tenía doce años y vivía en Lima.

Step five: sentence 5. A finished event with the irregular j stem: Dijeron la verdad.

Step six: sentence 6. Time of day is scene and the arrival is the event: Eran las dos cuando llegó.

Step seven: frames. Sentences 1, 5 and the second half of 6 are events (preterite); sentences 2, 4 and the first half of 6 are scene (imperfect); sentence 3 has one of each.

Step eight: check. Each preterite stem is correct (busqué, tuvimos, dijeron) and each imperfect keeps its ending (era, tenía, vivía, llovía).

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the preterite yo form of buscar, llegar and empezar.
Show the full solution

Each ends in a spelling change that keeps the sound. busqué, llegué, empecé
Write the imperfect of vivir for yo and nosotros, and of ser for ellos.
Show the full solution

Vivir has the -ía endings, and ser is irregular. vivía, vivíamos, eran
Complete: Cuando yo ___ (ser) niño, ___ (jugar) al fútbol cada tarde.
Show the full solution

Both verbs describe the habit. era, jugaba
Complete: Ayer ella ___ (decir) la verdad y nosotros ___ (hacer) la cena.
Show the full solution

Two finished events, both with irregular stems. dijo, hicimos
Choose: Mi abuela (tenía, tuvo) setenta años cuando murió.
Show the full solution

Age is part of the scene, and the death is the event. tenía
Say "It was raining when we left."
Show the full solution

Llovía is the scene and salimos is the event. Llovía cuando salimos.
Say "I knew the answer, but I did not say anything."
Show the full solution

Sabía is the state, and dije is the finished act with an irregular stem. Sabía la respuesta, pero no dije nada.
Find and fix the errors: Ayer fui a la tienda porque necesité pan. Cuando era pequeño, fui a la playa cada verano.
Show the full solution

The need was the reason, which is the scene, and the second sentence is a habit. Ayer fui a la tienda porque necesitaba pan. Cuando era pequeño, iba a la playa cada verano.
Explain why Eran las tres cuando llegó uses two different tenses.
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The time of day is background, so it is imperfect. The arrival is an event that happened at that time, so it is preterite. Eran is the scene and llegó is the event.
Write a five-sentence paragraph about a memorable day last year, using both tenses.
Show the full solution

One correct answer: Era el verano pasado y hacía mucho calor. Mi familia y yo fuimos a la playa. Mis primos ya estaban allí. Jugamos en el agua y comimos mucho. Volvimos a casa muy cansados. The scene verbs are era, hacía, estaban; the events are fuimos, jugamos, comimos, volvimos. Era el verano pasado y hacía mucho calor. Mi familia y yo fuimos a la playa. Mis primos ya estaban allí. Jugamos en el agua y comimos mucho. Volvimos a casa muy cansados.

Lesson 1.3 · Unit 1 · Communication: presentational

Scene, interruption, chain

A good past narrative has a shape. It opens with a scene in the imperfect, something interrupts it, a chain of events follows in the preterite, and a closing sentence ends the story. The two tenses are not rivals. They work together in the same paragraph, and a reader can tell what you mean by how you alternate them. This lesson reviews that shape and the words that mark each part.

The method

Open with the scene. Era una noche fría. Hacía viento. Marta estaba sola y leía. Each verb is imperfect.
Interrupt with the event. De repente oyó un ruido. Words that announce a break: de repente, un día, una noche, entonces, súbitamente.
Chain the events. Se levantó, abrió la puerta y vio un gato. Each preterite pushes the story forward.
Show two things happening together. Mientras ella leía, el gato dormía. Mientras links two imperfects.
Use sequence words. primero, luego, después, más tarde, finalmente, por fin, al final.
Add reasons with porque and como. No abrió la puerta porque tenía miedo. The reason is usually a state, so it is imperfect.
Close the story. Al final, todos estaban tranquilos. Sonrió y volvió a la cama. A closing event is preterite and a closing picture is imperfect.
Reread for the frame. For every verb ask: did it happen (preterite), or was it the scene (imperfect)? Then check the ending and the accent.

Where students lose marks: Writing the whole story in the preterite, which turns it into a list, writing the whole story in the imperfect, in which nothing happens, and dropping the accent from oyó, sonrió and volvió. Alternate scene and event on purpose.

Worked example

The problem. Tell this story in six sentences: It was a cold night. Marta was alone in the house and was reading. Suddenly she heard a noise. She got up, opened the door and saw a cat. She smiled and gave it milk. Then she went back to bed.

Step one: the scene. Era and estaba set the night and the place, and leía shows what she was doing: Era una noche fría. Marta estaba sola en la casa y leía.

Step two: the interruption. De repente announces the break, and oír has the spelling change oyó: De repente oyó un ruido.

Step three: the chain. Three events, one after another, each with its accent: Se levantó, abrió la puerta y vio un gato.

Step four: the reaction. Two more events, and dar is irregular in the preterite: Sonrió y le dio leche.

Step five: the ending. Luego closes the sequence: Luego volvió a la cama.

Step six: the connectors. The story uses de repente for the break and luego for the close, and could add mientras for a second background action.

Step seven: the accents. The stressed endings are written in oyó, levantó, abrió, sonrió, volvió, and vio and dio have none.

Step eight: check. The first two sentences are scene, the middle three are events, the last is the close, and the verbs alternate by frame.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the preterite él form of oír, abrir and volver.
Show the full solution

Oír has the y spelling change. oyó, abrió, volvió
Write the imperfect of estar, leer and hacer for ella.
Show the full solution

All three are regular imperfects. estaba, leía, hacía
Complete: Era tarde y yo ___ (leer) cuando ___ (sonar) el teléfono.
Show the full solution

The reading is in progress, and the ringing is the interruption. leía, sonó
Complete: Mientras mi madre ___ (cocinar), mi padre ___ (poner) la mesa.
Show the full solution

Mientras links two actions in progress. cocinaba, ponía
Say "Suddenly the door opened and a man came in."
Show the full solution

Two events with de repente, and entrar is regular. De repente la puerta se abrió y un hombre entró.
Say "She did not open the door because she was afraid."
Show the full solution

The reason is a state, so it is imperfect. No abrió la puerta porque tenía miedo.
Put the verbs in the correct tense: Una mañana yo (despertarse) tarde. (Hacer) sol y mi hermano ya (estar) en la cocina. Yo (levantarse) y (desayunar).
Show the full solution

The first and last verbs are events, and the two in the middle are scene. Una mañana yo me desperté tarde. Hacía sol y mi hermano ya estaba en la cocina. Yo me levanté y desayuné.
Find and fix the errors: Era una noche oscura y hubo mucho viento. De repente oí un ruido. Tenía miedo y cerré la puerta.
Show the full solution

Weather is scene, and the fear is a state that continues. Cerré is correct because closing the door is an event. Era una noche oscura y había mucho viento. De repente oí un ruido. Tenía miedo y cerré la puerta.
Explain why a story told only in the preterite sounds like a list.
Show the full solution

The preterite reports events and never describes. Without the imperfect there is no scene, no reasons and no background, so the reader sees what happened but not what it was like. The scene needs the imperfect.
Write a six-sentence story about a surprise, with a scene, an interruption, a chain of events and a close.
Show the full solution

One correct answer: Era sábado y yo estaba solo en casa. Hacía calor y miraba la televisión. De repente alguien tocó la puerta. Abrí y vi a mis abuelos con un pastel. Me abrazaron y entraron. Comimos juntos y fue un día muy feliz. Era sábado y yo estaba solo en casa. Hacía calor y miraba la televisión. De repente alguien tocó la puerta. Abrí y vi a mis abuelos con un pastel. Me abrazaron y entraron. Comimos juntos y fue un día muy feliz.

Lesson 1.4 · Unit 1 · Structures

Telling someone what to do

Commands are the first place you meet a form you will meet again in unit 2. Some commands are borrowed from the indicative and some are not, and that split is the first hint that Spanish has two moods. This lesson reviews all the commands, in the affirmative and the negative, because the second half of them will turn out to be the subjunctive in disguise.

The method

Affirmative tú is the él form. hablar → habla, comer → come, escribir → escribe. Habla más despacio.
Eight irregular affirmative tú commands. decir → di, hacer → haz, ir → ve, poner → pon, salir → sal, ser → sé, tener → ten, venir → ven.
Negative tú: yo form, drop the -o, take the opposite vowel. hablo → no hables; como → no comas; escribo → no escribas; tengo → no tengas.
Usted and ustedes: the same opposite-vowel pattern. Hable, coma, escriba; hablen, coman, escriban. This holds in both the affirmative and the negative.
Pronouns attach in the affirmative. Dímelo. Siéntese. Háblenle. An accent keeps the stress where it was.
Pronouns go before the verb in the negative. No me lo digas. No se siente. No le hablen.
Spelling changes. buscar → busque, llegar → llegue, empezar → empiece, escoger → escoja. The same changes as the preterite yo form, and for the same reason.
Be polite. Por favor softens a command, and usted is the form for a stranger or an older person: Siéntese, por favor.

Where students lose marks: Making the affirmative tú from the yo form (hablo is not a command), using the affirmative form for a negative command (no habla), and putting a pronoun before an affirmative command (me lo di). Check polarity, then the vowel, then the pronoun.

Worked example

The problem. Write six commands: (1) Speak more slowly (informal). (2) Do not tell me (informal). (3) Come in and sit down (formal, one person). (4) Don't open the window (informal). (5) Write to us soon (formal, several people). (6) Go to bed now (informal).

Step one: command 1. Affirmative tú is the él form: Habla más despacio.

Step two: command 2. Negative tú is the yo form with the opposite vowel, and the pronoun goes before: No me lo digas.

Step three: command 3. Usted takes the opposite vowel, and sentarse attaches its pronoun with an accent: Entre y siéntese.

Step four: command 4. Negative, so the opposite vowel: No abras la ventana.

Step five: command 5. Ustedes, affirmative, with the pronoun attached: Escríbannos pronto.

Step six: command 6. Affirmative tú of acostarse is the él form with the pronoun attached: Acuéstate ahora.

Step seven: accents. The accents are written in siéntese, escríbannos and acuéstate because adding a pronoun moves the stress.

Step eight: check. Polarity decides the form (affirmative from the él form, negative from the yo form with the opposite vowel), and the pronoun attaches or goes before by polarity.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the affirmative tú command of hablar, comer and escribir.
Show the full solution

Take the él form. habla, come, escribe
Write the affirmative tú command of decir, hacer, ir and poner.
Show the full solution

Four of the eight irregulars. di, haz, ve, pon
Write the negative tú command of hablar, comer and escribir.
Show the full solution

Take the yo form and use the opposite vowel. no hables, no comas, no escribas
Write the usted command of tener, salir and buscar.
Show the full solution

Tener and salir come from the go forms, and buscar has the spelling change. tenga, salga, busque
Write the ustedes command of abrir and cerrar, in the affirmative.
Show the full solution

abran, cierren
Say "Tell it to me" and "Don't tell it to me" (informal).
Show the full solution

The pronouns attach in the affirmative with an accent, and go before in the negative. Dímelo. No me lo digas.
Say "Wake up early, but do not get up late" (informal).
Show the full solution

Two reflexive commands, one in each polarity. Despiértate temprano, pero no te levantes tarde.
Find and fix the errors: Hablas más despacio. No hablas tan rápido. Me lo da, por favor.
Show the full solution

Affirmative tú is habla, negative tú needs the opposite vowel, and the affirmative command attaches the pronouns. Habla más despacio. No hables tan rápido. Dámelo, por favor.
Explain why busque has qu and busco has c.
Show the full solution

The c before e would sound like s, so the spelling changes to qu to keep the k sound. Busque has qu to keep the sound.
Write four commands for a new student in your class: two affirmative and two negative, informal.
Show the full solution

One correct answer: Siéntate aquí. Pregúntame si tienes dudas. No llegues tarde. No olvides tu libro. Siéntate aquí. Pregúntame si tienes dudas. No llegues tarde. No olvides tu libro.

Lesson 1.5 · Unit 1 · Structures

Who receives, who is pleased

Pronouns carry most of the meaning in everyday Spanish. A sentence about giving, telling, liking or missing often has two of them, and both must be the right form in the right place. In the subjunctive units the pronouns will be everywhere, so this lesson reviews the direct and indirect pronouns, the combination se lo, and the verbs that work backward, like gustar.

The method

Direct object pronouns answer "what?" or "whom?" me, te, lo, la, nos, los, las. Veo el libro → Lo veo. Llamo a Ana → La llamo.
Indirect object pronouns answer "to whom?" or "for whom?" me, te, le, nos, les. Doy un regalo a mi madre → Le doy un regalo.
Two pronouns together: indirect first. Me lo dio. Te la compro. The indirect pronoun comes first and the direct second, with nothing between them.
Le and les become se before lo, la, los, las. Le doy el libro → Se lo doy. Never le lo.
Placement. Before a conjugated verb, or attached to an infinitive, a participle or an affirmative command: Quiero dártelo. Lo estoy leyendo. Dímelo.
Gustar and its family work backward. Me gusta el café. Me gustan las clases. The thing liked is the subject, so the verb agrees with it. Same pattern: encantar, interesar, molestar, importar, faltar, doler, parecer.
Clarify with a plus the person. A mi hermano le gustan los deportes. A ustedes les encanta bailar. The pronoun stays even when the person is named.
The personal a. Veo a mi profesora. Busco a mi perro. Busco un libro. A specific person or a pet takes a, and a thing does not.

Where students lose marks: Writing le lo for se lo, putting the direct pronoun first (lo me dio), dropping the pronoun when the person is named (A Ana gusta bailar), and agreeing gustar with the person instead of the thing. Find the subject: it is the thing liked.

Worked example

The problem. Write six sentences with pronouns: (1) I give the book to her. (2) I give it to her. (3) My brother likes sports. (4) We love to dance. (5) Her feet hurt. (6) I want to tell it to you (informal), but I can't.

Step one: sentence 1. The indirect object is "her": Le doy el libro.

Step two: sentence 2. Replace "the book" with the direct pronoun and le becomes se: Se lo doy.

Step three: sentence 3. The thing liked is los deportes, plural, and the person is named, so a plus the pronoun: A mi hermano le gustan los deportes.

Step four: sentence 4. The thing loved is the infinitive bailar, which takes a singular verb: Nos encanta bailar.

Step five: sentence 5. Doler works backward, with the thing hurting as the subject: Le duelen los pies.

Step six: sentence 6. Two pronouns attached to the infinitive, with the accent: Quiero decírtelo, pero no puedo.

Step seven: se. In sentence 2 the form is se lo and never le lo, because two pronouns beginning with l cannot stand together.

Step eight: check. Indirect before direct, se before lo, a pronoun for every sentence about liking or hurting, and an accent on decírtelo.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Replace the noun: Veo a mis primos todos los domingos.
Show the full solution

Mis primos is masculine plural and a direct object. Los veo todos los domingos.
Replace both nouns: Doy el regalo a mi madre.
Show the full solution

Indirect becomes le, and then se before lo. Se lo doy.
Say "I like the classes."
Show the full solution

The classes are plural, and the thing liked is the subject. Me gustan las clases.
Say "My sister loves to read."
Show the full solution

With a named person, add a and the pronoun. A mi hermana le encanta leer.
Complete: A nosotros ___ (faltar) dos horas para terminar.
Show the full solution

Two hours is the subject, plural. nos faltan
Say "I want to give it to you" (informal) in two ways.
Show the full solution

Both pronouns go before quiero or after the infinitive. Te lo quiero dar. Quiero dártelo.
Say "They are showing it to us."
Show the full solution

Two pronouns, indirect first, with the progressive. Nos lo están mostrando. Están mostrándonoslo.
Find and fix the errors: Le lo doy a ella. A Ana gusta las flores. Voy a comprarte lo.
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Le lo becomes se lo, gustar needs the pronoun and a plural verb, and pronouns attach as one word. Se lo doy a ella. A Ana le gustan las flores. Voy a comprártelo.
Explain the difference between Busco a mi hermano and Busco un libro.
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A specific person takes the personal a and a thing does not. The personal a marks a specific person.
Write three sentences about what you and your family like, using three different verbs like gustar.
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One correct answer: A mi padre le interesa la historia. A mis hermanos les encantan los videojuegos. A mí me molesta el ruido. A mi padre le interesa la historia. A mis hermanos les encantan los videojuegos. A mí me molesta el ruido.

Lesson 1.6 · Unit 1 · Structures

Two pairs that look alike

Spanish has two pairs of words that English folds into one. Por and para both can mean "for," and ser and estar both mean "to be." A student who memorizes lists of uses for each will still pause on a new sentence. A student who asks the question under each pair, where is this going and what is this like, will not. This lesson reviews both pairs.

The method

Para points forward. Goal, destination, recipient, deadline, purpose, opinion: Estudio para aprender. Salgo para Lima. Es para ti. Para mañana.
Por looks back and around. Cause, duration, exchange, route, means, on behalf of: Gracias por la ayuda. Estudié por dos horas. Pagué diez euros por el libro. Pasamos por el parque. Hablamos por teléfono.
Para with an infinitive means "in order to." Estudio para aprender. Por with an infinitive means "for the sake of," and is rare.
Ser names what something is. Identity, origin, profession, time, material, possession, characteristics: Soy Ana. Es de Perú. Es médico. Son las tres. Es de madera.
Ser also places an event. La fiesta es en mi casa. An event takes ser and a thing or a person takes estar.
Estar says how or where something is. Location, mood, condition, progressive: Estoy en casa. Estamos contentos. La sopa está fría. Estoy leyendo.
Adjectives that change meaning. Es aburrido (boring) and está aburrido (bored); es listo (clever) and está listo (ready); es malo (bad) and está malo (ill).
Ask a question first. For por or para: is it going somewhere, or looking at the reason? For ser or estar: am I naming it, or saying how it is now?

Where students lose marks: Using por for a deadline (por mañana), para for a duration (estudié para dos horas), estar for a profession (está médico), and ser for a location of a thing (es en la mesa). Name the idea before you choose the word.

Worked example

The problem. Write six sentences: (1) I studied for three hours. (2) This gift is for you. (3) We walked through the park. (4) He is a doctor, but today he is sick. (5) The party is at my house at eight. (6) I paid ten euros for the book.

Step one: sentence 1. A span of time is duration, so por: Estudié por tres horas.

Step two: sentence 2. A recipient looks forward: Este regalo es para ti.

Step three: sentence 3. A route through a place is por: Caminamos por el parque.

Step four: sentence 4. A profession is ser and a passing condition is estar: Él es médico, pero hoy está enfermo.

Step five: sentence 5. An event takes ser: La fiesta es en mi casa a las ocho.

Step six: sentence 6. An exchange of money for a thing is por: Pagué diez euros por el libro.

Step seven: ideas. The ideas are duration, recipient, route, identity and condition, event, and exchange.

Step eight: check. Each por or para has a named idea, and each ser or estar answers "what is it?" or "how is it now?"

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Gracias ___ tu ayuda.
Show the full solution

Thanks are for a cause. por
Complete: Este regalo es ___ mi madre.
Show the full solution

A recipient looks forward. para
Complete: Salimos ___ Madrid mañana.
Show the full solution

A destination takes para. para
Complete: Mi tía ___ (ser) enfermera, pero hoy ___ (estar) cansada.
Show the full solution

A profession is a name, and tiredness is a condition. es, está
Complete: La reunión ___ (ser) en el salón.
Show the full solution

An event takes ser even for location. es
Say "I need the report for Monday, and I will work on it for two hours."
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A deadline is para and a duration is por. Necesito el informe para el lunes y voy a trabajar en él por dos horas.
Say "I sent it by mail, and I paid twelve euros for the shipping."
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Means is por and an exchange is por. Lo envié por correo y pagué doce euros por el envío.
Find and fix the errors: Estudié para tres horas. Es para el parque. Mi hermano está médico.
Show the full solution

A duration is por, a route through a place is por, and a profession is ser. Estudié por tres horas. Pasé por el parque. Mi hermano es médico.
Explain the difference between Ella es aburrida and Ella está aburrida.
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Ser gives a trait: she is a boring person. Estar gives a condition: she is bored right now. Ser gives a trait, and estar gives the present condition.
Write five sentences about your plans, with two para sentences and one por sentence, and the ser or estar correct in every one.
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One correct answer: Estudio para sacar buenas notas. Este fin de semana salgo para la playa. Voy a trabajar por dos horas el sábado. Estoy contento con mi horario. La fiesta es en casa de mi amigo. Estudio para sacar buenas notas. Este fin de semana salgo para la playa. Voy a trabajar por dos horas el sábado. Estoy contento con mi horario. La fiesta es en casa de mi amigo.

Lesson 1.7 · Unit 1 · Structures

Three tenses built from forms you have

The last three tenses of second year share one trait: each is built from a form you already know. The present perfect is haber plus a participle, and the future and the conditional both start from the whole infinitive. These three tenses return in units 7 and 8 combined with the subjunctive, so this lesson restores them and names their stems.

The method

Present perfect: haber plus the participle. he, has, ha, hemos, han plus -ado or -ido. He hablado, has comido, ha vivido.
Irregular participles. abrir → abierto, decir → dicho, escribir → escrito, hacer → hecho, poner → puesto, romper → roto, ver → visto, volver → vuelto.
The participle never changes in the perfect. Ella ha vuelto. Ellos han vuelto. Nothing comes between haber and the participle: No lo he visto.
Future: the whole infinitive plus the endings. -é, -ás, -á, -emos, -án. Hablaré, comerás, vivirá.
Irregular future stems. tendr-, vendr-, pondr-, saldr-, valdr-, podr-, sabr-, cabr-, querr-, habr-, dir-, har-. The endings are the same.
Conditional: the same stem with -ía, -ías, -ía, -íamos, -ían. Hablaría, comerías, tendría, haría. It says what would happen.
Uses. The perfect says what has happened up to now, the future what will happen, and the conditional what would happen or a polite request: Me gustaría hablar con usted.
Check for the subjunctive. In units 7 and 8 these tenses will combine with it. The stems and the participles you restore now will return unchanged.

Where students lose marks: Using the wrong participle (escribido, ponido), separating haber from the participle (he siempre hablado), putting the pronoun after haber (he lo visto), and using the regular stem for an irregular future (tenerá). Learn the participles and the twelve stems as lists.

Worked example

The problem. Write six sentences: (1) I have opened the window. (2) She has written three letters. (3) We will have time tomorrow. (4) They will come on Saturday. (5) I would like to speak with you. (6) He said he would do it.

Step one: sentence 1. Haber with the irregular participle of abrir: He abierto la ventana.

Step two: sentence 2. Haber with the irregular participle of escribir: Ella ha escrito tres cartas.

Step three: sentence 3. Tener has the stem tendr-: Mañana tendremos tiempo.

Step four: sentence 4. Venir has the stem vendr-: Vendrán el sábado.

Step five: sentence 5. The conditional is polite: Me gustaría hablar con usted.

Step six: sentence 6. The conditional says what would happen, and hacer has the stem har-: Dijo que lo haría.

Step seven: stems. The stems are tendr-, vendr-, har-, and the endings are the same in the future (-é, -ás, -á, -emos, -án) and the conditional (-ía, -ías, -ía, -íamos, -ían).

Step eight: check. Each perfect has haber and a participle with nothing between, and each future or conditional has an irregular stem where needed and the right accent.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the present perfect of hablar for yo and nosotros, and of comer for ellos.
Show the full solution

Haber in the right person plus the participle. he hablado, hemos hablado, han comido
Write the participle of hacer, decir, ver and volver.
Show the full solution

Four irregulars. hecho, dicho, visto, vuelto
Write the future yo form of tener, salir and hacer.
Show the full solution

tendré, saldré, haré
Write the conditional ella form of poder, querer and decir.
Show the full solution

podría, querría, diría
Complete: Esta semana nosotros ___ (escribir) tres informes y ___ (abrir) una cuenta.
Show the full solution

The present perfect with irregular participles. hemos escrito, hemos abierto
Say "I have not seen him today, but I will see him tomorrow."
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Nothing comes between haber and the participle, and the pronoun goes before haber. Hoy no lo he visto, pero lo veré mañana.
Say "She promised that she would come early."
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Prometió is a past event and the conditional says what would happen. Venir has the stem vendr-. Prometió que vendría temprano.
Find and fix the errors: Yo he escribido una carta. Mañana tenerá tiempo. Ella ha lo visto.
Show the full solution

Escribir has the participle escrito, tener has the stem tendr- and the pronoun goes before haber. Yo he escrito una carta. Mañana tendrá tiempo. Ella lo ha visto.
Explain why the future and the conditional share a stem.
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Both tenses were built from the infinitive plus an ending, so any change in the stem (such as tendr-) appears in both. They share the stem because both start from the infinitive.
Write four sentences about your plans for next year, using the future, the conditional and the present perfect.
Show the full solution

One correct answer: Este año he estudiado mucho. El año que viene tomaré clases avanzadas. Me gustaría viajar a México. Mis padres dicen que haría falta más práctica. Este año he estudiado mucho. El año que viene tomaré clases avanzadas. Me gustaría viajar a México. Mis padres dicen que haría falta más práctica.

Unit 1 review · 10 problems · all lessons

Unit 1 review: Back to Spanish

These are mixed across all seven lessons and do not say which idea they want. Name the kind of problem first, then write the Spanish, and check every ending, accent and pronoun before you reveal the solution.

Write the yo form of salir, conocer and decir.
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All three have an odd yo form, and the subjunctive will be built from it. salgo, conozco, digo
Complete: Cuando yo ___ (ser) niño, mi familia ___ (vivir) en Lima, pero un día ___ (mudarse) a Chile.
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The first two verbs set the scene, and the third is the event. era, vivía, se mudó
Say "It was raining when she opened the door and saw a cat."
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Llovía is the scene, and abrió and vio are events. Llovía cuando ella abrió la puerta y vio un gato.
Say to a friend "Speak slowly and do not leave," and to a stranger "Sit down."
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Affirmative tú is the él form, negative tú takes the opposite vowel, and sentarse attaches its pronoun with an accent. Habla despacio y no te vayas. Siéntese.
Replace both nouns with pronouns: Doy el regalo a mi madre.
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Le becomes se before lo. Se lo doy.
Say "My sister loves to read, and her feet hurt."
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Both verbs work backward, and the named person takes a. A mi hermana le encanta leer y le duelen los pies.
Complete: Estudié ___ tres horas ___ aprobar el examen.
Show the full solution

A span of time is por, and a purpose is para. por, para
Complete: La fiesta ___ en mi casa, pero hoy yo ___ cansado.
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An event takes ser, and a passing condition takes estar. es, estoy
Say "I have not seen him today, but I will see him tomorrow, and I would like to talk with him."
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The present perfect, the future and the conditional, with the pronoun before the verb. Hoy no lo he visto, pero lo veré mañana y me gustaría hablar con él.
Find and fix the errors: Yo tieno un perro. Cuando era niño, fui a la playa cada verano. Le lo doy a ella.
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Tener has the go form, a habit is imperfect, and le lo becomes se lo. Yo tengo un perro. Cuando era niño, iba a la playa cada verano. Se lo doy a ella.

Lesson 2.1 · Unit 2 · Structures

Two moods, one decision

Every Spanish verb has a tense, which tells when, and a mood, which tells how the speaker stands toward the action. You have used the indicative mood for two years: it states things as facts. The subjunctive is the other mood, and it is used when the speaker reaches for something instead of stating it. The speaker wants it, asks for it, feels something about it, doubts it, or does not know it yet. This lesson teaches only the decision. The forms come in the next lessons.

The method

The indicative states facts. Ella viene. Sé que ella viene. Creo que ella viene. The speaker treats the action as real, known or certain.
The subjunctive reaches. Quiero que ella venga. Dudo que ella venga. Es posible que ella venga. The action has not happened, or the speaker does not claim it as fact.
It lives in the second clause. The subjunctive almost always follows que: Quiero que (ella venga). The first clause holds the trigger, and the second holds the subjunctive.
It needs two different subjects. Quiero que ella venga has yo and ella. With one subject Spanish uses the infinitive: Quiero venir.
The triggers fall into families. Wishes and requests, emotions, doubt and denial, and expressions like es importante que. Units 3 and 4 teach each family.
Certainty switches it off. Sé que viene (fact) against Dudo que venga (reach). The same verb venir changes mood with the speaker's attitude.
English has a trace of it. I suggest that he go. If I were you. Spanish uses the mood far more often and does not let you skip it.
Decide before you conjugate. For each clause ask: does the speaker state this as fact, or reach for it? Only then choose the form.

Where students lose marks: Using the indicative because the English sentence has no special form (quiero que vienes), using the subjunctive after a verb of certainty (creo que venga), and using que plus a subjunctive when the subject does not change. Decide fact or reach first, and then count the subjects.

Worked example

The problem. Decide whether each underlined clause is fact or reach and name the mood: (1) Sé que ella viene. (2) Quiero que ella venga. (3) Dudo que ella venga. (4) Creo que ella viene. (5) Busco un libro que sea fácil. (6) Cuando llega, comemos.

Step one: sentence 1. Sé que states something known: fact, so the indicative viene.

Step two: sentence 2. Quiero que wants something that has not happened: reach, so the subjunctive venga.

Step three: sentence 3. Dudo que refuses to claim it: reach, so the subjunctive venga.

Step four: sentence 4. Creo que claims it as true: fact, so the indicative viene.

Step five: sentence 5. A book that does not yet exist for the speaker is unknown, which is a reach: sea, subjunctive. Unit 5 teaches this.

Step six: sentence 6. Cuando llega describes what happens every time: a habit, which is a fact, so the indicative llega.

Step seven: pairs. Sentences 1 and 2, and 2 and 4, differ in one word and in the mood of the second verb.

Step eight: check. Each clause is sorted by one question: does the speaker state it, or reach for it?

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Fact or reach? Mi madre dice que hace frío.
Show the full solution

She states it as a fact. Fact, indicative.
Fact or reach? Mi madre quiere que me ponga el abrigo.
Show the full solution

She wants something that has not happened. Reach, subjunctive.
Fact or reach? Es cierto que el examen es difícil.
Show the full solution

Es cierto claims certainty. Fact, indicative.
Fact or reach? Es posible que llueva mañana.
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Es posible does not claim it. Reach, subjunctive.
Fact or reach? Espero que te guste el regalo.
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A hope is a reach toward something that has not happened. Reach, subjunctive.
In Quiero que ella estudie y que saque buenas notas, which verbs are subjunctive?
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The verb in the first clause, quiero, is indicative, because it states the speaker's own wish as a fact. The verbs after que are the reach. estudie, saque
Explain why Quiero estudiar has no subjunctive but Quiero que estudies does.
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In the first sentence one person wants and studies, so Spanish uses the infinitive. In the second, one person wants and another studies, so the second action needs a second clause with que and the subjunctive. One subject takes the infinitive, and two subjects take que and the subjunctive.
Choose the mood: Sé que tú (tienes, tengas) razón. and Dudo que tú (tienes, tengas) razón.
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Sé que is certainty, and dudo que is doubt. tienes, tengas
Explain why Creo que viene and No creo que venga use different moods.
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Creo que claims the action, so it is indicative. No creo que withdraws the claim, so the speaker no longer states it as fact, which is a reach. The speaker's attitude changes the mood.
Write three pairs of sentences, each with one fact clause and one reach clause, using saber / querer, creer / dudar and es verdad / es posible. You do not need to conjugate the verbs yet; write the infinitive of the second verb in parentheses.
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One correct answer: Sé que ella (venir). Quiero que ella (venir). Creo que ellos (estudiar). Dudo que ellos (estudiar). Es verdad que él (tener) tiempo. Es posible que él (tener) tiempo. In the first sentence of each pair the verb will be indicative, and in the second it will be subjunctive. Sé que ella viene. Quiero que ella venga. Creo que ellos estudian. Dudo que ellos estudien. Es verdad que él tiene tiempo. Es posible que él tenga tiempo.

Lesson 2.2 · Unit 2 · Structures

Drop the o, switch the vowel

The present subjunctive is one of the most regular forms in Spanish, because it is built from one form you already know: the yo form of the present tense. Take that form, drop the -o, and add endings that use the opposite vowel. An -ar verb takes e and an -er or -ir verb takes a. Because the yo form carries every irregularity, the irregularity carries into the subjunctive for free.

The method

Start with the yo form of the present. hablo, como, vivo, tengo, hago, salgo. This is the whole secret.
Drop the -o. habl-, com-, viv-, teng-, hag-, salg-.
-ar verbs take the e endings. -e, -es, -e, -emos, -en. hable, hables, hable, hablemos, hablen.
-er and -ir verbs take the a endings. -a, -as, -a, -amos, -an. coma, comas, coma, comamos, coman; viva, vivas, viva, vivamos, vivan.
Go verbs keep the g. tener → tenga; hacer → haga; salir → salga; poner → ponga; venir → venga; decir → diga; traer → traiga; oír → oiga.
Odd yo forms carry through. conocer → conozca; ver → vea; construir → construya. The form comes from conozco, veo, construyo.
Reflexive verbs keep the pronoun before the verb. Quiero que te levantes. Es importante que se laven las manos.
The same ending for yo and él. Hable, coma, viva are both yo and él/ella. The context or a subject pronoun says which.

Where students lose marks: Building the form from the infinitive (tenar for tenga), using the old vowel (habla for hable, comes for comas), and losing the g of a go verb (tena for tenga). Write the yo form first, drop the -o, then switch the vowel.

Worked example

The problem. Write six present-subjunctive forms: (1) hablar, yo. (2) comer, tú. (3) vivir, ella. (4) tener, nosotros. (5) hacer, ellos. (6) conocer, yo.

Step one: form 1. The yo form is hablo, so the stem is habl-, and an -ar verb takes e: hable.

Step two: form 2. The yo form is como, so the stem is com-, and an -er verb takes a, with the tú ending -as: comas.

Step three: form 3. The yo form is vivo, so viv- plus the a ending for ella: viva.

Step four: form 4. The yo form is tengo, so teng- plus -amos: tengamos.

Step five: form 5. The yo form is hago, so hag- plus -an: hagan.

Step six: form 6. The yo form is conozco, so conozc- plus -a: conozca.

Step seven: pattern. The -ar verb takes e and the other five take a, and the irregular yo forms (tengo, hago, conozco) appear in the stems.

Step eight: check. Each form starts from the yo form, the -o is gone, and the vowel is the opposite of the infinitive's.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the present subjunctive of hablar for yo, tú and nosotros.
Show the full solution

Stem habl- plus the e endings. hable, hables, hablemos
Write the present subjunctive of comer for ella and ellos.
Show the full solution

Stem com- plus the a endings. coma, coman
Write the present subjunctive of vivir for yo and nosotros.
Show the full solution

viva, vivamos
Write the present subjunctive yo form of salir, poner and venir.
Show the full solution

The yo forms are salgo, pongo, vengo. salga, ponga, venga
Complete: Quiero que tú ___ (hacer) la tarea.
Show the full solution

Hago gives the stem hag-, and tú takes -as. hagas
Complete: Es importante que nosotros ___ (decir) la verdad.
Show the full solution

Digo gives dig-, and nosotros takes -amos. digamos
Write the ellos subjunctive of conocer, traer and ver.
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The yo forms are conozco, traigo, veo. conozcan, traigan, vean
Find and fix the errors: Quiero que tú hacas la tarea. Espero que ella tengue tiempo. Es necesario que yo conozco a todos.
Show the full solution

Each form must come from the yo form: hago, tengo, conozco. The last verb also needs the subjunctive ending, not the indicative one. Quiero que tú hagas la tarea. Espero que ella tenga tiempo. Es necesario que yo conozca a todos.
Explain why the subjunctive of tener is tenga and not a form built from tener.
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The subjunctive is built from the yo form, tengo, not from the infinitive. Dropping the -o leaves teng-, and the new vowel gives tenga. The yo form carries the g.
Write the present subjunctive of poner for yo, tú, él, nosotros and ellos, then use two of the forms in sentences.
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Pongo gives the stem pong-, and the endings use a. ponga, pongas, ponga, pongamos, pongan. One correct pair of sentences: Quiero que tú pongas la mesa. Es necesario que ellos pongan los libros aquí.

Lesson 2.3 · Unit 2 · Structures

Keep the sound, change the letter

In Spanish, letters follow sounds, and the same sound is written differently before e and before a. The subjunctive of an -ar verb takes an e, so many verbs must change a letter to keep their sound. This is the same rule you used in the preterite (busqué, llegué, empecé), and it applies to every verb with the same ending. Learn the changes as a short list of sound rules.

The method

-car → -que. buscar → busque, tocar → toque, sacar → saque, explicar → explique. A c before e would sound like s.
-gar → -gue. llegar → llegue, pagar → pague, jugar → juegue, apagar → apague. A g before e would sound like the j in jota.
-zar → -ce. empezar → empiece, cruzar → cruce, almorzar → almuerce, comenzar → comience. Spanish does not write ze in this position.
-ger and -gir → -ja. escoger → escoja, proteger → proteja, dirigir → dirija, elegir → elija. The yo form already has j (escojo), and the subjunctive keeps it.
-guir → -ga and -guar → -güe. seguir → siga, conseguir → consiga, averiguar → averigüe. The diaeresis keeps the u pronounced.
Vowel plus -cer or -cir → -zca. conocer → conozca, parecer → parezca, traducir → traduzca, conducir → conduzca. This comes from conozco, traduzco.
-uir → -uya and -eer → -ea. construir → construya, incluir → incluya, leer → lea, creer → crea. The y is added between vowels.
-iar and -uar carry an accent except in nosotros. enviar → envíe, envíes, envíe, enviemos, envíen; continuar → continúe, continúes, continúe, continuemos, continúen.

Where students lose marks: Keeping the c of buscar (busce) or the g of llegar (llege), writing empeze for empiece, dropping the j from escoger (escoga), and forgetting the accent of envíe. Say the sound of the yo form and write the letter that keeps it.

Worked example

The problem. Write six forms: (1) buscar, yo. (2) llegar, tú. (3) empezar, ella. (4) escoger, nosotros. (5) conocer, yo. (6) enviar, ellos.

Step one: form 1. Buscar ends in -car, so c becomes qu: busque.

Step two: form 2. Llegar ends in -gar, so g becomes gu: llegues.

Step three: form 3. Empezar ends in -zar, so z becomes c, and it is a boot verb, so empiece.

Step four: form 4. Escoger ends in -ger, so the yo form escojo keeps its j, and nosotros takes -amos: escojamos.

Step five: form 5. Conocer follows a vowel, so the subjunctive takes zc: conozca.

Step six: form 6. Enviar ends in -iar, so the stressed forms need an accent: envíen.

Step seven: sounds. Each change keeps a sound: k in busque, hard g in llegues, s in empiece, j in escojamos, s in conozca.

Step eight: check. The c, g, z of each infinitive becomes qu, gu, c, a j stays, and the accent appears in every form of enviar except nosotros.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the present subjunctive yo form of buscar, llegar and empezar.
Show the full solution

Each keeps its sound. busque, llegue, empiece
Write the present subjunctive yo form of escoger and dirigir.
Show the full solution

escoja, dirija
Write the present subjunctive yo form of conocer and traducir.
Show the full solution

conozca, traduzca
Write the present subjunctive tú form of seguir and conseguir.
Show the full solution

Both are -guir verbs and boots. sigas, consigas
Write the present subjunctive of construir for ella and of leer for ellos.
Show the full solution

Construir takes uya and leer takes ea. construya, lean
Write the present subjunctive tú form of enviar and continuar.
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Both need an accent on the stressed vowel. envíes, continúes
Complete: Es importante que nosotros ___ (pagar) la cuenta hoy y ___ (comenzar) pronto.
Show the full solution

Pagar takes gu, and comenzar takes c. paguemos, comencemos
Find and fix the errors: Es necesario que yo busce un libro. Quiero que ella empeze ya. Espero que ellos escogan bien.
Show the full solution

Buscar needs qu and empezar needs c and the boot, and escoger keeps the j. Es necesario que yo busque un libro. Quiero que ella empiece ya. Espero que ellos escojan bien.
Explain why llegue has gu but llego has g.
Show the full solution

A g before o has the hard sound, but before e it would have the sound of j. The u keeps the hard sound. The u keeps the hard g sound.
Write the present subjunctive yo form of tocar, pagar and cruzar, and say which spelling change each uses.
Show the full solution

toque (c to qu), pague (g to gu), cruce (z to c). The change keeps each consonant sound the same before e.

Lesson 2.4 · Unit 2 · Structures

The boot and the nosotros rule

The present subjunctive keeps the boot you know from the present tense, with one new twist. Verbs that change in -ar and -er behave exactly as before: the stem changes in four forms and nosotros stays outside. Verbs that change in -ir add a second change in nosotros, and this is the only place in the whole subjunctive where the boot changes shape. A student who learns that one extra rule can write every stem-changing verb correctly.

The method

-ar and -er boots: the same four forms. pensar → piense, pienses, piense, pensemos, piensen. Poder → pueda, puedas, pueda, podamos, puedan.
Nosotros of -ar and -er verbs has no change. pensemos, podamos, volvamos, empecemos. The stress falls on the ending.
-ir verbs: e → ie and o → ue become i and u in nosotros. preferir → prefiera, prefieras, prefiera, prefiramos, prefieran; dormir → duerma, duermas, duerma, durmamos, duerman.
-ir verbs with e → i change in every form. pedir → pida, pidas, pida, pidamos, pidan. Same group: servir, repetir, seguir, vestir, medir, competir.
Learn the -ir list. e → ie → i: preferir, sentir, mentir, sugerir, divertirse. o → ue → u: dormir, morir.
Jugar is a boot and a spelling change. juegue, juegues, juegue, juguemos, juegen.
Go verbs have no boot. venir → venga, vengamos; tener → tenga, tengamos. The yo form is vengo, which has no boot.
Check the yo form. The boot of the subjunctive always matches the boot of the yo form: pienso → piense, duermo → duerma, pido → pida.

Where students lose marks: Putting a boot in nosotros of an -ar or -er verb (piensemos, vuelvamos), leaving the boot out of an -ir verb in yo or ellos, and forgetting the second change in nosotros of preferir and dormir (duermamos, prefieramos). Check the infinitive group before the person.

Worked example

The problem. Write six forms: (1) pensar, ella. (2) volver, nosotros. (3) preferir, nosotros. (4) dormir, yo. (5) pedir, nosotros. (6) jugar, yo.

Step one: form 1. Pensar is an -ar boot, and ella is inside it: piense.

Step two: form 2. Volver is an -er boot, and nosotros is outside: volvamos.

Step three: form 3. Preferir is an -ir boot, and in nosotros the stem takes the second change e → i: prefiramos.

Step four: form 4. Dormir is an -ir boot, and yo is inside the boot: duerma.

Step five: form 5. Pedir changes to i in every form, including nosotros: pidamos.

Step six: form 6. Jugar needs the boot and the spelling change: juegue.

Step seven: groups. The three -ir stems behave differently in nosotros: prefiramos (ie → i), durmamos (ue → u), pidamos (i stays).

