I have thrown out the correct the errors portion of the test. Don't stress it . We never got to work on it together and that was supposed to be done over the last five days. I want you to still try to do those pages from the packet of worksheets, but don't stress it.
Also, I have re-written the test to make fit what we actually did in class rather than what we were going to do. You should be able to finish in one period.
I am excited to get back to work! See you on Wednesday!
Whittle
Monday, June 8, 2009
Wednesday, June 3, 2009
Mr. Whittle's Contact Information
Please Post any Questions about the poem, the worksheets, or any prep for the test.
I will check the blog many times throughout the day to answer any questions I can.
Feel free to call me and I will either answer or you can leave a message and I will call you back.
Message Phone: 509-573-7408
Cell Phone: 509-225-0000
Optional Cell # 208-410-2808
email: nlwhittle@gmail.com
I will check the blog many times throughout the day to answer any questions I can.
Feel free to call me and I will either answer or you can leave a message and I will call you back.
Message Phone: 509-573-7408
Cell Phone: 509-225-0000
Optional Cell # 208-410-2808
email: nlwhittle@gmail.com
el 3, 4, 5, 8, 9 de junio
Spanish 3/4:
Period One: Spanish III/IV
1. Take Roll
2. Collect any chapter one test and put into the first period box on my shelf.
3. Collect summaries of chapter two.
4. Head to head challenge to determine the winner of survivor. ( I will be here to do this)
5. Assign chapter to summarize in English
a. Chapter 3= Tanner, Lisha, Stephen
b. Chapter 4=Nathan, Peter, Kayla
c. Chapter 5=Jacob, Paige, Mary
d. Chapter 6=Peter
e. Chapter 7 =Tanner
f. Chapter 8 =Lisha
g. Chapter 9 =Stephen
h. Chapter 10 =Nathan
i. Chapter 11=Kayla
j. Chapter 12=Jacob
k. Chapter 13=Paige
l. Chapter 14=Mary
6. They will be writing a summary in English of their assigned chapters. With the chapter they have to do alone, they will write their final by writing a summary of that chapter in Spanish.
7. They will present their summaries in English on Tuesday. Basically, they will retell the story.
Spanish 2:
Seniors will test on Thursday.
Wednesday:
1. Take Roll
2. Hand out worksheets 1-8. Due on Tuesday
3. #1 Review of Commands. Fill in the blanks. These are guided notes.
4. #2Use the bottom half of page one and follow the example on page two to complete this page.
5. #3, #4, #5 Cross out errors and write in corrections.
6. #6, #7, #8 Translate-use flashcards and notes
Thursday:
1. Take Roll
2. Pass out poem packets and the diamond poem explanation.
3. Go over the diamond poem with them so they understand the purpose.
4. Do Section A of the Packet. Write their own diamond poem. (finished today)
5. Do Section B.
a. 1. How do you feel when you think about this animal? Why?
b. 2. What vocabulary(and adjectives) can you use to describe the animal?
c. 3. Why should we take care of it?
d. 4. How can we protect it.
6. Start section C & D. Write the poem.
a. Instructions for C: Use at least 3 regular commands, and two irregular commands. Section B is the prep for what your poem is about therefore you need to use all the answers to the questions from that section. Please make sure you add the fact they need four Direct Object Pronouns (lo, la, los, las) and use hay que, vale la pena, para, and al at least one time each.
7. Work on worksheet packets from yesterday.
Friday:
1. Take roll
2. Show them the examples of the poems that have been written. Use the document camera and projector.
3. Section C & D-write poems(has to be completely finished before class on Monday)
4. Work on worksheet packet if done.
Monday:
1. Take Roll
2. Get a partner and do Section E.
a. Instructions: Exchange your poem with a partner. Answer the following questions about their poem.
1. How does he or she feel about the animal?
2. What vocabulary did he or she use in his or her poem?
3. What is the reason that your partner gave to anser the questions, “Why should we take care of it?”
4. According to what your partner wrote, How can we protect it?
3. With your partners poem, now do section F. Check grammar.
1. Are the words spelled correctly?
2. Are there three regular and two irregular commands?
3. Are all the tildes (accent marks) written in the right places?
4. How many vocab words did they use?
ii. Have them add this to section F of the packet.