Step eight: check. -ar and -er verbs change in four forms, -ir verbs also change in nosotros (to i or u), and the yo form shows which boot to use.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the present subjunctive of pensar for yo, nosotros and ellos.
Show the full solution

Nosotros is outside the boot. piense, pensemos, piensen
Write the present subjunctive of poder for yo and nosotros.
Show the full solution

pueda, podamos
Write the present subjunctive of preferir for nosotros and ellos.
Show the full solution

The nosotros form takes the second change. prefiramos, prefieran
Write the present subjunctive of dormir for nosotros and tú.
Show the full solution

durmamos, duermas
Write the present subjunctive of pedir and servir for nosotros.
Show the full solution

Both change to i in every form. pidamos, sirvamos
Complete: Es importante que nosotros ___ (volver) temprano y ___ (dormir) bien.
Show the full solution

Volver has no change in nosotros, and dormir takes the second change. volvamos, durmamos
Complete: Quiero que tú ___ (jugar) con ellos y ___ (empezar) ahora.
Show the full solution

Jugar has the boot and the spelling change, and empezar has the boot and c. juegues, empieces
Find and fix the errors: Es mejor que nosotros piensemos antes de hablar. Quiero que duermamos ocho horas. Quiero que ellos volvan temprano.
Show the full solution

Pensar has no boot in nosotros, dormir takes u in nosotros, and volver has the boot in ellos. Es mejor que nosotros pensemos antes de hablar. Quiero que durmamos ocho horas. Quiero que ellos vuelvan temprano.
Explain why durmamos has u but duerma has ue.
Show the full solution

In nosotros the stress falls on the ending, so the stem vowel is unstressed, and in an -ir verb an unstressed o closes to u. In the stressed forms the vowel breaks to ue. Nosotros takes u, and the stressed forms take ue.
Write the present subjunctive of preferir for yo, tú, él, nosotros and ellos, and use one in a sentence.
Show the full solution

Prefiero gives the stem, and nosotros takes the second change. prefiera, prefieras, prefiera, prefiramos, prefieran. One correct sentence: Quiero que ellos prefieran el plan.

Lesson 2.5 · Unit 2 · Structures

The six that break the rule

The rule you learned in lesson 2.2 depends on the yo form, and six verbs have a yo form that does not work: doy, estoy, voy, soy, sé and he. These six form the subjunctive on their own. Students remember them with the word DISHES, from the first letters of dar, ir, saber, haber, estar and ser. They are among the most common verbs in the language, so you will meet these forms constantly.

The method

Dar. dé, des, dé, demos, den. The accent on dé separates it from the preposition de.
Estar. esté, estés, esté, estemos, estén. The accent appears in every form except nosotros.
Ir. vaya, vayas, vaya, vayamos, vayan. The stem vay- comes from the old form of the verb.
Saber. sepa, sepas, sepa, sepamos, sepan.
Ser. sea, seas, sea, seamos, sean.
Haber. haya, hayas, haya, hayamos, hayan. The impersonal hay becomes haya: Es posible que haya clases.
Why they are irregular. Four yo forms end in -oy (doy, estoy, voy, soy), one is sé, and one is he, so none can lose an -o and take a new vowel.
DISHES as a memory device. Dar, Ir, Saber, Haber, Estar, Ser. If a verb is not on this list, build it from the yo form.

Where students lose marks: Building these verbs by the regular rule (soye, doya, estoya), writing de for dé and este for esté, and using vaya where va is correct after a fact (Sé que va, not Sé que vaya). Memorize the six as one group.

Worked example

The problem. Write six forms: (1) dar, tú. (2) estar, ella. (3) ir, nosotros. (4) saber, yo. (5) ser, ellos. (6) haber, impersonal.

Step one: form 1. Dar takes e endings but no accent on des: des.

Step two: form 2. Estar has the accent on ella: esté.

Step three: form 3. Ir uses the stem vay- and the nosotros ending: vayamos.

Step four: form 4. Saber uses the stem sep-: sepa.

Step five: form 5. Ser uses the stem se- and the a endings: sean.

Step six: form 6. Hay becomes haya in the subjunctive: haya.

Step seven: yo forms. The reason is the yo forms: doy, estoy, voy, sé, soy, he cannot be turned into subjunctive stems by dropping -o.

Step eight: check. The accents appear in dé, esté, estés, estén, and DISHES names all six.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the present subjunctive of dar for yo, tú and ella.
Show the full solution

dé, des, dé
Write the present subjunctive of estar for tú, nosotros and ellos.
Show the full solution

The accent appears in every form except nosotros. estés, estemos, estén
Write the present subjunctive of ir for yo, nosotros and ellos.
Show the full solution

vaya, vayamos, vayan
Write the present subjunctive of saber for yo and tú, and of ser for nosotros.
Show the full solution

sepa, sepas, seamos
Complete: Es importante que tú ___ (ser) puntual y que nosotros ___ (estar) allí a las ocho.
Show the full solution

seas, estemos
Complete: Quiero que ellos ___ (ir) con nosotros y que me ___ (dar) su opinión.
Show the full solution

vayan, den
Say "I hope you know the answer."
Show the full solution

Esperar que takes the subjunctive, and saber is irregular. Espero que sepas la respuesta.
Find and fix the errors: Quiero que tú soyes amable. Espero que ella este en casa. Es posible que hay muchas personas.
Show the full solution

Ser is seas, estar needs the accent, and hay becomes haya. Quiero que tú seas amable. Espero que ella esté en casa. Es posible que haya muchas personas.
Explain why the DISHES verbs cannot follow the rule of lesson 2.2.
Show the full solution

The rule starts from the yo form and drops the -o. Four of these verbs end in -oy, so dropping the o leaves a stem such as soy-, which does not exist. Saber has sé and haber has he, neither ending in -o. The yo forms do not end in a simple -o.
Write five sentences about what you want from a trip, each using a different DISHES verb in the subjunctive.
Show the full solution

One correct answer: Quiero que el hotel esté cerca del centro. Espero que mis amigos vayan conmigo. Es importante que el guía sepa español. Ojalá que haya un museo cerca. Prefiero que el viaje sea corto. Quiero que el hotel esté cerca del centro. Espero que mis amigos vayan conmigo. Es importante que el guía sepa español. Ojalá que haya un museo cerca. Prefiero que el viaje sea corto.

Lesson 2.6 · Unit 2 · Communication: interpersonal

Let's do it together

Spanish has a command for let's, and it is the nosotros form of the present subjunctive. It makes a suggestion that includes the speaker, so it is useful in every conversation with a friend, a teammate or a group. It has one irregular affirmative, vamos, and one spelling rule for reflexive verbs, where a letter disappears. The negative follows the pattern of the subjunctive exactly.

The method

The form is the nosotros subjunctive. hablemos, comamos, escribamos, salgamos, durmamos. English let's is the same idea: let us speak.
Affirmative and negative are the same form. Hablemos. No hablemos. Comamos ahora. No comamos ahora.
Vamos for "let's go." The affirmative is the indicative vamos, and the negative is the subjunctive no vayamos: Vamos al parque. No vayamos tarde.
Vamos a plus an infinitive. Vamos a comer. Vamos a empezar. This is an easy alternative for any verb.
Pronouns attach to the affirmative. Hagámoslo. Digámoselo. Escribámosles. An accent keeps the stress on the same syllable.
Pronouns go before the negative. No lo hagamos. No se lo digamos.
Reflexive verbs drop the final -s. levantemos + nos → levantémonos; sentemos + nos → sentémonos; vamos + nos → vámonos. The same drop happens before se: démoselo.
Boots and spellings follow the subjunctive. Pensemos. Empecemos. Busquemos. Durmamos.

Where students lose marks: Writing vayamos for the affirmative let's go (use vamos), leaving the s in levantemosnos, forgetting the accent when a pronoun attaches (hagamoslo), and forgetting the pronoun place in the negative. Write the form, add the pronoun, then repair the accent.

Worked example

The problem. Write six commands: (1) Let's speak Spanish. (2) Let's not wait. (3) Let's sit down. (4) Let's do it now. (5) Let's go to the park. (6) Let's give it to them.

Step one: command 1. The nosotros subjunctive of hablar: Hablemos español.

Step two: command 2. The negative takes the same form: No esperemos.

Step three: command 3. Sentarse attaches nos and drops the s, and the accent keeps the stress: Sentémonos.

Step four: command 4. The pronoun lo attaches to the affirmative form: Hagámoslo ahora.

Step five: command 5. Let's go uses the irregular affirmative: Vamos al parque.

Step six: command 6. Both pronouns attach, se lo, and demos loses its s: Démoselo.

Step seven: accents. The accents appear in sentémonos, hagámoslo and démoselo, so that the stress stays on the stem.

Step eight: check. The form is the nosotros subjunctive, the affirmative attaches the pronouns, the negative puts them before, and vamos is the only affirmative exception.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the nosotros command of hablar, comer and escribir, in the affirmative.
Show the full solution

Use the nosotros subjunctive. hablemos, comamos, escribamos
Write the negative nosotros command of esperar and salir.
Show the full solution

no esperemos, no salgamos
Say "Let's go" and "Let's not go."
Show the full solution

The affirmative is irregular and the negative is the subjunctive. Vamos. No vayamos.
Say "Let's get up early."
Show the full solution

The reflexive pronoun attaches and the s drops. Levantémonos temprano.
Say "Let's do it now" and "Let's not do it now."
Show the full solution

The pronoun attaches in the affirmative and goes before in the negative. Hagámoslo ahora. No lo hagamos ahora.
Say "Let's tell it to him" and "Let's not tell it to him."
Show the full solution

Le lo becomes se lo, and the pronouns attach to the affirmative. Digámoselo. No se lo digamos.
Say "Let's study together and let's not sleep late."
Show the full solution

Two nosotros commands, one in each polarity. Estudiemos juntos y no durmamos tarde.
Find and fix the errors: Hablemoslo ahora. Levantemosnos temprano. No vamos tarde.
Show the full solution

Attached pronouns need an accent, the s of levantemos drops before nos, and the negative let's is the subjunctive. Hablémoslo ahora. Levantémonos temprano. No vayamos tarde.
Explain why sentémonos has no s before nos.
Show the full solution

The final s of the verb would be followed by nos, which also begins with n and ends in s. Spanish drops the first s, and the accent keeps the stress on the same syllable. The s drops and an accent is added.
Write four suggestions for a study group, using the nosotros command: two affirmative, one negative, and one with an attached pronoun.
Show the full solution

One correct answer: Empecemos con el vocabulario. Practiquemos las preguntas. No olvidemos el examen. Repasémoslo antes de salir. Empecemos con el vocabulario. Practiquemos las preguntas. No olvidemos el examen. Repasémoslo antes de salir.

Lesson 2.7 · Unit 2 · Structures

The subjunctive in disguise

You learned the commands in lesson 1.4 as a set of forms to memorize. Now you can see what they are. The usted, ustedes and negative tú commands are present-subjunctive forms, and only the affirmative tú command comes from the indicative. The mood fits: a command reaches for an action that has not happened. This lesson connects what you already know to what you have just learned, and it fills in the irregular forms.

The method

These commands are the present subjunctive. Hable, coma, escriba. No hables, no comas, no escribas. Hablen, coman, escriban.
Why a command is a reach. A command asks for an action that has not happened yet. The speaker cannot state it as a fact.
Only the affirmative tú is indicative. Habla, come, escribe. It is borrowed from the él form, with eight irregular forms: di, haz, ve, pon, sal, sé, ten, ven.
The DISHES verbs in commands. usted: dé, esté, vaya, sepa, sea; ustedes: den, estén, vayan, sepan, sean; no tú: no des, no estés, no vayas, no sepas, no seas.
Boots and spellings carry through. No pienses. Duerma. No busques. Pague. Empiece.
Pronouns follow the polarity rule. Dígame. No me diga. Siéntese. No se siente. Attach in the affirmative and go before in the negative.
Polite frames use the same forms. Tenga la bondad de esperar. Haga el favor de sentarse. Both are usted commands followed by de and an infinitive.
Check with the yo form. Tengo → tenga; busco → busque; pido → pida; salgo → salga. The same stem as every other subjunctive.

Where students lose marks: Using the tú affirmative form for a negative command (no habla, no ve), using the indicative for usted (Habla, por favor for a stranger), and forgetting the irregular DISHES commands (no estes). Check polarity and the person.

Worked example

The problem. Write six commands: (1) Be careful (usted). (2) Don't be late (informal). (3) Give me the book (usted). (4) Don't go there (ustedes). (5) Don't be rude (informal). (6) Be here at eight (ustedes).

Step one: command 1. Ser has the subjunctive sea, and tener cuidado is the usual idiom: Tenga cuidado.

Step two: command 2. Negative tú uses the subjunctive, and llegar needs gu: No llegues tarde.

Step three: command 3. Dar is dé, and the pronoun me attaches, which drops the accent: Deme el libro.

Step four: command 4. Ustedes negative of ir: No vayan allí.

Step five: command 5. Ser is irregular in the negative tú: No seas grosero.

Step six: command 6. Estar with the accent in ustedes: Estén aquí a las ocho.

Step seven: accents. Estén keeps its accent, deme drops it (because deme is stressed on the first syllable and ends in a vowel), and dé alone has it.

Step eight: check. Each command is the subjunctive of its person, the irregular verbs are the DISHES verbs, and the pronouns attach or go before by polarity.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the usted command of hablar, comer and escribir.
Show the full solution

hable, coma, escriba
Write the negative tú command of ser, ir, dar and estar.
Show the full solution

The four DISHES verbs. no seas, no vayas, no des, no estés
Write the ustedes command of dar and estar.
Show the full solution

den, estén
Say "Tell me the truth" (usted).
Show the full solution

Decir has the go form, and the pronoun attaches. Dígame la verdad.
Say "Don't tell it to me" (usted).
Show the full solution

Negative, so the pronouns go before the verb. No me lo diga.
Say "Go home and be careful" (ustedes).
Show the full solution

Vayan a casa y tengan cuidado.
Say "Sit down and don't talk" (informal).
Show the full solution

Affirmative tú is indicative and negative tú is subjunctive. Siéntate y no hables.
Find and fix the errors: No hablas tan fuerte. No vas tan lejos. Me da el libro, por favor (to a stranger).
Show the full solution

Negative tú uses the subjunctive, and a command to usted uses dé with the pronoun attached. No hables tan fuerte. No vayas tan lejos. Deme el libro, por favor.
Explain why the negative tú command and the usted command use the same vowel pattern.
Show the full solution

Both are present-subjunctive forms: -ar verbs take e and -er and -ir verbs take a. Only the affirmative tú comes from the indicative. Both are the present subjunctive.
Write five commands for a guest in your home, using usted or ustedes for two and tú for three, and include one negative.
Show the full solution

One correct answer: Pase, por favor. Siéntense aquí. Ponte cómodo. Sírvete lo que quieras. No te preocupes por nada. Pase, por favor. Siéntense aquí. Ponte cómodo. Sírvete lo que quieras. No te preocupes por nada.

Unit 2 review · 10 problems · all lessons

Unit 2 review: The present subjunctive

These are mixed across all seven lessons and do not say which idea they want. Build every form from the yo form, and check the spelling, the boot and the six irregular verbs before you reveal the solution.

Write the present subjunctive tú form of tener, hacer and conocer.
Show the full solution

The yo forms are tengo, hago, conozco. tengas, hagas, conozcas
Write the present subjunctive yo form of buscar, llegar and empezar.
Show the full solution

Each spelling change keeps a sound. busque, llegue, empiece
Write the present subjunctive of dormir and pensar for nosotros, and of pedir for ellos.
Show the full solution

Dormir takes the second change in nosotros, pensar has no boot in nosotros, and pedir changes to i. durmamos, pensemos, pidan
Write the present subjunctive of ir for nosotros, of ser for ellos, of dar for yo and of estar for tú.
Show the full solution

These are four of the DISHES verbs. vayamos, sean, dé, estés
Say "Let's sit down and let's not wait."
Show the full solution

The nosotros command, with the pronoun attached and the s dropped. Sentémonos y no esperemos.
Say "Give it to me" (usted), "Don't go" (ustedes) and "Don't be late" (informal).
Show the full solution

These commands are subjunctive. Démelo. No vayan. No llegues tarde.
Complete: Quiero que tú ___ (poner) la mesa y que ellos ___ (venir) temprano.
Show the full solution

Both are go verbs. pongas, vengan
Choose the mood: Sé que ella (viene, venga). Dudo que ella (viene, venga).
Show the full solution

Certainty is a fact and doubt is a reach. viene, venga
Find and fix the errors: Quiero que tú hacas la tarea. Es importante que nosotros piensemos. Espero que ella esta en casa.
Show the full solution

Hacer has the stem hag-, pensar has no boot in nosotros, and estar needs the accent. Quiero que tú hagas la tarea. Es importante que nosotros pensemos. Espero que ella esté en casa.
Explain why tengo gives tenga but soy does not give soya.
Show the full solution

The rule drops the -o of the yo form and switches the vowel. Soy ends in -oy, so the rule gives a stem that does not exist, and ser belongs with the DISHES verbs. Ser is one of the six verbs that break the rule.

Lesson 3.1 · Unit 3 · Structures

I want you to

The first and most useful trigger is a wish about what another person does. Spanish does not say "I want you to come." It says "I want that you come," with que and a subjunctive. The wish is the first clause and states a real fact about the speaker, so it takes the indicative. The thing wished has not happened, so it is a reach and takes the subjunctive. Once you see this two-clause shape, you can build the whole pattern from any wish verb.

The method

The pattern. Subject 1 + wish verb + que + subject 2 + subjunctive. Quiero que tú vengas.
The wish verbs. querer, desear, preferir, necesitar, esperar. Prefiero que ellos se queden. Necesito que me ayudes.
The first verb is indicative. Quiero, prefiero, necesito state what the speaker feels. Only the verb after que is subjunctive.
Two different subjects are required. Quiero que tú vengas has yo and tú. When the subject is the same, use the infinitive: Quiero venir.
Pronouns go before the subjunctive verb. Quiero que me llames. Prefiero que lo hagas hoy. Put every pronoun before the conjugated verb.
Reflexive verbs keep the pronoun. Quiero que te sientes. Prefiero que ellos se vayan.
A negative wish still takes the subjunctive. No quiero que salgas. No deseo que te preocupes.
Esperar means "hope" here. Espero que estés bien. The hope reaches for something not yet known.

Where students lose marks: Using the indicative after the wish (quiero que vienes), repeating the subject with que when it does not change (quiero que yo vaya), and putting the pronoun after the verb (quiero que llames me). Check two subjects, the que, and the vowel.

Worked example

The problem. Write six sentences: (1) I want you (informal) to come. (2) My parents prefer that I study. (3) We need them to help us. (4) She wants her brother to be quiet. (5) The teacher wants us to speak Spanish. (6) I don't want you (informal) to go.

Step one: sentence 1. Two subjects, so que, and venir has the go form: Quiero que vengas.

Step two: sentence 2. Preferir in ellos, and estudiar with the e ending: Mis padres prefieren que yo estudie.

Step three: sentence 3. Necesitar and the pronoun nos before the verb: Necesitamos que ellos nos ayuden.

Step four: sentence 4. Estar is a DISHES verb with an accent: Ella quiere que su hermano esté callado.

Step five: sentence 5. The nosotros form of hablar: La profesora quiere que hablemos español.

Step six: sentence 6. A negative wish is still a wish, and irse has vaya: No quiero que te vayas.

Step seven: moods. In every sentence the first verb is indicative (quiero, prefieren, necesitamos, quiere) and the second is subjunctive (vengas, estudie, ayuden, esté, hablemos, vayas).

Step eight: check. Two subjects, que between them, the wish in the indicative and the wished action in the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I want you (informal) to come," with querer and venir.
Show the full solution

Venir has the go form in the subjunctive. Quiero que vengas.
Complete: Mi madre quiere que yo ___ (limpiar) mi cuarto.
Show the full solution

Limpiar with the e ending. limpie
Complete: Prefiero que ustedes ___ (llegar) temprano.
Show the full solution

Llegar needs gu. lleguen
Complete: Necesitamos que tú ___ (ser) puntual.
Show the full solution

Ser is a DISHES verb. seas
Say "I want him to call me."
Show the full solution

The pronoun me goes before the subjunctive. Quiero que me llame.
Say "They want us to bring the food."
Show the full solution

Traer has the go form, and nosotros takes -amos. Quieren que traigamos la comida.
Say "She wants to leave, but I want her to stay."
Show the full solution

One subject takes the infinitive, and two take que. Ella quiere salir, pero yo quiero que se quede.
Find and fix the errors: Quiero que tú vienes. Mi madre desea que yo estudio más. Prefiero que ella está aquí.
Show the full solution

Each verb after que is a reach and takes the subjunctive: vengas, estudie, esté. Quiero que tú vengas. Mi madre desea que yo estudie más. Prefiero que ella esté aquí.
Explain the difference between Quiero ir and Quiero que vayas.
Show the full solution

In the first sentence the same person wants and goes, so Spanish uses the infinitive. In the second, one person wants and another goes, so Spanish needs que and the subjunctive. One subject takes the infinitive, and two subjects take que.
Write five sentences about what you want from your family or friends, using five different wish verbs or forms.
Show the full solution

One correct answer: Quiero que mi familia vaya conmigo. Prefiero que mis amigos me llamen. Necesito que mis padres me ayuden. Deseo que todos estén bien. Espero que ustedes vengan a mi fiesta. Quiero que mi familia vaya conmigo. Prefiero que mis amigos me llamen. Necesito que mis padres me ayuden. Deseo que todos estén bien. Espero que ustedes vengan a mi fiesta.

Lesson 3.2 · Unit 3 · Structures

Asking, advising, ordering

When one person asks, advises or orders another to do something, the same two-clause shape appears. The verbs are different but the logic is not: the request is real and the thing requested has not yet happened. These verbs also bring an indirect object pronoun into the sentence, because the person asked is the person who receives the request. The pronoun and the subject of the second clause are the same person.

The method

The verbs. pedir, rogar, exigir, mandar, ordenar, aconsejar, recomendar, sugerir, proponer, insistir en, permitir, prohibir, dejar.
The indirect pronoun names the person asked. Te pido que me ayudes. Le aconsejo que estudie. The pronoun and the subject of the subjunctive verb are the same person.
Pedir and preguntar are different. Pedir que asks someone to do something: Le pido que venga. Preguntar si asks a question: Le pregunto si viene.
Some verbs also take the infinitive. With an indirect pronoun, aconsejar, recomendar, permitir, prohibir, dejar and mandar can take the infinitive: Te permito salir. Both forms are correct.
Stem changes of the verbs themselves. recomendar → recomiendo; sugerir → sugiero; pedir → pido; insistir is regular. These are indicative boots, so they do not depend on the subjunctive.
Insistir en que. Insisto en que vengas. The preposition en stays before que.
Strength of the request. exigir, ordenar, mandar are strong. aconsejar, recomendar, sugerir are gentle. Pedir and rogar are in between.
Pronouns before the subjunctive. Te pido que me lo digas. Le recomiendo que lo lea. The pronouns go before the conjugated verb.

Where students lose marks: Writing the infinitive with que (te pido que ayudarme), dropping the indirect pronoun (pido que vengas), confusing pedir and preguntar, and dropping en after insistir. Find the person asked, and use their pronoun.

Worked example

The problem. Write six sentences: (1) I ask you (informal) to help me. (2) The doctor recommends that she rest. (3) My boss demands that we arrive on time. (4) They advise us to save money. (5) The teacher suggests that you (informal) read more. (6) Mom does not allow me to go out.

Step one: sentence 1. Pedir with the indirect pronoun te, and ayudar with the pronoun me: Te pido que me ayudes.

Step two: sentence 2. Recomendar is a boot verb, and descansar takes e: El médico le recomienda que descanse.

Step three: sentence 3. Exigir is strong, and llegar needs gu: Mi jefe exige que lleguemos a tiempo.

Step four: sentence 4. Aconsejar with nos, and ahorrar takes e: Nos aconsejan que ahorremos dinero.

Step five: sentence 5. Sugerir is a boot verb, and leer takes a: La profesora te sugiere que leas más.

Step six: sentence 6. Permitir takes the infinitive when there is an indirect pronoun: Mi mamá no me permite salir.

Step seven: pronouns. The indirect pronouns are te, le, nos, te, me, and each names the person who is asked.

Step eight: check. Each sentence has a request verb in the indicative, an indirect pronoun, and the subjunctive after que (or an infinitive for permitir).

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I ask you (informal) to be quiet."
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Pedir with te, and ser or estar as a DISHES verb. Te pido que estés callado.
Complete: El médico me recomienda que ___ (descansar) más.
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descanse
Complete: Mi jefe exige que nosotros ___ (llegar) a tiempo.
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lleguemos
Complete: Te sugiero que ___ (empezar) ahora.
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Empezar is a boot with the c spelling. empieces
Say "She advises me to study every day."
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Aconsejar with me, in the subjunctive. Me aconseja que estudie todos los días.
Say "I ask him whether he is coming, and I ask him to bring the food."
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The two pedir and preguntar meanings are different, and traer has the go form. Le pregunto si viene y le pido que traiga la comida.
Say "I insist that you tell the truth."
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Insistir en que and decir with the go form. Insisto en que digas la verdad.
Find and fix the errors: Te pido que ayudarme. Pido que vengas. Insisto que lo hagas.
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Que needs a conjugated verb, pedir needs the indirect pronoun, and insistir needs en. Te pido que me ayudes. Te pido que vengas. Insisto en que lo hagas.
Explain the difference between Le pido que venga and Le pregunto si viene.
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Pedir que is a request that someone do something. Preguntar si is a question about a fact. The first reaches and the second asks about something real. Pedir que is a request, and preguntar si is a question.
Write five requests or pieces of advice you might give a younger cousin, using five different verbs from the list.
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One correct answer: Te aconsejo que estudies cada día. Te recomiendo que duermas ocho horas. Te sugiero que leas más. Te pido que me llames si necesitas ayuda. Te permito que uses mi computadora. Te aconsejo que estudies cada día. Te recomiendo que duermas ocho horas. Te sugiero que leas más. Te pido que me llames si necesitas ayuda. Te permito que uses mi computadora.

Lesson 3.3 · Unit 3 · Structures

It is important that

A speaker can also express a wish or a need without naming who wants it. Es importante que estudies means that the situation calls for it, and the speaker is not speaking for anyone. These expressions begin with es and an adjective, and they are very common in advice, rules and writing. They follow the same rule as querer que: the second action is a reach.

The method

The pattern. Es + adjective + que + subjunctive. Es importante que estudies.
The expressions of need and advice. es importante, es necesario, es mejor, es preferible, es urgente, es esencial, es recomendable, es aconsejable, es bueno, es malo.
Other forms. hace falta que, conviene que, más vale que, basta que. Hace falta que lleguemos temprano. Más vale que salgas ya.
General statement uses the infinitive. Es importante estudiar. With no one named, the infinitive is natural.
A named person uses que. Es importante que tú estudies. Compare Es importante estudiar (anyone) with Es importante que estudies (you).
The adjective is indicative. Es states a fact about the situation, so it does not change: Es necesario que...
Past and future forms of es. Fue necesario que... Será importante que... The subjunctive stays, but its tense follows lesson 6.3.
Add a pronoun to name the person. Me es difícil que... Te conviene que... This is the same pronoun pattern as gustar.

Where students lose marks: Using the indicative after these expressions (es importante que estudias), using que when the speaker is general (es importante que uno estudie is correct but heavy), and mixing the adjective with ser wrongly (está importante). Name the person or use the infinitive.

Worked example

The problem. Write six sentences: (1) It is important that you (informal) sleep. (2) It is necessary that we leave. (3) It is better that she not drive. (4) It is important to eat well. (5) It is urgent that they call. (6) It is recommended that you (informal) drink water.

Step one: sentence 1. Dormir is a boot verb and tú is inside it: Es importante que duermas.

Step two: sentence 2. Salir has the go form: Es necesario que salgamos.

Step three: sentence 3. Conducir needs zc: Es mejor que ella no conduzca.

Step four: sentence 4. No person is named, so the infinitive is correct: Es importante comer bien.

Step five: sentence 5. Llamar with e: Es urgente que llamen.

Step six: sentence 6. Beber takes a: Es recomendable que bebas agua.

Step seven: decisions. Sentence 4 is the only one without a named person, so it is the only one with an infinitive and no que.

Step eight: check. Es is the indicative, and the verb after que is the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "It is important that you (informal) sleep eight hours."
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Es importante que duermas ocho horas.
Say "It is necessary that we leave early."
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Es necesario que salgamos temprano.
Complete: Es mejor que ella no ___ (conducir) de noche.
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Conducir has the zc spelling. conduzca
Complete: Es urgente que ustedes ___ (llamar) a su madre.
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llamen
Say "It is important to eat well" and "It is important that she eat well."
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No person is general, and a named person takes que. Es importante comer bien. Es importante que ella coma bien.
Say "It is necessary that I bring the book and that you be here."
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Traer has the go form, and estar is a DISHES verb. Es necesario que yo traiga el libro y que tú estés aquí.
Say "It is better that we not wait."
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Es mejor que no esperemos.
Find and fix the errors: Es importante que estudias. Es necesario que ella viene. Es mejor que yo voy.
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After an impersonal expression of need, the verb is a reach. Es importante que estudies. Es necesario que ella venga. Es mejor que yo vaya.
Explain why Es importante estudiar has no que.
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No specific person is named, so there are not two subjects, and Spanish uses the infinitive. No second subject, so the infinitive.
Write five rules for a classroom, using five different impersonal expressions, some with que and some with the infinitive.
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One correct answer: Es importante llegar a tiempo. Es necesario que todos traigan su libro. Es mejor que hablemos en voz baja. Es esencial que respetemos a los demás. Es recomendable que pregunten si no entienden. Es importante llegar a tiempo. Es necesario que todos traigan su libro. Es mejor que hablemos en voz baja. Es esencial que respetemos a los demás. Es recomendable que pregunten si no entienden.

Lesson 3.4 · Unit 3 · Structures

Count the subjects

The most common error in the subjunctive is not a wrong form. It is using the subjunctive at all when the sentence has only one subject. English says "I want to leave" and "I want you to leave" with the same verb pattern, and a student who follows English will write quiero que yo salga for the first. Spanish uses the infinitive when one person wants and does, and que with the subjunctive when two people are involved. This lesson is a short drill in that one choice.

The method

One subject: the infinitive. Quiero salir. Prefiero estudiar. Necesito descansar. The same person wants and does.
Two subjects: que and the subjunctive. Quiero que salgas. Prefiero que ella estudie. Necesito que descanses.
Esperar follows the same rule. Espero ir (I hope to go) and Espero que vayas (I hope you go).
Verbs of influence with an indirect pronoun. Te permito salir and Te permito que salgas are both possible, because the pronoun already names the person.
Impersonal expressions. Es importante estudiar (anyone) and Es importante que yo estudie (a named person, even when it is the speaker).
Do not repeat the subject for emphasis. Quiero que yo vaya is wrong in Spanish. Use Quiero ir.
Prepositions bring the infinitive, too. Antes de salir, después de comer, para estudiar, sin hablar. Unit 5 returns to this rule for antes de que.
Test by translating word for word. If the English has "to" and no second subject, expect an infinitive. If the English has "you to" or "them to," expect que.

Where students lose marks: Writing quiero que yo vaya for quiero ir, writing quiero ir que tú for quiero que vayas, and hesitating on esperar. Count the people before you choose the pattern.

Worked example

The problem. Decide infinitive or que and write each sentence: (1) I want to leave. (2) I want you to leave. (3) She prefers to cook. (4) She prefers that we cook. (5) It is important to study. (6) It is important that I study.

Step one: sentence 1. One person wants and leaves, so the infinitive: Quiero salir.

Step two: sentence 2. Two people, so que and the subjunctive: Quiero que salgas.

Step three: sentence 3. One subject: Ella prefiere cocinar.

Step four: sentence 4. Two subjects: Ella prefiere que cocinemos.

Step five: sentence 5. No named person: Es importante estudiar.

Step six: sentence 6. A named person, even the speaker: Es importante que yo estudie.

Step seven: contrast. Sentences 1 and 2, 3 and 4, and 5 and 6 differ by a person, and the pattern changes with it.

Step eight: check. The infinitive appears when no second person is named, and que with the subjunctive appears when one is.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I want to eat" and "I want you to eat."
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Quiero comer. Quiero que comas.
Say "She prefers to stay" and "She prefers that I stay."
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Ella prefiere quedarse. Ella prefiere que yo me quede.
Say "We need to leave" and "We need them to leave."
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Necesitamos salir. Necesitamos que ellos salgan.
Say "I hope to see you" and "I hope you see me."
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Esperar follows the same rule. Espero verte. Espero que me veas.
Say "It is necessary to sleep" and "It is necessary that I sleep."
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Es necesario dormir. Es necesario que yo duerma.
Say "My parents want to travel, and they want me to go with them."
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Mis padres quieren viajar y quieren que yo vaya con ellos.
Say "I don't want to wait, and I don't want you to wait."
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No quiero esperar y no quiero que esperes.
Find and fix the errors: Quiero que yo vaya. Prefiero que yo estudie. Espero que ir contigo.
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One subject takes the infinitive, and two take que. Quiero ir. Prefiero estudiar. Espero ir contigo.
Explain why Quiero que yo vaya is wrong.
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The same person wants and goes, so there are not two subjects. Spanish uses the infinitive: Quiero ir. There is only one subject.
Write six sentences about your weekend and your family's plans, with three infinitives and three que patterns.
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One correct answer: Quiero descansar el sábado. Prefiero salir con mis amigos. Necesito estudiar un poco. Mi madre quiere que limpie mi cuarto. Mi padre prefiere que lo ayude en el jardín. Mis amigos esperan que yo vaya al cine. Quiero descansar el sábado. Prefiero salir con mis amigos. Necesito estudiar un poco. Mi madre quiere que limpie mi cuarto. Mi padre prefiere que lo ayude en el jardín. Mis amigos esperan que yo vaya al cine.

Lesson 3.5 · Unit 3 · Structures

News or an order?

A few verbs carry two meanings, and the mood tells you which one. Decir que can pass on information or give an order. If it passes on information, the second clause is a fact and takes the indicative. If it gives an order, the second clause is a reach and takes the subjunctive. The same is true of escribir, avisar, repetir and insistir en que. Spanish does not use a different verb. It uses a different mood.

The method

Decir que plus the indicative: information. Ella dice que viene. She tells us that she is coming.
Decir que plus the subjunctive: an order. Ella dice que vengas. She tells you to come.
The same pairs. escribir, decir, avisar, repetir, gritar, telefonear, mandar decir. Me escribe que está bien against Me escribe que vaya.
Insistir en que. Insisto en que vengas (I insist that you come) and Insiste en que es verdad (she insists that it is true).
Ask: news or order? Is the speaker reporting what is, or asking someone to do something?
Do not translate by the English verb. English has "tell" for both. Spanish does not mark the difference with a word. Listen to the mood.
Pedir and preguntar again. Pedir que is a request. Preguntar si asks a question and takes the indicative.
Use with an indirect pronoun. Me dice que estudio mucho (news) and Me dice que estudie más (order). The pronoun is the same.

Where students lose marks: Using the indicative for an order (dice que vienes when it means "tells you to come"), using the subjunctive for news (dice que venga when she reports), and dropping en from insistir. Ask whether the second clause is a fact or a wish.

Worked example

The problem. Say in Spanish: (1) My mother says that I sleep too little. (2) My mother says that I should sleep more. (3) He writes that he is happy. (4) He writes that you should come early. (5) I insist that you eat. (6) She insists that it is true.

Step one: sentence 1. News about a habit: indicative. Mi madre dice que duermo poco.

Step two: sentence 2. An order, so the subjunctive: Mi madre dice que duerma más.

Step three: sentence 3. News about a state: Escribe que está feliz.

Step four: sentence 4. A request, so the subjunctive and venir with the go form: Escribe que vengas temprano.

Step five: sentence 5. An order, with en before que: Insisto en que comas.

Step six: sentence 6. An assertion that something is true: Insiste en que es verdad.

Step seven: pairs. Sentences 1 and 2, 3 and 4, and 5 and 6 each differ only in the mood of the second verb and in what is meant.

Step eight: check. News takes the indicative, an order takes the subjunctive, and insistir keeps its en.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "She says that she is coming" and "She says that you should come."
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Ella dice que viene. Ella dice que vengas.
Say "He writes that he is tired" and "He writes that I should call."
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Escribe que está cansado. Escribe que llame.
Complete as news: Mi hermano dice que ___ (tener) hambre.
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A fact about the brother. tiene
Complete as an order: Mi hermano dice que yo ___ (tener) paciencia.
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He tells me to have patience. tenga
Say "I insist that you eat" and "I insist that it is true."
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Insisto en que comas. Insisto en que es verdad.
Say "My teacher says that we study a lot, and she says that we should read more."
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Mi profesora dice que estudiamos mucho y dice que leamos más.
Say "I called to tell you that I arrived and to tell you to come."
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Llamé para decirte que llegué y para decirte que vengas.
Find and fix the errors: Ella dice que vienes a las ocho (she means an order). Insisto que lo hagas. Le pregunto que viene.
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An order takes the subjunctive, insistir needs en, and a question takes si. Ella dice que vengas a las ocho. Insisto en que lo hagas. Le pregunto si viene.
Explain how a listener knows whether Ella dice que estudies is news or an order.
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Only an order uses the subjunctive after decir que. If it were news, the verb would be indicative (estudias), so estudies tells the listener she is being told what to do. The subjunctive marks an order.
Write two pairs of sentences using decir and escribir, in which each pair has one piece of news and one order.
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One correct answer: Mi amiga dice que está enferma. Mi amiga dice que la llame. Mi tío escribe que llega mañana. Mi tío escribe que lo esperemos en el aeropuerto. Mi amiga dice que está enferma. Mi amiga dice que la llame. Mi tío escribe que llega mañana. Mi tío escribe que lo esperemos en el aeropuerto.

Lesson 3.6 · Unit 3 · Communication: interpersonal

Advice that sounds like you

Giving advice is one of the most useful things a speaker does, and it takes judgment as well as grammar. Advice can be strong or gentle, and the verb you choose tells the listener how much you expect. This lesson puts the patterns of the unit into conversations about three common topics: school, health and travel. Each has its own vocabulary, and the same frames work for all three.

The method

Gentle: recommend and suggest. Te recomiendo que repases. Te sugiero que pidas ayuda.
Medium: advise and it is better. Te aconsejo que duermas. Es mejor que salgas temprano.
Strong: it is necessary, I demand. Es necesario que traigas tu pasaporte. Exijo que me avises.
School words. estudiar con anticipación, repasar, hacer preguntas, pedir ayuda, entregar a tiempo, tomar apuntes.
Health words. dormir ocho horas, beber agua, hacer ejercicio, comer verduras, evitar el azúcar, descansar.
Travel words. reservar con tiempo, llevar el pasaporte, cambiar dinero, llegar temprano al aeropuerto, guardar los recibos.
Give a reason. Te recomiendo que descanses porque estás cansado. The reason is a fact, so it takes the indicative.
Use si for a condition. Si quieres aprobar, te aconsejo que estudies cada día. The si clause is the present indicative, and the advice is the subjunctive.

Where students lose marks: Using one frame for everything, so the advice sounds like an order, using the indicative after the advice (te aconsejo que duermes), and using the subjunctive in the reason clause. Choose the strength, then the form, then check the reason.

Worked example

The problem. Give advice in six sentences: (1) To a friend who has an exam: study every day. (2) To a friend who is tired: sleep and drink water. (3) To a traveler: reserve a hotel early and bring a passport. (4) To a student who is lost: ask a question. (5) To an athlete: rest before the game. (6) To a friend who wants to pass: if you want to pass, do the homework.

Step one: sentence 1. Medium strength: Te aconsejo que estudies todos los días.

Step two: sentence 2. Gentle, two actions: Te recomiendo que duermas y que bebas agua.

Step three: sentence 3. Strong, two actions, with llevar and reservar: Es necesario que reserves un hotel con tiempo y que lleves tu pasaporte.

Step four: sentence 4. Gentle: Te sugiero que hagas una pregunta.

Step five: sentence 5. Medium: Es mejor que descanses antes del partido.

Step six: sentence 6. A condition in the indicative and advice in the subjunctive: Si quieres aprobar, te aconsejo que hagas la tarea.

Step seven: strength. The strengths are gentle (sugiero, recomiendo), medium (aconsejo, es mejor) and strong (es necesario).

Step eight: check. Each piece of advice has a trigger, a person, and the subjunctive, and the si clause stays in the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I recommend that you review the vocabulary."
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Te recomiendo que repases el vocabulario.
Say "I suggest that you ask for help."
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Pedir is a boot with i in every form. Te sugiero que pidas ayuda.
Say "It is better that you sleep more."
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Es mejor que duermas más.
Say "I advise you to drink water and to rest."
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Te aconsejo que bebas agua y que descanses.
Say "It is necessary that you bring your passport."
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Es necesario que traigas tu pasaporte.
Say "I recommend that you arrive early because the airport is large."
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The reason is a fact, so it is indicative. Te recomiendo que llegues temprano porque el aeropuerto es grande.
Say "If you want to pass, I advise you to study every day."
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Si takes the present indicative, and the advice takes the subjunctive. Si quieres aprobar, te aconsejo que estudies todos los días.
Find and fix the errors: Te aconsejo que duermes más. Es necesario que llevas el pasaporte. Si quieras aprobar, estudia.
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Advice takes the subjunctive, and si takes the indicative. Te aconsejo que duermas más. Es necesario que lleves el pasaporte. Si quieres aprobar, estudia.
Explain why Te recomiendo que descanses porque estás cansado has one subjunctive and one indicative.
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The advice is a reach, so descanses is subjunctive. The reason estás cansado states a fact, so it is indicative. The advice is a reach and the reason is a fact.
Write six sentences of advice for a student who is nervous about a trip to a Spanish-speaking country, using the three strengths and at least one si clause.
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One correct answer: Te sugiero que practiques con un amigo. Te recomiendo que leas sobre el país. Te aconsejo que lleves una copia del pasaporte. Es mejor que cambies dinero antes de salir. Es necesario que guardes los recibos. Si tienes dudas, te recomiendo que preguntes al guía. Te sugiero que practiques con un amigo. Te recomiendo que leas sobre el país. Te aconsejo que lleves una copia del pasaporte. Es mejor que cambies dinero antes de salir. Es necesario que guardes los recibos. Si tienes dudas, te recomiendo que preguntes al guía.

Lesson 3.7 · Unit 3 · Communication: presentational

From a worry to a plan

A letter of advice has a shape, like a story. It greets the reader, shows that you understand the problem, gives three pieces of advice with a reason for each, encourages, and closes. The grammar of the unit does the work in the middle. Writing the letter in a fixed order lets a writer check each sentence for the mood before the next one begins, which is the habit that prevents most errors.

The method

Greeting. Querida Ana, Estimado señor, followed by a comma in Spanish. Use querido for a friend and estimado for a formal reader.
Show you understand. Entiendo que estás preocupada. Sé que el cambio es difícil. These are facts, so the verbs are indicative.
Give three pieces of advice. Use three different frames: Te aconsejo que..., Es importante que..., Te recomiendo... Do not repeat the same trigger three times.
Add a reason to each. porque, ya que, pues. The reason is a fact, so it is indicative: Te recomiendo que hables con ella porque te ayudará.
Encourage. Verás que todo sale bien. Ojalá que te vaya bien. Ojalá que takes the subjunctive.
Close. Un abrazo, Con cariño, Atentamente. Choose by the relationship.
Connect the sentences. Primero, además, por eso, finalmente. A letter of ten separate sentences feels like a list.
Proofread in four passes. (1) the mood after each trigger, (2) the yo form of every subjunctive, (3) accents and spelling changes, (4) the one-subject rule.

Where students lose marks: Repeating the same verb (te aconsejo, te aconsejo, te aconsejo), mixing tú and usted, writing a subjunctive in the reason clause, and leaving out the greeting or the close. Plan the letter, then write it, then proofread in four passes.

Worked example

The problem. Write a six-sentence reply to a friend who is nervous about a first week at a new school.

Step one: greeting. A friend takes querida and a comma: Querida Marta,

Step two: understanding. The speaker states the facts: Entiendo que estás nerviosa porque todo es nuevo.

Step three: advice 1. A gentle suggestion: Te sugiero que hables con un compañero el primer día.

Step four: advice 2. A strong one with an impersonal expression, and a reason: Es importante que llegues temprano porque así conocerás el edificio.

Step five: advice 3. A medium one: Te aconsejo que pidas ayuda si te pierdes.

Step six: encouragement. Ojalá takes the subjunctive: Ojalá que todo te salga bien.

Step seven: close. Un abrazo, Lucía.

Step eight: check. The facts (estás, es) are indicative, every piece of advice (hables, llegues, pidas, salga) is subjunctive, and the three triggers differ.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the greeting of a letter to a friend named Pedro and of a formal letter to a director.
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A friend takes querido and an official takes estimado. Querido Pedro, Estimada directora,
Say "I understand that you are worried because the test is difficult."
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Both verbs state facts. Entiendo que estás preocupado porque el examen es difícil.
Say "I recommend that you review every night."
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Te recomiendo que repases todas las noches.
Say "It is important that you talk to your teacher because she can help you."
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Es importante que hables con tu profesora porque ella puede ayudarte.
Say "I hope everything goes well for you."
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Ojalá que takes the subjunctive, and salir with the pronoun te means "turn out." Ojalá que todo te salga bien.
Say "First, sleep well. Second, I advise you to eat breakfast."
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Primero, duerme bien. Segundo, te aconsejo que desayunes.
Close a letter to a friend and a letter to a stranger.
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Un abrazo, / Con cariño, (friend). Atentamente, (stranger).
Find and fix the errors: Querido amiga, te aconsejo que estudias mucho. Es importante que tienes tiempo. Ojalá que todo sale bien.
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Amiga is feminine, so querida, and all three verbs after the triggers are reaches. Querida amiga, te aconsejo que estudies mucho. Es importante que tengas tiempo. Ojalá que todo salga bien.
Explain why a reason clause with porque is usually indicative even in a letter of advice.
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A reason states a fact the speaker believes is true. Only the advice itself reaches for something that has not happened yet. The reason is a fact.
Write a complete letter of eight lines to a friend who has to choose a high school class, with a greeting, an understanding sentence, three pieces of advice with different frames, an encouragement and a closing.
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One correct answer: Querido Carlos, Entiendo que no sabes qué clase elegir. Te recomiendo que hables con tu consejero porque conoce todas las opciones. Es mejor que elijas algo que te guste. Te aconsejo que no esperes hasta el último día. Ojalá que encuentres una clase excelente. Un abrazo, Daniel. Querido Carlos, Entiendo que no sabes qué clase elegir. Te recomiendo que hables con tu consejero porque conoce todas las opciones. Es mejor que elijas algo que te guste. Te aconsejo que no esperes hasta el último día. Ojalá que encuentres una clase excelente. Un abrazo, Daniel.

Unit 3 review · 10 problems · all lessons

Unit 3 review: Wishes, requests and advice

These are mixed across all seven lessons and do not say which idea they want. Count the subjects first, then choose the infinitive or que, and check the mood after every trigger.

Say "I want you to come" (informal).
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Quiero que vengas.
Complete: Mi madre prefiere que yo ___ (estudiar) más.
Show the full solution

estudie
Say "The doctor recommends that she rest."
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El médico le recomienda que descanse.
Say "It is important that we leave early" and "It is important to leave early."
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A named person takes que, and a general statement takes the infinitive. Es importante que salgamos temprano. Es importante salir temprano.
Say "She says that she is tired" (news) and "She says that you should rest" (an order).
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News takes the indicative and an order takes the subjunctive. Ella dice que está cansada. Ella dice que descanses.
Say "I want to leave, but I want him to stay."
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Quiero salir, pero quiero que él se quede.
Complete: Te pido que me ___ (decir) la verdad y que no ___ (mentir).
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digas, mientas
Say "I advise you to sleep eight hours and to drink water."
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Te aconsejo que duermas ocho horas y que bebas agua.
Find and fix the errors: Quiero que yo vaya. Te pido que ayudarme. Es importante que estudias.
Show the full solution

One subject takes the infinitive, pedir needs a conjugated verb after que, and an impersonal expression takes the subjunctive. Quiero ir. Te pido que me ayudes. Es importante que estudies.
Write three pieces of advice for a friend who is nervous about a test, using three different frames.
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One correct answer: Te recomiendo que repases hoy. Es importante que duermas bien. Te sugiero que llegues temprano. Te recomiendo que repases hoy. Es importante que duermas bien. Te sugiero que llegues temprano.

Lesson 4.1 · Unit 4 · Structures

Reacting is reaching

When you feel something about what another person does, you are not reporting the action. You are reacting to it. Spanish treats a reaction as a reach, so the action that causes the feeling takes the subjunctive, even when the action is certain. If your friend is definitely coming, you still say me alegra que vengas. The feeling is the main clause and states a real fact about you, and the cause is the second clause.

The method

The pattern. Emotion + que + subjunctive. Me alegra que vengas. Two different subjects are required.
Verbs that work like gustar. alegrar, molestar, sorprender, preocupar, encantar, enojar, entristecer, fascinar, gustar. Me molesta que lleguen tarde. The que clause is the subject, so the verb is singular.
Verbs with a personal subject. alegrarse de que, sentir que, temer que, lamentar que, esperar que. Me alegro de que estés aquí. Temo que no venga.
Adjectives with estar and de que. Estoy contento de que vengas. Está orgullosa de que estudies. Estamos tristes de que te vayas. Keep de before que.
The same subject takes the infinitive. Me alegra verte. Estoy contento de estar aquí. Temo perder el tren. No que and no second subject.
The feeling is indicative; the cause is subjunctive. Me alegra states a fact about me. Vengas names the action I am reacting to.
Sentir has two meanings. Siento que no puedas venir (I regret that you cannot) against Siento que tengo fiebre (I feel that I have a fever). The first reacts and takes the subjunctive, and the second reports a sensation and takes the indicative.
Tense. In this unit the feeling is in the present, so the reacting verb is in the present subjunctive. Unit 6 adds the past.

Where students lose marks: Using the indicative because the event is true (me alegra que vienes), dropping de (estoy contento que vengas), repeating the subject when it does not change (me alegra que yo vea), and treating molestar as plural. Ask whose action causes the feeling.

Worked example

The problem. Write six sentences: (1) I am glad that you (informal) are here. (2) It bothers me that they arrive late. (3) She is afraid that he does not know. (4) We are sorry that you cannot come. (5) I am proud that you study so much. (6) It surprises me that he says that.

Step one: sentence 1. Alegrar works like gustar, and estar is a DISHES verb: Me alegra que estés aquí.

Step two: sentence 2. The que clause is the subject, so molesta stays singular, and llegar takes gu: Me molesta que lleguen tarde.

Step three: sentence 3. Tener miedo de que, and saber is a DISHES verb: Ella tiene miedo de que él no sepa.

Step four: sentence 4. Sentir is a reaction here, and poder is a boot: Sentimos que no puedas venir.

Step five: sentence 5. Estar orgulloso de que, with estudiar: Estoy orgulloso de que estudies tanto.

Step six: sentence 6. Sorprender works like gustar, and decir has the go form: Me sorprende que diga eso.

Step seven: moods. The feeling verbs (alegra, molesta, tiene, sentimos, estoy, sorprende) are indicative, and every verb after que is subjunctive.

Step eight: check. Every sentence has two subjects, a feeling in the indicative, que (or de que), and the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I am glad that you are here" (informal).
Show the full solution

Me alegra que estés aquí.
Complete: Me molesta que ellos ___ (llegar) tarde.
Show the full solution

lleguen
Complete: Mi madre se alegra de que yo ___ (sacar) buenas notas.
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Sacar takes qu. saque
Complete: Tengo miedo de que ella no ___ (saber) la respuesta.
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sepa
Say "We are sorry that you cannot come."
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Sentimos que no puedas venir.
Say "I am happy to be here" and "I am happy that you are here."
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One subject takes the infinitive, and two take que. Estoy contento de estar aquí. Estoy contento de que estés aquí.
Say "It surprises me that he says that, and it worries me that he does not call."
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Me sorprende que diga eso y me preocupa que no llame.
Find and fix the errors: Me alegra que vienes. Estoy triste que te vas. Me molesta que ellos llegan tarde.
Show the full solution

A reaction takes the subjunctive, and the adjective needs de que. Me alegra que vengas. Estoy triste de que te vayas. Me molesta que ellos lleguen tarde.
Explain why Me alegra que vengas uses the subjunctive even if the friend is certainly coming.
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The speaker is reacting to the action, not reporting it. In Spanish a reaction is a reach, whether or not the event is certain. A feeling about an action takes the subjunctive.
Write five sentences about your feelings about a friend's trip, using five different feeling verbs or adjectives.
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One correct answer: Me alegra que viajes a México. Me encanta que conozcas a mi familia allí. Estoy orgullosa de que hables español. Me preocupa que viajes sola. Espero que tengas buen tiempo. Me alegra que viajes a México. Me encanta que conozcas a mi familia allí. Estoy orgullosa de que hables español. Me preocupa que viajes sola. Espero que tengas buen tiempo.

Lesson 4.2 · Unit 4 · Structures

When the speaker will not claim it

Doubt is the clearest reach of all. When a speaker says "I doubt that she knows," the speaker refuses to claim the fact, and Spanish marks that refusal with the subjunctive. The same applies to denial and to a belief that is negated. The mood follows the speaker's commitment, not the truth of the matter, so a thing that happens to be true still takes the subjunctive if the speaker will not claim it.

The method

Doubt takes the subjunctive. Dudo que ella sepa. No estoy seguro de que venga. The speaker does not state it as fact.
Denial takes the subjunctive. Niego que sea verdad. Es falso que lo tenga. No es verdad que... belongs here too.
A negated belief takes the subjunctive. No creo que venga. No pienso que tenga razón. The speaker withdraws the claim.
Doubting the doubt gives certainty. No dudo que viene. No niego que tienes razón. No dudar and no negar claim the fact, so they take the indicative.
Impersonal expressions of doubt. es dudoso que, es imposible que, es improbable que, no es cierto que, no parece que. Es improbable que llueva.
Questions with creer. ¿Crees que viene? is an open question and normally takes the indicative. The subjunctive appears only when the speaker voices doubt: ¿Crees que sea posible?
Creo que no stays indicative. Creo que no viene. The belief is affirmed, and the negative sits inside the clause.
One subject can take the infinitive. No creo poder ir. Dudo poder llegar a tiempo. Both are correct with one subject.

Where students lose marks: Using the indicative after a negated belief (no creo que viene), using the subjunctive after no dudar (no dudo que venga when the speaker is sure), and mixing up creo que no with no creo que. Ask whether the speaker is claiming the fact.

Worked example

The problem. Write six sentences: (1) I doubt that she knows the answer. (2) I do not think he is at home. (3) It is not true that the store is open. (4) I do not doubt that you are right. (5) It is impossible that they arrive on time. (6) She denies that she has the book.

Step one: sentence 1. Dudar refuses the claim, and saber is a DISHES verb: Dudo que ella sepa la respuesta.

Step two: sentence 2. A negated belief, and estar is a DISHES verb: No creo que él esté en casa.

Step three: sentence 3. No es verdad que denies the fact, so the subjunctive: No es verdad que la tienda esté abierta.

Step four: sentence 4. No dudar claims the fact, so the indicative: No dudo que tienes razón.

Step five: sentence 5. An impossibility is a reach: Es imposible que lleguen a tiempo.

Step six: sentence 6. Negar is denial, with tener in the subjunctive: Ella niega que tenga el libro.

Step seven: contrast. Sentences 1 and 4 have the same verb dudar, but the second is negated, so it is the speaker's certainty.

Step eight: check. Doubt, denial and a negated belief take the subjunctive, and a doubted doubt takes the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I doubt that she knows the answer."
Show the full solution

Dudo que ella sepa la respuesta.
Complete: No creo que él ___ (estar) en casa.
Show the full solution

esté
Complete: No es verdad que la tienda ___ (estar) abierta.
Show the full solution

esté
Choose the mood: No dudo que tú (tienes, tengas) razón.
Show the full solution

No dudar claims the fact. tienes
Say "She denies that she has the book."
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Ella niega que tenga el libro.
Say "I think he is at home, but I do not think she is."
Show the full solution

The affirmative belief is indicative and the negated one is subjunctive. Creo que él está en casa, pero no creo que ella esté.
Say "It is impossible that they arrive on time."
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Es imposible que lleguen a tiempo.
Find and fix the errors: Dudo que ella sabe. No creo que viene. No niego que ella tenga razón.
Show the full solution

Doubt and a negated belief take the subjunctive, and no negar takes the indicative. Dudo que ella sepa. No creo que venga. No niego que ella tiene razón.
Explain why No dudo que viene uses the indicative.
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A negated doubt expresses certainty. The speaker is claiming the fact, so there is nothing to reach for. No dudar claims the fact.
Write five sentences about something you doubt and something you do not doubt, using the subjunctive for the doubt and the indicative for the certainty.
Show the full solution

One correct answer: Dudo que llueva esta semana. No creo que el examen sea fácil. Es improbable que cancelen la clase. No dudo que mis amigos vienen a la fiesta. No niego que necesito estudiar más. Dudo que llueva esta semana. No creo que el examen sea fácil. Es improbable que cancelen la clase. No dudo que mis amigos vienen a la fiesta. No niego que necesito estudiar más.

Lesson 4.3 · Unit 4 · Structures

When the speaker claims it

The opposite of doubt is certainty, and certainty uses the indicative. When a speaker says "I believe that she knows" or "it is obvious that he is tired," the speaker claims the fact and the verb stays in the mood you already know. This lesson sorts the expressions of certainty and shows how negating them flips the mood. The pairs, creo que and no creo que, are the heart of the unit.

The method

Certainty takes the indicative. Creo que ella tiene razón. Estoy seguro de que viene.
The verbs. creer, pensar, saber, estar seguro de que, darse cuenta de que, notar, ver que, comprobar que. Me doy cuenta de que estás cansada.
The impersonal expressions. es verdad, es cierto, es obvio, es evidente, es claro, es seguro, está claro, no hay duda de que. Es obvio que tiene razón.
Negation flips the mood. Creo que viene / No creo que venga. Es evidente que están cansados / No es evidente que estén cansados.
Parece que takes the indicative; no parece que takes the subjunctive. Parece que llueve. No parece que llueva.
Affirmative, negative, question. Affirmative creer takes the indicative, negative creer takes the subjunctive, and an open question usually takes the indicative.
The same subject can take an infinitive. Creo saber la respuesta. With a second subject use que: Creo que tú sabes la respuesta.
Estar seguro de que needs de. Estoy seguro de que viene. The adjective keeps its preposition, as in estar contento de que.

Where students lose marks: Using the subjunctive after affirmative certainty (creo que venga), using the indicative after a negated certainty (no creo que viene), and dropping de from estar seguro de que. Check polarity before you choose the mood.

Worked example

The problem. Choose the mood and write each sentence: (1) I believe she is right. (2) I do not believe she is right. (3) It is evident that they are tired. (4) It is not evident that they are tired. (5) I am sure that he is coming. (6) I am not sure that he is coming.

Step one: sentence 1. Affirmative belief: indicative. Creo que ella tiene razón.

Step two: sentence 2. Negated belief: subjunctive. No creo que ella tenga razón.

Step three: sentence 3. Evidence is certainty: Es evidente que ellos están cansados.

Step four: sentence 4. Negated evidence: No es evidente que estén cansados.

Step five: sentence 5. Certainty with de que: Estoy seguro de que viene.

Step six: sentence 6. Negated certainty: No estoy seguro de que venga.

Step seven: pairs. Each pair has the same verb and the same clause, and the polarity of the first clause switches the mood of the second.

Step eight: check. Affirmative certainty takes the indicative and negated certainty takes the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Choose the mood: Creo que ella (tiene, tenga) razón.
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tiene
Choose the mood: No creo que ella (tiene, tenga) razón.
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tenga
Complete: Es evidente que ellos ___ (estar) cansados.
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están
Complete: No es evidente que ellos ___ (estar) cansados.
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estén
Complete: Estoy seguro de que ella ___ (venir) hoy.
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viene
Say "I am not sure that she knows."
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No estoy seguro de que ella sepa.
Say "It is obvious that you study, and I do not think you need more help."
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The first clause claims the fact, and the second withdraws a belief. Es obvio que estudias y no creo que necesites más ayuda.
Find and fix the errors: Creo que ella venga. No creo que tiene tiempo. Es verdad que sea difícil.
Show the full solution

Affirmative certainty takes the indicative, and a negated belief takes the subjunctive. Creo que ella viene. No creo que tenga tiempo. Es verdad que es difícil.
Explain why creo que and no creo que take different moods.
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Creo que claims the fact, so it is indicative. No creo que withdraws the claim, so the speaker no longer states it as fact, and the second clause becomes a reach. The speaker's commitment changes.
Write four sentences in two pairs: each pair has the same clause, once with certainty and once with doubt.
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One correct answer: Creo que mi amigo llega hoy. No creo que mi amigo llegue hoy. Estoy seguro de que el examen es difícil. No estoy seguro de que el examen sea difícil. Creo que mi amigo llega hoy. No creo que mi amigo llegue hoy. Estoy seguro de que el examen es difícil. No estoy seguro de que el examen sea difícil.

Lesson 4.4 · Unit 4 · Structures

Three families after es

Many sentences begin with es and an adjective, and the adjective tells you which mood follows. If it names an emotion, a judgment or a doubt, the verb after que is a reach. If it names certainty or evidence, the verb is a fact. This lesson gives the three families so that a writer can sort an expression the first time it is seen, and combines them with the influence expressions of lesson 3.3.

The method

Emotion and judgment: subjunctive. es bueno, es malo, es extraño, es raro, es increíble, es sorprendente, es triste, es ridículo, es una lástima, es una suerte que. Es una lástima que estés enfermo.
Doubt and possibility: subjunctive. es posible, es imposible, es probable, es improbable, es dudoso, puede ser que, puede que. Es probable que llueva mañana.
Certainty and evidence: indicative. es verdad, es cierto, es obvio, es evidente, es claro, es seguro, está claro. Es obvio que está cansado.
Influence: subjunctive. es importante, es necesario, es mejor, es urgente. This is lesson 3.3.
Negation flips the third family. No es cierto que sea fácil. No es obvio que tenga razón. The first two families are subjunctive either way.
Probable and seguro are different. Es probable que venga (subjunctive, likely but not sure) against Es seguro que viene (indicative, certain).
Same subject. Es posible que yo vaya is correct because the expression has no subject of its own. With a general statement use the infinitive: Es bueno dormir.
Test with the meaning. If the speaker is sure, use the indicative. If the speaker feels or judges, doubts, or asks for, use the subjunctive.

Where students lose marks: Using the indicative after probable (es probable que viene), using the subjunctive after verdad (es verdad que sea), and forgetting that negating the certainty family flips it. Name the family before you choose.

Worked example

The problem. Write six sentences: (1) It is a shame that you are sick. (2) It is probable that it rains tomorrow. (3) It is obvious that he is tired. (4) It is strange that nobody answers. (5) It is true that we need more time. (6) It may be that she is sick.

Step one: sentence 1. Emotion: Es una lástima que estés enfermo.

Step two: sentence 2. Doubt or possibility, with the boot of llover: Es probable que llueva mañana.

Step three: sentence 3. Certainty: Es obvio que está cansado.

Step four: sentence 4. A judgment of strangeness, and contestar takes e: Es extraño que nadie conteste.

Step five: sentence 5. Certainty: Es verdad que necesitamos más tiempo.

Step six: sentence 6. Possibility, and estar is a DISHES verb: Puede ser que ella esté enferma.

Step seven: families. Sentences 1 and 4 are emotion, 2 and 6 are doubt, and 3 and 5 are certainty.

Step eight: check. Emotion and doubt took the subjunctive, and certainty took the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "It is a shame that you are sick."
Show the full solution

Es una lástima que estés enfermo.
Say "It is probable that it rains tomorrow."
Show the full solution

Es probable que llueva mañana.
Say "It is obvious that he is tired."
Show the full solution

Es obvio que está cansado.
Complete: Es extraño que nadie ___ (contestar).
Show the full solution

conteste
Complete: Es verdad que nosotros ___ (necesitar) más tiempo.
Show the full solution

necesitamos
Say "It may be that she is sick."
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Puede ser que ella esté enferma.
Complete and name the family: Es bueno que tú ___ (venir). Es seguro que tú ___ (venir). Es dudoso que tú ___ (venir).
Show the full solution

vengas (emotion), vienes (certainty), vengas (doubt).
Find and fix the errors: Es posible que lloverá. Es cierto que ella esté aquí. Es triste que ellos se van.
Show the full solution

Possibility takes the subjunctive, certainty takes the indicative, and an emotion takes the subjunctive. Es posible que llueva. Es cierto que ella está aquí. Es triste que ellos se vayan.
Explain why es probable que takes the subjunctive but es verdad que takes the indicative.
Show the full solution

Probable means the speaker does not claim the fact, only its likelihood. Verdad means the speaker claims it. Likelihood is a reach, and truth is a fact.
Write six sentences about your town, two in each family, with a different expression in each.
Show the full solution

One correct answer: Es una lástima que haya poco transporte público. Es bueno que tengamos parques grandes. Es posible que construyan una biblioteca nueva. Es improbable que cierren la escuela. Es verdad que hay muchos restaurantes. Es obvio que la ciudad crece. Es una lástima que haya poco transporte público. Es bueno que tengamos parques grandes. Es posible que construyan una biblioteca nueva. Es improbable que cierren la escuela. Es verdad que hay muchos restaurantes. Es obvio que la ciudad crece.

Lesson 4.5 · Unit 4 · Structures

Hoping and wondering

Three words carry doubt and hope without any verb to trigger them. Ojalá means "I hope" or "if only," and it is followed by the subjunctive. Quizás and tal vez mean "maybe," and they take the subjunctive when the speaker is unsure and the indicative when the speaker leans toward yes. A wish can also begin with que alone, and that is how Spanish says "have a good trip." These words appear in almost every conversation.

The method

Ojalá (que) plus the subjunctive. Ojalá que llueva. Ojalá tengas suerte. The que is optional.
Ojalá stands alone. ¡Ojalá! is a full answer: "I hope so!" It does not change with the person.
Quizás, quizá, tal vez. Quizás venga. Tal vez lleguen tarde. These words mean "maybe" and show doubt.
Doubt or confidence. Quizás venga (maybe, I am unsure) and Quizás viene (maybe, I think she probably does). The indicative shows more confidence.
A lo mejor takes the indicative only. A lo mejor es un error. A lo mejor llueve. It means "maybe" but is never followed by the subjunctive.
Puede que and puede ser que. Puede que lo sepa. Puede ser que esté enferma. These take the subjunctive.
After the verb. If the adverb follows the verb, the verb is indicative: Viene, quizás. The subjunctive appears only when the adverb comes first.
Que alone makes a wish. ¡Que tengas suerte! ¡Que te vaya bien! ¡Que lo pases bien! ¡Que descanses! The first clause is understood: (Deseo) que...

Where students lose marks: Using the indicative after ojalá (ojalá que viene), using the subjunctive after a lo mejor (a lo mejor sea), and forgetting the accent in ojalá or quizás. Check the word first.

Worked example

The problem. Write six sentences: (1) I hope it rains tomorrow. (2) Maybe she comes (I am unsure). (3) Maybe they are at home (I think so). (4) Maybe it is a mistake. (5) Have good luck! (6) It may be that he knows.

Step one: sentence 1. Ojalá que with the subjunctive of llover: Ojalá que llueva mañana.

Step two: sentence 2. Quizás with doubt: Quizás venga.

Step three: sentence 3. Quizás with confidence: Quizás están en casa.

Step four: sentence 4. A lo mejor never takes the subjunctive: A lo mejor es un error.

Step five: sentence 5. A wish with que alone, and tener has the go form: ¡Que tengas suerte!

Step six: sentence 6. Puede que with a DISHES verb: Puede que él lo sepa.

Step seven: moods. Sentences 1, 2, 5 and 6 take the subjunctive. Sentences 3 and 4 take the indicative.

Step eight: check. Ojalá and puede que take the subjunctive, a lo mejor takes the indicative, and quizás depends on confidence.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I hope it rains tomorrow."
Show the full solution

Ojalá que llueva mañana.
Say "Maybe she comes" (I am unsure).
Show the full solution

Quizás venga.
Say "Maybe it is a mistake," using a lo mejor.
Show the full solution

A lo mejor es un error.
Say "Have a good trip!"
Show the full solution

Que alone makes the wish. ¡Que tengas un buen viaje!
Complete: Tal vez ellos ___ (llegar) tarde.
Show the full solution

The speaker is unsure. lleguen
Say "Maybe they are at home" (I think they are).
Show the full solution

Confidence takes the indicative. Quizás están en casa.
Say "It may be that he knows the answer."
Show the full solution

Puede que él sepa la respuesta.
Find and fix the errors: Ojalá que ella viene. A lo mejor sea un error. ¡Que tienes suerte!
Show the full solution

Ojalá takes the subjunctive, a lo mejor takes the indicative, and a wish with que takes the subjunctive. Ojalá que ella venga. A lo mejor es un error. ¡Que tengas suerte!
Explain the difference between Quizás venga and Quizás viene.
Show the full solution

The subjunctive shows that the speaker is unsure. The indicative shows that the speaker thinks it probably is true. The mood shows the degree of doubt.
Write five wishes for friends and family, using ojalá twice and que alone three times.
Show the full solution

One correct answer: Ojalá que mi abuela se mejore pronto. Ojalá que mis amigos vengan a la fiesta. ¡Que te vaya bien en el examen! ¡Que descanses esta noche! ¡Que pasen unas buenas vacaciones! Ojalá que mi abuela se mejore pronto. Ojalá que mis amigos vengan a la fiesta. ¡Que te vaya bien en el examen! ¡Que descanses esta noche! ¡Que pasen unas buenas vacaciones!

Lesson 4.6 · Unit 4 · Communication: interpersonal

Announce, react, ask

A conversation about news has three moves. One speaker announces a fact, the other reacts with a feeling, and then someone asks a question. The announcement is indicative and the reaction is subjunctive, so a single exchange shows the whole contrast of this unit. This lesson gives the stock phrases for reacting and the way to keep a conversation going, so that a speaker can answer good news and bad news without hesitation.

The method

Announce in the indicative. Mi hermana viene mañana. Me mudo a Chile. Mi abuela está enferma.
React with ¡Qué + adjective + que! ¡Qué bueno que venga! ¡Qué lástima que esté enferma! ¡Qué bien que viajes!
React with me alegra, me sorprende, siento. Me alegra que vengas. Me sorprende que se mude. Siento que no puedas ir.
Short reactions need no verb. ¡No me digas! ¡Qué sorpresa! ¡Increíble! ¡Cuánto me alegro! Use them to show interest.
Offer support. Si necesitas algo, dime. Avísame si puedo ayudar. Ojalá que se mejore.
Ask a question. ¿Cuándo llega? ¿Cómo te sientes? ¿Qué vas a hacer? The question moves the conversation.
Keep the tenses in step. News in the present or the future is answered with the present subjunctive. News about the past needs the past forms of unit 8.
Check mood at each turn. The announcement states a fact. The reaction reaches. The question and the answer return to facts.

Where students lose marks: Answering good news with the indicative (¡qué bueno que viene!), dropping que from the reaction (¡qué bueno vengas!), and saying only the reaction without a question, which ends the conversation. Use the three moves.

Worked example

The problem. Write a six-line exchange: A announces that her sister arrives tomorrow, B reacts and asks, A answers, B reacts to the answer.

Step one: the announcement. Mi hermana llega mañana de Chile.

Step two: the reaction. ¡Qué bueno que venga!

Step three: the question. ¿Cuánto tiempo se queda?

Step four: the answer. Se queda dos semanas, pero tiene que trabajar.

Step five: the second reaction. Es una lástima que tenga que trabajar, pero me alegra que esté aquí.

Step six: the offer. Si necesitas ayuda, avísame.

Step seven: moods. The announcement and the answer state facts (llega, se queda, tiene), and the reactions are subjunctive (venga, tenga, esté).

Step eight: check. The exchange has three moves, the reactions use que with the subjunctive, and the offer uses si with the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

React to "Mi hermana viene mañana."
Show the full solution

¡Qué bueno que venga!
React to "Mi madre está enferma."
Show the full solution

¡Qué lástima que esté enferma!
React to "Vamos a la playa el sábado."
Show the full solution

¡Qué bien que vayan a la playa!
Complete the reaction to "Mi vecino se muda a Chile": Me sorprende que ___ (mudarse) tan lejos.
Show the full solution

se mude
Reply to "No puedo ir a tu fiesta" with regret and a hope.
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Siento que no puedas venir. ¡Ojalá que puedas ir a la próxima!
Say "How good that you study so much! I hope that you pass."
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¡Qué bueno que estudies tanto! Espero que apruebes.
Write a four-line exchange about a friend who got a new job: announcement, reaction, question, answer.
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One correct answer: Ana: Empiezo un trabajo nuevo el lunes. Luis: ¡Qué bueno que empieces algo nuevo! ¿Dónde es? Ana: Es en una librería cerca de mi casa. Empiezo un trabajo nuevo el lunes. ¡Qué bueno que empieces algo nuevo! ¿Dónde es? Es en una librería cerca de mi casa.
Find and fix the errors: Ana: Mi abuela está mejor. Luis: ¡Qué bueno que está mejor! Ana: No encuentro mi teléfono. Luis: Siento que no lo encuentras. Ana: Me caso en junio. Luis: ¡Me alegra que te casas!
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Every reaction takes the subjunctive. ¡Qué bueno que esté mejor! Siento que no lo encuentres. ¡Me alegra que te cases!
Explain why a reaction to news uses the subjunctive even if the news is certain.
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The speaker is reacting with a feeling, not reporting. A reaction reaches toward the news instead of stating it, so the mood is subjunctive whether or not the news is true. A reaction is a reach.
Write a six-line exchange with good news and bad news, with two reactions in the subjunctive and one offer of help.
Show the full solution

One correct answer: Ana: Saco mi licencia de conducir mañana. Luis: ¡Qué bueno que la saques! Me alegra que seas tan responsable. Ana: Pero mi coche está en el taller. Luis: Es una lástima que no funcione. Si necesitas algo, avísame. Saco mi licencia de conducir mañana. ¡Qué bueno que la saques! Me alegra que seas tan responsable. Pero mi coche está en el taller. Es una lástima que no funcione. Si necesitas algo, avísame.

Lesson 4.7 · Unit 4 · Communication: presentational

Claim, evidence, doubt, conclusion

An opinion paragraph shows both moods at work. It claims something with the indicative, supports it with facts in the indicative, admits a doubt or a limit with the subjunctive, and ends with a conclusion in the indicative. The mood is not decoration. It tells the reader which statements the writer stands behind and which ones the writer is only considering. A writer who controls the mood controls how the argument sounds.

The method

Claim. En mi opinión, los estudiantes tienen demasiada tarea. Creo que la escuela empieza demasiado temprano. Both are facts the writer stands behind.
Evidence. Es verdad que muchos estudiantes duermen poco. Está claro que el cansancio afecta las notas. Certainty expressions take the indicative.
Doubt or limit. Es posible que algunos necesiten la tarea. No creo que todos aprendan igual. These take the subjunctive.
Response. Aunque es verdad que la tarea ayuda, dudo que ayude tanto. Unit 5 covers aunque. For now use two sentences.
Conclusion. Por eso, creo que es mejor reducir la tarea. The conclusion claims the position again.
Vary the openers. Creo que, En mi opinión, Me parece que, Está claro que. Me parece que takes the indicative, and No me parece que takes the subjunctive.
Connect the pieces. Además, sin embargo, por eso, por otro lado, en conclusión.
Proofread by mood. Underline every verb, mark each fact or reach, and check that each one matches its trigger.

Where students lose marks: Writing the whole paragraph in one mood, using the subjunctive after the claim (creo que sea), using the indicative after a doubt (dudo que ayuda), and stating the conclusion with a reach. Mark each verb as a fact or a reach before you finish.

Worked example

The problem. Write a six-sentence paragraph weighing the claim that school should start later.

Step one: claim. A fact the writer stands behind: En mi opinión, la escuela debe empezar más tarde.

Step two: evidence 1. Certainty: Es verdad que muchos adolescentes duermen poco.

Step three: evidence 2. Certainty: Está claro que el sueño mejora la atención.

Step four: limit. Doubt: Es posible que algunas familias tengan problemas con el horario.

Step five: response. A negated belief: Sin embargo, no creo que ese problema sea más grave que el cansancio.

Step six: conclusion. The claim returns: Por eso, creo que un horario más tarde es mejor.

Step seven: moods. The claim, the evidence and the conclusion are indicative, and the limit and the response are subjunctive.

Step eight: check. Each verb matches its trigger, and the paragraph has a claim, evidence, a limit, a response and a conclusion.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "In my opinion, students have too much homework."
Show the full solution

En mi opinión, los estudiantes tienen demasiada tarea.
Say "I do not think that it is a good idea."
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No creo que sea una buena idea.
Say "It is true that homework helps, but it is possible that it is too much."
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Es verdad que la tarea ayuda, pero es posible que sea demasiada.
Say "I doubt that students sleep enough."
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Dudo que los estudiantes duerman lo suficiente.
Say "There is no doubt that rest is important."
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No hay duda de que is certainty. No hay duda de que el descanso es importante.
Say "Some people think that it is useful; I, however, do not think that it is necessary."
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Algunas personas creen que es útil; yo, sin embargo, no creo que sea necesaria.
Complete: Es obvio que la tecnología ___ (ayudar), pero no es cierto que ___ (resolver) todo.
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ayuda, resuelva
Find and fix the errors: Creo que los jóvenes tengan demasiado tiempo en las pantallas. No es verdad que ellos no estudian.
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Affirmative belief takes the indicative, and a denied fact takes the subjunctive. Creo que los jóvenes tienen demasiado tiempo en las pantallas. No es verdad que ellos no estudien.
Explain the order of an opinion paragraph and which moods it uses.
Show the full solution

It begins with a claim (indicative), gives evidence (indicative), admits a doubt or limit (subjunctive), answers it (subjunctive or indicative), and ends with the conclusion (indicative). Claim, evidence, limit, response, conclusion.
Write a six-sentence paragraph weighing the claim that students should wear uniforms.
Show the full solution

One correct answer: En mi opinión, los uniformes no son necesarios. Es verdad que reducen las diferencias de ropa. Sin embargo, no creo que eso resuelva los problemas entre estudiantes. Es posible que algunos padres ahorren dinero. Dudo que todos los estudiantes se sientan cómodos. Por eso, creo que cada escuela debe preguntar a sus estudiantes. En mi opinión, los uniformes no son necesarios. Es verdad que reducen las diferencias de ropa. Sin embargo, no creo que eso resuelva los problemas entre estudiantes. Es posible que algunos padres ahorren dinero. Dudo que todos los estudiantes se sientan cómodos. Por eso, creo que cada escuela debe preguntar a sus estudiantes.

Unit 4 review · 10 problems · all lessons

Unit 4 review: Emotion, doubt and certainty

These are mixed across all seven lessons and do not say which idea they want. Ask whether the speaker reacts, doubts or claims the fact before you choose the mood.

Say "I am glad that you are here."
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Me alegra que estés aquí.
Choose the mood: Creo que ella (tiene, tenga) razón. No creo que ella (tiene, tenga) razón.
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tiene, tenga
Say "I doubt that he knows the answer."
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Dudo que él sepa la respuesta.
Say "It is a shame that you cannot come."
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Es una lástima que no puedas venir.
Say "It is obvious that she is tired."
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Certainty takes the indicative. Es obvio que está cansada.
Say "Maybe she comes" (I am unsure), and "Maybe it is a mistake," with a lo mejor.
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Quizás venga. A lo mejor es un error.
React to "Mi hermana viene mañana."
Show the full solution

¡Qué bueno que venga!
Complete: No dudo que tú ___ (tener) razón, pero dudo que ellos ___ (saber) la verdad.
Show the full solution

No dudar is certainty, and dudar is doubt. tienes, sepan
Find and fix the errors: Me alegra que vienes. No creo que tiene razón. Ojalá que ella viene.
Show the full solution

A reaction, a negated belief and ojalá all take the subjunctive. Me alegra que vengas. No creo que tenga razón. Ojalá que ella venga.
Write a four-sentence paragraph weighing a claim, with a claim, evidence, a doubt and a conclusion.
Show the full solution

One correct answer: En mi opinión, la escuela debe empezar más tarde. Es verdad que los adolescentes duermen poco. Dudo que todos los padres estén de acuerdo. Por eso, creo que es mejor cambiar el horario. En mi opinión, la escuela debe empezar más tarde. Es verdad que los adolescentes duermen poco. Dudo que todos los padres estén de acuerdo. Por eso, creo que es mejor cambiar el horario.

Lesson 5.1 · Unit 5 · Structures

A thing you can point to, or one you cannot

Until now the subjunctive has followed a verb or an expression that sits in front of que. It can also follow a noun. When a clause with que describes a noun (a friend who speaks Spanish, a house that has a garden), the mood depends on whether the speaker knows that such a thing exists. If the speaker can point to it, the clause is a fact and takes the indicative. If the speaker is looking for it, wants it or does not know whether it exists, the clause is a reach and takes the subjunctive.

The method

An adjective clause describes a noun. un amigo que habla español. The noun is called the antecedent, and que connects it to the clause.
Known and specific: indicative. Tengo un amigo que habla español. Vivo en una casa que tiene jardín. The speaker can point to the person or the thing.
Unknown or sought: subjunctive. Busco un amigo que hable español. Necesito una casa que tenga jardín. The speaker has not found one.
Verbs that signal the unknown. buscar, necesitar, querer, preferir, desear, pedir. Verbs that signal the known: tener, conocer, ver, encontrar, vivir en, hay.
The personal a drops before an unknown person. Busco un profesor que hable español (any teacher) against Busco a la profesora que habla español (a specific one).
Wants and wishes about things. Quiero un trabajo que pague bien. Prefiero una clase que no sea difícil.
It may exist, but the speaker does not know it. If the friend is waiting at home, the subjunctive is still correct while the speaker is searching.
The test. Can I point to it? If yes, indicative. If I am looking for it, hoping for it or doubting it exists, subjunctive.

Where students lose marks: Using the indicative for a sought thing (busco un libro que es fácil), using the subjunctive for a known thing (tengo un perro que sea grande), and keeping the personal a before an unknown person. Ask whether the speaker has the thing in sight.

Worked example

The problem. Write six sentences: (1) I have a friend who speaks Spanish. (2) I am looking for a friend who speaks Spanish. (3) We need a house that has a garden. (4) They live in a house that has a garden. (5) She wants a job that pays well. (6) I know a restaurant that serves vegetarian food.

Step one: sentence 1. The friend exists and the speaker knows him: Tengo un amigo que habla español.

Step two: sentence 2. The friend is sought, and there is no personal a: Busco un amigo que hable español.

Step three: sentence 3. The house is needed and has not been found: Necesitamos una casa que tenga jardín.

Step four: sentence 4. The house exists and they live in it: Viven en una casa que tiene jardín.

Step five: sentence 5. The job is wished for: Ella quiere un trabajo que pague bien.

Step six: sentence 6. The restaurant is known: Conozco un restaurante que sirve comida vegetariana.

Step seven: pairs. Sentences 1 and 2, and 3 and 4, have the same noun and the same clause, and only the speaker's knowledge changes the mood.

Step eight: check. Sought or wished things take the subjunctive, known things take the indicative, and the personal a drops before an unknown person.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Tengo un amigo que ___ (hablar) francés.
Show the full solution

habla
Complete: Busco un amigo que ___ (hablar) francés.
Show the full solution

hable
Complete: Necesitamos una casa que ___ (tener) jardín.
Show the full solution

tenga
Complete: Viven en una casa que ___ (tener) jardín.
Show the full solution

tiene
Say "She wants a job that pays well."
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Ella quiere un trabajo que pague bien.
Say "I am looking for the teacher who speaks Spanish" (a specific one) and "I am looking for a teacher who speaks Spanish" (any).
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A specific person takes the personal a and the indicative, and an unknown person takes neither. Busco a la profesora que habla español. Busco un profesor que hable español.
Say "I need a book that is easy and that has pictures."
Show the full solution

Necesitar signals the unknown, and ser and tener are subjunctive. Necesito un libro que sea fácil y que tenga dibujos.
Find and fix the errors: Busco un libro que es interesante. Tengo un perro que sea muy grande. Necesito una persona que sabe cocinar.
Show the full solution

A sought thing takes the subjunctive and a known thing takes the indicative. Busco un libro que sea interesante. Tengo un perro que es muy grande. Necesito una persona que sepa cocinar.
Explain why Busco un profesor que hable español has no personal a but Busco a la profesora que habla español has one.
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The personal a marks a specific person. An unknown teacher is not specific, so there is no a and the clause is a reach. A teacher the speaker knows is specific, so a appears and the clause states a fact. Specific means a and the indicative.
Write six sentences about a school, a house, a job, a car, a friend and a city, three with known things and three with sought things.
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One correct answer: Estudio en una escuela que tiene un buen laboratorio. Busco una casa que esté cerca del mar. Tengo un trabajo que me gusta. Quiero un coche que no gaste mucho. Mi mejor amiga vive en una ciudad que es muy grande. Necesito una ciudad que tenga transporte público. Estudio en una escuela que tiene un buen laboratorio. Busco una casa que esté cerca del mar. Tengo un trabajo que me gusta. Quiero un coche que no gaste mucho. Mi mejor amiga vive en una ciudad que es muy grande. Necesito una ciudad que tenga transporte público.

Lesson 5.2 · Unit 5 · Structures

When the thing does not exist

The strongest form of the unknown is the nonexistent. If a speaker says there is nobody who understands, there is nothing the speaker can point to, and the clause that follows can only be a reach. This lesson takes the pattern of lesson 5.1 to its limit with the negative words nadie, nada, ningún and ninguno, and contrasts them with alguien and algo when the person or the thing exists.

The method

A nonexistent antecedent takes the subjunctive. No hay nadie que me entienda. No hay nada que me guste.
The negative words. nadie (no one), nada (nothing), ningún / ninguna (no, none), ninguno (none of them), and no ... ninguno.
No hay plus a negative word plus que. No hay ningún libro que sea fácil. No hay nadie que sepa la respuesta.
Other verbs of lack. No conozco a nadie que hable ruso. No encuentro nada que me interese. No tiene ningún amigo que viva cerca.
The personal a with nadie and alguien. No conozco a nadie. Conozco a alguien. People are marked with a, things are not.
When it exists, use the indicative. Hay alguien que me entiende. Conozco a alguien que habla ruso. Alguien and algo are the existing counterparts of nadie and nada.
Ningún is shortened before a masculine singular noun. ningún libro, ninguna idea, ningunas ideas (rare). Use the singular.
The test. If the whole class of things may be empty, the clause is a reach. If the speaker names a single one that exists, it is a fact.

Where students lose marks: Using the indicative after nadie or nada (no hay nadie que me entiende), dropping the personal a before nadie (no conozco nadie), and using ninguno before a noun (ninguno libro). Ask whether any such thing exists.

Worked example

The problem. Write six sentences: (1) There is nobody who understands me. (2) There is someone who understands me. (3) I do not know anyone who speaks Russian. (4) There is nothing that interests me here. (5) She has no friend who lives nearby. (6) I know no teacher who gives so much homework.

Step one: sentence 1. Nonexistent, so the subjunctive of entender: No hay nadie que me entienda.

Step two: sentence 2. Existing, so the indicative: Hay alguien que me entiende.

Step three: sentence 3. A person marked with a, and nonexistent: No conozco a nadie que hable ruso.

Step four: sentence 4. Nada and the subjunctive of interesar: No hay nada aquí que me interese.

Step five: sentence 5. Ningún before a masculine noun: No tiene ningún amigo que viva cerca.

Step six: sentence 6. Dar is a DISHES verb, with an accent: No conozco a ningún profesor que dé tanta tarea.

Step seven: contrast. Sentences 1 and 2 have the same clause, and only nadie and alguien change it from nonexistent to existing.