1. Did they use Hay que, vale la pena, para, al at least once?
2. Are there four direct object pronouns used correctly?
4. After this is finished they will then right a final draft and add a colored picture. The picture has to represent the scene of the poem and have at least three different colors.
5. Poems will be collected Tuesday.
Tuesday: Tell them that I will be collecting money for the poetry reading goodies on tomorrow.
1. Take roll
2. Administer Final Test…Collect at the end of the period.
3. Collect Poem packets with their rough and final drafts.
4. Remind them to come hungry tomorrow and ready to read their poems.
Period One: Spanish III/IV
1. Take Roll
2. Collect any chapter one test and put into the first period box on my shelf.
3. Collect summaries of chapter two.
4. Head to head challenge to determine the winner of survivor. ( I will be here to do this)
5. Assign chapter to summarize in English
a. Chapter 3= Tanner, Lisha, Stephen
b. Chapter 4=Nathan, Peter, Kayla
c. Chapter 5=Jacob, Paige, Mary
d. Chapter 6=Peter
e. Chapter 7 =Tanner
f. Chapter 8 =Lisha
g. Chapter 9 =Stephen
h. Chapter 10 =Nathan
i. Chapter 11=Kayla
j. Chapter 12=Jacob
k. Chapter 13=Paige
l. Chapter 14=Mary
6. They will be writing a summary in English of their assigned chapters. With the chapter they have to do alone, they will write their final by writing a summary of that chapter in Spanish.
7. They will present their summaries in English on Tuesday. Basically, they will retell the story.
Spanish 2:
Seniors will test on Thursday.
Wednesday:
1. Take Roll
2. Hand out worksheets 1-8. Due on Tuesday
3. #1 Review of Commands. Fill in the blanks. These are guided notes.
4. #2Use the bottom half of page one and follow the example on page two to complete this page.
5. #3, #4, #5 Cross out errors and write in corrections.
6. #6, #7, #8 Translate-use flashcards and notes
Thursday:
1. Take Roll
2. Pass out poem packets and the diamond poem explanation.
3. Go over the diamond poem with them so they understand the purpose.
4. Do Section A of the Packet. Write their own diamond poem. (finished today)
5. Do Section B.
a. 1. How do you feel when you think about this animal? Why?
b. 2. What vocabulary(and adjectives) can you use to describe the animal?
c. 3. Why should we take care of it?
d. 4. How can we protect it.
6. Start section C & D. Write the poem.
a. Instructions for C: Use at least 3 regular commands, and two irregular commands. Section B is the prep for what your poem is about therefore you need to use all the answers to the questions from that section. Please make sure you add the fact they need four Direct Object Pronouns (lo, la, los, las) and use hay que, vale la pena, para, and al at least one time each.
7. Work on worksheet packets from yesterday.
Friday:
1. Take roll
2. Show them the examples of the poems that have been written. Use the document camera and projector.
3. Section C & D-write poems(has to be completely finished before class on Monday)
4. Work on worksheet packet if done.
Monday:
1. Take Roll
2. Get a partner and do Section E.
a. Instructions: Exchange your poem with a partner. Answer the following questions about their poem.
1. How does he or she feel about the animal?
2. What vocabulary did he or she use in his or her poem?
3. What is the reason that your partner gave to anser the questions, “Why should we take care of it?”
4. According to what your partner wrote, How can we protect it?
3. With your partners poem, now do section F. Check grammar.
1. Are the words spelled correctly?
2. Are there three regular and two irregular commands?
3. Are all the tildes (accent marks) written in the right places?
4. How many vocab words did they use?
ii. Have them add this to section F of the packet.
1. Did they use Hay que, vale la pena, para, al at least once?
2. Are there four direct object pronouns used correctly?
4. After this is finished they will then right a final draft and add a colored picture. The picture has to represent the scene of the poem and have at least three different colors.
5. Poems will be collected Tuesday.
Tuesday: Tell them that I will be collecting money for the poetry reading goodies on tomorrow.