Step eight: check. Every clause after nadie, nada or ningún is subjunctive, and the personal a stays before people.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "There is nobody who understands me."
Show the full solution

No hay nadie que me entienda.
Say "There is someone who understands me."
Show the full solution

Hay alguien que me entiende.
Complete: No conozco a nadie que ___ (hablar) ruso.
Show the full solution

hable
Complete: No hay nada aquí que me ___ (interesar).
Show the full solution

interese
Complete: Conozco a un chico que ___ (hablar) ruso.
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The boy exists. habla
Say "She has no friend who lives nearby."
Show the full solution

No tiene ningún amigo que viva cerca.
Say "There is nothing that I want to eat and nobody who can help me."
Show the full solution

No hay nada que quiera comer ni nadie que pueda ayudarme.
Find and fix the errors: No hay nadie que me entiende. No tengo ningún libro que es fácil. No conozco nadie que sabe.
Show the full solution

A nonexistent thing takes the subjunctive, and a person needs the personal a. No hay nadie que me entienda. No tengo ningún libro que sea fácil. No conozco a nadie que sepa.
Explain why No hay nadie que... takes the subjunctive.
Show the full solution

The speaker says that no such person exists, so there is nobody to point to. A clause that describes a nonexistent person cannot state a fact. There is no such person.
Write five sentences about things that do not exist for you, using nadie, nada and ningún.
Show the full solution

One correct answer: No hay nadie en mi clase que hable japonés. No tengo nada que hacer esta noche. No conozco ningún restaurante que sirva comida etíope. No hay ninguna tienda cerca que venda libros en español. No veo nada que me guste. No hay nadie en mi clase que hable japonés. No tengo nada que hacer esta noche. No conozco ningún restaurante que sirva comida etíope. No hay ninguna tienda cerca que venda libros en español. No veo nada que me guste.

Lesson 5.3 · Unit 5 · Structures

Asking whether it exists

A question about whether something exists is a question about the unknown, so it takes the subjunctive. If you ask ¿hay alguien que hable francés? you do not know whether anyone does. If you ask ¿conoces a la chica que vive al lado? you know the girl exists and are asking about her. Questions of this kind are everywhere: at a hotel desk, in a shop, in a classroom. Choosing the mood correctly makes the speaker sound exactly as sure as the speaker is.

The method

A question about existence takes the subjunctive. ¿Hay alguien que hable francés? ¿Conoces a alguien que toque la guitarra?
A question about a known thing takes the indicative. ¿Conoces a la chica que vive al lado? ¿Tienes el libro que compré?
Alguien, algo, algún, alguno. ¿Hay algún restaurante que sirva mariscos? These are the words that open the question.
At a hotel or a shop. ¿Tiene una habitación que tenga vista al mar? ¿Venden zapatos que sean cómodos? The customer does not know whether such an item exists.
Asking for a recommendation. ¿Conoces un buen restaurante que no sea caro? The speaker wants one that is not yet known.
Answering. Sí, hay alguien que habla francés. (The answer states a fact: indicative.) No, no hay nadie que lo hable. (Nonexistent: subjunctive.)
If the answer is expected to be yes. ¿Hay alguien que puede ayudarme? is possible in speech if the speaker is sure someone can. The subjunctive is the careful default.
The test. Is the speaker sure it exists? If not, the question is a reach.

Where students lose marks: Using the indicative to ask whether something exists (¿hay alguien que habla francés?), dropping the personal a (¿conoces alguien?), and using the subjunctive for a thing that has been named (¿conoces a la chica que viva allí?). Decide whether the thing is known.

Worked example

The problem. Write six sentences: (1) Is there anyone here who speaks French? (2) Yes, there is someone who speaks French. (3) Do you know anyone who plays the guitar? (4) Do you know the girl who lives next door? (5) Do you have a room that has a view of the sea? (6) No, there is nobody who can help you.

Step one: question 1. The speaker does not know whether anyone does: ¿Hay alguien aquí que hable francés?

Step two: answer 1. The answer states a fact: Sí, hay alguien que habla francés.

Step three: question 2. A person, so the personal a, and unknown: ¿Conoces a alguien que toque la guitarra?

Step four: question 3. The girl is known: ¿Conoces a la chica que vive al lado?

Step five: question 4. The room is not known to exist: ¿Tiene una habitación que tenga vista al mar?

Step six: answer 2. Nonexistent: No, no hay nadie que pueda ayudarte.

Step seven: moods. The questions about unknown things and the negative answer take the subjunctive, and the known girl and the positive answer take the indicative.

Step eight: check. The mood of each clause matches whether the speaker is sure that the thing exists.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "Is there anyone here who speaks French?"
Show the full solution

¿Hay alguien aquí que hable francés?
Say "Yes, there is someone who speaks French."
Show the full solution

Sí, hay alguien que habla francés.
Say "Do you know anyone who plays the guitar?"
Show the full solution

¿Conoces a alguien que toque la guitarra?
Say "Do you know the girl who lives next door?"
Show the full solution

The girl is known. ¿Conoces a la chica que vive al lado?
Say "Do you have a room that has a view of the sea?"
Show the full solution

¿Tiene una habitación que tenga vista al mar?
Say "No, there is nobody who can help you."
Show the full solution

No, no hay nadie que pueda ayudarte.
Complete: ¿Hay un restaurante cerca que ___ (servir) comida vegetariana?
Show the full solution

sirva
Find and fix the errors: ¿Hay alguien que habla francés? (you do not know). ¿Conoces alguien que toca la guitarra? (you do not know). No hay nadie que puede ayudarte.
Show the full solution

An unknown thing takes the subjunctive, a person takes the personal a, and a nonexistent person takes the subjunctive. ¿Hay alguien que hable francés? ¿Conoces a alguien que toque la guitarra? No hay nadie que pueda ayudarte.
Explain why ¿Conoces a la chica que vive al lado? uses the indicative.
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The girl is specific and the speaker knows that she exists, so the clause states a fact. The girl is known.
Write four questions to ask at a hotel desk, each with an adjective clause.
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One correct answer: ¿Tiene una habitación que sea tranquila? ¿Hay un restaurante cerca que abra temprano? ¿Conoce un guía que hable inglés? ¿Hay algún tren que salga después de las diez? ¿Tiene una habitación que sea tranquila? ¿Hay un restaurante cerca que abra temprano? ¿Conoce un guía que hable inglés? ¿Hay algún tren que salga después de las diez?

Lesson 5.4 · Unit 5 · Structures

Words that look ahead

Some conjunctions always introduce an action that is intended, conditional or not yet real, so they always take the subjunctive, whether or not the event turns out to be true. Para que introduces a purpose, antes de que introduces something that comes later, and sin que, a menos que, con tal de que and en caso de que introduce a condition or a contingency. There is no choice to make with these words: memorize the list, and the mood follows.

The method

The list. para que, antes de que, sin que, a menos que, con tal de que, en caso de que, a no ser que.
Always subjunctive. Te lo digo para que lo sepas. Even when the event happens, the conjunction makes the clause a purpose or a condition.
Para que: purpose with a second subject. Estudio para aprender (one subject, infinitive). Te explico para que aprendas (two subjects, subjunctive).
Antes de que. Salimos antes de que llueva. With one subject the preposition takes the infinitive: Salimos antes de comer.
Sin que. Sale sin que nadie lo vea. With one subject: Sale sin hablar.
A menos que and a no ser que. Iré a menos que ella llame. Iremos a no ser que llueva. They mean "unless."
Con tal de que. Te presto el coche con tal de que tengas cuidado. It means "as long as" or "provided that."
En caso de que. Lleva un paraguas en caso de que llueva. It means "in case."

Where students lose marks: Using the indicative because the event is true (te llamo para que sabes), repeating que when the subject does not change (salimos antes de que yo coma), and forgetting de in antes de que, con tal de que and en caso de que. Memorize the list and keep de where it belongs.

Worked example

The problem. Write six sentences: (1) I am telling you so that you know. (2) We are leaving before it rains. (3) I will go unless she calls. (4) I will lend you the car as long as you are careful. (5) Take an umbrella in case it rains. (6) He leaves without anyone seeing him.

Step one: sentence 1. Para que introduces a purpose, and saber is a DISHES verb: Te lo digo para que lo sepas.

Step two: sentence 2. Antes de que, with the boot of llover: Salimos antes de que llueva.

Step three: sentence 3. A menos que is a condition: Iré a menos que ella llame.

Step four: sentence 4. Con tal de que with de: Te presto el coche con tal de que tengas cuidado.

Step five: sentence 5. En caso de que is a contingency: Lleva un paraguas en caso de que llueva.

Step six: sentence 6. Sin que with ver, which has the form vea: Sale sin que nadie lo vea.

Step seven: list. The six conjunctions are para que, antes de que, a menos que, con tal de que, en caso de que and sin que.

Step eight: check. Every clause after these words is subjunctive, and de stays in antes de que, con tal de que and en caso de que.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Te lo digo para que lo ___ (saber).
Show the full solution

sepas
Complete: Salimos antes de que ___ (llover).
Show the full solution

llueva
Complete: Iré a menos que ella ___ (llamar).
Show the full solution

llame
Say "I lend you the car as long as you are careful."
Show the full solution

Te presto el coche con tal de que tengas cuidado.
Say "Take an umbrella in case it rains."
Show the full solution

Lleva un paraguas en caso de que llueva.
Say "He leaves without anyone seeing him."
Show the full solution

Sale sin que nadie lo vea.
Say "I study to learn, and I explain it to you so that you learn too."
Show the full solution

One subject takes para and the infinitive, and two take para que. Estudio para aprender y te lo explico para que tú también aprendas.
Find and fix the errors: Te llamo para que sabes. Salgo antes de que llueve. Entro sin que nadie me ve.
Show the full solution

These conjunctions always take the subjunctive. Te llamo para que sepas. Salgo antes de que llueva. Entro sin que nadie me vea.
Explain why antes de salir has no que but antes de que salgas does.
Show the full solution

In the first, the same person leaves and the speaker is the same, so Spanish uses the preposition and the infinitive. In the second there are two different subjects, so it needs que and the subjunctive. One subject takes the infinitive, and two take que.
Write five sentences about school or home, each with a different conjunction from the list.
Show the full solution

One correct answer: Estudio para que mis padres estén orgullosos. Termino la tarea antes de que mi madre llegue. Salgo con mis amigos con tal de que termine todo. Llevo un suéter en caso de que haga frío. No voy a la fiesta a menos que me inviten. Estudio para que mis padres estén orgullosos. Termino la tarea antes de que mi madre llegue. Salgo con mis amigos con tal de que termine todo. Llevo un suéter en caso de que haga frío. No voy a la fiesta a menos que me inviten.

Lesson 5.5 · Unit 5 · Structures

Has it happened yet?

Time conjunctions are different from the conjunctions of the last lesson, because they take either mood. The choice depends on one question: has the event happened yet? If the event is in the past, or happens as a habit, it is a fact and takes the indicative. If it lies in the future, it has not happened, and it takes the subjunctive. English does not mark this difference, which is why the error is so common: I will call you when I arrive uses the plain present, but Spanish needs the subjunctive.

The method

The time conjunctions. cuando, hasta que, en cuanto, tan pronto como, después de que, mientras que, apenas.
Future or pending: subjunctive. Te llamaré cuando llegue. No saldré hasta que termines.
Habit: indicative. Siempre te llamo cuando llego. Todos los días como en cuanto llego.
Past: indicative. Te llamé cuando llegué. Salimos después de que terminó la clase.
A command in the main clause: subjunctive. Llámame cuando llegues. Avísame en cuanto sepas. A command also looks forward.
The main verb is often the future. Cuando tenga tiempo, leeré. The future in the main clause is the signal.
Antes de que is always subjunctive. Llámame antes de que salgas. Lesson 5.4 listed it.
One subject takes a preposition. Después de comer, estudio. Antes de salir, llamo. The infinitive replaces que when the subject does not change.

Where students lose marks: Using the indicative for a future event (te llamo cuando llego meaning tomorrow), using the subjunctive for a habit or a past event (siempre te llamo cuando llegue), and forgetting that a command looks forward. Ask: has it happened yet?

Worked example

The problem. Write six sentences: (1) I will call you when I arrive. (2) I always call you when I arrive. (3) I called you when I arrived. (4) Call me as soon as you arrive. (5) We will not leave until you finish. (6) After she eats, she studies (every day).

Step one: sentence 1. A future event: Te llamaré cuando llegue.

Step two: sentence 2. A habit: Siempre te llamo cuando llego.

Step three: sentence 3. A past event: Te llamé cuando llegué.

Step four: sentence 4. A command looks forward: Llámame en cuanto llegues.

Step five: sentence 5. Hasta que with a future main verb: No saldremos hasta que termines.

Step six: sentence 6. A daily habit: Después de que ella come, estudia.

Step seven: test. The subjunctive appears in sentences 1, 4 and 5, all of which look to the future. Sentences 2, 3 and 6 describe what happens or happened.

Step eight: check. The mood follows the time: future and commands take the subjunctive, habit and past take the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Te llamaré cuando ___ (llegar).
Show the full solution

llegue
Complete: Siempre te llamo cuando ___ (llegar).
Show the full solution

llego
Complete: Ayer te llamé cuando ___ (llegar).
Show the full solution

llegué
Say "Call me as soon as you arrive."
Show the full solution

Llámame en cuanto llegues.
Say "We will not leave until you finish."
Show the full solution

No saldremos hasta que termines.
Say "When I have time, I will read."
Show the full solution

Cuando tenga tiempo, leeré.
Say "Every day, when I get home, I eat."
Show the full solution

Todos los días, cuando llego a casa, como.
Find and fix the errors: Cuando llegas mañana, te llamaré. Siempre como cuando llegue. Ayer salí cuando termine.
Show the full solution

A future event takes the subjunctive, a habit takes the indicative, and a past event takes the indicative. Cuando llegues mañana, te llamaré. Siempre como cuando llego. Ayer salí cuando terminé.
Explain how to decide between the indicative and the subjunctive after cuando.
Show the full solution

Ask whether the event has happened or always happens. If so, it is a fact and takes the indicative. If it lies ahead and has not happened, it is a reach and takes the subjunctive. Has it happened yet?
Write six sentences about what you will do after school and what you do every day, three in the future (subjunctive) and three as habits (indicative).
Show the full solution

One correct answer: Cuando llegue a casa, haré la tarea. Voy a descansar en cuanto termine. No saldré hasta que acabe todo. Cuando llego a casa, siempre como algo. Después de que ceno, ayudo a mi madre. Mientras estudio, escucho música. Cuando llegue a casa, haré la tarea. Voy a descansar en cuanto termine. No saldré hasta que acabe todo. Cuando llego a casa, siempre como algo. Después de que ceno, ayudo a mi madre. Mientras estudio, escucho música.

Lesson 5.6 · Unit 5 · Structures

Although, or even if

Aunque is the one conjunction that changes meaning with the mood. With the indicative it means "although" or "even though," and the speaker accepts the fact. With the subjunctive it means "even if," and the speaker is imagining a possibility or declaring a fact irrelevant. The same sentence in English needs different words, but Spanish needs only a different ending. A short family of words with -quiera uses the same idea for things the speaker does not specify.

The method

Aunque plus the indicative: a fact. Aunque llueve, salgo. It is raining, and I go out.
Aunque plus the subjunctive: a possibility. Aunque llueva, saldré. It may or may not rain, and I will go out.
Meaning in English. Indicative: although, even though. Subjunctive: even if, even though it may be true that.
The subjunctive can declare a known fact irrelevant. Aunque sea tu amigo, no tiene razón. The speaker grants the point and dismisses it.
Usually a future main verb goes with the subjunctive. Aunque estudie mucho, no aprobará. The unreal condition pairs with a future or a command.
A pesar de que takes the indicative. A pesar de que llueve, salgo. A pesar de alone takes a noun or an infinitive: a pesar del frío, a pesar de estar cansado.
Whatever, wherever, however. lo que quieras, donde quieras, como quieras, cuando quieras. The thing is not specified, so the clause is a reach.
The test. Is the speaker conceding a fact the speaker sees, or imagining a case? Fact: indicative. Case: subjunctive.

Where students lose marks: Using the same mood for both meanings, so aunque llueve and aunque llueva look identical in translation, forgetting that a pesar de que takes the indicative, and giving lo que quieres when the speaker means "whatever you want." Decide fact or case first.

Worked example

The problem. Write six sentences: (1) Although it is raining, I am going out. (2) Even if it rains, I will go out. (3) Although she is tired, she is working. (4) Even if she is tired, she will work. (5) Eat whatever you want. (6) Go wherever you want.

Step one: sentence 1. A fact accepted: Aunque llueve, salgo.

Step two: sentence 2. A possible case: Aunque llueva, saldré.

Step three: sentence 3. A fact, with estar for a condition: Aunque está cansada, trabaja.

Step four: sentence 4. A possible case: Aunque esté cansada, trabajará.

Step five: sentence 5. The thing is unspecified: Come lo que quieras.

Step six: sentence 6. The place is unspecified: Ve donde quieras.

Step seven: pairs. Sentences 1 and 2, and 3 and 4, differ by one vowel and by the meaning "although" or "even if."

Step eight: check. Facts take the indicative, possible cases and unspecified things take the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete (it is raining now): Aunque ___ (llover), salgo.
Show the full solution

llueve
Complete (it may rain): Aunque ___ (llover), saldré.
Show the full solution

llueva
Say "Although she is tired, she is working."
Show the full solution

Aunque está cansada, trabaja.
Say "Even if she is tired, she will work."
Show the full solution

Aunque esté cansada, trabajará.
Say "Eat whatever you want."
Show the full solution

Come lo que quieras.
Say "Go wherever you want."
Show the full solution

Ve donde quieras.
Say "Even if it is difficult, I will do it."
Show the full solution

Aunque sea difícil, lo haré.
Find and fix the errors: Aunque llueva ahora mismo, salgo (it is pouring). Aunque es difícil el examen, lo haré (you have not seen it). Come lo que quieres.
Show the full solution

A fact takes the indicative, an imagined case takes the subjunctive, and an unspecified thing takes the subjunctive. Aunque llueve ahora mismo, salgo. Aunque sea difícil el examen, lo haré. Come lo que quieras.
Explain the difference between Aunque llueve and Aunque llueva.
Show the full solution

The first treats the rain as a fact: although it is raining. The second treats the rain as a possibility: even if it rains. Fact against possibility.
Write four sentences with aunque, two with the indicative and two with the subjunctive, and say what each means.
Show the full solution

One correct answer: Aunque estoy cansado, voy a estudiar (although I am tired). Aunque tengo poco dinero, compré el libro (although I have little money). Aunque esté cansado, estudiaré (even if I am tired). Aunque no tenga tiempo, te ayudaré (even if I have no time). Aunque estoy cansado, voy a estudiar. Aunque tengo poco dinero, compré el libro. Aunque esté cansado, estudiaré. Aunque no tenga tiempo, te ayudaré.

Lesson 5.7 · Unit 5 · Communication: interpersonal

Plans with strings attached

Most real plans depend on something: the weather, the time, who else comes. A speaker who can set conditions and timing sounds natural, and the tools are the clauses of this unit. This lesson puts them into a negotiation: propose a plan, set conditions, fix the timing, add a fallback, and agree. Every move uses a conjunction from this unit, so the lesson is also a review.

The method

Propose. Podemos ir a la playa. ¿Qué tal si vamos al parque? A proposal can be a plain question or a suggestion.
Set a condition. Iremos a menos que llueva. Voy contigo con tal de que termine la tarea.
Set the timing. Saldremos cuando todos estén listos. Te espero hasta que llegues.
Name a purpose. Reservo una mesa para que no esperemos.
Plan a fallback. En caso de que llueva, iremos al cine.
Look for what you need. Busco un hotel que sea barato y que esté cerca del centro.
Agree or counter. Está bien. De acuerdo. Mejor vamos el domingo.
Confirm. Entonces quedamos así. Te llamo antes de que salgamos.

Where students lose marks: Using the indicative after a condition or a timing word that looks ahead, using si with the subjunctive (si llueva), and forgetting the fallback. Use si only with the indicative for a real condition, and check each clause for a trigger.

Worked example

The problem. Write a six-sentence plan for a weekend trip: (1) We will go to the mountains unless it rains. (2) We will leave when everyone is ready. (3) I will reserve a hotel that has a pool. (4) Bring a jacket in case it is cold. (5) I will call you before we leave so that you know the plan. (6) We will return on Sunday after we have lunch.

Step one: sentence 1. A condition: Iremos a la montaña a menos que llueva.

Step two: sentence 2. Timing that looks ahead: Saldremos cuando todos estén listos.

Step three: sentence 3. The hotel is sought: Reservaré un hotel que tenga piscina.

Step four: sentence 4. A contingency: Lleva una chaqueta en caso de que haga frío.

Step five: sentence 5. Timing and purpose together: Te llamo antes de que salgamos para que sepas el plan.

Step six: sentence 6. Timing in the future: Volveremos el domingo después de que almorcemos.

Step seven: conjunctions. The plan uses a menos que, cuando, que (sought), en caso de que, antes de que, para que and después de que.

Step eight: check. Each clause has a trigger and a subjunctive, and there is no si with the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "We will go to the beach unless it rains."
Show the full solution

Iremos a la playa a menos que llueva.
Say "I will go with you as long as you tell me the time."
Show the full solution

Iré contigo con tal de que me digas la hora.
Say "We will leave when you are ready."
Show the full solution

Saldremos cuando estés listo.
Say "Call me before you leave."
Show the full solution

Llámame antes de que salgas.
Say "In case there is traffic, let's leave early."
Show the full solution

Haber in the subjunctive, and a nosotros command. En caso de que haya tráfico, salgamos temprano.
Say "I will bring the food so that everyone eats."
Show the full solution

Traeré la comida para que todos coman.
Say "I am looking for a hotel that is cheap and that is near the center."
Show the full solution

Busco un hotel que sea barato y que esté cerca del centro.
Find and fix the errors: Iremos a menos que llueve. Te espero hasta que llegas. Saldremos cuando está listo.
Show the full solution

A condition, a pending time and a future time all take the subjunctive. Iremos a menos que llueva. Te espero hasta que llegues. Saldremos cuando esté listo.
Explain why plans use the subjunctive so often.
Show the full solution

A plan looks forward at things that have not happened. The conditions, the timing and the purposes are all reaches, so the clauses that carry them take the subjunctive. Plans are about what has not happened yet.
Write a six-sentence plan for a party, with a condition, a timing clause, a purpose, a fallback, a sought item and a command.
Show the full solution

One correct answer: Haremos la fiesta a menos que llueva. Empezaremos cuando lleguen todos. Compraré globos para que el salón se vea alegre. En caso de que haga frío, usaremos el interior. Busco una música que guste a todos. Avísame antes de que salgas. Haremos la fiesta a menos que llueva. Empezaremos cuando lleguen todos. Compraré globos para que el salón se vea alegre. En caso de que haga frío, usaremos el interior. Busco una música que guste a todos. Avísame antes de que salgas.

Unit 5 review · 10 problems · all lessons

Unit 5 review: Clauses of description and time

These are mixed across all seven lessons and do not say which idea they want. Ask whether the thing is known and whether the event has happened before you choose the mood.

Complete: Busco un amigo que ___ (hablar) francés, pero tengo un amigo que ___ (hablar) español.
Show the full solution

The first is sought and the second is known. hable, habla
Say "There is nobody who understands me."
Show the full solution

No hay nadie que me entienda.
Say "Is there anyone here who plays the guitar?"
Show the full solution

¿Hay alguien aquí que toque la guitarra?
Complete: Te lo digo para que lo ___ (saber).
Show the full solution

Para que always takes the subjunctive. sepas
Complete: Te llamaré cuando ___ (llegar) y siempre te llamo cuando ___ (llegar).
Show the full solution

A future event takes the subjunctive, and a habit takes the indicative. llegue, llego
Say "Even if it rains, I will go out."
Show the full solution

Aunque llueva, saldré.
Say "We will go unless it rains, and we will leave before the others arrive."
Show the full solution

Iremos a menos que llueva y saldremos antes de que lleguen los demás.
Say "Call me as soon as you arrive."
Show the full solution

Llámame en cuanto llegues.
Find and fix the errors: Busco un libro que es fácil. Salgo antes de que llueve. Cuando llegas mañana, te llamo.
Show the full solution

A sought thing, antes de que and a future time clause all take the subjunctive. Busco un libro que sea fácil. Salgo antes de que llueva. Cuando llegues mañana, te llamo.
Explain the difference between Aunque llueve and Aunque llueva.
Show the full solution

The first treats the rain as a fact (although it is raining). The second treats it as a possibility (even if it rains). Fact against possibility.

Lesson 6.1 · Unit 6 · Structures

One form, one set of endings

The present subjunctive reaches toward the present and the future. When the trigger is in the past, Spanish uses a second tense of the same mood, called the imperfect subjunctive. It is easier to form than the present subjunctive, because it has one set of endings for every verb. It starts from a form you already know: the ellos form of the preterite. Every irregularity of the preterite carries through, so the only new thing to learn is the ending. This lesson teaches the regular forms, and the next teaches the irregular stems.

The method

Start with the ellos form of the preterite. hablaron, comieron, vivieron, escribieron.
Drop the -ron. hablaron → habla-; comieron → comie-; vivieron → vivie-. What remains is the stem.
Add -ra, -ras, -ra, -ramos, -ran. hablara, hablaras, hablara, habláramos, hablaran.
The nosotros form takes an accent. habláramos, comiéramos, viviéramos. The accent keeps the stress on the same syllable as in hablaran.
One set of endings for all three groups. -ar, -er and -ir verbs all take -ra. There is no switch of vowels, as in the present subjunctive.
Spelling changes come from the preterite. leer → leyeron → leyera; creer → creyera; oír → oyera; construir → construyera.
Same ending for yo and él. hablara, comiera, viviera. A subject pronoun or the context says which.
Compare with the present. Quiero que hable. Quería que hablara. The present subjunctive has e for -ar and the imperfect has -ara.

Where students lose marks: Forgetting the accent in nosotros (hablaramos), building the form from the infinitive (hablarara), using the yo form of the preterite instead of the ellos form (hablé → hablera), and mixing the endings (comiara). Start from ellos, drop -ron, add -ra.

Worked example

The problem. Write six forms: (1) hablar, yo. (2) comer, tú. (3) vivir, ella. (4) escribir, nosotros. (5) empezar, ellos. (6) leer, él.

Step one: form 1. The ellos preterite is hablaron, so the stem is habla-: hablara.

Step two: form 2. Comieron, so comie- plus -ras: comieras.

Step three: form 3. Vivieron, so vivie- plus -ra: viviera.

Step four: form 4. Escribieron, so escribie- plus -ramos, with an accent: escribiéramos.

Step five: form 5. Empezaron, so empeza- plus -ran: empezaran. The z is kept because the next letter is a.

Step six: form 6. Leyeron, so leye- plus -ra: leyera.

Step seven: endings. The same endings -ra, -ras, -ra, -ramos, -ran appear on every verb, and only nosotros takes an accent.

Step eight: check. Each form starts from the ellos preterite and ends in -ra, and the accent is written in escribiéramos.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the imperfect subjunctive of hablar for yo, tú and nosotros.
Show the full solution

Start from hablaron. hablara, hablaras, habláramos
Write the imperfect subjunctive of comer for ella and ellos.
Show the full solution

Start from comieron. comiera, comieran
Write the imperfect subjunctive of vivir for yo and nosotros.
Show the full solution

viviera, viviéramos
Write the imperfect subjunctive yo form of buscar and llegar.
Show the full solution

There is no spelling change because the next letter is a. buscara, llegara
Write the imperfect subjunctive ellos form of leer and creer.
Show the full solution

The preterite is leyeron, creyeron. leyeran, creyeran
Complete: Mi madre quería que yo ___ (comer) más.
Show the full solution

comiera
Complete: Ella quería que nosotros ___ (practicar) más.
Show the full solution

The nosotros form takes an accent. practicáramos
Find and fix the errors: hablaramos, comieramos, leieran.
Show the full solution

The nosotros forms need an accent, and leer has y in the ellos preterite. habláramos, comiéramos, leyeran
Explain why the imperfect subjunctive starts from the ellos preterite and not from the infinitive.
Show the full solution

The ellos preterite already carries every irregular stem and spelling change, so any verb that is irregular in the preterite is irregular in the imperfect subjunctive. Starting there means there is nothing extra to memorize. The ellos preterite carries the irregularities.
Write the imperfect subjunctive of vivir for yo, tú, él, nosotros and ellos, and use one in a sentence.
Show the full solution

viviera, vivieras, viviera, viviéramos, vivieran. One correct sentence: Mis padres querían que viviéramos cerca.

Lesson 6.2 · Unit 6 · Structures

Learn the preterite and you know this

The imperfect subjunctive has no irregular verbs of its own. Every irregular stem comes from the ellos form of the preterite, so a student who knows the preterite already knows these forms. This lesson lists the stems in groups, adds the verbs of unit 2 with boot changes in the -ir verbs, and shows the second set of endings, the -se forms, which have the same meaning and which a reader will meet in books, in news and in Spain.

The method

Verbs with u in the preterite. estuvieron → estuviera; tuvieron → tuviera; pudieron → pudiera; pusieron → pusiera; supieron → supiera; hubieron → hubiera.
Verbs with i in the preterite. hicieron → hiciera; quisieron → quisiera; vinieron → viniera.
Verbs with j in the preterite. dijeron → dijera; trajeron → trajera; condujeron → condujera. After j there is no i before -eron or -era.
Ser and ir share one form. fueron → fuera, fueras, fuera, fuéramos, fueran. Context tells you which verb.
Dar and ver. dieron → diera; vieron → viera.
Boot verbs in -ir change in the third person. pidieron → pidiera; durmieron → durmiera; prefirieron → prefiriera; sintieron → sintiera; sirvieron → sirviera. The change shows in every form.
The -se forms. -se, -ses, -se, -semos, -sen. Hablase, hablases, hablase, hablásemos, hablasen. They mean the same as the -ra forms.
Use the -ra forms. The -ra forms are more common in Latin America and in speech, so write them. Recognize the -se forms when you read.

Where students lose marks: Inventing regular forms (teniera, haciera), writing i after j (dijiera), forgetting the accent in fuéramos, and forgetting the boot in pidiera. Read the ellos preterite first.

Worked example

The problem. Write six forms: (1) tener, yo. (2) hacer, tú. (3) decir, ella. (4) ir, nosotros. (5) pedir, ellos. (6) dormir, yo.

Step one: form 1. The ellos preterite is tuvieron: tuviera.

Step two: form 2. Hicieron, so hiciera with the tú ending: hicieras.

Step three: form 3. Dijeron, with no i after j: dijera.

Step four: form 4. Fueron, so fuera, and nosotros takes the accent: fuéramos.

Step five: form 5. Pidieron, so pidiera with the ellos ending: pidieran.

Step six: form 6. Durmieron, so durmiera: durmiera.

Step seven: -se forms. Each form has an alternative: tuviese, hicieses, dijese, fuésemos, pidiesen, durmiese.

Step eight: check. Every stem comes from the ellos preterite, there is no i after j, and the accent appears in fuéramos.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the imperfect subjunctive yo form of tener, estar and poder.
Show the full solution

The ellos preterites are tuvieron, estuvieron, pudieron. tuviera, estuviera, pudiera
Write the imperfect subjunctive tú form of hacer, venir and querer.
Show the full solution

hicieras, vinieras, quisieras
Write the imperfect subjunctive ella form of decir, traer and conducir.
Show the full solution

dijera, trajera, condujera
Write the imperfect subjunctive of ir for nosotros and of dar for ellos.
Show the full solution

fuéramos, dieran
Write the imperfect subjunctive ellos form of pedir, dormir and sentir.
Show the full solution

pidieran, durmieran, sintieran
Complete: Mi madre quería que yo ___ (hacer) la cama.
Show the full solution

hiciera
Complete: Era importante que nosotros ___ (ir) temprano.
Show the full solution

fuéramos
Write the -se forms of tener for yo, of hablar for tú and of ir for nosotros.
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Replace -ra with -se. tuviese, hablases, fuésemos
Find and fix the errors: teniera, hacera, dijiera, fueramos.
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Tener has the u stem, hacer has the i stem, decir has no i after j, and nosotros needs the accent. tuviera, hiciera, dijera, fuéramos
Explain how you know to write dijera and not dijiera.
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The ellos preterite is dijeron, with j and no i. The stem of the imperfect subjunctive is dije-, so dijera. The j stem drops the i.

Lesson 6.3 · Unit 6 · Structures

Match the past to the past

Now that you have two subjunctive tenses, one question decides which to use: what is the tense of the main verb? If the main verb is in the present, the future or the command, the subjunctive is present. If the main verb is in a past tense or in the conditional, the subjunctive is imperfect. The rule is called the sequence of tenses, and it does not depend on the meaning of the second clause. It depends only on the first verb.

The method

Main verb in the present, future or command: present subjunctive. Quiero que vengas. Querré que vengas. Dile que venga.
Main verb in the present perfect: present subjunctive. Le he pedido que venga. The present perfect is close to now.
Main verb in the preterite, imperfect or conditional: imperfect subjunctive. Quise que vinieras. Quería que vinieras. Querría que vinieras.
The same trigger in both tenses. Quiero que vengas / Quería que vinieras. Dudo que sepa / Dudaba que supiera. Es importante que estudiemos / Era importante que estudiáramos.
The subjunctive tense follows the main verb, not the event. Me pidió que viniera may mean that the coming was later than the request.
Past request, past reaction, past doubt. Me pidió que la ayudara. Me alegró que vinieras. Dudaba que supiera.
Time words cue the tense. ayer, el año pasado, cuando era niño point to a past main verb and an imperfect subjunctive.
A method. Find the main verb. Name its tense. Choose present or imperfect subjunctive. Then build the form.

Where students lose marks: Using the present subjunctive after a past main verb (quería que vengas), using the imperfect subjunctive after a present main verb (quiero que vinieras), and forgetting to change a si clause (unit 7). Check the main verb first.

Worked example

The problem. Change each sentence to the past: (1) Quiero que vengas. (2) Te pido que me ayudes. (3) Es importante que estudiemos. (4) Dudo que ella sepa. (5) Busco un amigo que hable español. (6) Me alegra que estés aquí.

Step one: sentence 1. Quiero becomes quería, and the subjunctive follows: Quería que vinieras.

Step two: sentence 2. Pido becomes pedí, and ayudaron gives ayudara: Te pedí que me ayudaras.

Step three: sentence 3. Es becomes era: Era importante que estudiáramos.

Step four: sentence 4. Dudo becomes dudaba, and supieron gives supiera: Dudaba que ella supiera.

Step five: sentence 5. A sought thing in the past: Buscaba un amigo que hablara español.

Step six: sentence 6. Alegra becomes alegraba, and estuvieron gives estuviera: Me alegraba que estuvieras aquí.

Step seven: pairs. The six sentences each have a present form and a past form with the same trigger.

Step eight: check. In each past sentence the main verb is past, and the subjunctive is the imperfect.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Choose: Quiero que ella (venga, viniera).
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The main verb is present. venga
Choose: Quería que ella (venga, viniera).
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The main verb is past. viniera
Complete: Mi madre me pidió que ___ (limpiar) mi cuarto.
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limpiara
Complete: Es importante que tú ___ (estudiar) hoy.
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estudies
Complete: Era importante que tú ___ (estudiar) ayer.
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estudiaras
Say "She asked me to help her."
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Me pidió que la ayudara.
Say "I would like you to come."
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The conditional is a past-type main verb. Me gustaría que vinieras.
Find and fix the errors: Quería que vengas. Te pedí que lo hagas. Dudaba que ella sabe.
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A past main verb needs the imperfect subjunctive, and doubt takes the subjunctive. Quería que vinieras. Te pedí que lo hicieras. Dudaba que ella supiera.
Explain how to choose the tense of the subjunctive.
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Find the main verb. If it is present, future, a command or the present perfect, use the present subjunctive. If it is preterite, imperfect or conditional, use the imperfect subjunctive. The main verb decides.
Write six sentences in three pairs, each pair with the same trigger in the present and in the past.
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One correct answer: Quiero que me llames. Quería que me llamaras. Es necesario que salgamos. Era necesario que saliéramos. Dudo que ella venga. Dudaba que ella viniera. Quiero que me llames. Quería que me llamaras. Es necesario que salgamos. Era necesario que saliéramos. Dudo que ella venga. Dudaba que ella viniera.

Lesson 6.4 · Unit 6 · Structures

What people wanted, asked and felt

Most stories about other people contain the verbs of unit 3 and unit 4, now in the past. A parent wanted, a teacher demanded, a friend doubted, and you were glad or surprised. Each of those triggers still takes the subjunctive, and because the main verb is in the past, the subjunctive is the imperfect. This lesson gathers the triggers in their past forms and shows that the choice between preterite and imperfect in the main verb still depends on the frame.

The method

Wishes in the imperfect. quería que, prefería que, necesitaba que, esperaba que, deseaba que. Mi madre quería que yo limpiara mi cuarto. A wish that continued over time is imperfect.
Requests and advice in the preterite. pidió que, aconsejó que, recomendó que, sugirió que, exigió que, insistió en que, permitió que, prohibió que. El médico recomendó que ella descansara. A single act of asking is preterite.
Emotion in either tense. Me alegró que vinieras (a moment of joy) against Me alegraba que vinieras (an ongoing feeling). Temía que, sentí que, me sorprendió que.
Doubt in the imperfect. Dudaba que supiera. No creía que fuera verdad. No pensaba que tuviera razón. The sentence about doubt describes a state of mind.
Impersonal expressions in the past. Era importante que todos estuvieran allí. Fue necesario que ella saliera. Era sets the scene and fue reports an event.
Decir que has two meanings. Me dijo que venía (news: imperfect indicative) against Me dijo que viniera (order: imperfect subjunctive).
Sentence length. The past forms are longer, so check every verb for its main-verb tense and the person.
The infinitive rule stays. Quería irme. One subject takes the infinitive in the past, too.

Where students lose marks: Using the present subjunctive after a past trigger, using the indicative after a past wish (quería que yo limpio), and confusing the news and order meanings of decir. Check the main verb, then the mood.

Worked example

The problem. Write six sentences: (1) My mother wanted me to clean my room. (2) The doctor recommended that she rest. (3) I was glad that you came. (4) We doubted that he knew. (5) The teacher demanded that we arrive on time. (6) It was important that everyone be there.

Step one: sentence 1. A continuing wish: Mi madre quería que yo limpiara mi cuarto.

Step two: sentence 2. A single act of advice: El médico recomendó que ella descansara.

Step three: sentence 3. A reaction, and venir has the stem vini-: Me alegró que vinieras.

Step four: sentence 4. Doubt in the imperfect: Dudábamos que él supiera.

Step five: sentence 5. A demand, and nosotros takes the accent: El profesor exigió que llegáramos a tiempo.

Step six: sentence 6. An impersonal expression in the past: Era importante que todos estuvieran allí.

Step seven: tenses. The main verbs are quería (imperfect), recomendó (preterite), alegró (preterite), dudábamos (imperfect), exigió (preterite) and era (imperfect). Every subjunctive is imperfect.

Step eight: check. Every trigger is in the past, every subjunctive is the imperfect, and the frame decides the tense of the main verb.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Mi madre quería que yo ___ (limpiar) mi cuarto.
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limpiara
Complete: El médico recomendó que ella ___ (descansar).
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descansara
Complete: Me alegró que tú ___ (venir).
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vinieras
Complete: Dudábamos que él ___ (saber) la respuesta.
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supiera
Complete: El profesor exigió que nosotros ___ (llegar) a tiempo.
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llegáramos
Say "My friend asked me to help him."
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Mi amigo me pidió que lo ayudara.
Say "They told me to wait, and I waited."
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Decir que as an order takes the subjunctive. Me dijeron que esperara y esperé.
Find and fix the errors: Mi madre quería que yo limpio mi cuarto. El médico recomendó que ella descanse. Dudábamos que él sabía.
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A past trigger needs the imperfect subjunctive. Mi madre quería que yo limpiara mi cuarto. El médico recomendó que ella descansara. Dudábamos que él supiera.
Explain the difference between Me dijo que venía and Me dijo que viniera.
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The first reports news: she said that she was coming. The second reports an order: she told me to come. The mood tells which. The indicative reports and the subjunctive orders.
Write five sentences about what your parents, teachers or friends wanted from you last year.
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One correct answer: Mis padres querían que sacara buenas notas. Mi profesora me pidió que leyera más. Mis amigos esperaban que fuera a la fiesta. Mi abuela me aconsejó que durmiera más. Me alegró que todos estuvieran contentos. Mis padres querían que sacara buenas notas. Mi profesora me pidió que leyera más. Mis amigos esperaban que fuera a la fiesta. Mi abuela me aconsejó que durmiera más. Me alegró que todos estuvieran contentos.

Lesson 6.5 · Unit 6 · Communication: interpersonal

A softer way to ask

Three verbs have a special use in the imperfect subjunctive: querer, poder and deber. Said in this form, they sound polite and indirect, and the speaker seems to ask for something without pressing. Quisiera un café is how a polite customer asks. You will hear and need these forms in shops, restaurants, hotels and offices. They are among the few places where the imperfect subjunctive appears in a main clause with no trigger in front of it.

The method

Quisiera means "I would like." Quisiera un café. Quisiera hablar con el gerente. It is softer than quiero.
Quisiera que plus the imperfect subjunctive. Quisiera que me ayudara. Quisiera que me trajera la cuenta. The person asked is a second subject.
Podría and pudiera. ¿Podría decirme dónde está el baño? uses the conditional and is the usual choice. ¿Pudiera decirme...? is also polite, and more common in Mexico.
Debería and debiera. Debería estudiar más. Debiera descansar. They mean "should" and are softer than debe.
Only three verbs. querer, poder and deber are used this way. Do not use quisiera with other verbs in the main clause.
Would you mind. ¿Le importaría que abriera la ventana? The question uses the conditional and the imperfect subjunctive.
Add polite words. por favor, con permiso, disculpe, ¿sería posible...? Politeness is built from the verb and the extra words.
Me gustaría. Me gustaría que vinieras. The conditional of gustar is another polite form, followed by the imperfect subjunctive.

Where students lose marks: Adding an accent to quisiera (quisiéra), using the indicative or the present subjunctive after que (quisiera que me ayuda, quisiera que me ayude), and using the same device with verbs other than querer, poder and deber. Choose the verb, add the ending, and check the tense after que.

Worked example

The problem. Write six sentences: (1) I would like a table for two. (2) Could you tell me where the restroom is? (3) I would like you to bring me the menu. (4) Would you mind if I opened the window? (5) You should rest. (6) I would like to speak with the manager.

Step one: sentence 1. Quisiera with a noun: Quisiera una mesa para dos.

Step two: sentence 2. Poder in the conditional: ¿Podría decirme dónde está el baño?

Step three: sentence 3. Quisiera que and the imperfect subjunctive of traer: Quisiera que me trajera el menú.

Step four: sentence 4. Importar in the conditional and the imperfect subjunctive of abrir: ¿Le importaría que abriera la ventana?

Step five: sentence 5. Deber in the conditional: Debería descansar.

Step six: sentence 6. Quisiera with an infinitive: Quisiera hablar con el gerente.

Step seven: polite. The polite forms are quisiera, podría, importaría and debería.

Step eight: check. There is no accent on quisiera, the clause after que is imperfect subjunctive, and one subject takes the infinitive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I would like a coffee."
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Quisiera un café.
Say "Could you help me, please?"
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¿Podría ayudarme, por favor?
Say "I would like to reserve a room."
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One subject takes the infinitive. Quisiera reservar una habitación.
Say "I would like you to bring me the bill."
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Quisiera que me trajera la cuenta.
Say "Would you mind if I sat here?"
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¿Le importaría que me sentara aquí?
Say "You should study more" in a polite way.
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Debería estudiar más.
Rewrite politely: Quiero hablar con el gerente.
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Quisiera hablar con el gerente.
Find and fix the errors: Quisiera que me ayuda. ¿Le importaría que abro la ventana? Quisiéra un café.
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The clause after que is imperfect subjunctive, and quisiera has no accent. Quisiera que me ayudara. ¿Le importaría que abriera la ventana? Quisiera un café.
Explain why quisiera is more polite than quiero.
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The imperfect subjunctive pulls the request away from the present and makes it hypothetical. The speaker seems to ask without expecting, which sounds more courteous than a direct statement of wanting. It sounds indirect.
Write a five-line exchange at a hotel desk, using three polite forms.
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One correct answer: Cliente: Buenas tardes. Quisiera una habitación para tres noches. Recepcionista: Con gusto. ¿Prefiere una habitación con vista al mar? Cliente: Sí, y ¿podría decirme a qué hora es el desayuno? Recepcionista: Es a las siete. Cliente: Gracias. ¿Le importaría que dejara mi maleta aquí? Buenas tardes. Quisiera una habitación para tres noches. Con gusto. ¿Prefiere una habitación con vista al mar? Sí, y ¿podría decirme a qué hora es el desayuno? Es a las siete. Gracias. ¿Le importaría que dejara mi maleta aquí?

Lesson 6.6 · Unit 6 · Structures

Wishes that probably will not come true

In unit 4 you learned that ojalá takes the present subjunctive. It can also take the imperfect subjunctive, and the change in tense changes the feeling. The present form is a hope that may come true. The imperfect form is a wish for something unlikely, or for something that is not true now. The same imperfect appears after como si, which always describes something imagined. English has the same pattern in I wish I had more time and as if he were the boss.

The method

Ojalá plus the present subjunctive: a real hope. Ojalá que venga. Ojalá que no llueva mañana. It may come true.
Ojalá plus the imperfect subjunctive: an unlikely wish. Ojalá tuviera más tiempo. Ojalá pudiera ir contigo. It is not true now.
English equivalents. I wish I had, I wish I could, I wish he were. The English past form is a subjunctive too.
Como si plus the imperfect subjunctive. Habla como si fuera el jefe. Actúa como si lo supiera todo. It always describes something imagined.
Como si after a past main verb. Habló como si fuera el jefe. The imperfect subjunctive does not change, because it is already imperfect.
Ojalá for the present or the future. Both ojalá viniera and ojalá venga can look at tomorrow. The imperfect shows that the speaker does not expect it.
Negative wishes. Ojalá no hiciera tanto frío. Ojalá no tuviéramos tarea.
Link to unit 7. Si tuviera tiempo, iría contigo. The imperfect subjunctive after si uses the same form.

Where students lose marks: Using the indicative after como si (habla como si es el jefe), using the present subjunctive for an unlikely wish (ojalá tenga más tiempo when it will not happen), and confusing the two meanings in translation. Decide whether the wish can come true.

Worked example

The problem. Write six sentences: (1) I hope it does not rain tomorrow. (2) I wish I had more time. (3) I wish I could go with you. (4) He talks as if he were the boss. (5) She acts as if she knew everything. (6) I wish it were not so cold.

Step one: sentence 1. A real hope: Ojalá que no llueva mañana.

Step two: sentence 2. An unlikely wish, with tener in the imperfect: Ojalá tuviera más tiempo.

Step three: sentence 3. Poder in the imperfect subjunctive: Ojalá pudiera ir contigo.

Step four: sentence 4. Como si and the imperfect of ser: Habla como si fuera el jefe.

Step five: sentence 5. Como si and saber: Actúa como si lo supiera todo.

Step six: sentence 6. A negative unlikely wish: Ojalá no hiciera tanto frío.

Step seven: moods. Sentence 1 is present subjunctive because it may come true. Sentences 2, 3 and 6 are imperfect because they are unlikely or untrue, and 4 and 5 are imperfect after como si.

Step eight: check. Ojalá takes the present for a real hope and the imperfect for an unlikely wish, and como si always takes the imperfect.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I hope it does not rain tomorrow."
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Ojalá que no llueva mañana.
Say "I wish I had more time."
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Ojalá tuviera más tiempo.
Say "I wish I could go with you."
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Ojalá pudiera ir contigo.
Say "He talks as if he were the boss."
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Habla como si fuera el jefe.
Complete: Ojalá yo ___ (poder) viajar a España.
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An unlikely wish. pudiera
Complete: Ella actúa como si lo ___ (saber) todo.
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supiera
Say "I wish it were not so cold."
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Ojalá no hiciera tanto frío.
Find and fix the errors: Ojalá tengo más tiempo. Habla como si es el jefe. Ojalá pudiera ir mañana (it is possible).
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An unlikely wish takes the imperfect, como si takes the imperfect, and a possible hope takes the present. Ojalá tuviera más tiempo. Habla como si fuera el jefe. Ojalá pueda ir mañana.
Explain the difference between Ojalá que venga and Ojalá viniera.
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The present subjunctive is a hope that may come true. The imperfect subjunctive is a wish that the speaker does not expect to come true. Possible against unlikely.
Write five wishes, three possible and two unlikely.
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One correct answer: Ojalá que mis amigos vengan a mi fiesta. Ojalá que haga buen tiempo. Ojalá que mi abuela se mejore pronto. Ojalá viviera cerca del mar. Ojalá pudiera hablar cinco idiomas. Ojalá que mis amigos vengan a mi fiesta. Ojalá que haga buen tiempo. Ojalá que mi abuela se mejore pronto. Ojalá viviera cerca del mar. Ojalá pudiera hablar cinco idiomas.

Lesson 6.7 · Unit 6 · Communication: presentational

Scene, event, expectation

A story about other people's expectations uses three tenses at once. The imperfect sets the scene, the preterite reports the events, and the imperfect subjunctive reports what people wanted, asked, doubted and felt. The skill is not any one form but switching between them as the story requires. This lesson is a short writing exercise that puts every tense of the year so far into one paragraph and teaches the writer to check each verb's frame, then its mood.

The method

Set the scene in the imperfect. Cuando yo era pequeño, vivíamos en un pueblo. Mi familia era grande.
State the expectation in the imperfect subjunctive. Mis padres querían que yo estudiara medicina. Mi abuela esperaba que aprendiera a cocinar.
Report events in the preterite. Un día les dije que prefería otra carrera. Mi padre se enojó.
Add a reaction with the subjunctive. Me sorprendió que no se enojara más. Dudaba que entendiera.
Report orders with decir que. Me dijo que pensara bien. Use the subjunctive for an order and the indicative for news.
Use connectors. al principio, con el tiempo, finalmente, por eso, sin embargo. They let the paragraph breathe.
End with the result. Al final, estudié lo que quería, y mis padres se alegraron de que fuera feliz.
Proofread in three steps. (1) the frame of every main verb, (2) the mood after every trigger, (3) the tense of every subjunctive.

Where students lose marks: Writing the scene in the preterite (vivimos), the expectation in the present subjunctive (querían que estudie), and the order in the indicative (me dijo que pensaba bien when it is an order). Check the main verb first, then the mood.

Worked example

The problem. Write a six-sentence paragraph about what your family expected of you.

Step one: scene. The imperfect sets the picture: Cuando era pequeña, vivía en un pueblo y mi familia era muy unida.

Step two: expectation. Wish and imperfect subjunctive: Mis padres querían que yo estudiara medicina.

Step three: event. The preterite reports a single act: Un día les dije que prefería la música.

Step four: reaction. A feeling with the subjunctive: Me sorprendió que mi madre no se enojara.

Step five: order. Decir que as an order: Mi padre me dijo que pensara bien mi decisión.

Step six: result. The preterite closes: Al final, estudié música y mis padres se alegraron de que fuera feliz.

Step seven: frames. The scene and the expectation are imperfect, the events are preterite, and each subjunctive is the imperfect.

Step eight: check. Each trigger has a past main verb and an imperfect subjunctive, and the order uses the subjunctive and not the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "When I was little, we lived in a small town."
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The scene is imperfect. Cuando era pequeño, vivíamos en un pueblo pequeño.
Say "My parents wanted me to study medicine."
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Mis padres querían que yo estudiara medicina.
Say "I preferred that they let me choose."
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Prefería que me dejaran elegir.
Complete: Mi abuela esperaba que yo ___ (aprender) a cocinar.
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aprendiera
Complete: No creía que ellos ___ (tener) razón.
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tuvieran
Complete: Mi profesor me pidió que ___ (hablar) más despacio.
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hablara
Say "It surprised me that nobody knew."
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Me sorprendió que nadie lo supiera.
Find and fix the errors: Mis padres querían que yo estudie ingeniería. Era importante que ellos están orgullosos. Prefería que me dejaban elegir.
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Every trigger is past, so each verb needs the imperfect subjunctive. Mis padres querían que yo estudiara ingeniería. Era importante que ellos estuvieran orgullosos. Prefería que me dejaran elegir.
Explain how a story of expectations mixes three tenses.
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The imperfect sets the scene and the wishes, the preterite reports what happened, and the imperfect subjunctive reports what people wanted or felt. Each tense has its own job. Scene, event and expectation.
Write a six-sentence paragraph about what a teacher expected from you in the first year of high school.
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One correct answer: Cuando empecé la secundaria, tenía miedo. Mi profesora esperaba que yo participara en clase. Me pidió que leyera cada semana. Al principio dudaba que pudiera hacerlo. Con el tiempo me alegró que me exigiera tanto. Al final, aprendí mucho y ella se alegró de que yo hablara con confianza. Cuando empecé la secundaria, tenía miedo. Mi profesora esperaba que yo participara en clase. Me pidió que leyera cada semana. Al principio dudaba que pudiera hacerlo. Con el tiempo me alegró que me exigiera tanto. Al final, aprendí mucho y ella se alegró de que yo hablara con confianza.

Unit 6 review · 10 problems · all lessons

Unit 6 review: The imperfect subjunctive

These are mixed across all seven lessons and do not say which idea they want. Read the main verb first to choose the tense, and build every form from the ellos preterite.

Write the imperfect subjunctive of hablar for yo and nosotros, and of comer for ellos.
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The nosotros form takes an accent. hablara, habláramos, comieran
Write the imperfect subjunctive yo form of tener, hacer and decir.
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The stems come from tuvieron, hicieron, dijeron. tuviera, hiciera, dijera
Complete: Mi madre quería que yo ___ (limpiar) mi cuarto.
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limpiara
Complete: Es importante que tú ___ (estudiar) hoy, y era importante que tú ___ (estudiar) ayer.
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The main verb decides the tense. estudies, estudiaras
Say "She asked me to help her."
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Me pidió que la ayudara.
Say "I would like you to bring me the bill."
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Quisiera que me trajera la cuenta.
Say "I wish I had more time."
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Ojalá tuviera más tiempo.
Say "He talks as if he were the boss."
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Habla como si fuera el jefe.
Find and fix the errors: Mis padres querían que yo estudie medicina. Me pidieron que lo haga. Dudábamos que él sabía.
Show the full solution

A past trigger needs the imperfect subjunctive. Mis padres querían que yo estudiara medicina. Me pidieron que lo hiciera. Dudábamos que él supiera.
Write four sentences about what your family wanted from you, using the imperfect subjunctive.
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One correct answer: Mis padres querían que sacara buenas notas. Mi abuela esperaba que aprendiera a cocinar. Mi hermana me pidió que la ayudara. Me alegró que todos estuvieran contentos. Mis padres querían que sacara buenas notas. Mi abuela esperaba que aprendiera a cocinar. Mi hermana me pidió que la ayudara. Me alegró que todos estuvieran contentos.

Lesson 7.1 · Unit 7 · Structures

What would happen

The conditional is the tense of what would happen. You met it in lesson 1.7, and it is built exactly like the future: the whole infinitive plus an ending, with the same twelve irregular stems. It has four jobs: it says what would happen under some condition, it makes a request polite, it gives gentle advice, and it reports a future from a point in the past. This lesson restores all four, because unit 7 combines the conditional with the imperfect subjunctive in the si clauses of everyday life.

The method

Forms. Add -ía, -ías, -ía, -íamos, -ían to the whole infinitive. hablaría, hablarías, hablaría, hablaríamos, hablarían. Every form carries the accent on the í.
Irregular stems, the same as the future. tendr-, vendr-, pondr-, saldr-, valdr-, podr-, sabr-, cabr-, querr-, habr-, dir-, har-. Tendría, haría, diría.
What would happen. Viajaría a España. Tendríamos más tiempo. The outcome of an imagined condition.
Polite requests. ¿Podría ayudarme? Me gustaría un café. The conditional softens a request.
Advice. Yo estudiaría más. Deberías descansar. Gentle, not an order.
The future in the past. Dijo que vendría. Prometieron que lo harían. After a past verb, the conditional reports what was to come.
Probability in the past. Serían las tres cuando llegó. The conditional guesses about a past time, as the future guesses about the present.
Same stems, same accents. If you know the future, you know the conditional: tendré / tendría, haré / haría, diré / diría.

Where students lose marks: Dropping the accent (hablaria), using the regular stem for an irregular verb (tenería, harería), and using the imperfect where the conditional is needed (dijo que venía for dijo que vendría). Start from the infinitive or its irregular stem.

Worked example

The problem. Write six sentences: (1) I would travel to Spain. (2) She said she would come. (3) We would have more time. (4) Could you help me? (5) It was probably three o'clock. (6) They said they would do it.

Step one: sentence 1. The infinitive plus -ía: Viajaría a España.

Step two: sentence 2. After a past verb, the conditional of venir, with the stem vendr-: Dijo que vendría.

Step three: sentence 3. Tener with the stem tendr-: Tendríamos más tiempo.

Step four: sentence 4. A polite request: ¿Podría ayudarme?

Step five: sentence 5. Probability in the past: Serían las tres.

Step six: sentence 6. Hacer with the stem har-: Dijeron que lo harían.

Step seven: accents. Every form carries the accent on the í, from viajaría to harían.

Step eight: check. Every verb starts from the infinitive or the irregular stem, and every form has the accent.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the conditional of hablar for yo and nosotros.
Show the full solution

hablaría, hablaríamos
Write the conditional yo form of tener, poder and hacer.
Show the full solution

The stems are tendr-, podr-, har-. tendría, podría, haría
Complete: Ella dijo que ___ (venir) a las ocho.
Show the full solution

The future in the past. vendría
Complete: Con más dinero, nosotros ___ (viajar) más.
Show the full solution

viajaríamos
Say "Could you help me, please?"
Show the full solution

¿Podría ayudarme, por favor?
Say "It was probably three o'clock."
Show the full solution

Serían las tres.
Say "They said they would do it and that they would be here early."
Show the full solution

Dijeron que lo harían y que estarían aquí temprano.
Find and fix the errors: Yo hablaria con ella. Ella tenería tiempo. Ellos harerían la tarea.
Show the full solution

Every form needs the accent, and the irregular stems are tendr- and har-. Yo hablaría con ella. Ella tendría tiempo. Ellos harían la tarea.
Explain why the future and the conditional share the same irregular stems.
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Both tenses were built from the infinitive plus an ending, so any change in the stem appears in both. Both start from the infinitive.
Write five sentences about a perfect weekend, using the conditional.
Show the full solution

One correct answer: Me levantaría tarde. Desayunaría con mis amigos. Iríamos a la playa. Comeríamos en un restaurante pequeño. Volveríamos a casa al anochecer. Me levantaría tarde. Desayunaría con mis amigos. Iríamos a la playa. Comeríamos en un restaurante pequeño. Volveríamos a casa al anochecer.

Lesson 7.2 · Unit 7 · Structures

If it is possible, say it plainly

A clause with si can describe something that is possible or true, or something that is not. This lesson takes the real pattern, which is the simplest: si is followed by the present indicative, and the main clause has the future, the present or a command. The pattern is plain, and the one hard rule is a prohibition. After si in a real condition, Spanish never uses the future, the conditional or the present subjunctive, even though the English translation of if it rains, we will stay seems to call for a future.

The method

The pattern. Si + present indicative, + future, present or command. Si estudias, aprobarás.
Three main clauses. Si llueve, nos quedaremos. Si llueve, nos quedamos. Si llueve, quédate. The future, the present and the command are all correct.
Never the future or the conditional after si. Si lloverá and si llovería are wrong in a real condition.
Never the present subjunctive after si. Si llueva is wrong. The present subjunctive follows triggers, and si is not one.
Order. Si tienes tiempo, llámame or Llámame si tienes tiempo. Use a comma when the si clause comes first.
Habitual. Si tengo tiempo, camino a la escuela. The condition and the result are both present and repeated.
Past habit. Si estaba cansada, dormía. Both verbs are in the imperfect for a repeated past condition.
Si against sí. Si (if) has no accent. Sí (yes) has one. Si cuando is not a pair.

Where students lose marks: Using the future (si lloverá), the conditional (si tendría), or the present subjunctive (si llueva) after si, forgetting the comma, and confusing si with cuando. Use the present indicative after si.

Worked example

The problem. Write six sentences: (1) If you study, you will pass. (2) If it rains, we stay home. (3) Call me if you need help. (4) If I have time, I walk to school. (5) If she was tired, she slept. (6) We will go if they invite us.

Step one: sentence 1. Si and the present, then the future: Si estudias, aprobarás.

Step two: sentence 2. A habit in the present: Si llueve, nos quedamos en casa.

Step three: sentence 3. A command, with the si clause second: Llámame si necesitas ayuda.

Step four: sentence 4. Present and present: Si tengo tiempo, camino a la escuela.

Step five: sentence 5. A repeated past: Si estaba cansada, dormía.

Step six: sentence 6. A future with the si clause second: Iremos si nos invitan.

Step seven: patterns. The si clause has the present indicative (estudias, llueve, necesitas, tengo, invitan) or the imperfect indicative (estaba), and never the subjunctive.

Step eight: check. There is no future, conditional or subjunctive after si, and a comma follows a si clause that comes first.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Si tú ___ (estudiar), aprobarás.
Show the full solution

estudias
Complete: Si tienes hambre, ___ (comer) algo.
Show the full solution

A command, tú. come
Complete: Si ella ___ (tener) tiempo, vendrá.
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tiene
Say "Call me if you need help."
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Llámame si necesitas ayuda.
Say "If I have time, I walk to school."
Show the full solution

Si tengo tiempo, camino a la escuela.
Say "We will go if they invite us."
Show the full solution

Iremos si nos invitan.
Say "If she was tired, she slept."
Show the full solution

Si estaba cansada, dormía.
Find and fix the errors: Si estudiarás, aprobarás. Si llueva, nos quedamos. Si tendría tiempo, voy.
Show the full solution

A real condition takes the present indicative after si. Si estudias, aprobarás. Si llueve, nos quedamos. Si tengo tiempo, voy.
Explain why si never takes the future or the present subjunctive in a real condition.
Show the full solution

The si clause names a condition the speaker treats as possible, and Spanish uses the plain present for that. The subjunctive appears after triggers of wish, doubt or emotion, and the future is already used in the main clause. Si is not a trigger.
Write five real si sentences about your plans for next week.
Show the full solution

One correct answer: Si termino la tarea, veré una película. Si hace buen tiempo, saldré con mis amigos. Si tengo dinero, compraré un libro. Si mi madre lo permite, iré a la playa. Si estoy cansado, me acostaré temprano. Si termino la tarea, veré una película. Si hace buen tiempo, saldré con mis amigos. Si tengo dinero, compraré un libro. Si mi madre lo permite, iré a la playa. Si estoy cansado, me acostaré temprano.

Lesson 7.3 · Unit 7 · Structures

If it were so, then

The second pattern is for conditions that are not true or are unlikely. Si tuviera tiempo, viajaría describes someone who does not have time or probably will not. The pattern has two halves, and each uses a form you learned in the last two units: the imperfect subjunctive after si and the conditional in the main clause. The prohibition from the first pattern has a twin: never use the conditional after si. The two halves are never interchangeable.

The method

The pattern. Si + imperfect subjunctive, + conditional. Si tuviera tiempo, viajaría.
Meaning. The condition is unlikely or false now: If I had time (I do not), I would travel. English uses "had" and "would," and Spanish uses the same two ideas.
Order is flexible. Viajaría si tuviera tiempo. The si clause can come second.
Never the conditional after si. Si tendría tiempo is wrong. The conditional belongs to the result.
Never the present subjunctive after si. Si tenga tiempo is wrong. Only the imperfect subjunctive fits.
Si yo fuera tú. Si yo fuera tú, estudiaría. This is the standard way to give advice and uses fuera from ser.
Real against unreal. Si tengo tiempo, voy (possible) against Si tuviera tiempo, iría (not likely). The tense of the si clause shows how real the speaker thinks it is.
The -se forms are possible. Si tuviese tiempo, viajaría. Write -ra and recognize -se.

Where students lose marks: Using the conditional after si (si tendría), using the present indicative for an unlikely condition (si tengo tiempo, viajaría), and using the imperfect subjunctive in the result (viajara). Put the subjunctive after si and the conditional in the result.

Worked example

The problem. Write six sentences: (1) If I had time, I would travel. (2) If she were here, she would help. (3) We would go if we could. (4) If I were you, I would study. (5) If they knew, they would tell us. (6) I would buy a house if I won the lottery.

Step one: sentence 1. Tener in the imperfect subjunctive and viajar in the conditional: Si tuviera tiempo, viajaría.

Step two: sentence 2. Estar has the stem estuvi-: Si ella estuviera aquí, ayudaría.

Step three: sentence 3. The si clause comes second, and nosotros takes the accent: Iríamos si pudiéramos.

Step four: sentence 4. The standard advice pattern: Si yo fuera tú, estudiaría.

Step five: sentence 5. Saber has the stem supi-, and the pronouns nos lo go before the conditional: Si supieran, nos lo dirían.

Step six: sentence 6. Ganar in the imperfect subjunctive: Compraría una casa si ganara la lotería.

Step seven: halves. The si clauses are imperfect subjunctive (tuviera, estuviera, pudiéramos, fuera, supieran, ganara), and the results are conditional (viajaría, ayudaría, iríamos, estudiaría, dirían, compraría).

Step eight: check. Each sentence has an imperfect subjunctive after si and a conditional in the result, and neither half borrows the other's form.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Si yo ___ (tener) tiempo, viajaría.
Show the full solution

tuviera
Complete: Si ella ___ (estar) aquí, ayudaría.
Show the full solution

estuviera
Complete: Iríamos si ___ (poder).
Show the full solution

pudiéramos
Say "If I were you, I would study."
Show the full solution

Si yo fuera tú, estudiaría.
Say "If they knew, they would tell us."
Show the full solution

Si supieran, nos lo dirían.
Say "I would buy a house if I won the lottery."
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Compraría una casa si ganara la lotería.
Say "If we lived in Spain, we would eat dinner later."
Show the full solution

Si viviéramos en España, cenaríamos más tarde.
Find and fix the errors: Si tendría tiempo, viajaría. Si yo sería tú, estudiaría. Si ella tenga dinero, compraría un coche.
Show the full solution

After si use the imperfect subjunctive. Si tuviera tiempo, viajaría. Si yo fuera tú, estudiaría. Si ella tuviera dinero, compraría un coche.
Explain the difference between Si tengo tiempo, voy and Si tuviera tiempo, iría.
Show the full solution

The first treats the condition as possible, and the speaker might well go. The second treats it as unlikely or untrue, and the speaker probably will not go. Possible against unlikely.
Write five contrary-to-fact sentences about what you would do in a different life.
Show the full solution

One correct answer: Si fuera músico, tocaría en un concierto cada semana. Si viviera en otro país, hablaría otro idioma. Si tuviera más tiempo, leería cada día. Si pudiera volar, visitaría a mis abuelos. Si fuera presidente, construiría más escuelas. Si fuera músico, tocaría en un concierto cada semana. Si viviera en otro país, hablaría otro idioma. Si tuviera más tiempo, leería cada día. Si pudiera volar, visitaría a mis abuelos. Si fuera presidente, construiría más escuelas.

Lesson 7.4 · Unit 7 · Structures

If only

A wish about something that is not true, or is very unlikely, uses the same imperfect subjunctive as a contrary-to-fact condition. The speaker can say the wish alone, with si and an exclamation mark, or with ojalá, or with a statement of reality that follows. English does the same in If only I could fly and I wish I were taller. This lesson brings together the unlikely forms of units 6 and 7 and shows how to set a wish beside the reality that makes it a wish.

The method

Si alone as a wish. ¡Si pudiera volar! ¡Si viviéramos cerca del mar! The result is understood.
Ojalá plus the imperfect subjunctive. Ojalá fuera más alto. Ojalá supiera tocar el piano. This is lesson 6.6.
Wish plus reality. Si tuviera dinero, compraría un coche, pero no tengo. The pero clause states the fact in the indicative.
Querer in the imperfect subjunctive. Quisiera ser piloto. It is a polite wish and also a dream.
Me gustaría. Me gustaría ser piloto. Me gustaría vivir en el campo. The conditional of gustar with an infinitive.
Possible against impossible. Ojalá que venga (possible) and Ojalá viniera (unlikely).
Negative wishes. Ojalá no tuviera tanta tarea. ¡Si no hiciera tanto calor!
Check the reality. After each wish, ask what is actually true. If the wish is true or likely, switch to the present subjunctive.

Where students lose marks: Using the present subjunctive for an impossible wish (¡si pueda volar!), using the indicative after ojalá (ojalá soy más alto), and using the conditional where the subjunctive is needed (ojalá sería). Put the imperfect subjunctive after si and ojalá.

Worked example

The problem. Write six sentences: (1) If only I could fly! (2) If I had money, I would buy a car, but I do not have any. (3) I wish I were taller. (4) If only we lived near the sea! (5) I would like to be a pilot. (6) I wish I knew how to play the piano.

Step one: sentence 1. Si alone, with poder: ¡Si pudiera volar!

Step two: sentence 2. A wish with reality: Si tuviera dinero, compraría un coche, pero no tengo.

Step three: sentence 3. Ojalá and ser: Ojalá fuera más alto.

Step four: sentence 4. Si alone, with vivir and the nosotros accent: ¡Si viviéramos cerca del mar!

Step five: sentence 5. The conditional of gustar: Me gustaría ser piloto.

Step six: sentence 6. Ojalá and saber: Ojalá supiera tocar el piano.

Step seven: reality. The reality is stated in the indicative: no tengo, no puedo, no sé.

Step eight: check. Every impossible wish has an imperfect subjunctive, and each reality is in the indicative.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "If only I could fly!"
Show the full solution

¡Si pudiera volar!
Say "If I had money, I would buy a car, but I do not have any."
Show the full solution

Si tuviera dinero, compraría un coche, pero no tengo.
Say "I wish I were taller."
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Ojalá fuera más alto.
Say "If only we lived near the sea!"
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¡Si viviéramos cerca del mar!
Say "I would like to be a pilot."
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Me gustaría ser piloto.
Say "I wish I knew how to play the piano."
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Ojalá supiera tocar el piano.
Complete: ¡Si yo ___ (ser) rico!
Show the full solution

fuera
Find and fix the errors: ¡Si puedo volar! Ojalá soy más alto. Si tuviera dinero, compré un coche.
Show the full solution

An impossible wish takes the imperfect subjunctive, and the result is conditional. ¡Si pudiera volar! Ojalá fuera más alto. Si tuviera dinero, compraría un coche.
Explain how a wish that cannot come true differs from a hope that can.
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A hope that can come true uses the present subjunctive (ojalá que venga). A wish that cannot, or is unlikely, uses the imperfect subjunctive (ojalá viniera), and the speaker often adds the fact that makes it a wish. Present is possible, imperfect is unlikely.
Write five wishes about your life, with a statement of reality after two of them.
Show the full solution

One correct answer: Ojalá viviera en el campo, pero vivo en la ciudad. Si pudiera, hablaría cinco idiomas. Ojalá tuviera un perro, pero mi apartamento no lo permite. ¡Si tuviéramos vacaciones todo el año! Me gustaría ser científico. Ojalá viviera en el campo, pero vivo en la ciudad. Si pudiera, hablaría cinco idiomas. Ojalá tuviera un perro, pero mi apartamento no lo permite. ¡Si tuviéramos vacaciones todo el año! Me gustaría ser científico.

Lesson 7.5 · Unit 7 · Communication: interpersonal

Gentle advice

Advice in lesson 3.6 came from triggers that reach for an action, and some of it was strong. The conditional gives gentler advice, because it says what the speaker would do in the other person's place. This lesson collects the phrases of gentle advice, which are among the most useful in conversation, and shows how to choose between strong advice and gentle advice. A good adviser chooses the form that fits the relationship.

The method

Yo en tu lugar plus the conditional. Yo en tu lugar hablaría con ella. It means "In your place, I would talk to her."
Si yo fuera tú plus the conditional. Si yo fuera tú, dormiría más. The same idea with a si clause.
Yo que tú. Yo que tú no diría nada. A short colloquial form of the same idea.
Deberías and podrías. Deberías estudiar más. Podrías llamarlo. They are softer than debes and puedes.
¿Y si plus the imperfect subjunctive? ¿Y si fuéramos al cine? It means "What if we went to the movies?" A friendly suggestion.
Usted forms. Yo en su lugar pediría ayuda. Si yo fuera usted, esperaría. Use su lugar and usted for a stranger or a superior.
Choose strength. A close friend can hear Te recomiendo que duermas más. A friend who may feel judged is better served by Yo dormiría más.
Add a reason. Yo en tu lugar hablaría con ella porque es tu amiga. The reason is a fact, so it is indicative.

Where students lose marks: Using the future (yo hablaré en tu lugar), using the present subjunctive after si (si yo sea tú), and using the same pattern as an order. Use the conditional for what you would do.

Worked example

The problem. Write six sentences: (1) In your place, I would talk to her. (2) If I were you, I would sleep more. (3) You could call him. (4) What if we went to the movies? (5) You should study more. (6) In your place (formal), I would ask for help.

Step one: sentence 1. Yo en tu lugar and the conditional: Yo en tu lugar hablaría con ella.

Step two: sentence 2. Si yo fuera tú: Si yo fuera tú, dormiría más.

Step three: sentence 3. Podrías is gentler than puedes: Podrías llamarlo.

Step four: sentence 4. ¿Y si and the imperfect subjunctive, with the nosotros accent: ¿Y si fuéramos al cine?

Step five: sentence 5. Deberías: Deberías estudiar más.

Step six: sentence 6. A formal version: Yo en su lugar pediría ayuda.

Step seven: strength. These forms are gentler than the commands and triggers of unit 3.

Step eight: check. The advice has the conditional in the main clause, an imperfect subjunctive after si, and usted forms for a formal reader.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "In your place, I would talk to her."
Show the full solution

Yo en tu lugar hablaría con ella.
Say "If I were you, I would sleep more."
Show the full solution

Si yo fuera tú, dormiría más.
Say "You could call him."
Show the full solution

Podrías llamarlo.
Say "What if we went to the movies?"
Show the full solution

¿Y si fuéramos al cine?
Say "You should study more."
Show the full solution

Deberías estudiar más.
Say "In your place (formal), I would ask for help."
Show the full solution

Yo en su lugar pediría ayuda.
Say "If I were you, I would not say anything," using the short colloquial form.
Show the full solution

Yo que tú no diría nada.
Find and fix the errors: Yo en tu lugar hablo con ella. Si yo soy tú, dormiría más. Yo que tú no dire nada.
Show the full solution

Gentle advice uses the conditional, a contrary-to-fact condition takes the imperfect subjunctive, and the conditional of decir has the stem dir- and an accent. Yo en tu lugar hablaría con ella. Si yo fuera tú, dormiría más. Yo que tú no diría nada.
Explain the difference between Te recomiendo que duermas más and Yo dormiría más.
Show the full solution

The first is advice from a trigger and a present subjunctive, and it directly asks the listener. The second says what the speaker would do, which is gentler because it makes no demand. Direct against gentle.
Write six pieces of advice for a friend who has too many commitments, using three different frames from this lesson.
Show the full solution

One correct answer: Yo en tu lugar dejaría una actividad. Si yo fuera tú, hablaría con mis profesores. Deberías dormir más. Podrías pedir ayuda a tu familia. ¿Y si hicieras una lista de prioridades? Yo que tú no aceptaría más compromisos. Yo en tu lugar dejaría una actividad. Si yo fuera tú, hablaría con mis profesores. Deberías dormir más. Podrías pedir ayuda a tu familia. ¿Y si hicieras una lista de prioridades? Yo que tú no aceptaría más compromisos.

Lesson 7.6 · Unit 7 · Communication: interpersonal

Ask, answer, explain

A common kind of conversation asks what a person would do in an imagined situation. The question uses the conditional and the imperfect subjunctive, the answer uses the conditional, and the reason uses the indicative. This lesson builds a short interview and gives the speaker the moves of a good conversation: ask, answer, give a reason, react and ask back. It is also the model for the oral part of many language exams.

The method

Ask with the conditional and a si clause. ¿Qué harías si ganaras la lotería? ¿Adónde irías si pudieras viajar a cualquier lugar?
Ask a formal person. ¿Qué haría usted si fuera director? Use usted and the same forms.
Answer with the conditional. Viajaría y compraría una casa para mis padres.
Give a reason. porque, ya que, pues. The reason states a fact: porque me encanta el agua.
Add a condition. Si pudiera elegir, viviría junto al mar. A si clause in the answer keeps the conversation natural.
React. ¡Qué interesante! Yo haría lo mismo. Yo, en cambio, haría otra cosa.
Ask back. ¿Y tú? ¿Qué harías tú? Returning the question keeps the exchange alive.
Hesitate naturally. Bueno, depende. Déjame pensar. Pues... A speaker who pauses with a phrase sounds fluent.

Where students lose marks: Using the future in the question (¿qué harás si ganaras?), using the present in the answer (viajo si tuviera), and answering without a reason. Use the conditional for both the question and the answer.

Worked example

The problem. Write a six-line interview about winning a prize.

Step one: question. ¿Qué harías si ganaras un viaje a cualquier lugar?

Step two: answer. Iría a Perú.

Step three: reason. Iría porque me encanta la historia y quiero ver Machu Picchu.

Step four: reaction. ¡Qué interesante! Yo también iría.

Step five: ask back. ¿Y tú? ¿Con quién viajarías?

Step six: second answer. Viajaría con mi hermana, si pudiera elegir.

Step seven: moods. The questions have the conditional and an imperfect subjunctive, the answers have the conditional, and the reasons are indicative.

Step eight: check. The interview has a question, an answer, a reason, a reaction and a question back.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Ask "What would you do if you won the lottery?"
Show the full solution

¿Qué harías si ganaras la lotería?
Answer "I would travel and buy a house for my parents."
Show the full solution

Viajaría y compraría una casa para mis padres.
Ask a formal person "Where would you go if you could travel anywhere?"
Show the full solution

¿Adónde iría usted si pudiera viajar a cualquier lugar?
Ask "What would you change if you were the principal?"
Show the full solution

¿Qué cambiarías si fueras el director?
Complete: Si yo ___ (tener) un año libre, ___ (aprender) otro idioma.
Show the full solution

tuviera, aprendería
Say "If I could choose, I would live by the sea because I love the water."
Show the full solution

Si pudiera elegir, viviría junto al mar porque me encanta el agua.
React: "Interesting! I would do the same thing."
Show the full solution

¡Qué interesante! Yo haría lo mismo.
Find and fix the errors: ¿Qué harás si ganaras? Yo viajo si tuviera tiempo. Si pudiera, iré.
Show the full solution

A hypothetical question and its answer use the conditional and the imperfect subjunctive. ¿Qué harías si ganaras? Yo viajaría si tuviera tiempo. Si pudiera, iría.
Explain the pattern of a hypothetical question and its answer.
Show the full solution

The question has si and the imperfect subjunctive and the conditional. The answer has the conditional, a reason with porque, and sometimes its own si clause. Si plus imperfect subjunctive, then conditional, then a reason.
Write a six-line interview about a trip to another country.
Show the full solution

One correct answer: ¿Adónde irías si pudieras viajar a cualquier país? Iría a México. ¿Por qué? Porque quiero conocer a la familia de mi abuela. ¡Qué bien! ¿Y qué harías allí? Visitaría los museos y comería en los mercados. ¿Adónde irías si pudieras viajar a cualquier país? Iría a México. ¿Por qué? Porque quiero conocer a la familia de mi abuela. ¡Qué bien! ¿Y qué harías allí? Visitaría los museos y comería en los mercados.

Lesson 7.7 · Unit 7 · Communication: presentational

If I could change one thing

A hypothetical essay imagines a change and follows its consequences. It uses both kinds of si clause: the imperfect subjunctive with the conditional for the imagined change, and the plain present for the real conditions that make the change possible. The writing skill is organization. The writer opens with the change, gives three consequences, answers an objection, and closes with a real condition that points to the future.

The method

Open with the change. Si pudiera cambiar una cosa de mi escuela, cambiaría el horario. The thesis is a contrary-to-fact sentence.
Give consequences. Las clases empezarían más tarde. Los estudiantes dormirían más. Each consequence is a conditional.
Link consequences with si. Si los estudiantes durmieran más, prestarían más atención. Chain the reasoning.
State an objection. Algunas personas se opondrían porque los padres trabajan temprano. The reason is a fact, so it is indicative.
Answer it. Sin embargo, si planeamos bien, es posible. A real si clause points to the future.
Conclude. Por eso cambiaría el horario. The conclusion returns to the thesis.
Connect the paragraph. Primero, además, por otro lado, sin embargo, por eso, en conclusión.
Proofread by pattern. Mark each si clause and ask: is it real (present indicative) or unreal (imperfect subjunctive and conditional)?

Where students lose marks: Mixing the two patterns (si pudiera, cambio), putting the conditional after si, and ending with no real condition so the essay feels like a daydream. Check each si clause against its pattern.

Worked example

The problem. Write a six-sentence essay opening on "If I could change one thing about my school."

Step one: thesis. Si pudiera cambiar una cosa de mi escuela, cambiaría el horario.

Step two: consequence 1. Las clases empezarían más tarde y los estudiantes dormirían más.

Step three: consequence 2. Si los estudiantes durmieran más, prestarían más atención.

Step four: objection. Algunas personas se opondrían porque los padres trabajan temprano.

Step five: answer. Sin embargo, si planeamos bien, es posible.

Step six: conclusion. Por eso cambiaría el horario.

Step seven: patterns. The imagined sentences use the imperfect subjunctive and the conditional, and the real condition uses the present indicative.

Step eight: check. Each si clause has the right pattern, and the essay has a thesis, consequences, an objection, an answer and a conclusion.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "If I could change one thing about my school, I would change the schedule."
Show the full solution

Si pudiera cambiar una cosa de mi escuela, cambiaría el horario.
Say "Classes would start later, and students would sleep more."
Show the full solution

Las clases empezarían más tarde y los estudiantes dormirían más.
Say "If students slept more, they would pay more attention."
Show the full solution

Si los estudiantes durmieran más, prestarían más atención.
Say "Some people would object because parents work early."
Show the full solution

Algunas personas se opondrían porque los padres trabajan temprano.
Say "However, if we plan well, it is possible."
Show the full solution

A real condition. Sin embargo, si planeamos bien, es posible.
Complete: Si yo ___ (ser) director, ___ (cambiar) el horario.
Show the full solution

fuera, cambiaría
Say "That is why I would change the schedule."
Show the full solution

Por eso cambiaría el horario.
Find and fix the errors: Si pudiera, cambio el horario. Los estudiantes dormirán más si empezarían más tarde. Si todos colaboremos, será posible.
Show the full solution

An unreal condition takes the imperfect subjunctive and the conditional, and a real condition takes the present indicative. Si pudiera, cambiaría el horario. Los estudiantes dormirían más si empezaran más tarde. Si todos colaboramos, será posible.
Explain why the essay uses both real and unreal si clauses.
Show the full solution

The unreal clauses imagine the change and its consequences. The real clause at the end names a condition that can actually be met, so the essay ends with a plan and not only a dream. Unreal for the picture and real for the plan.
Write a six-sentence essay opening on "If I could change one thing about my town."
Show the full solution

One correct answer: Si pudiera cambiar una cosa de mi ciudad, construiría más parques. Habría más espacio para jugar y para descansar. Si las familias tuvieran parques cercanos, saldrían más a menudo. Algunos dirían que los parques cuestan mucho. Sin embargo, si usamos bien el dinero, es posible. Por eso construiría más parques. Si pudiera cambiar una cosa de mi ciudad, construiría más parques. Habría más espacio para jugar y para descansar. Si las familias tuvieran parques cercanos, saldrían más a menudo. Algunos dirían que los parques cuestan mucho. Sin embargo, si usamos bien el dinero, es posible. Por eso construiría más parques.

Unit 7 review · 10 problems · all lessons

Unit 7 review: Si clauses and the conditional

These are mixed across all seven lessons and do not say which idea they want. Name the si pattern first (real, unlikely or wish), and check that neither half borrows the other's form.

Write the conditional yo form of tener, poder and decir.
Show the full solution

The stems are tendr-, podr-, dir-. tendría, podría, diría
Complete: Si tú ___ (estudiar), aprobarás.
Show the full solution

A real condition takes the present indicative. estudias
Complete: Si yo ___ (tener) tiempo, ___ (viajar).
Show the full solution

An unlikely condition takes the imperfect subjunctive and the conditional. tuviera, viajaría
Say "If I were you, I would sleep more."
Show the full solution

Si yo fuera tú, dormiría más.
Say "If only I could fly!"
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¡Si pudiera volar!
Say "What would you do if you won the lottery?"
Show the full solution

¿Qué harías si ganaras la lotería?
Say "In your place, I would talk to her."
Show the full solution

Yo en tu lugar hablaría con ella.
Say "She said she would come early."
Show the full solution

Dijo que vendría temprano.
Find and fix the errors: Si tendría tiempo, viajaría. Si llueva, nos quedamos. Si yo sería tú, estudiaría.
Show the full solution

Never the conditional or the present subjunctive after si. Si tuviera tiempo, viajaría. Si llueve, nos quedamos. Si yo fuera tú, estudiaría.
Write four sentences: a real si sentence, a contrary-to-fact si sentence, a wish and a piece of advice.
Show the full solution

One correct answer: Si termino temprano, veré una película. Si tuviera más tiempo, leería cada día. Ojalá viviera cerca del mar. Yo en tu lugar pediría ayuda. Si termino temprano, veré una película. Si tuviera más tiempo, leería cada día. Ojalá viviera cerca del mar. Yo en tu lugar pediría ayuda.

Lesson 8.1 · Unit 8 · Structures

Done before now

The present perfect says that something has happened by now, and its subjunctive twin says the same thing after a trigger. Both are built from the verb haber and the participle, and the only change is the mood of haber. In the indicative it is he, has, ha. In the subjunctive it is haya, hayas, haya. The tense is used when the trigger is in the present and the action it reacts to is already done.

The method

Present perfect indicative. he, has, ha, hemos, han + participle. He hablado. Has comido. Ha vivido.
Present perfect subjunctive. haya, hayas, haya, hayamos, hayan + participle. Haya hablado. Hayas comido. Haya vivido.
Haya is the subjunctive of haber. It is one of the DISHES verbs from lesson 2.5. Haya, hayas, haya, hayamos, hayan.
Use it when the action is already completed. Me alegra que hayas venido means "I am glad you have come." The coming is done.
Compare with the present subjunctive. Me alegra que vengas (now or soon) against Me alegra que hayas venido (already done).
The triggers are the same. Dudo que lo haya hecho. Espero que hayas dormido bien. Es posible que hayan salido.
Time clauses. Te llamaré cuando haya terminado. The finishing comes before the calling.
Participles and pronouns. haya hecho, haya dicho, haya visto, haya escrito, haya abierto. Pronouns go before haya: No creo que lo haya dicho.

Where students lose marks: Using the indicative haber after a trigger (me alegra que has venido), using the present subjunctive for a finished action (dudo que termine for dudo que haya terminado), and separating haya from the participle. Choose haya when the action is done.

Worked example

The problem. Write six sentences: (1) I am glad that you have come. (2) I doubt that she has done it. (3) I hope you have slept well. (4) It is possible that they have left. (5) I will call you when I have finished. (6) I do not believe he has said that.

Step one: sentence 1. A reaction to a finished event: Me alegra que hayas venido.

Step two: sentence 2. Doubt about a finished action, with the participle of hacer: Dudo que ella lo haya hecho.

Step three: sentence 3. A hope about a finished night: Espero que hayas dormido bien.

Step four: sentence 4. Possibility: Es posible que hayan salido.

Step five: sentence 5. A future time clause with a finished action: Te llamaré cuando haya terminado.

Step six: sentence 6. A negated belief, with decir: No creo que haya dicho eso.

Step seven: form. Each verb is haya (in the right person) plus a participle, and the participle does not change.

Step eight: check. The trigger is present, the action is done, and the subjunctive is the present perfect.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the present perfect subjunctive of hablar for yo and nosotros.
Show the full solution

haya hablado, hayamos hablado
Write the present perfect subjunctive of hacer and ver for ella.
Show the full solution

The participles are hecho and visto. haya hecho, haya visto
Complete: Me alegra que tú ___ (venir).
Show the full solution

The coming is done. hayas venido
Complete: Dudo que ella ___ (terminar) la tarea.
Show the full solution

haya terminado
Complete: Te llamaré cuando ___ (llegar, yo).
Show the full solution

haya llegado
Say "I hope you have slept well."
Show the full solution

Espero que hayas dormido bien.
Say "I do not believe he has said that."
Show the full solution

No creo que haya dicho eso.
Find and fix the errors: Me alegra que has venido. Dudo que ella ha terminado. Es posible que ellos han salido.
Show the full solution

After a trigger haber is in the subjunctive. Me alegra que hayas venido. Dudo que ella haya terminado. Es posible que ellos hayan salido.
Explain the difference between Me alegra que vengas and Me alegra que hayas venido.
Show the full solution

The first reacts to a coming that is now or soon. The second reacts to a coming that is already done. Present against completed.
Write five sentences about what has happened this week, each with a reaction or a doubt that uses the present perfect subjunctive.
Show the full solution

One correct answer: Me alegra que hayamos terminado el proyecto. Dudo que el profesor haya leído todo. Espero que mis amigos hayan llegado bien. Es posible que haya cambiado el horario. Siento que no hayas podido venir. Me alegra que hayamos terminado el proyecto. Dudo que el profesor haya leído todo. Espero que mis amigos hayan llegado bien. Es posible que haya cambiado el horario. Siento que no hayas podido venir.

Lesson 8.2 · Unit 8 · Structures

Before another past

The past perfect says that something had already happened before another moment in the past. It is the tense of "had done." Spanish builds it with the imperfect of haber and the participle, and it is useful whenever a story needs to step back in time. Without it, a writer must tell events in the order they happened. With it, a writer can say that when something happened, something else had already taken place.

The method

Forms. había, habías, había, habíamos, habían + participle. Había hablado, habías comido, había vivido.
Use for the earlier past. Cuando llegué, ya habían salido. The leaving came first.
The participle is the same. había hecho, había dicho, había visto, había escrito, había abierto. It does not agree.
Pronouns go before haber. Lo había visto. No se lo habíamos dicho. Nothing comes between haber and the participle.
Time markers. ya, todavía no, nunca, antes, para entonces. Nunca había visto el mar. Todavía no habíamos comido.
Reported speech. Dijo que había terminado. The completed action is earlier than the saying.
Compare with the preterite. Llegué y salieron (they left after I arrived) against Llegué y habían salido (they had left before).
Narration. Cuando era niño, nunca había salido de mi pueblo. It marks background that came before the story.

Where students lose marks: Using the preterite for the earlier action (cuando llegué, ya salieron), using the present perfect in a past story (nunca he visto el mar when the story is past), and putting a word between haber and the participle. Ask which action came first.

Worked example

The problem. Write six sentences: (1) When I arrived, they had already left. (2) I had never seen the sea. (3) She said she had finished. (4) We had not eaten yet. (5) He had written three letters before. (6) Had you opened the window?

Step one: sentence 1. The leaving came first: Cuando llegué, ya habían salido.

Step two: sentence 2. Nunca and ver: Nunca había visto el mar.

Step three: sentence 3. Reported speech with a finished action: Dijo que había terminado.

Step four: sentence 4. Todavía no with comer: Todavía no habíamos comido.

Step five: sentence 5. Escribir has the participle escrito: Había escrito tres cartas antes.

Step six: sentence 6. A question with abrir: ¿Habías abierto la ventana?

Step seven: order. In each sentence one action is earlier than the other past moment.

Step eight: check. Each verb is haber in the imperfect and a participle, and the earlier action is the past perfect.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the past perfect of hablar for yo and ellos.
Show the full solution

había hablado, habían hablado
Write the past perfect of ver and escribir for yo.
Show the full solution

había visto, había escrito
Complete: Cuando llegué, ellos ya ___ (salir).
Show the full solution

habían salido
Complete: Nunca ___ (ver, yo) el mar antes de ese viaje.
Show the full solution

había visto
Say "She said she had finished."
Show the full solution

Dijo que había terminado.
Say "We had not eaten yet."
Show the full solution

Todavía no habíamos comido.
Say "Had you opened the window?"
Show the full solution

¿Habías abierto la ventana?
Find and fix the errors: Cuando llegué, ellos ya salieron (they had left earlier). Nunca he visto el mar antes de ese viaje. Había escribido una carta.
Show the full solution

The earlier action takes the past perfect, a past story does not use the present perfect, and escribir has the participle escrito. Cuando llegué, ellos ya habían salido. Nunca había visto el mar antes de ese viaje. Había escrito una carta.
Explain when to use the past perfect and not the preterite.
Show the full solution

Use the past perfect when an action took place before another past moment in the story. Use the preterite for an action in its own place in the order of events. Earlier past needs the past perfect.
Write five sentences about what had happened before an important day, such as a trip or a test.
Show the full solution

One correct answer: Antes del viaje, habíamos reservado el hotel. Yo ya había hecho las maletas. Mi madre había comprado los boletos. Nadie había visto el lugar antes. Todavía no habíamos probado la comida local. Antes del viaje, habíamos reservado el hotel. Yo ya había hecho las maletas. Mi madre había comprado los boletos. Nadie había visto el lugar antes. Todavía no habíamos probado la comida local.

Lesson 8.3 · Unit 8 · Structures

Will have, would have

Two more perfect tenses use the same participle with the future and the conditional of haber. The future perfect looks at a point ahead and says what will have happened by then. It is also the tense of a guess about the past, much as the plain future is the tense of a guess about the present. The conditional perfect says what would have happened, and it is the result half of the impossible si clauses in lesson 8.5. Neither is difficult, and both reuse forms you know.

The method

Future perfect forms. habré, habrás, habrá, habremos, habrán + participle. Habré terminado. Habrás llegado.
Use: complete by a future point. Para el viernes habré terminado. Para entonces habremos comido.
Use: a guess about the past. Ya habrá llegado means "He must have arrived already." The tense guesses about something finished.
Conditional perfect forms. habría, habrías, habría, habríamos, habrían + participle. Habría ido. Habrías visto.
Use: what would have happened. Habría ido, pero estaba enfermo. The action did not happen.
Use: the future in a past report. Dijeron que habrían terminado para el lunes. It is the perfect of the future-in-the-past.
Use: a guess about an earlier past. Habría sido la una cuando llegó. It is rarer, and the plain conditional is usually enough.
Same stems as the future and conditional. Habré, habría come from haber with the stem habr-. The participle never changes.

Where students lose marks: Using the plain future for a completed action (para el viernes terminaré where the finishing is the point), using the conditional perfect for the first half of an impossible si clause (si habría estudiado), and forgetting the accent in habré and habría. Name the tense by its job.

Worked example

The problem. Write six sentences: (1) By Friday I will have finished. (2) He must have arrived already. (3) We will have eaten by then. (4) I would have gone, but I was sick. (5) She would have helped you. (6) They said they would have finished by Monday.

Step one: sentence 1. A point ahead: Para el viernes habré terminado.

Step two: sentence 2. A guess about the past: Ya habrá llegado.

Step three: sentence 3. Habremos with comer: Para entonces habremos comido.

Step four: sentence 4. What would have happened: Habría ido, pero estaba enfermo.

Step five: sentence 5. A pronoun before habría: Ella te habría ayudado.

Step six: sentence 6. A report with a completed future: Dijeron que habrían terminado para el lunes.

Step seven: forms. The future perfect uses habré, habrá, habremos, and the conditional perfect uses habría, habríamos, habrían.

Step eight: check. The participle never changes, the accent is on the é of the future and the í of the conditional, and the pronoun goes before haber.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the future perfect of terminar for yo and nosotros.
Show the full solution

habré terminado, habremos terminado
Write the conditional perfect of ir for ella and ellos.
Show the full solution

habría ido, habrían ido
Complete: Para el viernes yo ___ (terminar) el proyecto.
Show the full solution

habré terminado
Complete: Ya ___ (llegar) él; son las ocho. (a guess)
Show the full solution

The future perfect guesses about a finished action. habrá llegado
Say "I would have gone, but I was sick."
Show the full solution

Habría ido, pero estaba enfermo.
Say "She would have helped you."
Show the full solution

Ella te habría ayudado.
Say "They said they would have finished by Monday."
Show the full solution

Dijeron que habrían terminado para el lunes.
Find and fix the errors: Habria ido. Para el viernes habré terminar el proyecto. Ella te habrá ayudado si hubiera podido.
Show the full solution

The conditional perfect needs the accent, the perfect needs a participle, and the result of an impossible condition is the conditional perfect. Habría ido. Para el viernes habré terminado el proyecto. Ella te habría ayudado si hubiera podido.
Explain the two uses of the future perfect.
Show the full solution

It says that something will be complete by a future point (habré terminado), and it guesses that something finished is probably so (ya habrá llegado). Completion ahead, or a guess about the past.
Write five sentences about what you will have done by a future date, such as the end of the year.
Show the full solution

One correct answer: Para diciembre habré terminado este curso. Mis amigos habrán viajado a otros países. Mi hermana habrá empezado la universidad. Habremos aprendido muchas cosas nuevas. Yo habré leído diez libros. Para diciembre habré terminado este curso. Mis amigos habrán viajado a otros países. Mi hermana habrá empezado la universidad. Habremos aprendido muchas cosas nuevas. Yo habré leído diez libros.

Lesson 8.4 · Unit 8 · Structures

The earlier action after a past trigger

When the trigger is in the past and the action it reacts to came earlier, Spanish needs the past perfect subjunctive. It is built from the imperfect subjunctive of haber, which is hubiera, and the participle. It is the tense of the most poignant wishes in the language: Ojalá hubiera estudiado, "I wish I had studied." It also appears after como si and after past triggers of doubt, emotion and request. Once you know the imperfect subjunctive and the participle, you can build it without a new rule.

The method

Forms. hubiera, hubieras, hubiera, hubiéramos, hubieran + participle. Hubiera hablado, hubieras comido, hubiera vivido.
Hubiera comes from hubieron. It follows lesson 6.2: the ellos preterite of haber gives hubiera.
Use after a past trigger when the action came before it. Dudaba que hubieran llegado. The arriving would have come first.
Wishes about the past. Ojalá hubiera estudiado más. Ojalá hubiéramos ido. The wish cannot come true.
Como si plus the past perfect subjunctive. Actúa como si hubiera visto un fantasma. It describes an imagined earlier event.
Compare. Dudaba que viniera (the coming would be later or at the same time) against Dudaba que hubiera venido (the coming would have been earlier).
The -se forms. hubiese, hubieses, hubiese, hubiésemos, hubiesen. They have the same meaning.
Participles and pronouns. hubiera hecho, hubiera dicho, hubiera visto. Pronouns go before hubiera: Ojalá lo hubiera sabido.

Where students lose marks: Using the present perfect subjunctive after a past trigger (dudaba que hayan llegado), using habría where hubiera belongs (ojalá habría estudiado), and forgetting the accent in hubiéramos. Use hubiera after a past trigger or ojalá.

Worked example

The problem. Write six sentences: (1) I wish I had studied more. (2) I doubted that they had arrived. (3) She acts as if she had seen a ghost. (4) It surprised me that you had not called. (5) I wish we had gone. (6) We did not believe that he had said that.

Step one: sentence 1. A wish about the past: Ojalá hubiera estudiado más.

Step two: sentence 2. A past doubt about an earlier event: Dudaba que hubieran llegado.

Step three: sentence 3. Como si and an imagined earlier event: Actúa como si hubiera visto un fantasma.

Step four: sentence 4. A past reaction to an earlier event: Me sorprendió que no hubieras llamado.

Step five: sentence 5. The nosotros form takes the accent: Ojalá hubiéramos ido.

Step six: sentence 6. A negated belief in the past: No creíamos que hubiera dicho eso.

Step seven: form. Each verb is hubiera in the right person plus a participle.

Step eight: check. The trigger is past, the action came earlier, and the subjunctive is hubiera with a participle.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Write the past perfect subjunctive of hablar for yo and nosotros.
Show the full solution

hubiera hablado, hubiéramos hablado
Write the past perfect subjunctive of hacer and ver for ella.
Show the full solution

hubiera hecho, hubiera visto
Complete: Ojalá yo ___ (estudiar) más.
Show the full solution

hubiera estudiado
Complete: Dudaba que ellos ___ (llegar).
Show the full solution

hubieran llegado
Say "She acts as if she had seen a ghost."
Show the full solution

Actúa como si hubiera visto un fantasma.
Say "It surprised me that you had not called."
Show the full solution

Me sorprendió que no hubieras llamado.
Say "I wish we had gone."
Show the full solution

Ojalá hubiéramos ido.
Find and fix the errors: Ojalá habría estudiado más. Dudaba que hayan llegado. Actúa como si había visto un fantasma.
Show the full solution

A wish about the past takes hubiera, a past trigger takes the past perfect subjunctive, and como si takes the subjunctive. Ojalá hubiera estudiado más. Dudaba que hubieran llegado. Actúa como si hubiera visto un fantasma.
Explain the difference between Dudaba que viniera and Dudaba que hubiera venido.
Show the full solution

The first doubts a coming that would be at the same time or later. The second doubts a coming that would have happened earlier. Later against earlier.
Write five wishes or reactions about the past, using the past perfect subjunctive.
Show the full solution

One correct answer: Ojalá hubiera dormido más anoche. Ojalá hubiéramos llegado antes. Me sorprendió que nadie lo hubiera dicho. Dudaba que mi amigo hubiera terminado. Actuó como si no hubiera pasado nada. Ojalá hubiera dormido más anoche. Ojalá hubiéramos llegado antes. Me sorprendió que nadie lo hubiera dicho. Dudaba que mi amigo hubiera terminado. Actuó como si no hubiera pasado nada.

Lesson 8.5 · Unit 8 · Structures

The third pattern

The last si pattern is for things that did not happen and therefore cannot change. If I had studied, I would have passed says that I did not study and did not pass. The pattern has two halves, and each uses a form from this unit: the past perfect subjunctive after si and the conditional perfect in the result. The prohibition has its final twin: never use habría after si. The two verbs, hubiera and habría, are similar enough that the mix-up is among the most common errors of the whole year.

The method

The pattern. Si + past perfect subjunctive, + conditional perfect. Si hubiera estudiado, habría aprobado.
Meaning. The condition did not happen, so the result did not either: If I had studied (I did not), I would have passed (I did not).
Never habría after si. Si habría estudiado is wrong. Hubiera belongs after si and habría in the result.
Hubiera in the result is heard. In speech you will hear si hubiera sabido, hubiera ido. In writing, use habría in the result.
Mixed patterns. Si hubiera estudiado, ahora tendría un buen trabajo. The condition is in the past and the result is in the present.
Order and pronouns. Habríamos ido si no hubiera llovido. Si me lo hubieras dicho, te habría ayudado. Pronouns go before hubiera and habría.
Choose the pattern. Real: Si estudio, apruebo. Unlikely: Si estudiara, aprobaría. Past and impossible: Si hubiera estudiado, habría aprobado.
The -se forms. Si hubiese estudiado, habría aprobado. They have the same meaning.

Where students lose marks: Using habría after si (si habría estudiado), using the imperfect subjunctive for a past condition (si estudiara, habría aprobado), and using the preterite after si (si estudié). Use hubiera after si and habría in the result.

Worked example

The problem. Write six sentences: (1) If I had studied, I would have passed. (2) If she had known, she would have come. (3) We would have gone if it had not rained. (4) If you had told me, I would have helped you. (5) If I had slept more, I would be better now. (6) If he had not lost the key, he would have entered.

Step one: sentence 1. The past perfect subjunctive and the conditional perfect: Si hubiera estudiado, habría aprobado.

Step two: sentence 2. With a pronoun before hubiera: Si ella lo hubiera sabido, habría venido.

Step three: sentence 3. The si clause comes second: Habríamos ido si no hubiera llovido.

Step four: sentence 4. Two pronouns before the verb, me lo and te: Si me lo hubieras dicho, te habría ayudado.

Step five: sentence 5. A mixed pattern, with a present result: Si hubiera dormido más, ahora estaría mejor.

Step six: sentence 6. A negative si clause: Si no hubiera perdido la llave, habría entrado.

Step seven: halves. The si clauses use hubiera and the results use habría (or the plain conditional in the mixed pattern).

Step eight: check. Hubiera follows si, habría is the result, and no form is borrowed from the other half.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: Si yo ___ (estudiar), habría aprobado.
Show the full solution

hubiera estudiado
Complete: Si ella lo hubiera sabido, ___ (venir).
Show the full solution

habría venido
Say "We would have gone if it had not rained."
Show the full solution

Habríamos ido si no hubiera llovido.
Say "If you had told me, I would have helped you."
Show the full solution

Si me lo hubieras dicho, te habría ayudado.
Say "If I had slept more, I would be better now."
Show the full solution

Si hubiera dormido más, ahora estaría mejor.
Say "If he had not lost the key, he would have entered."
Show the full solution

Si no hubiera perdido la llave, habría entrado.
Say "If they had arrived earlier, they would have seen the show."
Show the full solution

Si hubieran llegado antes, habrían visto el espectáculo.
Find and fix the errors: Si habría estudiado, habría aprobado. Si hubiera salido temprano, llegué a tiempo. Si yo hubiera sabido, había ido.
Show the full solution

After si use hubiera, and the result is the conditional perfect. Si hubiera estudiado, habría aprobado. Si hubiera salido temprano, habría llegado a tiempo. Si yo hubiera sabido, habría ido.
Explain the pattern of an impossible past condition.
Show the full solution

The si clause has the past perfect subjunctive (hubiera and the participle), and the result has the conditional perfect (habría and the participle). Both halves are about something that did not happen. Hubiera after si, habría in the result.
Write five sentences saying what would have happened if one thing in your past week had been different.
Show the full solution

One correct answer: Si hubiera salido antes, habría llegado a tiempo. Si hubiera estudiado más, habría sacado mejor nota. Si no hubiera llovido, habríamos ido a la playa. Si me hubieras llamado, te habría ayudado. Si hubiera tenido tiempo, habría leído el libro. Si hubiera salido antes, habría llegado a tiempo. Si hubiera estudiado más, habría sacado mejor nota. Si no hubiera llovido, habríamos ido a la playa. Si me hubieras llamado, te habría ayudado. Si hubiera tenido tiempo, habría leído el libro.

Lesson 8.6 · Unit 8 · Structures

Looking back

A language needs words for regret, and Spanish builds them from the tenses of this unit. A wish about the past, a duty not done, a chance not taken and a feeling about something finished all use perfect forms, because the events they describe are complete. This lesson gathers the common phrases of regret, which are useful in conversation, in letters and in literature.

The method

Ojalá plus hubiera. Ojalá hubiera estudiado más. Ojalá lo hubiera sabido. A wish about the past.
Debería haber plus a participle. Debería haberte llamado. "I should have called you." Pronouns attach to haber.
Podría haber plus a participle. Podrías habérmelo dicho. "You could have told me."
Me habría gustado plus the infinitive. Me habría gustado ir contigo. "I would have liked to go with you." Me hubiera gustado is also heard.
Arrepentirse de plus haber and a participle. Me arrepiento de haber dicho eso. The infinitive haber dicho names an earlier action.
Lamentar que plus the present perfect subjunctive. Lamento que no hayas venido. A present feeling about a finished event.
¡Si lo hubiera sabido! An exclamation with the si clause alone. The result is understood.
Choose by time. A feeling in the present about a finished event uses haya. A feeling in the past uses hubiera.

Where students lose marks: Putting the pronoun after haber in a way that breaks the word (haber te llamado), using habría for the wish (ojalá habría estudiado), and using a finite verb after de (me arrepiento de dije). Attach the pronouns to haber or place them before debería.

Worked example

The problem. Write six sentences: (1) I wish I had studied more. (2) I should have called you. (3) You could have told me. (4) I would have liked to go with you. (5) I regret having said that. (6) I am sorry that you did not come.

Step one: sentence 1. A wish about the past: Ojalá hubiera estudiado más.

Step two: sentence 2. The pronoun attaches to haber: Debería haberte llamado.

Step three: sentence 3. Two pronouns attach, with an accent: Podrías habérmelo dicho.

Step four: sentence 4. The conditional perfect of gustar: Me habría gustado ir contigo.

Step five: sentence 5. Arrepentirse de and the perfect infinitive: Me arrepiento de haber dicho eso.

Step six: sentence 6. A present feeling about a finished event: Lamento que no hayas venido.

Step seven: forms. The forms are hubiera estudiado, haberte llamado, habérmelo dicho, habría gustado, haber dicho and hayas venido.

Step eight: check. Each phrase of regret uses a perfect form, and each pronoun attaches to haber or goes before the verb.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I wish I had studied more."
Show the full solution

Ojalá hubiera estudiado más.
Say "I should have called you."
Show the full solution

Debería haberte llamado.
Say "You could have told me."
Show the full solution

Podrías habérmelo dicho.
Say "I would have liked to go with you."
Show the full solution

Me habría gustado ir contigo.
Say "I regret having said that."
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Me arrepiento de haber dicho eso.
Say "I am sorry that you did not come."
Show the full solution

Lamento que no hayas venido.
Say "If only I had known!"
Show the full solution

¡Si lo hubiera sabido!
Find and fix the errors: Debería haber te llamado. Ojalá habría estudiado. Me arrepiento de dije eso.
Show the full solution

Pronouns attach to haber, a wish about the past takes hubiera, and arrepentirse de takes an infinitive. Debería haberte llamado. Ojalá hubiera estudiado. Me arrepiento de haber dicho eso.
Explain why regret uses perfect forms.
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Regret looks at something that is finished, so the tense must show that the action is complete. The perfect forms do that, and the choice between haya and hubiera shows whether the feeling is in the present or the past. The event is complete.
Write five sentences about regrets, using five different phrases from this lesson.
Show the full solution

One correct answer: Ojalá hubiera practicado más. Debería haber estudiado antes del examen. Podría haber pedido ayuda. Me habría gustado visitar a mi abuela. Me arrepiento de haber esperado tanto. Ojalá hubiera practicado más. Debería haber estudiado antes del examen. Podría haber pedido ayuda. Me habría gustado visitar a mi abuela. Me arrepiento de haber esperado tanto.

Lesson 8.7 · Unit 8 · Communication: presentational

A life in order

A biography uses almost every past tense in one text. The imperfect gives the setting, the preterite tells the events, the past perfect steps back, the present perfect connects to now, and the imperfect subjunctive reports what others wanted. The skill is choosing the right tense for each sentence and joining the sentences with time words. This lesson asks you to write a short life story of an imaginary person, and it works as a final check of the tenses of the year.

The method

Open with birth and background. Nació en un pueblo pequeño. Su madre era maestra. The preterite for the birth and the imperfect for the setting.
State what others wanted. Su madre quería que ella estudiara medicina. The imperfect and the imperfect subjunctive.
Report the key events. A los dieciocho años se mudó a Bogotá. Estudió con esfuerzo y se graduó. The preterite carries the story.
Step back with the past perfect. Se mudó a una ciudad donde nunca había vivido. An earlier fact that explains the event.
Use time words. a los veinte años, años más tarde, después de que, antes de, mientras tanto, finalmente.
Connect to the present. Hoy ha atendido a miles de pacientes. The present perfect links the life to now.
Add a result with the subjunctive. Ha ayudado a que otros jóvenes estudien. A purpose or a result with a present trigger.
Keep a fictional name. Invent a person, so that no real life is described, and keep the facts consistent.

Where students lose marks: Telling the whole life in the preterite, so it reads as a list, forgetting the past perfect when a fact came first, and using the present perfect for a finished life. Use one tense for each job.

Worked example

The problem. Write a six-sentence biography of an imaginary doctor.

Step one: birth and background. Lucía Vargas nació en un pueblo pequeño de Colombia, y su madre era maestra.

Step two: expectation. Su madre quería que ella estudiara medicina.

Step three: event with a step back. A los dieciocho años se mudó a Bogotá, donde nunca había vivido.

Step four: study. Estudió con mucho esfuerzo y se graduó con honores.

Step five: result. Después de que terminó sus estudios, abrió una clínica en su pueblo.

Step six: the present. Hoy ha atendido a miles de pacientes y ha ayudado a que otros jóvenes estudien.

Step seven: tenses. The biography uses the preterite and imperfect for the story, the past perfect for the step back, the imperfect subjunctive for the wish and the present perfect for now.

Step eight: check. Each sentence has a clear tense for its job, and the time words keep the order.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "She was born in a small town."
Show the full solution

Nació en un pueblo pequeño.
Say "Her mother was a teacher and wanted her to study medicine."
Show the full solution

Su madre era maestra y quería que ella estudiara medicina.
Say "At eighteen she moved to a city where she had never lived."
Show the full solution

A los dieciocho años se mudó a una ciudad donde nunca había vivido.
Say "She studied hard and graduated with honors."
Show the full solution

Estudió con esfuerzo y se graduó con honores.
Say "After she finished her studies, she opened a clinic."
Show the full solution

Después de que terminó sus estudios, abrió una clínica.
Say "Today she has treated thousands of patients."
Show the full solution

Hoy ha atendido a miles de pacientes.
Complete: Antes de mudarse, ella ya ___ (trabajar) en una escuela.
Show the full solution

había trabajado
Find and fix the errors: Su familia era pobre y quería que ella estudia. Antes de graduarse, ya trabajó dos años.
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A past wish takes the imperfect subjunctive, and an earlier fact takes the past perfect. Su familia era pobre y quería que ella estudiara. Antes de graduarse, ya había trabajado dos años.
Explain which tenses a biography uses and why.
Show the full solution

It uses the preterite for events, the imperfect for the setting and for wishes, the past perfect for earlier facts, the present perfect for the link to now, and the imperfect subjunctive for what others wanted. Each tense has one job. One tense for each job.
Write a six-sentence biography of an imaginary musician or scientist.
Show the full solution

One correct answer: Mateo Ruiz nació en una ciudad costera y su padre era pescador. Su abuela quería que él aprendiera a tocar la guitarra. A los doce años dio su primer concierto en una plaza donde nunca había tocado. Estudió música y viajó por muchos países. Después de que volvió, fundó una escuela para niños. Hoy ha enseñado a cientos de jóvenes y ha ayudado a que la música llegue a más barrios. Mateo Ruiz nació en una ciudad costera y su padre era pescador. Su abuela quería que él aprendiera a tocar la guitarra. A los doce años dio su primer concierto en una plaza donde nunca había tocado. Estudió música y viajó por muchos países. Después de que volvió, fundó una escuela para niños. Hoy ha enseñado a cientos de jóvenes y ha ayudado a que la música llegue a más barrios.

Unit 8 review · 10 problems · all lessons

Unit 8 review: The perfect tenses

These are mixed across all seven lessons and do not say which idea they want. Check which action came first, and whether the trigger is present or past, before you choose haya or hubiera.

Write the present perfect subjunctive of hablar for yo and of hacer for ella.
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haya hablado, haya hecho
Write the past perfect of ver for yo, and the past perfect subjunctive of ir for nosotros.
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había visto, hubiéramos ido
Complete: Me alegra que tú ___ (venir) (the coming is done).
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hayas venido
Complete: Cuando llegué, ellos ya ___ (salir).
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The leaving came first. habían salido
Say "By Friday I will have finished."
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Para el viernes habré terminado.
Say "If I had studied, I would have passed."
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Si hubiera estudiado, habría aprobado.
Say "I wish I had called you. I should have called you."
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Ojalá te hubiera llamado. Debería haberte llamado.
Say "I would have gone, but I was sick."
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Habría ido, pero estaba enfermo.
Find and fix the errors: Si habría estudiado, habría aprobado. Dudaba que hayan llegado. Ojalá habría ido.
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Hubiera follows si and ojalá, and a past trigger takes the past perfect subjunctive. Si hubiera estudiado, habría aprobado. Dudaba que hubieran llegado. Ojalá hubiera ido.
Write a four-sentence biography of an imaginary person, using the preterite, the imperfect, the past perfect and the present perfect.
Show the full solution

One correct answer: Rosa nació en un pueblo pequeño y su padre era carpintero. A los veinte años se mudó a una ciudad donde nunca había vivido. Estudió ingeniería y construyó puentes. Hoy ha ayudado a muchas comunidades. Rosa nació en un pueblo pequeño y su padre era carpintero. A los veinte años se mudó a una ciudad donde nunca había vivido. Estudió ingeniería y construyó puentes. Hoy ha ayudado a muchas comunidades.

Lesson 9.1 · Unit 9 · Structures

Who did it is not the subject

In an active sentence the subject does the action: Ana escribió la carta. In a passive sentence the thing that receives the action becomes the subject: La carta fue escrita por Ana. Spanish has a true passive with ser and a participle, and it is the form of news reports, history and formal writing. Spanish speakers use it less than English speakers do, because the active voice and the se construction are often more natural, but a reader must recognize it and a writer must be able to build it.

The method

Form. ser + participle (agreeing) + por + agent. La carta fue escrita por Ana.
From active to passive. The object of the active sentence becomes the subject: Los obreros construyeron el puente → El puente fue construido por los obreros.
Ser changes tense. es escrita, fue escrita, era escrita, será escrita, ha sido escrita, había sido escrita. The participle stays the same.
The participle agrees with the subject. La casa fue construida. Los libros fueron escritos. Las puertas fueron abiertas.
The agent takes por. Fue escrita por Ana. With a feeling, de is also found: Es querido de todos. If there is no agent, the agent is dropped.
Irregular participles. abierto, cerrado, escrito, hecho, dicho, puesto, roto, visto, vuelto. La ley fue escrita. La puerta fue abierta.
Only for transitive verbs. A verb needs a direct object to have a passive: Me dieron un libro has no passive such as yo fui dado.
Prefer the active or se in speech. Los obreros construyeron el puente and Se construyó el puente are more common than the passive.

Where students lose marks: Forgetting agreement (la carta fue escrito), leaving out por (fue escrita Ana), using estar for the action (estaba escrita por Ana when the writing is an event), and building a passive of an indirect object. Find the object of the active sentence and make it the subject.

Worked example

The problem. Change each active sentence to the passive: (1) Ana escribió la carta. (2) Los obreros construyeron el puente. (3) Abrieron las puertas a las ocho. (4) El presidente firmará la ley. (5) Los vecinos organizaron la fiesta. (6) Pintaron la casa.

Step one: sentence 1. La carta becomes the subject: La carta fue escrita por Ana.

Step two: sentence 2. A masculine singular subject: El puente fue construido por los obreros.

Step three: sentence 3. A plural subject, with an irregular participle, and no agent: Las puertas fueron abiertas a las ocho.

Step four: sentence 4. The future of ser: La ley será firmada por el presidente.

Step five: sentence 5. A feminine singular subject: La fiesta fue organizada por los vecinos.

Step six: sentence 6. No agent is named: La casa fue pintada.

Step seven: agreement. The participles escrita, construido, abiertas, firmada, organizada, pintada agree with the new subject.

Step eight: check. Each passive has ser, a participle that agrees, and por and an agent, if the agent is named.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Make passive: Ana escribió la carta.
Show the full solution

La carta fue escrita por Ana.
Make passive: Los obreros construyeron el puente.
Show the full solution

El puente fue construido por los obreros.
Make passive: Abrieron las puertas a las ocho.
Show the full solution

Las puertas fueron abiertas a las ocho.
Make passive: El presidente firmará la ley.
Show the full solution

La ley será firmada por el presidente.
Complete: La casa fue ___ (pintar) por mis padres.
Show the full solution

pintada
Complete: Los libros fueron ___ (escribir) por una autora.
Show the full solution

escritos
Change to the active: La fiesta fue organizada por los vecinos.
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Los vecinos organizaron la fiesta.
Find and fix the errors: La carta fue escrito por Ana. Los libros fue publicados en 1990. El puente fue construida por los obreros.
Show the full solution

The participle agrees with the subject, and ser agrees with it too. La carta fue escrita por Ana. Los libros fueron publicados en 1990. El puente fue construido por los obreros.
Explain why Spanish often avoids the true passive.
Show the full solution

The active voice and the se construction say the same thing in fewer words. The true passive sounds formal and is mostly kept for news, history and writing in which the agent matters. Active and se are more natural.
Write five sentences with the true passive about an imaginary historic building.
Show the full solution

One correct answer: La iglesia fue construida en 1850. Las paredes fueron pintadas por un artista local. El techo fue reparado después de un terremoto. La plaza fue renovada hace diez años. Hoy el edificio es visitado por miles de turistas. La iglesia fue construida en 1850. Las paredes fueron pintadas por un artista local. El techo fue reparado después de un terremoto. La plaza fue renovada hace diez años. Hoy el edificio es visitado por miles de turistas.

Lesson 9.2 · Unit 9 · Structures

The action is over, the result remains

The participle can also describe a state, the result of an action that has finished. With estar it tells what condition something is in: La puerta está abierta. The same participle with ser tells what happened: La puerta fue abierta. The difference is the difference between an action and its result, and it is one of the most useful in the language. The participle behaves like an adjective, so it agrees with the noun it describes.

The method

Form. estar + participle (agreeing). La puerta está abierta. Las ventanas están rotas.
A result, not an action. La tienda está cerrada tells the present condition and says nothing about who closed it.
Compare with the passive. La puerta fue abierta por la profesora (the action) against La puerta está abierta (the result).
Common participles. abierto, cerrado, roto, escrito, hecho, terminado, perdido, ocupado, sentado, dormido, preocupado, aburrido.
People as well as things. Ella está preocupada. Estoy cansado. Estamos sentados. A feeling or a posture is a state.
Tener, llevar and quedar. Tengo la tarea hecha. Lleva dos horas sentada. La puerta quedó cerrada. These verbs also pair with a participle.
Event against state. Se abrió la puerta (the opening) against Está abierta (the condition after it).
Agreement is automatic. La mesa está puesta. Los platos están limpios. Las luces están apagadas.

Where students lose marks: Using ser for a state (la puerta es abierta), dropping agreement (las ventanas están roto), and using estar when the action is the point (la carta estaba escrita por Ana). Ask whether the sentence tells the event or its result.

Worked example

The problem. Write six sentences: (1) The door is open. (2) The windows are broken. (3) The homework is finished. (4) The store is closed on Sundays. (5) She is worried. (6) The table is set.

Step one: sentence 1. A resulting state: La puerta está abierta.

Step two: sentence 2. A plural subject, with an irregular participle: Las ventanas están rotas.

Step three: sentence 3. Terminar gives terminada: La tarea está terminada.

Step four: sentence 4. A state that holds on Sundays: La tienda está cerrada los domingos.

Step five: sentence 5. A feeling is a state: Ella está preocupada.

Step six: sentence 6. Poner has the participle puesto: La mesa está puesta.

Step seven: agreement. Each participle agrees with its subject (abierta, rotas, terminada, cerrada, preocupada, puesta).

Step eight: check. Estar gives the result, the participle agrees, and the action itself would take ser.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "The door is open."
Show the full solution

La puerta está abierta.
Say "The windows are broken."
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Las ventanas están rotas.
Say "The homework is finished."
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La tarea está terminada.
Say "The store is closed on Sundays."
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La tienda está cerrada los domingos.
Say "She is worried."
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Ella está preocupada.
Say "The table is set."
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La mesa está puesta.
Say "The door was opened by the teacher, and now it is open."
Show the full solution

The action takes ser and the result takes estar. La puerta fue abierta por la profesora y ahora está abierta.
Find and fix the errors: La puerta está abierto. Las ventanas está rotas. La puerta es abierta ahora.
Show the full solution

The participle agrees, the verb agrees with the plural subject, and a state takes estar. La puerta está abierta. Las ventanas están rotas. La puerta está abierta ahora.
Explain the difference between fue cerrada and está cerrada.
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Fue cerrada names the action of closing, so it is a passive with ser. Está cerrada names the condition after it, so it is a state with estar. Event against result.
Write five sentences that describe a room after a party, using estar and a participle.
Show the full solution

One correct answer: Las sillas están movidas. Los vasos están sucios. La mesa está cubierta de papeles. Las luces están encendidas. Todos estamos cansados. Las sillas están movidas. Los vasos están sucios. La mesa está cubierta de papeles. Las luces están encendidas. Todos estamos cansados.

Lesson 9.3 · Unit 9 · Structures

Three jobs for one small word

The word se has three jobs besides the reflexive, and all three drop the agent. Passive se says that things are sold, spoken or needed, and the verb agrees with the thing. Impersonal se speaks about people in general, and the verb stays singular. Accidental se says that something happened to someone, without blame: Se me cayó el vaso, "the glass fell from me." All three are among the most common constructions in daily Spanish, and each has one rule about the verb.

The method

Passive se: the verb agrees with the thing. Se vende una casa. Se venden casas. Se habla español.
Signs and notices. Se prohíbe fumar. Se alquilan apartamentos. Se necesita ayuda. Se necesitan voluntarios.
Impersonal se: people in general. Se dice que lloverá. Se come bien aquí. Se vive tranquilo. The verb is singular.
A person as object: singular verb and personal a. Se ayuda a los niños. Se ve a los vecinos. The verb does not agree with the people.
Accidental se. Se me cayó el vaso. Se nos olvidaron las llaves. Se le perdió el perro. The verb agrees with the thing that fell, was forgotten or was lost.
Verbs of accident. caerse, olvidarse, perderse, romperse, acabarse, quedarse, ocurrirse. Se me acabó el tiempo.
The person is the indirect object. me, te, le, nos, les. The thing is the subject, so the verb agrees with it.
Test the verb. Find the thing. If it is plural, the verb is plural. If there is no thing or there is a person with a, the verb is singular.

Where students lose marks: Making the verb singular with a plural thing (se vende casas), making it plural for people with a (se ayudan a los niños), omitting the indirect pronoun of an accident (se cayó el vaso for se me cayó el vaso), and agreeing the verb with the person (se nos olvidamos). Find the thing before choosing the verb.

Worked example

The problem. Write six sentences: (1) Spanish is spoken here. (2) Houses are sold. (3) It is said that it will rain. (4) The children are helped. (5) I dropped the glass. (6) We forgot the keys.

Step one: sentence 1. Passive se, with a singular thing: Aquí se habla español.

Step two: sentence 2. Passive se, with a plural thing: Se venden casas.

Step three: sentence 3. Impersonal se, always singular: Se dice que lloverá.

Step four: sentence 4. A person with a, so the verb is singular: Se ayuda a los niños.

Step five: sentence 5. Accidental se, with the indirect pronoun me, and the thing is singular: Se me cayó el vaso.

Step six: sentence 6. Accidental se, with nos, and the keys are plural: Se nos olvidaron las llaves.

Step seven: agreement. The verbs agree with the things (habla, venden, cayó, olvidaron) and are singular for dice and ayuda.

Step eight: check. Each se sentence has a verb that agrees with the thing or stays singular, and accidents carry an indirect pronoun.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "Spanish is spoken here."
Show the full solution

Aquí se habla español.
Say "Houses are sold."
Show the full solution

Se venden casas.
Say "It is said that it will rain."
Show the full solution

Se dice que lloverá.
Say "The children are helped."
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Se ayuda a los niños.
Say "I dropped the glass."
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Se me cayó el vaso.
Say "We forgot the keys."
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Se nos olvidaron las llaves.
Say "Apartments are for rent, and help is needed."
Show the full solution

Se alquilan apartamentos y se necesita ayuda.
Find and fix the errors: Se vende casas. Se me cayeron el vaso. Se ayudan a los niños.
Show the full solution

The verb agrees with the thing, and a person with a takes a singular verb. Se venden casas. Se me cayó el vaso. Se ayuda a los niños.
Explain why se vende una casa and se venden casas differ in the verb.
Show the full solution

In passive se the verb agrees with the thing sold. One house is singular and several houses are plural. The verb agrees with the thing.
Write five sentences about accidents using accidental se, each with a different verb.
Show the full solution

One correct answer: Se me olvidó la tarea. Se me perdió el libro. Se nos rompió el plato. Se le cayeron las llaves. Se me acabó el tiempo. Se me olvidó la tarea. Se me perdió el libro. Se nos rompió el plato. Se le cayeron las llaves. Se me acabó el tiempo.

Lesson 9.4 · Unit 9 · Structures

The words that join clauses

Relative pronouns connect a clause to a noun or to an idea. They turn two short sentences into one longer sentence, and they are what a writer needs for anything beyond simple description. Spanish has three main ones. Que is the default and is never dropped, as English can drop "that." Quien refers to people, especially after a preposition. Lo que refers to an idea or to something not named. This lesson takes those three and the next completes the family.

The method

Que is the default. El libro que leí es largo. It refers to people or things, as subject or object.
Que is never omitted. English says "the book I read," but Spanish must say el libro que leí.
Quien and quienes: people after a preposition. La chica con quien hablo es mi prima. Los amigos de quienes te hablé vienen hoy.
Quien after a comma. Mi tío, quien vive en Lima, es médico. A comment about a person set off by commas can use quien or que.
Lo que: an idea or what. Lo que dices es verdad. No entiendo lo que dices. It means "what" or "that which."
Lo que refers back to a whole sentence. Llegó tarde, lo que me molestó. The relative pronoun stands for the whole fact.
Todo lo que, nada de lo que. Todo lo que ella dijo era verdad. Todo with lo que means "everything that."
Que without an accent. The relative que has no accent, and the question word qué has one: No sé qué quiere. Lo que quiere es claro.

Where students lose marks: Omitting que as English omits "that" (el libro leí), using que after a preposition for a person (la chica con que hablo), using que for an idea (no entiendo que dices), and confusing que with qué. Use que by default and quien after a preposition for a person.

Worked example

The problem. Write six sentences: (1) The book that I read is long. (2) The girl with whom I speak is my cousin. (3) My uncle, who lives in Lima, is a doctor. (4) I do not understand what you say. (5) Everything that she said was true. (6) He arrived late, which bothered me.

Step one: sentence 1. Que is required: El libro que leí es largo.

Step two: sentence 2. A person after a preposition: La chica con quien hablo es mi prima.

Step three: sentence 3. A comma sets off the clause: Mi tío, quien vive en Lima, es médico.

Step four: sentence 4. An idea: No entiendo lo que dices.

Step five: sentence 5. Todo lo que: Todo lo que ella dijo era verdad.

Step six: sentence 6. A relative that refers to the whole fact: Llegó tarde, lo que me molestó.

Step seven: choice. Que for a thing, quien for a person after a preposition or a comma, and lo que for an idea.

Step eight: check. No relative pronoun is dropped, and que has no accent.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Complete: El libro ___ leí es largo.
Show the full solution

que
Complete: La chica con ___ hablo es mi prima.
Show the full solution

quien
Say "My uncle, who lives in Lima, is a doctor."
Show the full solution

Mi tío, quien vive en Lima, es médico.
Say "I do not understand what you say."
Show the full solution

No entiendo lo que dices.
Say "Everything that she said was true."
Show the full solution

Todo lo que ella dijo era verdad.
Say "He arrived late, which bothered me."
Show the full solution

Llegó tarde, lo que me molestó.
Say "The film I saw was long."
Show the full solution

Que cannot be dropped. La película que vi fue larga.
Find and fix the errors: El libro leí es largo. La chica que hablo es mi prima. No entiendo que dices.
Show the full solution

Que is required, a person after a preposition takes quien, and an idea takes lo que. El libro que leí es largo. La chica con quien hablo es mi prima. No entiendo lo que dices.
Explain why English can omit "that" but Spanish cannot.
Show the full solution

Spanish marks the start of a relative clause with que because the word order alone does not signal it. Without que the reader cannot tell where the clause begins. Spanish needs the marker.
Write five sentences with que, quien and lo que.
Show the full solution

One correct answer: El libro que leí era interesante. La amiga con quien viajo vive en Madrid. Mi profesor, quien enseña historia, es muy joven. No sé lo que quieres. Todo lo que dijo me sorprendió. El libro que leí era interesante. La amiga con quien viajo vive en Madrid. Mi profesor, quien enseña historia, es muy joven. No sé lo que quieres. Todo lo que dijo me sorprendió.

Lesson 9.5 · Unit 9 · Structures

The rest of the family

Four more relatives complete the set. El que and el cual are the long forms, and they change with the gender and number of the noun they point to. They are used after prepositions and when the noun must be clear. Donde names a place. Cuyo means "whose," and it is the one relative that works like an adjective, because it agrees with the thing possessed. These are the words of careful writing, and they let a writer join sentences that would otherwise stay apart.

The method

El que, la que, los que, las que. The article agrees with the noun referred to. La casa en la que vivo es vieja. Los amigos con los que viajo son simpáticos.
El cual, la cual, los cuales, las cuales. The same function, more formal. La razón por la cual se fue es privada.
After a preposition. en la que, por las que, con el cual, de los que. Las razones por las que se fue son privadas.
Donde. La ciudad donde nací es pequeña. It means "in which" for a place and is shorter than en la que.
Cuyo, cuya, cuyos, cuyas. La mujer cuyo hijo es médico es mi vecina. It means "whose."
Cuyo agrees with the thing possessed. El hombre cuyas hijas viven aquí es mi tío. It does not agree with the owner.
Los que: those who. Los que estudian aprobarán. El que can mean "the one who," and quien can mean "whoever": Quien estudia aprende.
Identifying with el que. Fue Ana la que llamó. The relative picks out the person.

Where students lose marks: Using cuyo with the wrong gender (la mujer cuyo hijas), using que without an article after a long preposition (por que), using the wrong article (los razones por los que), and treating cuyo as a question word. Match the article to the noun and match cuyo to the thing possessed.

Worked example

The problem. Write six sentences: (1) The house in which I live is old. (2) The reasons for which she left are private. (3) The city where I was born is small. (4) The woman whose son is a doctor is my neighbor. (5) Those who study will pass. (6) It was Ana who called.

Step one: sentence 1. A preposition and the article: La casa en la que vivo es vieja.

Step two: sentence 2. A plural feminine noun: Las razones por las que se fue son privadas.

Step three: sentence 3. A place: La ciudad donde nací es pequeña.

Step four: sentence 4. Cuyo agrees with hijo: La mujer cuyo hijo es médico es mi vecina.

Step five: sentence 5. Los que means "those who": Los que estudian aprobarán.

Step six: sentence 6. La que identifies Ana: Fue Ana la que llamó.

Step seven: agreement. The articles la, las, los, la agree with the nouns, and cuyo agrees with hijo.

Step eight: check. Each relative has the right article or ending, and cuyo follows the thing possessed.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "The house in which I live is old."
Show the full solution

La casa en la que vivo es vieja.
Say "The reasons for which she left are private."
Show the full solution

Las razones por las que se fue son privadas.
Say "The city where I was born is small."
Show the full solution

La ciudad donde nací es pequeña.
Say "The woman whose son is a doctor is my neighbor."
Show the full solution

La mujer cuyo hijo es médico es mi vecina.
Say "Those who study will pass."
Show the full solution

Los que estudian aprobarán.
Say "It was Ana who called."
Show the full solution

Fue Ana la que llamó.
Say "The man whose daughters live here is my uncle."
Show the full solution

Cuyas agrees with hijas. El hombre cuyas hijas viven aquí es mi tío.
Find and fix the errors: La mujer cuyo hijas son médicas es mi vecina. Las razones por el que se fue son privadas. Los que estudia aprobarán.
Show the full solution

Cuyas agrees with hijas, the article agrees with razones, and the verb agrees with los que. La mujer cuyas hijas son médicas es mi vecina. Las razones por las que se fue son privadas. Los que estudian aprobarán.
Explain why cuyo agrees with the thing possessed and not with the owner.
Show the full solution

Cuyo works as an adjective for the noun that follows it. In la mujer cuyo hijo, cuyo describes hijo, so it is masculine singular, even though the owner is a woman. It describes the noun that follows.
Write five sentences that use el que, el cual, donde and cuyo, one of each, and one extra.
Show the full solution

One correct answer: La escuela en la que estudio es muy grande. La razón por la cual vine es personal. El pueblo donde vive mi abuela tiene un río. Conozco a un chico cuyo padre es piloto. Los que llegan temprano consiguen mejores asientos. La escuela en la que estudio es muy grande. La razón por la cual vine es personal. El pueblo donde vive mi abuela tiene un río. Conozco a un chico cuyo padre es piloto. Los que llegan temprano consiguen mejores asientos.

Lesson 9.6 · Unit 9 · Communication: presentational

From short sentences to one good one

A paragraph of short sentences sounds like a child's reader. A writer who can join sentences with relatives, reduce clauses with participles and infinitives, and keep the subjunctive where a relative clause describes something sought or doubtful sounds like an adult. This lesson is a workshop, not a rule: it takes pairs of short sentences and joins them in the most natural way. The tools are all in lessons 9.4 and 9.5 and in lesson 5.1.

The method

Join with que. Tengo un amigo. Él vive en Chile. → Tengo un amigo que vive en Chile.
Join with donde. Visité una ciudad. En esa ciudad nació mi madre. → Visité la ciudad donde nació mi madre.
Join with cuyo. Conozco a una mujer. Su hijo es pianista. → Conozco a una mujer cuyo hijo es pianista.
Reduce with a participle. Leí un libro. El libro fue escrito por una mujer chilena. → Leí un libro escrito por una mujer chilena.
Reduce with an infinitive. Tengo mucho que hacer. Hay algo que decir. The relative and the verb haber or tener often reduce to que plus an infinitive.
Keep the subjunctive for what is sought. Busco un libro. El libro debe ser fácil. → Busco un libro que sea fácil. Lesson 5.1 still applies.
Use commas for extra information. Mi tío, quien vive en Lima, es médico. A clause that only adds a comment is set off by commas, and one that identifies the noun has none.
Do not chain too many. Three relatives in one sentence is the limit for clear reading. Break the sentence if it is longer.

Where students lose marks: Keeping the subject in the relative clause (tengo un amigo que él vive en Chile), forgetting the subjunctive for a sought thing (busco un libro que es fácil), and leaving out the commas around an added comment. Join the sentences, then check mood and commas.

Worked example

The problem. Combine each pair into one sentence: (1) Tengo un amigo. Él vive en Chile. (2) Visité una ciudad. En esa ciudad nació mi madre. (3) Leí un libro. El libro fue escrito por una mujer chilena. (4) Busco un libro. El libro debe ser fácil. (5) Conozco a una mujer. Su hijo es pianista. (6) Mi tío vive en Lima. Mi tío es médico.

Step one: pair 1. The second subject becomes que: Tengo un amigo que vive en Chile.

Step two: pair 2. A place becomes donde: Visité la ciudad donde nació mi madre.

Step three: pair 3. A passive clause becomes a participle: Leí un libro escrito por una mujer chilena.

Step four: pair 4. The book is sought, so the subjunctive: Busco un libro que sea fácil.

Step five: pair 5. A possessive becomes cuyo: Conozco a una mujer cuyo hijo es pianista.

Step six: pair 6. A comment on a person: Mi tío, quien vive en Lima, es médico.

Step seven: tools. The sentences use que, donde, cuyo, a participle and quien.

Step eight: check. No subject is repeated, the sought book takes the subjunctive, and the comment on the uncle has commas.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Combine: Tengo un amigo. Él vive en Chile.
Show the full solution

Tengo un amigo que vive en Chile.
Combine: Visité una ciudad. En esa ciudad nació mi madre.
Show the full solution

Visité la ciudad donde nació mi madre.
Combine and reduce: Leí un libro. El libro fue escrito por una mujer chilena.
Show the full solution

Leí un libro escrito por una mujer chilena.
Combine: Busco un libro. El libro debe ser fácil.
Show the full solution

Busco un libro que sea fácil.
Combine: Conozco a una mujer. Su hijo es pianista.
Show the full solution

Conozco a una mujer cuyo hijo es pianista.
Combine: Mi tío vive en Lima. Mi tío es médico.
Show the full solution

Mi tío, quien vive en Lima, es médico.
Combine three sentences: Tengo una amiga. Ella estudia en Madrid. Su madre es mi profesora.
Show the full solution

Tengo una amiga que estudia en Madrid y cuya madre es mi profesora.
Find and fix the errors: Busco un libro que es fácil (any easy book). Visité la ciudad que nació mi madre. Conozco a la mujer que su hijo es pianista.
Show the full solution

A sought thing takes the subjunctive, a place takes donde, and a possessive takes cuyo. Busco un libro que sea fácil. Visité la ciudad donde nació mi madre. Conozco a la mujer cuyo hijo es pianista.
Explain when to use commas around a relative clause.
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Use commas when the clause only adds a comment about a noun that is already identified, as in mi tío, quien vive en Lima. Use no commas when the clause identifies which noun is meant, as in el tío que vive en Lima. Comma for a comment, none for an identifier.
Write one long sentence about your school that has two relative clauses.
Show the full solution

One correct answer: Estudio en una escuela que está cerca de mi casa y cuyos profesores son muy amables. Estudio en una escuela que está cerca de mi casa y cuyos profesores son muy amables.

Lesson 9.7 · Unit 9 · Communication: presentational

First this, then that

Describing a process is one of the most common writing tasks in school and at work: a recipe, a procedure, a set of instructions. The Spanish of a process uses passive se for the steps, because the person who does the work does not matter, and it uses sequence words to order them. Careful writers also use hasta que and cuando for steps that depend on a result, with the subjunctive when the step looks ahead.

The method

Open with the goal. Para preparar chocolate caliente se necesitan leche, chocolate y azúcar. Para and an infinitive state the purpose.
List what is needed. Se necesitan, hacen falta. The verb agrees with the things listed.
Order the steps. Primero, luego, después, a continuación, finalmente. Each step begins with a sequence word.
Use passive se for the steps. Se calienta la leche. Se añade el chocolate. The verb agrees with the thing.
Link steps with a result. Cuando la leche está caliente, se añade el chocolate. Se revuelve hasta que la mezcla esté lisa. A pending result takes the subjunctive.
Warn. Hay que tener cuidado. No debe hervir. Conviene revolver. Hay que is impersonal.
Give quantities. una taza de, un poco de, dos cucharadas de, al gusto. The de is required.
Close with the result. Finalmente se sirve en tazas y se bebe caliente.

Where students lose marks: Using the singular for a plural thing (se añade las especias), using the indicative after hasta que for a pending result (hasta que está lisa), and forgetting the sequence words, so that the process looks like a list. Match the verb to the thing and add the order words.

Worked example

The problem. Write a six-sentence description of how to prepare hot chocolate.

Step one: goal and needs. A purpose and the list, with a plural verb for three things: Para preparar chocolate caliente se necesitan leche, chocolate y azúcar.

Step two: step 1. Primero and passive se: Primero se calienta la leche en una olla.

Step three: step 2. A time clause with a state: Cuando la leche está caliente, se añade el chocolate.

Step four: step 3. Hasta que with the subjunctive for a pending result: Luego se revuelve hasta que el chocolate se disuelva.

Step five: step 4. A quantity to taste: Después se agrega azúcar al gusto.

Step six: closing. Finalmente se sirve en tazas y se bebe caliente.

Step seven: verbs. The verbs agree with the things: necesitan, calienta, añade, revuelve, agrega, sirve.

Step eight: check. The process has a goal, a list, ordered steps, a pending result with the subjunctive, and a close.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "To prepare hot chocolate, milk, chocolate and sugar are needed."
Show the full solution

Para preparar chocolate caliente se necesitan leche, chocolate y azúcar.
Say "First the milk is heated in a pot."
Show the full solution

Primero se calienta la leche en una olla.
Say "When the milk is hot, the chocolate is added."
Show the full solution

Cuando la leche está caliente, se añade el chocolate.
Say "Then it is stirred until the chocolate dissolves."
Show the full solution

Luego se revuelve hasta que el chocolate se disuelva.
Say "Finally, it is served in cups."
Show the full solution

Finalmente se sirve en tazas.
Say "You have to be careful: it must not boil."
Show the full solution

Hay que tener cuidado: no debe hervir.
Complete: Se revuelve hasta que la mezcla ___ (estar) lisa.
Show the full solution

The result is pending. esté
Find and fix the errors: Se necesita leche y azúcar. Primero se calientan la leche. Luego se añaden el chocolate.
Show the full solution

The verb agrees with the thing or things. Se necesitan leche y azúcar. Primero se calienta la leche. Luego se añade el chocolate.
Explain why passive se suits a recipe.
Show the full solution

A recipe describes steps, and the person who does them does not matter. Passive se names the thing and the action without an agent, which keeps the text short and impersonal. The agent is not the point.
Write a six-sentence description of a process you know, such as making a sandwich, planting a seed or setting up a tent.
Show the full solution

One correct answer: Para plantar una semilla se necesitan tierra, una maceta y agua. Primero se llena la maceta con tierra. Luego se hace un pequeño hoyo. Después se pone la semilla y se cubre con tierra. Se riega hasta que la tierra esté húmeda. Finalmente se coloca la maceta cerca de una ventana. Para plantar una semilla se necesitan tierra, una maceta y agua. Primero se llena la maceta con tierra. Luego se hace un pequeño hoyo. Después se pone la semilla y se cubre con tierra. Se riega hasta que la tierra esté húmeda. Finalmente se coloca la maceta cerca de una ventana.

Unit 9 review · 10 problems · all lessons

Unit 9 review: The passive, se and relative pronouns

These are mixed across all seven lessons and do not say which idea they want. Find the thing that receives the action, match the verb to it, and check each relative pronoun.

Make passive: Ana escribió la carta.
Show the full solution

La carta fue escrita por Ana.
Say "The door is open and the windows are broken."
Show the full solution

La puerta está abierta y las ventanas están rotas.
Say "Houses are sold" and "Spanish is spoken here."
Show the full solution

Se venden casas. Aquí se habla español.
Say "I dropped the glass."
Show the full solution

Se me cayó el vaso.
Complete: El libro ___ leí es largo.
Show the full solution

que
Complete: La chica con ___ hablo es mi prima.
Show the full solution

quien
Say "I do not understand what you say."
Show the full solution

No entiendo lo que dices.
Say "The woman whose son is a doctor is my neighbor."
Show the full solution

La mujer cuyo hijo es médico es mi vecina.
Find and fix the errors: La carta fue escrito por Ana. Se vende casas. El libro leí es largo.
Show the full solution

The participle agrees, passive se agrees with the thing, and que cannot be omitted. La carta fue escrita por Ana. Se venden casas. El libro que leí es largo.
Write three sentences that describe a process with passive se.
Show the full solution

One correct answer: Primero se lava la fruta. Luego se corta en trozos pequeños. Finalmente se sirve con yogur. Primero se lava la fruta. Luego se corta en trozos pequeños. Finalmente se sirve con yogur.

Lesson 10.1 · Unit 10 · Structures

From their words to yours

Reporting speech means telling what someone said without quoting. The words of the speaker are moved into the point of view of the reporter, and when the reporting verb is in the past, every tense steps back one. A present becomes an imperfect, a preterite becomes a past perfect, and a future becomes a conditional. The pronouns, the time words and the place words also shift. This is the language of news, of messages passed on and of every story in which one person tells what another said.

The method

A present reporting verb changes nothing. Ana dice: "Tengo hambre." → Ana dice que tiene hambre. Only the person changes.
A past reporting verb steps the tense back. "Tengo hambre" → Dijo que tenía hambre. The present becomes the imperfect.
The preterite becomes the past perfect. "Comí temprano" → Dijo que había comido temprano. The preterite is also used in speech, but the past perfect is clearer.
The future becomes the conditional. "Iré mañana" → Dijo que iría al día siguiente.
The present perfect becomes the past perfect. "He terminado" → Dijo que había terminado.
Pronouns and possessives change person. "Estoy cansado", dijo Ana → Ana dijo que estaba cansada. "Mi hermano viene" → Dijo que su hermano venía.
Time and place words shift. hoy → ese día; mañana → al día siguiente; ayer → el día anterior; ahora → entonces; aquí → allí; este → ese.
Reporting verbs. decir, contar, explicar, afirmar, responder, añadir, mencionar, comentar. Each is followed by que.

Where students lose marks: Keeping the present after a past verb (dijo que tiene hambre for something that is no longer true), forgetting to change the person (dijo que estoy cansado), and leaving mañana and aquí unchanged. Step the tense back, then change the person, then the time and place words.

Worked example

The problem. Report each statement: (1) Ana: "Tengo hambre." (2) Luis: "Comí temprano." (3) María: "Iré mañana." (4) Pedro: "He terminado." (5) Elena: "Estoy aquí con mi hermano." (6) Carlos: "Mañana viajaré a Lima."

Step one: statement 1. The present becomes the imperfect: Ana dijo que tenía hambre.

Step two: statement 2. The preterite becomes the past perfect: Luis dijo que había comido temprano.

Step three: statement 3. The future becomes the conditional and mañana becomes al día siguiente: María dijo que iría al día siguiente.

Step four: statement 4. The present perfect becomes the past perfect: Pedro dijo que había terminado.

Step five: statement 5. The present becomes the imperfect and aquí becomes allí: Elena dijo que estaba allí con su hermano.

Step six: statement 6. Viajaré becomes viajaría and mañana becomes al día siguiente: Carlos dijo que viajaría a Lima al día siguiente.

Step seven: shifts. Each report steps the tense back, and sentences 3, 5 and 6 also change a time or place word.

Step eight: check. Every report uses que, changes the tense and the person, and shifts the time and place words.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Report: Ana: "Tengo hambre."
Show the full solution

Ana dijo que tenía hambre.
Report: Luis: "Comí temprano."
Show the full solution

Luis dijo que había comido temprano.
Report: María: "Iré mañana."
Show the full solution

María dijo que iría al día siguiente.
Report: Pedro: "He terminado."
Show the full solution

Pedro dijo que había terminado.
Report: Elena: "Estoy aquí con mi hermano."
Show the full solution

Elena dijo que estaba allí con su hermano.
Report with a present verb: Ana: "Tengo hambre."
Show the full solution

Nothing steps back. Ana dice que tiene hambre.
Report: Carlos: "Mañana viajaré a Lima."
Show the full solution

Carlos dijo que viajaría a Lima al día siguiente.
Find and fix the errors when reporting what each person said about themselves: Ana dijo que tengo hambre. Luis dijo que comí temprano. María dijo que iré mañana.
Show the full solution

A past reporting verb steps the tense back, and the person changes. Ana dijo que tenía hambre. Luis dijo que había comido temprano. María dijo que iría al día siguiente.
Explain why a present becomes an imperfect after a past reporting verb.
Show the full solution

The reporter looks back at the moment of speaking, which is now in the past. Everything the speaker said as present is background to that past moment, so the imperfect is used. The point of view moves into the past.
Write five sentences reporting what a friend told you yesterday.
Show the full solution

One correct answer: Mi amigo dijo que estaba cansado. Me contó que había trabajado todo el día. Explicó que no podía venir a la fiesta. Añadió que llamaría al día siguiente. Comentó que su hermana estaba allí con él. Mi amigo dijo que estaba cansado. Me contó que había trabajado todo el día. Explicó que no podía venir a la fiesta. Añadió que llamaría al día siguiente. Comentó que su hermana estaba allí con él.

Lesson 10.2 · Unit 10 · Structures

Asking and ordering at second hand

Questions and commands are reported with different devices from statements. A yes or no question is reported with si, a question with a question word keeps its question word and its accent, and a command is reported with que and the subjunctive. Because the reporting verb is usually in the past, the tenses step back as in the last lesson, and the commands use the imperfect subjunctive from unit 6. The lesson brings together the indicative and the subjunctive in one skill.

The method

A yes or no question: si. "¿Vienes?" → Me preguntó si venía. The verb steps back like any statement.
A question word: keep it, with the accent. "¿Dónde vives?" → Me preguntó dónde vivía. "¿Qué quieres?" → Me preguntó qué quería. There is no que before it.
A command: que and the subjunctive. "Cierra la puerta." → Me dijo que cerrara la puerta. The imperfect subjunctive follows a past reporting verb.
A negative command. "No hables tan fuerte." → Me pidió que no hablara tan fuerte.
Reporting verbs for commands. decir que, pedir que, ordenar que, aconsejar que, rogar que. They are the same verbs as in unit 3.
A present reporting verb: present subjunctive. Dice que cierres la puerta. The sequence of tenses follows lesson 6.3.
Pronouns change person. "Dime la verdad" → Me pidió que le dijera la verdad. The me of the command becomes le.
Requests. "¿Puedes ayudarme?" → Me preguntó si podía ayudarlo. A polite request is a yes or no question.

Where students lose marks: Writing que si (preguntó que si venía), dropping the accent from the question word (me preguntó donde vivía), using the indicative for a command (me dijo que cerraba la puerta), and keeping the present subjunctive after a past verb (me dijo que cierre). Choose si, the question word or the subjunctive by the type of speech.

Worked example

The problem. Report each: (1) "¿Vienes?" (2) "¿Dónde vives?" (3) "¿Qué quieres?" (4) "Cierra la puerta." (5) "No hables tan fuerte." (6) "¿Puedes ayudarme?" (said by a man)

Step one: question 1. A yes or no question: Me preguntó si venía.

Step two: question 2. A question word keeps its accent: Me preguntó dónde vivía.

Step three: question 3. Qué stays: Me preguntó qué quería.

Step four: command 1. A command becomes the subjunctive: Me dijo que cerrara la puerta.

Step five: command 2. A negative command: Me pidió que no hablara tan fuerte.

Step six: request. A polite request is a yes or no question, and the pronoun me becomes lo: Me preguntó si podía ayudarlo.

Step seven: moods. The questions use the indicative, and the commands use the imperfect subjunctive.

Step eight: check. Si introduces yes or no questions, question words keep their accent, and commands take the subjunctive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Report: Ana: "¿Vienes?"
Show the full solution

Ana me preguntó si venía.
Report: "¿Dónde vives?"
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Me preguntó dónde vivía.
Report: "¿Qué quieres?"
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Me preguntó qué quería.
Report: "Cierra la puerta."
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Me dijo que cerrara la puerta.
Report: "No hables tan fuerte."
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Me pidió que no hablara tan fuerte.
Report Ana's question: "¿Puedes ayudarme?"
Show the full solution

Ana me preguntó si podía ayudarla.
Report with a present verb: "Cierra la puerta."
Show the full solution

Dice que cierres la puerta.
Find and fix the errors: Me preguntó si vengo. Me dijo que cierre la puerta. Me preguntó que quería.
Show the full solution

A past reporting verb steps the tense back, a command takes the imperfect subjunctive, and a question word keeps its accent without que. Me preguntó si venía. Me dijo que cerrara la puerta. Me preguntó qué quería.
Explain how a command becomes a subjunctive in reported speech.
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A command asks for an action that has not happened, so it is a reach. After que it takes the subjunctive, and after a past reporting verb it is the imperfect subjunctive. The command is a reach.
Write four reported questions and commands from a conversation with a teacher.
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One correct answer: Mi profesora me preguntó si había terminado la tarea. Me preguntó cuándo podía entregarla. Me dijo que la entregara el lunes. Me pidió que no olvidara mi libro. Mi profesora me preguntó si había terminado la tarea. Me preguntó cuándo podía entregarla. Me dijo que la entregara el lunes. Me pidió que no olvidara mi libro.

Lesson 10.3 · Unit 10 · Structures

The little word the verb demands

Many Spanish verbs need a specific preposition, and the preposition does not always match English. Some verbs take a before an infinitive, some take de, some en and some con. The preposition is part of the verb and must be learned with it. Unlike por and para, these prepositions have no meaning of their own to reason from. The best method is to learn the verbs in four groups and to practice each one in a full sentence.

The method

Verbs with a. aprender a, ayudar a, empezar a, comenzar a, enseñar a, invitar a, ir a, venir a, volver a, llegar a, negarse a, ponerse a, dedicarse a, asistir a. Aprendo a cocinar. Vuelve a llamar.
Verbs with de. acabar de, dejar de, tratar de, terminar de, olvidarse de, acordarse de, alegrarse de, depender de, quejarse de, cansarse de, enamorarse de. Acaba de llegar. Dejaron de fumar.
Verbs with en. pensar en, confiar en, insistir en, consistir en, quedar en, tardar en, fijarse en, creer en. Pienso en ti. Insisto en ir.
Verbs with con. soñar con, contar con, casarse con, encontrarse con, quedarse con, cumplir con. Sueño con viajar. Cuento con tu ayuda.
Meanings that surprise. acabar de means "just did," volver a means "do again," dejar de means "stop doing," tratar de means "try to."
The preposition stays before que. Me alegro de que vengas. Insisto en que vengas. Confío en que llegues. The noun clauses of units 3 and 4 depend on it.
An infinitive follows the preposition. Empieza a llover. Insisten en salir. Se cansó de esperar. Never a gerund.
Learn each verb with its preposition. Write a full sentence for each: the preposition is part of the word.

Where students lose marks: Dropping the preposition (aprendo cocinar), using the wrong one (sueño de viajar, acabo llegar), and using pensar en where pensar with an infinitive is meant (pienso viajar means "I plan to travel," while pienso en viajar means "I think about traveling"). Learn the verb and the preposition together.

Worked example

The problem. Write six sentences: (1) I am learning to cook. (2) She just arrived. (3) They stopped smoking. (4) I am thinking about you. (5) I dream about traveling. (6) We insist on going.

Step one: sentence 1. Aprender a: Aprendo a cocinar.

Step two: sentence 2. Acabar de, "just did": Acaba de llegar.

Step three: sentence 3. Dejar de, "stop": Dejaron de fumar.

Step four: sentence 4. Pensar en, with a person: Pienso en ti.

Step five: sentence 5. Soñar con, with an infinitive: Sueño con viajar.

Step six: sentence 6. Insistir en, with an infinitive: Insistimos en ir.

Step seven: groups. The prepositions are a, de, de, en, con and en, and each is followed by an infinitive or a noun.

Step eight: check. Each verb has its preposition, and an infinitive (not a gerund) follows the preposition.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I am learning to cook."
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Aprendo a cocinar.
Say "She just arrived."
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Acaba de llegar.
Say "They stopped smoking."
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Dejaron de fumar.
Say "I am thinking about you."
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Pienso en ti.
Say "I dream about traveling."
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Sueño con viajar.
Say "We insist on going."
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Insistimos en ir.
Say "He started to cry, and then he stopped crying."
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Empezó a llorar y luego dejó de llorar.
Find and fix the errors: Aprendo cocinar. Ella acaba llegar. Soñamos de viajar.
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Aprender takes a, acabar takes de before an infinitive, and soñar takes con. Aprendo a cocinar. Ella acaba de llegar. Soñamos con viajar.
Explain the difference between pienso viajar and pienso en viajar.
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Pienso viajar means that I plan to travel. Pienso en viajar means that I am thinking about the idea of traveling. Pensar plus an infinitive is a plan, and pensar en is a thought.
Write six sentences using six verbs from different groups.
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One correct answer: Aprendo a tocar la guitarra. Acabo de terminar la tarea. Mis padres insisten en que estudie. Sueño con viajar a España. Cuento con mis amigos. Me cansé de esperar. Aprendo a tocar la guitarra. Acabo de terminar la tarea. Mis padres insisten en que estudie. Sueño con viajar a España. Cuento con mis amigos. Me cansé de esperar.

Lesson 10.4 · Unit 10 · Structures

Where English adds a word and Spanish does not

English adds a preposition to many verbs that Spanish does not need. We look for keys, wait for a bus, listen to music and look at a screen, and Spanish uses a direct object for all four. The reverse is also a trap. Where English uses an -ing form after a preposition, Spanish uses the infinitive. These two differences cause more mistakes than any single tense, because they come from translating word by word.

The method

Buscar means "look for." Busco mis llaves. Never busco por mis llaves.
Esperar means "wait for." Espero el autobús. Never espero para el autobús. It also means "hope" with que.
Escuchar means "listen to"; mirar means "look at." Escucho música. Miro la tele.
Pedir means "ask for"; pagar means "pay for." Pido ayuda. Pago la cuenta.
The personal a for people. Busco a mi amigo. Espero a Ana. A specific person takes a, and a thing does not.
An infinitive after any preposition. antes de salir, después de comer, para estudiar, sin hablar, en vez de ir, a pesar de estar cansado.
Al plus the infinitive: "on doing." Al llegar, vi a mi madre. It means "on arriving" or "when I arrived."
Never a gerund after a preposition. Después de comer, not después de comiendo. English says "after eating," and Spanish says "after to eat."

Where students lose marks: Adding a preposition (busco por mis llaves), omitting the personal a (busco mi amigo), and using the gerund after a preposition (sin diciendo). Check each verb for its object and each preposition for its infinitive.

Worked example

The problem. Write six sentences: (1) I am looking for my keys. (2) We wait for the bus. (3) She listens to music. (4) I am looking for my friend. (5) After eating, I study. (6) He left without saying goodbye.

Step one: sentence 1. Buscar takes a direct object: Busco mis llaves.

Step two: sentence 2. Esperar takes a direct object: Esperamos el autobús.

Step three: sentence 3. Escuchar takes a direct object: Ella escucha música.

Step four: sentence 4. A person takes the personal a: Busco a mi amigo.

Step five: sentence 5. The infinitive after después de: Después de comer, estudio.

Step six: sentence 6. The infinitive after sin, with the reflexive pronoun attached: Salió sin despedirse.

Step seven: contrast. Sentences 1 and 4 have the same verb, and only the personal a differs.

Step eight: check. No verb has an added preposition, a specific person has a, and every preposition is followed by an infinitive.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I am looking for my keys."
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Busco mis llaves.
Say "We wait for the bus."
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Esperamos el autobús.
Say "She listens to music."
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Ella escucha música.
Say "I am looking for my friend."
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Busco a mi amigo.
Say "After eating, I study."
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Después de comer, estudio.
Say "He left without saying goodbye."
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Salió sin despedirse.
Say "I pay the bill and ask for help."
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Pago la cuenta y pido ayuda.
Find and fix the errors: Busco por mis llaves. Espero para el autobús. Después de comiendo, estudio.
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Buscar and esperar take direct objects, and después de takes an infinitive. Busco mis llaves. Espero el autobús. Después de comer, estudio.
Explain why Spanish uses the infinitive after a preposition where English uses -ing.
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In Spanish the gerund describes an action in progress and cannot be the object of a preposition. The infinitive is the noun-like form, so it follows prepositions. The infinitive is the noun form.
Write five sentences using buscar, esperar, escuchar, mirar and pedir.
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One correct answer: Busco un libro nuevo. Espero a mi hermana. Escucho la radio por la mañana. Miro las estrellas por la noche. Pido ayuda cuando no entiendo. Busco un libro nuevo. Espero a mi hermana. Escucho la radio por la mañana. Miro las estrellas por la noche. Pido ayuda cuando no entiendo.

Lesson 10.5 · Unit 10 · Communication: interpersonal

Speaking to the right person

Register is the level of formality, and in Spanish it is built into the verb. A speaker must decide between tú and usted before saying anything, and the choice tells the listener how the speaker sees the relationship. The same decision governs letters, emails and requests. This lesson reviews the choice, adds the conventions of a formal letter, and shows how the polite forms of unit 6 fit into a request that a stranger will answer.

The method

Tú for friends, family and peers. ¿Cómo te llamas? ¿Puedes ayudarme?
Usted for strangers, elders and authority. ¿Cómo se llama usted? ¿Puede ayudarme? In many places usted is also used within families.
Ustedes for the plural. In Latin America ustedes serves for both formal and informal plural. In Spain vosotros is the informal plural: ¿Podéis ayudarme?
Vos in parts of Latin America. In some countries vos replaces tú in speech, with forms like vos tenés. Recognize it, but write tú unless the course says otherwise.
Stay consistent. Do not slide from usted to tú in one letter. Commands, pronouns and possessives must all match: Dígame su nombre y llámeme mañana.
Greeting and close of a formal letter. Estimado señor, Estimada señora, Muy señor mío. Close with Atentamente, Cordialmente, Le saluda atentamente.
The request. Me dirijo a usted para pedirle información. Le agradecería que me enviara el horario. Quisiera saber si hay becas. The polite forms come from unit 6.
Email conventions. Asunto: gives the subject. Name the attachment: Adjunto el documento. End with a clear thanks and a close.

Where students lose marks: Mixing tú and usted in one letter (¿Puede ayudarme? Gracias, un abrazo), using an informal close in a formal letter, and forgetting the subjunctive after le agradecería que. Choose the register first and keep it.

Worked example

The problem. Write a six-sentence formal email asking for information about a summer program.

Step one: subject and greeting. Asunto: Solicitud de información. Estimada señora López:

Step two: purpose. Me dirijo a usted para pedirle información sobre el curso de verano.

Step three: polite request. Le agradecería que me enviara el horario y el precio.

Step four: second question. También quisiera saber si hay becas.

Step five: closing request. Quedo a la espera de su respuesta.

Step six: sign-off. Atentamente, Ana Pérez.

Step seven: register. Every verb and pronoun is usted, and the polite forms are le agradecería que and quisiera.

Step eight: check. The email has a subject, a greeting, a purpose, polite requests and a formal close, and it never uses tú.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Which is correct for a stranger: ¿Cómo te llamas? or ¿Cómo se llama usted?
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¿Cómo se llama usted?
Say politely to a teacher: "Can you help me?"
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¿Puede ayudarme?
Open a formal letter to a woman director.
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Estimada directora:
Close a formal letter.
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Atentamente,
Say "I am writing to ask for information."
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Me dirijo a usted para pedirle información.
Say "I would be grateful if you would send me the schedule."
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Le agradecería que me enviara el horario.
Rewrite as formal: Dime tu nombre y llámame mañana.
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Dígame su nombre y llámeme mañana.
Find and fix the errors: Estimado señor: ¿Puedes ayudarme? Le agradecería que me envías el horario. Un abrazo,
Show the full solution

A formal letter keeps usted, takes the imperfect subjunctive after le agradecería que, and has a formal close. Estimado señor: ¿Puede ayudarme? Le agradecería que me enviara el horario. Atentamente,
Explain when to use usted and when to use tú.
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Use tú with friends, family and peers, and usted with strangers, older people and people in authority. The choice shows respect and distance, and it must stay the same through the letter. Tú shows closeness and usted shows respect.
Write a formal email of six sentences to a school asking about a new class.
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One correct answer: Asunto: Información sobre una clase nueva. Estimado señor Díaz: Me dirijo a usted para pedirle información sobre la clase de astronomía. Quisiera saber cuándo empieza y cuánto cuesta. Le agradecería que me indicara si hay lugares disponibles. Quedo a la espera de su respuesta. Atentamente, Marta Gil. Asunto: Información sobre una clase nueva. Estimado señor Díaz: Me dirijo a usted para pedirle información sobre la clase de astronomía. Quisiera saber cuándo empieza y cuánto cuesta. Le agradecería que me indicara si hay lugares disponibles. Quedo a la espera de su respuesta. Atentamente, Marta Gil.

Lesson 10.6 · Unit 10 · Cultures

Phrases that mean more than their words

Every language has expressions whose meaning is not the sum of their words. English has "it is raining cats and dogs," and Spanish has its own. Some fixed expressions are plain and very common, like tener ganas de or echar de menos, and some are colorful, like meter la pata. A student who learns them as units speaks more like a native speaker and understands far more of what is said in real conversation.

The method

Expressions with tener. tener ganas de, tener razón, tener suerte, tener prisa, tener en cuenta. Tengo ganas de salir. Tienes razón.
Expressions with hacer. hacer falta, hacer caso, hacer cola, hacerse tarde. Me hace falta un lápiz. Hazme caso.
Expressions with dar. darse cuenta de, dar igual, dar un paseo, dar las gracias. Me da igual. No me di cuenta de nada.
Expressions with estar and ser. estar de acuerdo, estar harto de, ser pan comido, ser de fiar. Estamos de acuerdo. El examen fue pan comido.
Other common expressions. echar de menos, llevarse bien, tomar el pelo, costar trabajo, ponerse de acuerdo. Echo de menos a mi familia. Me llevo bien con mi hermano.
Colorful idioms. costar un ojo de la cara (to cost a fortune), meter la pata (to blunder), dar en el clavo (to be exactly right), estar en las nubes (to daydream).
Do not translate word by word. Meter la pata is not "put the foot." Learn the meaning and the verb.
They are fixed. Change the person and the tense, but not the words: Metió la pata. Metimos la pata. Nunca meto la pata.

Where students lose marks: Translating an idiom literally, dropping the preposition (tengo ganas salir), changing a word (echar a menos), and using an idiom in a formal letter where it does not fit. Learn each as a unit with its preposition.

Worked example

The problem. Write six sentences: (1) I feel like going out. (2) I miss my family. (3) We agree. (4) I need a pencil. (5) That test was a piece of cake. (6) He put his foot in his mouth.

Step one: sentence 1. Tener ganas de: Tengo ganas de salir.

Step two: sentence 2. Echar de menos, with the personal a: Echo de menos a mi familia.

Step three: sentence 3. Estar de acuerdo: Estamos de acuerdo.

Step four: sentence 4. Hacer falta works like gustar: Me hace falta un lápiz.

Step five: sentence 5. Ser pan comido, a colorful idiom: Ese examen fue pan comido.

Step six: sentence 6. Meter la pata in the preterite: Metió la pata.

Step seven: units. Each expression is learned as a unit: tener ganas de, echar de menos, estar de acuerdo, hacer falta, ser pan comido, meter la pata.

Step eight: check. Each expression keeps its words and its preposition, and only the person and the tense change.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I feel like going out."
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Tengo ganas de salir.
Say "I miss my family."
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Echo de menos a mi familia.
Say "We agree."
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Estamos de acuerdo.
Say "I need a pencil."
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Me hace falta un lápiz.
Say "That test was a piece of cake."
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Ese examen fue pan comido.
Say "He put his foot in his mouth."
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Metió la pata.
Say "It does not matter to me."
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Me da igual.
Find and fix the errors: Tengo ganas salir. Echo menos a mi familia. Estoy acuerdo.
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Each idiom keeps its preposition. Tengo ganas de salir. Echo de menos a mi familia. Estoy de acuerdo.
Explain why you cannot translate an idiom word for word.
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The meaning of an idiom belongs to the whole phrase and not to its words. Meter la pata has nothing to do with feet in a literal sense, and a literal translation would mean something strange or nothing. The meaning belongs to the phrase.
Write six sentences, each with a different expression from this lesson.
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One correct answer: Tengo ganas de viajar. Me llevo bien con mis primos. No me di cuenta de la hora. Estoy harto de esperar. Ese problema fue pan comido. Mi amigo metió la pata en la reunión. Tengo ganas de viajar. Me llevo bien con mis primos. No me di cuenta de la hora. Estoy harto de esperar. Ese problema fue pan comido. Mi amigo metió la pata en la reunión.

Lesson 10.7 · Unit 10 · Communication: presentational

Joining ideas into an argument

An argument is more than a list of claims. The connectors tell the reader how one claim relates to the next: whether it adds, contrasts, explains or concludes. Spanish has a rich set of them, and they are one of the clearest signs of a mature writer. A few of them also bring a choice of mood, because a connector that gives a reason states a fact, while a connector that gives a purpose reaches for a result.

The method

To add. además, asimismo, también, por otro lado. Además, el plan es barato.
To contrast. sin embargo, no obstante, en cambio, por el contrario, a pesar de eso. El plan es bueno; sin embargo, es caro.
To explain a reason: indicative. ya que, puesto que, dado que, porque. Ya que es caro, necesitamos otra opción.
To state a result: indicative. por lo tanto, por eso, así que, de modo que. Por lo tanto, propongo un cambio.
De modo que for a purpose: subjunctive. Te lo explicaré de modo que lo entiendas. The same words with a result take the indicative: Estudió, de modo que aprobó.
To balance. por un lado ... por otro lado, en primer lugar ... en segundo lugar. Por un lado ahorra tiempo; por otro lado cuesta más.
To concede. a pesar de que (indicative for a fact), aunque (both moods, lesson 5.6). A pesar de que es caro, lo compro.
To conclude. en conclusión, en resumen, finalmente. En conclusión, debemos elegir el segundo plan.

Where students lose marks: Using the subjunctive after ya que (ya que sea caro), using the indicative after a purpose (de modo que lo entiendes meaning "so that you understand"), and repeating the same connector. Choose by the relation, then check the mood.

Worked example

The problem. Write six sentences: (1) The plan is good; however, it is expensive. (2) Since it is expensive, we need another option. (3) On the one hand it saves time; on the other hand it costs more. (4) Therefore I propose a change. (5) In contrast, the second plan is cheaper. (6) In conclusion, we should choose the second plan.

Step one: sentence 1. A contrast: El plan es bueno; sin embargo, es caro.

Step two: sentence 2. A reason, with the indicative: Ya que es caro, necesitamos otra opción.

Step three: sentence 3. A balance: Por un lado ahorra tiempo; por otro lado cuesta más.

Step four: sentence 4. A result: Por lo tanto, propongo un cambio.

Step five: sentence 5. A contrast with en cambio: En cambio, el segundo plan es más barato.

Step six: sentence 6. A conclusion: En conclusión, debemos elegir el segundo plan.

Step seven: moods. The reason and the result take the indicative, and a purpose would take the subjunctive.

Step eight: check. Each connector names its relation, the reason and result take the indicative, and no connector repeats.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "The plan is good; however, it is expensive."
Show the full solution

El plan es bueno; sin embargo, es caro.
Say "Since it is expensive, we need another option."
Show the full solution

Ya que es caro, necesitamos otra opción.
Say "On the one hand it saves time; on the other hand it costs more."
Show the full solution

Por un lado ahorra tiempo; por otro lado cuesta más.
Say "Therefore I propose a change."
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Por lo tanto, propongo un cambio.
Say "In contrast, the second plan is cheaper."
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En cambio, el segundo plan es más barato.
Say "In conclusion, we should choose the second plan."
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En conclusión, debemos elegir el segundo plan.
Say "I will explain it so that you understand."
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A purpose takes the subjunctive. Te lo explicaré de modo que lo entiendas.
Find and fix the errors: A pesar de que sea caro, lo compro (it is expensive). Ya que sea caro, necesitamos otra opción. Te lo explico de modo que lo entiendes (so that you understand).
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A fact after a pesar de que or ya que takes the indicative, and a purpose takes the subjunctive. A pesar de que es caro, lo compro. Ya que es caro, necesitamos otra opción. Te lo explico de modo que lo entiendas.
Explain the mood after ya que, a pesar de que and de modo que.
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Ya que gives a reason and a pesar de que concedes a fact, so both take the indicative. De modo que takes the indicative for a result and the subjunctive for a purpose. Reasons and facts are indicative, and purposes are subjunctive.
Write a six-sentence argument paragraph about a topic you care about, using six different connectors.
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One correct answer: En primer lugar, la escuela debe ofrecer más clases de arte. Ya que el arte ayuda a pensar, es importante para todos. Sin embargo, algunas personas creen que cuesta demasiado. Por otro lado, el arte atrae a muchos estudiantes. Por lo tanto, propongo un presupuesto especial. En conclusión, las clases de arte son una buena inversión. En primer lugar, la escuela debe ofrecer más clases de arte. Ya que el arte ayuda a pensar, es importante para todos. Sin embargo, algunas personas creen que cuesta demasiado. Por otro lado, el arte atrae a muchos estudiantes. Por lo tanto, propongo un presupuesto especial. En conclusión, las clases de arte son una buena inversión.

Unit 10 review · 10 problems · all lessons

Unit 10 review: Reported speech, prepositions and register

These are mixed across all seven lessons and do not say which idea they want. Step the tense back, choose the right preposition, and keep one register from start to finish.

Report: Ana: "Tengo hambre."
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Ana dijo que tenía hambre.
Report: "¿Dónde vives?"
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Me preguntó dónde vivía.
Report: "Cierra la puerta."
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Me dijo que cerrara la puerta.
Say "She just arrived, and I am learning to cook."
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Acaba de llegar y aprendo a cocinar.
Say "I am looking for my keys, and I wait for the bus."
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Busco mis llaves y espero el autobús.
Say (formal) "I would be grateful if you would send me the schedule."
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Le agradecería que me enviara el horario.
Say "I miss my family. We agree."
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Echo de menos a mi familia. Estamos de acuerdo.
Say "The plan is good; however, it is expensive."
Show the full solution

El plan es bueno; sin embargo, es caro.
Find and fix the errors: Me preguntó que si vengo. Busco por mis llaves. Sueño de viajar.
Show the full solution

A reported question takes si and steps the tense back, buscar takes no preposition, and soñar takes con. Me preguntó si venía. Busco mis llaves. Sueño con viajar.
Write four sentences: a reported statement, a reported command, a verb with a preposition and a connector.
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One correct answer: Mi amigo dijo que estaba cansado. Me pidió que lo llamara. Sueño con viajar a Chile. El viaje es largo; sin embargo, vale la pena. Mi amigo dijo que estaba cansado. Me pidió que lo llamara. Sueño con viajar a Chile. El viaje es largo; sin embargo, vale la pena.

Lesson 11.1 · Unit 11 · Communication: interpretive

Reading for meaning, not word by word

By the third year, a student should read short stories in Spanish and enjoy them. The skill is not translating every word. It is reading for the gist, noticing who and where and when, and letting the tenses and moods tell what is background, what happens and what is only wished or doubted. Everything the course has taught is now a reading tool: the imperfect sets the scene, the preterite moves the plot, and the subjunctive marks what the characters want, fear or do not know.

The method

Predict from the title and the first line. A title like La llave tells you to look for a key and what it opens.
Read once for the gist. Do not stop at unknown words. Ask who, where, when and what happens.
Use the tenses. Imperfect verbs describe the scene and habits. Preterite verbs are the events. Past perfect verbs step back in time.
Use the moods. No creía que existiera means the character doubted. Buscó una puerta que la abriera means she did not know of one.
Guess unknown words from context and cognates. bostezar in a sentence about a tired child is "to yawn."
Beware false friends. embarazada means pregnant, éxito means success, librería means bookstore, actual means current, asistir means to attend.
Infer feelings. Look for verbs of emotion (alegrar, temer) and for adjectives that show a character's state.
Summarize in two sentences. Say who, what happened, and how it ended. If you cannot, read the key sentences again.

Where students lose marks: Translating word by word, which makes the story feel like a code, stopping at every unknown word, missing the tense signals, and trusting false friends. Read for the gist first, then reread for detail.

Worked example

The problem. Read the story and answer six questions: Cuando Elena era niña, vivía con su abuelo en una casa vieja junto al río. Todas las tardes él se sentaba en el patio y le contaba historias de un tesoro escondido. Elena no creía que el tesoro existiera, pero le encantaba escuchar. Un día, después de que el abuelo murió, ella encontró una llave pequeña dentro de un libro. Buscó durante semanas una puerta que la abriera. Por fin, bajo un árbol del patio, descubrió una caja de metal. Dentro había cartas del abuelo, escritas para ella. En la primera decía: "Querida Elena, el tesoro nunca fue el oro. Son las tardes que pasamos juntos." Questions: (1) Who are the characters and where does the story begin? (2) What did the grandfather do every afternoon? (3) Why is existiera subjunctive? (4) Why did Elena look for a door? (5) What did she find? (6) What is the meaning of the treasure?

Step one: question 1. Elena and her grandfather, in an old house by the river. The imperfect (era, vivía) sets the scene.

Step two: question 2. He sat in the patio every afternoon and told her stories of a hidden treasure. The imperfect (se sentaba, contaba) shows a habit.

Step three: question 3. No creía que is a negated belief, so the subjunctive follows: Elena doubted that the treasure existed.

Step four: question 4. She found a small key, and she was looking for a door that would open with it. The subjunctive abriera shows that she did not know of such a door.

Step five: question 5. After weeks she found a metal box under a tree, with letters from her grandfather inside. The preterite (encontró, descubrió) gives the events.

Step six: question 6. The grandfather wrote that the treasure was the afternoons they spent together. The treasure is a metaphor.

Step seven: tenses. The scene and habits are imperfect, the events are preterite, and the subjunctives show doubt and a search.

Step eight: check. Each answer cites the grammar clue, and the summary needs only two sentences: Elena finds her grandfather's letters, which tell her that their time together was the treasure.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Read: Marcos llegó a la estación a las ocho, pero el tren ya había salido. What happened, and which tense shows that the train left first?
Show the full solution

Marcos arrived too late for the train. The past perfect había salido shows that the leaving came first. He missed the train; había salido.
Match the false friends: embarazada, éxito, librería, actual.
Show the full solution

pregnant, success, bookstore, current
Read: Cuando era niña, Elena creía que el tesoro no existía. Why is creía imperfect?
Show the full solution

It describes a belief that continued over time, which is part of the scene and not a single event. A continuing state of mind is imperfect.
Read: Buscó durante semanas una puerta que la abriera. Why is abriera subjunctive?
Show the full solution

The door is a thing sought, and she did not know whether it existed. After a past main verb the subjunctive is imperfect. A sought thing in the past takes the imperfect subjunctive.
Read and translate: Me sorprendió que nadie hubiera dicho nada. Name the tense of hubiera dicho.
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"It surprised me that nobody had said anything." It is the past perfect subjunctive, because the saying came before the surprise. Past perfect subjunctive.
Give a two-sentence summary: Ana quería ser pintora, pero su padre prefería que estudiara derecho. Al final, estudió ambas cosas y hoy trabaja como abogada y pinta los domingos.
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Ana wanted to be a painter, but her father wanted her to study law. She studied both, and now she works as a lawyer and paints on Sundays. A summary names the wish, the conflict and the result.
Guess the meaning from context: El niño estaba muy cansado y bostezaba sin parar. What does bostezar mean?
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A tired child who does something without stopping is probably yawning. to yawn
Read: No me gustaba el lugar, pero me alegró que mi amiga estuviera allí. What is the narrator's attitude?
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The narrator disliked the place, but felt glad that the friend was there. Me alegró que is a reaction, so the subjunctive follows. Dislike of the place, gladness for the friend.
Explain a good strategy for an unknown word in a story.
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Do not stop. Read the whole sentence, look for a cognate or a clue in the surrounding words, guess the part of speech, and keep reading. Return to the word only if the story no longer makes sense. Guess from context and keep reading.
Write three comprehension questions in Spanish for any story you read.
Show the full solution

One correct answer: ¿Quién es el personaje principal? ¿Dónde y cuándo ocurre la historia? ¿Qué pasó al final? ¿Quién es el personaje principal? ¿Dónde y cuándo ocurre la historia? ¿Qué pasó al final?

Lesson 11.2 · Unit 11 · Communication: interpretive

Saying one thing and meaning another

Poetry compresses meaning, and the reader must read it twice: once for what it says and once for what it means. Spanish poetry has a long tradition of fixed rhythm and rhyme, and its images travel across the whole language. This lesson reads a four-line stanza by the Cuban poet José Martí, who published it in 1891 and whose work is in the public domain, and it gives the tools for reading figurative language: metaphor, simile, personification, hyperbole, rhyme and the counting of syllables.

The method

Read it aloud first. Poetry lives in sound. Spanish poems depend on rhythm and rhyme, so say them before you analyze them.
Metaphor. A direct comparison with no como: Tus ojos son dos lagos.
Simile. A comparison with como: Corre como el viento.
Personification. Giving a human action to a thing: El sol sonrió sobre el campo.
Hyperbole. Deliberate exaggeration: Te lo dije mil veces.
Rhyme. Words that end in the same sounds from the last stressed vowel: enero and sincero rhyme in -ero. Letters mark the scheme: ABBA.
Syllables. Spanish poets count syllables, merging a final vowel with an initial vowel. Cultivo una rosa blanca has eight syllables because cultivo and una merge into one.
Read for the symbol. A rose that blooms in every season stands for a feeling that does not change. Ask what the image stands for.

Where students lose marks: Reading only the literal meaning, mistaking a simile for a metaphor, counting syllables without merging vowels, and treating rhyme as spelling. Say it aloud, then ask what each image stands for.

Worked example

The problem. Read the stanza and answer: Cultivo una rosa blanca, / en julio como en enero, / para el amigo sincero / que me da su mano franca. (José Martí, 1891.) (1) What does it say literally? (2) What does the rose stand for? (3) What does mano franca mean? (4) What is the rhyme scheme? (5) How many syllables does line one have? (6) What time of year does the poet mention, and why?

Step one: question 1. Literally: "I grow a white rose, in July as in January, for the sincere friend who gives me his open hand."

Step two: question 2. A white rose is a symbol of purity and kindness. It stands for the poet's goodwill, which does not depend on the season.

Step three: question 3. Franca means open and honest, so mano franca is an honest, open hand: a friend who offers friendship without hiding anything.

Step four: question 4. Blanca and franca rhyme (A), and enero and sincero rhyme (B), so the scheme is ABBA.

Step five: question 5. Cultivo una rosa blanca has eight syllables when cultivo and una merge: cul-ti-vou-na-ro-sa-blan-ca.

Step six: question 6. July is the middle of summer and January the middle of winter in the northern hemisphere. The poet means that the rose blooms in every season, so the kindness is constant.

Step seven: devices. The poem uses a symbol (the rose), a contrast (July and January) and rhyme.

Step eight: check. The literal meaning, the symbol, the rhyme and the syllable count agree: a short poem about steady friendship.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Identify the device: Tus ojos son dos lagos.
Show the full solution

A comparison with no como. Metaphor.
Identify the device: Corre como el viento.
Show the full solution

A comparison with como. Simile.
Identify the device: El sol sonrió sobre el campo.
Show the full solution

A human action given to the sun. Personification.
Identify the device: Te lo dije mil veces.
Show the full solution

A deliberate exaggeration. Hyperbole.
Count the syllables, merging vowels: Cultivo una rosa blanca.
Show the full solution

Cul-ti-vou-na-ro-sa-blan-ca. Eight.
Which words rhyme in: en julio como en enero / para el amigo sincero?
Show the full solution

Both end in -ero. enero and sincero
What is the rhyme scheme of the Martí stanza?
Show the full solution

Blanca and franca (A), enero and sincero (B). ABBA
Explain what the white rose represents in the stanza.
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It represents a gift of kindness and goodwill that the poet offers in every season, to a friend who is honest. Constant goodwill.
Explain what mano franca means.
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An open, honest hand: the friendship of a person who hides nothing. An honest, open friendship.
Write a four-line poem about a season, with one metaphor and one simile. Rhyme is optional.
Show the full solution

One correct answer: El otoño es un pintor / que cambia los colores del parque. / Las hojas, como cartas, / viajan en el aire. The metaphor is el otoño es un pintor, and the simile is las hojas, como cartas. El otoño es un pintor / que cambia los colores del parque. / Las hojas, como cartas, / viajan en el aire.

Lesson 11.3 · Unit 11 · Cultures

One language, many voices

Spanish is spoken on three continents by hundreds of millions of people, and no two regions speak it exactly alike. Words differ, pronunciation differs, and even the pronouns differ. Spanish is also an old part of California, whose place names and history carry it, and a living part of California today. This lesson gives the facts that a speaker should know and puts them into Spanish sentences, using the se constructions and the relative pronouns of unit 9.

The method

Where Spanish is official. In about twenty countries: Spain in Europe, eighteen countries in Latin America, and Equatorial Guinea in Africa. In Puerto Rico it is co-official.
Words differ by region. car: coche (Spain), carro (much of Latin America), auto (the Southern Cone). computer: ordenador (Spain), computadora (Mexico), computador (Colombia and Chile).
Pronouns differ. Vosotros is the informal plural in Spain, and ustedes serves in Latin America. Vos replaces tú in some regions.
Pronunciation differs. In most of Latin America, c before e or i and z sound like s. In much of Spain they sound like English th.
Indigenous languages added words. From Nahuatl: chocolate, tomate, aguacate. From Quechua: papa, llama. From Taíno: hamaca, canoa, huracán.
Spanish place names in California. Los Ángeles (the angels), Sacramento (the sacrament), Santa Cruz (the holy cross), Sierra Nevada (snowy mountain range), Palo Alto (tall tree), El Camino Real (the royal road).
Spanish in California today. Millions of Californians speak Spanish at home, and Spanish is heard in schools, businesses, radio and television.
English borrowed from Spanish. patio, plaza, canyon, rodeo, mosquito, mesa, tornado. The two languages have exchanged words for centuries.

Where students lose marks: Saying "Spanish" as if it were one uniform language, treating one region's word as the only correct one, and giving false explanations for names. Say which region uses a word, and check a name's meaning before you claim it.

Worked example

The problem. Write six sentences about Spanish in the world and in California: (1) Spanish is official in about twenty countries. (2) In Spain people say coche, and in much of Latin America they say carro. (3) Many words come from indigenous languages, such as chocolate and tomate. (4) Sierra Nevada means snowy mountain range. (5) Many California place names are of Spanish origin. (6) Today millions of Californians speak Spanish at home.

Step one: sentence 1. An impersonal fact: El español es lengua oficial en unos veinte países.

Step two: sentence 2. Impersonal se: En España se dice coche, y en gran parte de América Latina se dice carro.

Step three: sentence 3. A relative idea: Muchas palabras vienen de lenguas indígenas, como chocolate y tomate.

Step four: sentence 4. A meaning: Sierra Nevada significa cordillera cubierta de nieve.

Step five: sentence 5. Origin: Muchos nombres de lugares de California son de origen español.

Step six: sentence 6. A present fact: Hoy millones de californianos hablan español en casa.

Step seven: grammar. Impersonal se appears in sentence 2, and the participle cubierta appears in sentence 4.

Step eight: check. Each sentence states a fact that can be checked, and none claims one region's usage is the only correct one.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "Spanish is spoken in about twenty countries."
Show the full solution

Passive se. Se habla español en unos veinte países.
Say "In Spain they say coche, and in Mexico they say carro."
Show the full solution

En España se dice coche y en México se dice carro.
Say "Chocolate and tomato come from Nahuatl."
Show the full solution

Chocolate y tomate vienen del náhuatl.
Say "Sierra Nevada means snowy mountain range."
Show the full solution

Sierra Nevada significa cordillera cubierta de nieve.
Say "Millions of Californians speak Spanish at home."
Show the full solution

Millones de californianos hablan español en casa.
Say "I doubt that all Spanish speakers use the same word for car."
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Doubt takes the subjunctive. Dudo que todos los hispanohablantes usen la misma palabra para coche.
Say "English has borrowed words like patio and plaza from Spanish."
Show the full solution

El inglés ha tomado palabras del español, como patio y plaza.
Find and fix the errors: En España se dicen coche. Muchos nombres californianos es español. Se hablan español en México.
Show the full solution

Impersonal se takes a singular verb with a singular thing, and the verb agrees with its plural subject. En España se dice coche. Muchos nombres californianos son españoles. Se habla español en México.
Explain why the same language has regional differences.
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A language is spoken by different communities that live far apart, meet different languages and change in different ways. Words, sounds and even pronouns drift apart, but speakers still understand each other. Communities change a language in different ways.
Write five sentences that compare Spanish in two regions or compare Spanish and English.
Show the full solution

One correct answer: En España se dice ordenador y en México se dice computadora. En España se usa vosotros para el plural informal. En América Latina se usa ustedes. El inglés tomó la palabra patio del español. Muchos lugares de California tienen nombres españoles. En España se dice ordenador y en México se dice computadora. En España se usa vosotros para el plural informal. En América Latina se usa ustedes. El inglés tomó la palabra patio del español. Muchos lugares de California tienen nombres españoles.

Lesson 11.4 · Unit 11 · Communication: interpersonal

Take a side and defend it

A debate asks you to argue a position, answer an objection and sound reasonable while you do it. It uses every tool of the year: the indicative for what you claim, the subjunctive for what you doubt or concede, the connectors of unit 10, and the polite register of a respectful disagreement. The structure is fixed, so a speaker who learns it can debate any topic, including one assigned by lot.

The method

State your position. Estoy a favor de usar teléfonos en clase. Estoy en contra de... Mi postura es que...
Give reasons. Primero, ... Además, ... Ya que... The reasons state facts, so they are indicative.
Acknowledge the other side. Entiendo que distraen. Es verdad que es un riesgo. Es posible que algunos estudiantes los usen mal.
Concede with the subjunctive. No creo que ese sea el problema principal. Dudo que todos los estudiantes los usen mal.
Disagree politely. No estoy de acuerdo porque... Tienes razón en que..., sin embargo... Avoid estás equivocado.
Rebut with evidence. Los estudios indican que... Por ejemplo, ... Por eso... A concrete example is the strongest move.
Ask for a decision. Por estas razones, pido que los permitamos. Pedir que takes the subjunctive.
Stay in register. Use usted with the judge and tú or ustedes as the debate requires, and keep to one form.

Where students lose marks: Using the indicative after a doubt (no creo que ayudan), forgetting de after a favor, attacking the person and not the argument, and ending without a request. Follow the order: position, reasons, concession, rebuttal, request.

Worked example

The problem. Write a six-sentence debate statement about phones in class, arguing in favor.

Step one: position. Estoy a favor de usar teléfonos en clase.

Step two: reason. Mi postura es que los teléfonos ayudan a los estudiantes a buscar información.

Step three: concession. Entiendo que pueden distraer, pero no creo que ese sea el problema principal.

Step four: rebuttal. Es posible que algunos estudiantes los usen mal, sin embargo los profesores pueden poner reglas claras.

Step five: evidence. Por ejemplo, muchos estudiantes usan diccionarios en línea para aprender mejor.

Step six: request. Por estas razones, pido que los permitamos.

Step seven: moods. The position, reason and example are indicative, and the concession and rebuttal use the subjunctive after no creo que and es posible que.

Step eight: check. The statement has a position, a reason, a concession, a rebuttal, evidence and a request.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "I am in favor of using phones in class."
Show the full solution

Estoy a favor de usar teléfonos en clase.
Say "My position is that phones help students learn."
Show the full solution

Mi postura es que los teléfonos ayudan a los estudiantes a aprender.
Say "I understand that they distract, but I do not think that is the main problem."
Show the full solution

Entiendo que distraen, pero no creo que ese sea el problema principal.
Say "You are right that it is a risk; however, teachers can set rules."
Show the full solution

Tienes razón en que es un riesgo; sin embargo, los profesores pueden poner reglas.
Say "I do not agree because the evidence shows otherwise."
Show the full solution

No estoy de acuerdo porque la evidencia indica lo contrario.
Say "It is possible that some students use them badly."
Show the full solution

Es posible que algunos estudiantes los usen mal.
Say "For these reasons, I ask that we allow them."
Show the full solution

Por estas razones, pido que los permitamos.
Find and fix the errors: Estoy a favor usar teléfonos. No creo que ayudan. Es verdad que sea un riesgo.
Show the full solution

A favor needs de, a negated belief takes the subjunctive, and a certainty takes the indicative. Estoy a favor de usar teléfonos. No creo que ayuden. Es verdad que es un riesgo.
Explain the order of a debate statement.
Show the full solution

It begins with the position, gives reasons, acknowledges the other side, concedes what is fair, rebuts with evidence, and ends with a request for a decision. Position, reasons, concession, rebuttal, request.
Write a six-sentence opening statement arguing against a topic of your choice, such as a longer school year.
Show the full solution

One correct answer: Estoy en contra de un año escolar más largo. Mi postura es que los estudiantes necesitan descansar. Entiendo que hay más tiempo para aprender, pero dudo que aprendan más si están cansados. Es verdad que algunos países tienen más días de clase. Sin embargo, no creo que eso mejore las notas. Por estas razones, pido que mantengamos el calendario actual. Estoy en contra de un año escolar más largo. Mi postura es que los estudiantes necesitan descansar. Entiendo que hay más tiempo para aprender, pero dudo que aprendan más si están cansados. Es verdad que algunos países tienen más días de clase. Sin embargo, no creo que eso mejore las notas. Por estas razones, pido que mantengamos el calendario actual.

Lesson 11.5 · Unit 11 · Communication: presentational

Telling your own story in Spanish

A final presentation gathers the year into one spoken piece. It asks the speaker to tell the past, describe the present, state hopes for the future and imagine other possibilities, and it uses every major tense and mood in a single short talk. The presentation is also a way to see the course as a whole. The tools are the ones already learned, and the new skill is organization: choosing what to say and in which order.

The method

Open and greet. Buenos días. Hoy quiero contarles cómo cambió mi relación con el español. Contarles uses an attached pronoun.
Tell the past. Cuando empecé, no sabía casi nada y tenía miedo de hablar. The imperfect for the scene and the preterite for the turning point.
Step back with the past perfect. Nunca había leído un cuento en español antes de este año.
Describe the present. Ahora puedo expresar deseos y dudas con el subjuntivo. The present for what you can do.
State hopes with the subjunctive. Espero poder hablar con confianza cuando termine. One subject takes the infinitive, and the time clause takes the subjunctive.
Imagine with si. Si pudiera, viviría un año en un país hispanohablante. The imperfect subjunctive and the conditional.
Thank and close. Gracias a mis profesores, quienes me animaron a seguir aprendiendo. Quienes after a comma.
Deliver with care. Speak slowly, pause between ideas, look at the audience, use notes only as prompts, and read aloud to practice.

Where students lose marks: Writing a list of facts with no order, using one tense throughout, and reading the text without looking up. Plan the order, then match each part to a tense, then rehearse aloud.

Worked example

The problem. Write a six-sentence opening for a presentation on three years of Spanish.

Step one: greeting and purpose. Buenos días. Hoy quiero contarles cómo cambió mi relación con el español.

Step two: the past. Cuando empecé, no sabía casi nada y tenía miedo de hablar.

Step three: the step back. Nunca había leído un cuento en español antes de este año.

Step four: the present. Ahora puedo expresar deseos y dudas con el subjuntivo.

Step five: hope. Espero poder hablar con confianza cuando termine el año.

Step six: the imagined. Si pudiera, viviría un año en un país hispanohablante.

Step seven: tenses. The talk uses the preterite and imperfect, the past perfect, the present, the present subjunctive after cuando and the imperfect subjunctive after si.

Step eight: check. Each part has a purpose and the tenses match the parts: past, step back, present, hope and the imagined.

Practice · 10 problems

Problems 1 to 5 are routine. Problems 6 to 10 are multi-step or ask for reasoning.

Say "Good morning; today I want to tell you about my three years of Spanish."
Show the full solution

Buenos días; hoy quiero contarles sobre mis tres años de español.
Say "When I started, I did not know anything and I was afraid to speak."
Show the full solution

Cuando empecé, no sabía nada y tenía miedo de hablar.
Say "I had never read a story in Spanish before this year."
Show the full solution

Nunca había leído un cuento en español antes de este año.
Say "Now I can express wishes and doubts."
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Ahora puedo expresar deseos y dudas.
Say "I hope I can speak with confidence when I finish."
Show the full solution

One subject takes the infinitive, and the time clause looks ahead. Espero poder hablar con confianza cuando termine.
Say "If I could, I would live a year in a Spanish-speaking country."
Show the full solution

Si pudiera, viviría un año en un país hispanohablante.
Say "Thank you to my teachers, who encouraged me to keep learning."
Show the full solution

Gracias a mis profesores, quienes me animaron a seguir aprendiendo.
Find and fix the errors: Cuando empecé, no sé nada. Espero que puedo hablar. Si puedo, viviría allí.
Show the full solution

The past scene is imperfect, a hope takes the subjunctive, and an unlikely condition takes the imperfect subjunctive. Cuando empecé, no sabía nada. Espero poder hablar. Si pudiera, viviría allí.
Explain how the presentation uses different tenses for different jobs.
Show the full solution

The preterite and the imperfect tell the past, the past perfect steps back, the present describes what the speaker can do now, the subjunctive states hopes, and the si clause imagines another life. Each tense does its own work. One tense for each job.
Write a six-sentence closing for your own final presentation.
Show the full solution

One correct answer: Estos años me enseñaron que aprender un idioma es un camino largo. Al principio dudaba que pudiera hablar con confianza. Ahora me alegra que mis amigos me entiendan. Espero seguir estudiando cuando termine la escuela. Si tuviera más tiempo, viajaría a México. Muchas gracias por escucharme. Estos años me enseñaron que aprender un idioma es un camino largo. Al principio dudaba que pudiera hablar con confianza. Ahora me alegra que mis amigos me entiendan. Espero seguir estudiando cuando termine la escuela. Si tuviera más tiempo, viajaría a México. Muchas gracias por escucharme.

Unit 11 review · 10 problems · all lessons

Unit 11 review: Literature, culture and the year

These are mixed across all five lessons and do not say which idea they want. Use the tenses and moods of the whole year, and check each fact before you state it.

Say "I doubt that all Spanish speakers use the same word."
Show the full solution

Dudo que todos los hispanohablantes usen la misma palabra.
Identify the device: Tus ojos son dos lagos. Corre como el viento.
Show the full solution

The first has no como, and the second does. Metaphor, simile.
Say "In Spain they say coche."
Show the full solution

En España se dice coche.
Read: Cuando era niña, Elena vivía con su abuelo. Which tense sets the scene?
Show the full solution

The imperfect (era, vivía).
Say "I am in favor of using phones in class."
Show the full solution

Estoy a favor de usar teléfonos en clase.
Say "I do not think that is the main problem."
Show the full solution

No creo que ese sea el problema principal.
Say "When I started, I did not know anything."
Show the full solution

Cuando empecé, no sabía nada.
Say "I hope I can speak with confidence when I finish."
Show the full solution

Espero poder hablar con confianza cuando termine.
Find and fix the errors: Estoy a favor usar teléfonos. Cuando empecé, no sé nada. Se hablan español en México.
Show the full solution

A favor needs de, the past scene is imperfect, and impersonal se takes a singular verb. Estoy a favor de usar teléfonos. Cuando empecé, no sabía nada. Se habla español en México.
Write four sentences for a final presentation: the past, the present, a hope and an imagined possibility.
Show the full solution

One correct answer: Cuando empecé, tenía miedo de hablar. Ahora puedo contar historias en el pasado. Espero hablar con confianza cuando termine la escuela. Si pudiera, viviría un año en México. Cuando empecé, tenía miedo de hablar. Ahora puedo contar historias en el pasado. Espero hablar con confianza cuando termine la escuela. Si pudiera, viviría un año en México.

Cumulative review 1 · 10 problems · units 1 to 6

Everything from review through the imperfect subjunctive

These are mixed across the first six units. Decide fact or reach first, then the tense, then the form, and check each answer against the five named errors.

Write the present subjunctive yo form of buscar, conocer, dar and ir.
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A spelling change, an odd yo form and two DISHES verbs. busque, conozca, dé, vaya
Complete: Quiero que ellos ___ (venir) y que tú ___ (poner) la mesa.
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Both are go verbs. vengan, pongas
Say "I do not think she knows the answer, but I am sure she is coming."
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A negated belief takes the subjunctive and certainty takes the indicative. No creo que ella sepa la respuesta, pero estoy seguro de que viene.
Complete: Busco una casa que ___ (tener) jardín, y te llamaré cuando la ___ (encontrar).
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A sought thing and a future time clause both take the subjunctive. tenga, encuentre
Say "My teacher asked me to read more, and I was glad that she believed in me."
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A past request and a past reaction take the imperfect subjunctive. Mi profesora me pidió que leyera más y me alegró que creyera en mí.
Say "Call me before you leave, and tell me whatever you want."
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Antes de que is always subjunctive, and an unspecified thing takes the subjunctive. Llámame antes de que salgas y dime lo que quieras.
Say "It was late, and I was reading when the phone rang."
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The scene is imperfect and the interruption is preterite. Era tarde y yo leía cuando sonó el teléfono.
Say "I wish I had more time" and "He talks as if he were the boss."
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Ojalá tuviera más tiempo. Habla como si fuera el jefe.
Find and fix the errors: Es importante que tú estudias. Dudo que ella viene. Mi madre quería que yo limpio.
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An impersonal expression of need, doubt and a past wish all take the subjunctive. Es importante que tú estudies. Dudo que ella venga. Mi madre quería que yo limpiara.
Write four sentences: a request in the present, a request in the past, a doubt and a sought thing.
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One correct answer: Te pido que me ayudes. Mi madre me pidió que limpiara el cuarto. Dudo que el examen sea fácil. Busco un libro que tenga fotos. Te pido que me ayudes. Mi madre me pidió que limpiara el cuarto. Dudo que el examen sea fácil. Busco un libro que tenga fotos.

Cumulative review 2 · 10 problems · units 1 to 11

Everything from review through the final presentation

These are mixed across the whole year. Decide fact or reach first, then the tense, then the form, and check each answer against the five named errors.

Say "If I had studied, I would have passed, but I did not study."
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The past perfect subjunctive and the conditional perfect, then the fact. Si hubiera estudiado, habría aprobado, pero no estudié.
Complete: Cuando llegué, ellos ya ___ (salir).
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The earlier past is the past perfect. habían salido
Report: Ana: "Iré mañana, y quiero que vengas."
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The tenses step back, mañana becomes al día siguiente, and the person changes. Ana dijo que iría al día siguiente y que quería que yo viniera.
Say "The house was built in 1950, and it is closed now."
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The passive for the action and estar for the result. La casa fue construida en 1950 y ahora está cerrada.
Say "Spanish is spoken in about twenty countries, and I doubt that all use the same words."
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Se habla español en unos veinte países y dudo que todos usen las mismas palabras.
Say "The woman whose son is a doctor says that she would like us to come."
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Cuyo agrees with hijo, and le gustaría que takes the imperfect subjunctive. La mujer cuyo hijo es médico dice que le gustaría que viniéramos.
Say "I hope that you have slept well, and I will call you when I have finished."
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The present perfect subjunctive after a present trigger and after cuando. Espero que hayas dormido bien y te llamaré cuando haya terminado.
Say (formal) "I am writing to ask whether there are places available, and I would be grateful if you would answer."
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Me dirijo a usted para preguntar si hay lugares disponibles y le agradecería que me respondiera.
Find and fix the errors: Si habría sabido, habría ido. Se me cayeron el vaso. Busco por mis llaves.
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Hubiera follows si, accidental se agrees with the thing, and buscar takes no preposition. Si hubiera sabido, habría ido. Se me cayó el vaso. Busco mis llaves.
Write a five-sentence paragraph that uses a past scene and event, a subjunctive after a trigger, a si clause, a perfect tense and a reported statement.
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One correct answer: Cuando era pequeña, vivía cerca del mar y mis padres querían que aprendiera a nadar. Un día mi madre me dijo que había encontrado una escuela. Si hubiera sabido lo mucho que me iba a gustar, habría empezado antes. Hoy me alegra que me hayan animado. Ojalá pudiera volver a esa playa. Cuando era pequeña, vivía cerca del mar y mis padres querían que aprendiera a nadar. Un día mi madre me dijo que había encontrado una escuela. Si hubiera sabido lo mucho que me iba a gustar, habría empezado antes. Hoy me alegra que me hayan animado. Ojalá pudiera volver a esa playa.

Reference · always available

Every pattern this course lets you quote

This sheet lists the patterns the course establishes, with the lesson that develops each one. It is meant to be looked up, not memorized in one sitting. Where a pattern has a short explanation, the lesson gives it, and understanding where a form comes from is faster than recalling one you half remember. Spanish varies from country to country, so where a form differs by region the sheet gives the one this course uses and notes the other.

The checking routine: fact or reach. After writing any sentence, check six things in order: (1) fact or reach, which decides the mood of every clause, (2) the tense, set by the main verb, (3) the stem and the spelling, built from the yo form for the present subjunctive and from the ellos preterite for the imperfect subjunctive, (4) the number of subjects, because one subject takes the infinitive, (5) the relative pronoun or the preposition, and (6) agreement, the pronoun form and place, the accents and the inverted marks.

The five errors this course names

Pattern	Where it comes from
The wrong mood	A speaker who states a fact uses the indicative, and a speaker who reaches (wants, feels, doubts, does not know, has not seen) uses the subjunctive. Quiero que vengas, creo que viene, dudo que venga. Lessons 2.1, 4.1 to 4.3
The wrong stem or spelling	Present subjunctive from the yo form (tengo → tenga), imperfect subjunctive from the ellos preterite (tuvieron → tuviera), plus busque, llegue, empiece, escoja, conozca. Lessons 2.2 to 2.5, 6.1, 6.2
The wrong tense sequence	Present, future or command in the main clause takes the present subjunctive, and a past tense or the conditional takes the imperfect subjunctive. After si, never the conditional or the present subjunctive. Lessons 6.3, 7.2 to 7.4, 8.5
Que with one subject, or a dropped que	One subject takes the infinitive (quiero ir), two subjects take que and the subjunctive (quiero que vayas), and que is never dropped. Lessons 3.4, 9.4
The wrong relative pronoun or preposition	Que by default, quien after a preposition for a person, lo que for an idea, cuyo agreeing with the thing possessed; buscar, esperar, escuchar, mirar, pedir take no preposition. Lessons 9.4, 9.5, 10.3, 10.4

Unit 1: the first two years restored

Pattern	Where it comes from
Present: regular endings, boots (e → ie, o → ue, e → i), go verbs (tengo, hago, salgo, digo) and odd yo forms (sé, conozco, veo, doy, voy, soy, estoy)	The yo form is the key to the subjunctive. Lesson 1.1
Preterite for events, imperfect for the scene, habit, age, time and feelings	Not decided by English. Lessons 1.2, 1.3
Commands: affirmative tú is the él form (eight irregulars: di, haz, ve, pon, sal, sé, ten, ven); negative tú, usted and ustedes use the opposite vowel	Lesson 1.4, with the explanation in 2.7
Pronouns: indirect before direct; le lo → se lo; attached to the infinitive, the participle and the affirmative command	Lesson 1.5
Por looks back and around (cause, duration, exchange, route); para points forward (goal, recipient, deadline); ser names, estar says how or where	Lesson 1.6
Present perfect (he hablado), future (hablaré), conditional (hablaría) and the twelve irregular stems tendr-, vendr-, pondr-, saldr-, valdr-, podr-, sabr-, cabr-, querr-, habr-, dir-, har-	Lesson 1.7

The present subjunctive (unit 2)

Pattern	Where it comes from
Yo form, drop -o, add the opposite vowel: -ar takes -e, -es, -e, -emos, -en and -er, -ir take -a, -as, -a, -amos, -an	Lesson 2.2
Spelling: -car → -que, -gar → -gue, -zar → -ce, -ger, -gir → -ja, -guir → -ga, -guar → -güe, vowel + -cer → -zca, -uir → -uya, -eer → -ea; -iar, -uar carry accents except in nosotros	Lesson 2.3
Boots: -ar and -er change in four forms and nosotros has no change; -ir verbs also change in nosotros (prefiramos, durmamos); pedir changes to i in every form	Lesson 2.4
The six irregular verbs (DISHES): dé, esté, vaya, sepa, sea, haya	Lesson 2.5
Nosotros commands are the subjunctive (hablemos, no hablemos), except affirmative vamos; pronouns attach and the s drops (sentémonos, démoselo)	Lesson 2.6
Usted, ustedes and negative tú commands are the present subjunctive; affirmative tú is the only indicative command	Lesson 2.7

Wishes, advice, emotion and doubt (units 3 and 4)

Pattern	Where it comes from
Wish, request, advice: querer, desear, preferir, necesitar, pedir, aconsejar, recomendar, sugerir, exigir, insistir en, permitir, prohibir + que + subjunctive	Lessons 3.1, 3.2
Es importante, es necesario, es mejor, es urgente, hace falta, conviene, más vale + que + subjunctive; the infinitive when no person is named	Lesson 3.3
One subject takes the infinitive; two subjects take que and the subjunctive	Lesson 3.4
Decir, escribir, avisar, repetir + que + indicative reports news; + subjunctive gives an order	Lesson 3.5
Emotion: alegrar, molestar, sorprender, preocupar, encantar, alegrarse de que, temer que, sentir que, estar contento de que + subjunctive, even when the event is true	Lesson 4.1
Doubt and denial: dudar que, negar que, no creer que, no pensar que, no estar seguro de que, no es verdad que + subjunctive; no dudar que and no negar que + indicative	Lesson 4.2
Certainty: creer que, pensar que, saber que, estar seguro de que, es verdad, es obvio, es evidente, no hay duda de que + indicative	Lesson 4.3
Impersonal expressions: emotion and judgment (es bueno, es una lástima) and doubt (es posible, es probable, es dudoso, puede que) take the subjunctive; certainty (es verdad, es cierto) takes the indicative	Lesson 4.4
Ojalá (que), tal vez, quizás, quizá, puede que + subjunctive (quizás may take the indicative for more confidence); a lo mejor + indicative	Lesson 4.5

Clauses of description and time (unit 5)

Pattern	Where it comes from
Adjective clause: known or specific thing takes the indicative, sought, wanted or unknown thing takes the subjunctive; no personal a before an unknown person	Lesson 5.1
No hay nadie que, no hay nada que, no hay ningún ... que + subjunctive; hay alguien que + indicative	Lesson 5.2
Questions about existence (¿hay alguien que hable...?) take the subjunctive; a known thing takes the indicative	Lesson 5.3
Always subjunctive: para que, antes de que, sin que, a menos que, con tal de que, en caso de que, a no ser que	Lesson 5.4
Cuando, hasta que, en cuanto, tan pronto como, después de que: subjunctive for the future and after a command, indicative for a habit or the past	Lesson 5.5
Aunque + indicative means although (a fact); + subjunctive means even if (a possibility); lo que quieras, donde quieras, como quieras	Lesson 5.6

The imperfect subjunctive (unit 6)

Pattern	Where it comes from
Ellos preterite, drop -ron, add -ra, -ras, -ra, -ramos, -ran (accent on nosotros); the -se forms mean the same	Lessons 6.1, 6.2
Irregular stems come from the preterite: tuviera, hiciera, dijera, fuera, diera, pidiera, durmiera, leyera, construyera	Lesson 6.2
Sequence: present, future, command or present perfect in the main clause takes the present subjunctive; preterite, imperfect, conditional or past perfect takes the imperfect subjunctive	Lesson 6.3
Past wishes, requests, emotions and doubts: quería que, pidió que, me alegró que, dudaba que + imperfect subjunctive	Lesson 6.4
Polite: quisiera, pudiera, debiera; ¿le importaría que + imperfect subjunctive?	Lesson 6.5
Ojalá + imperfect subjunctive is an unlikely wish; como si + imperfect subjunctive describes something imagined	Lesson 6.6

Si clauses and the conditional (unit 7)

Pattern	Where it comes from
Conditional: whole infinitive (or irregular stem) + -ía, -ías, -ía, -íamos, -ían; what would happen, polite requests, advice, the future in the past	Lesson 7.1
Real: si + present indicative, + future, present or command. Never the future, the conditional or the subjunctive after si	Lesson 7.2
Unlikely or false now: si + imperfect subjunctive, + conditional	Lesson 7.3
Wishes: ¡Si pudiera volar!, Ojalá tuviera, me gustaría + infinitive	Lesson 7.4
Advice: yo en tu lugar + conditional, si yo fuera tú + conditional, yo que tú, deberías, podrías, ¿y si fuéramos?	Lesson 7.5

The perfect tenses (unit 8)

Pattern	Where it comes from
Present perfect indicative he, has, ha, hemos, han + participle; present perfect subjunctive haya, hayas, haya, hayamos, hayan + participle	Lesson 8.1
Irregular participles: abierto, dicho, escrito, hecho, puesto, roto, visto, vuelto	Lessons 1.7, 8.1
Past perfect había, habías, había, habíamos, habían + participle: the earlier of two past events	Lesson 8.2
Future perfect habré + participle (complete by then, or a guess about the past); conditional perfect habría + participle (what would have happened)	Lesson 8.3
Past perfect subjunctive hubiera, hubieras, hubiera, hubiéramos, hubieran + participle	Lesson 8.4
Impossible past condition: si + hubiera + participle, + habría + participle; never habría after si	Lesson 8.5
Regret: ojalá hubiera, debería haber, podría haber, me habría gustado, me arrepiento de haber, lamento que haya	Lesson 8.6

The passive, se and relative pronouns (unit 9)

Pattern	Where it comes from
True passive ser + participle (agrees) + por; resulting state estar + participle (agrees)	Lessons 9.1, 9.2
Passive se (verb agrees with the thing), impersonal se (singular), accidental se (se me cayó el vaso)	Lesson 9.3
Que by default and never omitted; quien after a preposition or a comma; lo que for an idea; todo lo que	Lesson 9.4
El que, el cual (article agrees with the noun), donde (a place), cuyo (agrees with the thing possessed), los que (those who)	Lesson 9.5

Reported speech, prepositions and register (unit 10)

Pattern	Where it comes from
Past reporting verb steps the tense back: present to imperfect, preterite and present perfect to past perfect, future to conditional; person, time and place words change	Lesson 10.1
Reported yes or no question: si; question word keeps its accent; command: que + subjunctive	Lesson 10.2
Verbs with a, de, en, con: aprender a, acabar de, dejar de, pensar en, soñar con, and the preposition stays before que	Lesson 10.3
No preposition: buscar, esperar, escuchar, mirar, pedir, pagar; the infinitive follows every preposition (antes de salir, al llegar, sin hablar)	Lesson 10.4
Tú for friends and family, usted for strangers and authority; formal letters open with Estimado/a and close with Atentamente; le agradecería que + imperfect subjunctive	Lesson 10.5
Fixed expressions: tener ganas de, echar de menos, estar de acuerdo, hacer falta, darse cuenta de, llevarse bien, meter la pata	Lesson 10.6
Connectors: sin embargo, en cambio, por lo tanto, ya que, por un lado ... por otro lado, en conclusión; ya que and a pesar de que + indicative; de modo que + subjunctive for a purpose	Lesson 10.7

Reading, poetry and culture (unit 11)

Pattern	Where it comes from
Reading: gist first, then detail; imperfect is the scene, preterite is the event; false friends embarazada, éxito, librería, actual, asistir	Lesson 11.1
Figurative language: metaphor (no como), simile (como), personification, hyperbole; rhyme scheme ABBA; count syllables with vowel merges	Lesson 11.2
Spanish is official in about twenty countries; words, pronouns and pronunciation vary by region; California names are Spanish in origin	Lesson 11.3
Debate order: position, reasons, concession, rebuttal, request	Lesson 11.4
Presentation: past, step back, present, hope, imagined, thanks	Lesson 11.5

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