1. Take roll
2. Administer Final Test…Collect at the end of the period.
3. Collect Poem packets with their rough and final drafts.
4. Remind them to come hungry tomorrow and ready to read their poems.
Tuesday, June 2, 2009
el 2 de junio
Spanish 3/4:
Finished written test for Chapter one of la catrina.
Worked on summary of chapter two with a partner.
Reviewed accent/tilde rules (see Spanish two blog for the last couple of days for a reminder) with the command of reflexive verbs.
Challenge tomorrow on writing reflexive verbs.
Spanish 2:
Went over rule 1 and two for writting accents with command-dop syntax.
Went over hay que, vale la pena, para, al = all of them are followed by a verb in the infinitive form (no added ending). If we use a d.o.p. we attach it to the end of the infinitive.
Example: Hay que proteger el oso. Vale la pena protegerlo.
We then learned the command form for all irregular commands from the song "Sal, sal si puedes" We included actions for the commands.
salir=sal=leave!
ir=ve=go!
hacer=haz=do! make!
venir=ven=come!
ser=sé=be!
tener=ten=have! take!
decir=di=Say! Tell!
poner=pon=put! place! set!
Speaking activity using hay que, vale la pena, para, and al with a command form.
Example
Hay que proteger los animales. Vale la pena protegerlos porque están en peligro de extinción. Para protegerlos, hay que recoger la basura. Al recogerla los animales pueden vivir en un lugar limpio. !Protégelos! !Hazlo!
We then made our own protest sign for PETA following the model above. This is a prep for the poem you will be writing.
Finished written test for Chapter one of la catrina.
Worked on summary of chapter two with a partner.
Reviewed accent/tilde rules (see Spanish two blog for the last couple of days for a reminder) with the command of reflexive verbs.
Challenge tomorrow on writing reflexive verbs.
Spanish 2:
Went over rule 1 and two for writting accents with command-dop syntax.
Went over hay que, vale la pena, para, al = all of them are followed by a verb in the infinitive form (no added ending). If we use a d.o.p. we attach it to the end of the infinitive.
Example: Hay que proteger el oso. Vale la pena protegerlo.
We then learned the command form for all irregular commands from the song "Sal, sal si puedes" We included actions for the commands.
salir=sal=leave!
ir=ve=go!
hacer=haz=do! make!
venir=ven=come!
ser=sé=be!
tener=ten=have! take!
decir=di=Say! Tell!
poner=pon=put! place! set!
Speaking activity using hay que, vale la pena, para, and al with a command form.
Example
Hay que proteger los animales. Vale la pena protegerlos porque están en peligro de extinción. Para protegerlos, hay que recoger la basura. Al recogerla los animales pueden vivir en un lugar limpio. !Protégelos! !Hazlo!
We then made our own protest sign for PETA following the model above. This is a prep for the poem you will be writing.
el primero de junio
Spanish 3/4:
Animal Challenge: No need to make this up.
Homework is Chapter 2...summarize each paragraph.
Spanish 2:
Animal Challenge: Make this up.
Song Activity: Strips of the song put into order by hearing the song.
Reviewed regular command and irregular command and the written tilde when adding a D.O.P.
Example:
re-co-ge=3 syllables.
Rule #1 states that we don't need the tilde if the accentuation (loudest syllable) is the second to the last.
re-CO-ge
When we add "la lata" and then change it to "la" we are adding a fourth syllable.
re-CO-ge-la
Remember the accentuation will never change with a command when we add a pronoun. Obviously this now breaks rule one because the accentuation is on the third to the last syllable instead of the second to the last. Now we have to write the tilde over the "o"
recógela
All of the verbs in the song are irregular. The command form need to be memorized because on these you can't use the he/she conjugation or just drop the "r" The also have only one syllable. Therefore the accentuation is on that syllable.
TEN (have)
When we add a pronoun we are making it two syllables:
TEN-lo
Since the accentuation stays in the same place, this doesn't break rule number one because it is on the second to the last syllable.
What was the point?
1. Any command that has two or more syllables before adding the pronoun will require a written tilde when adding one.
2. Any command (all irregulars from the song fit this) that has one syllable before adding the pronoun won't ever need written tilde unless you are adding 2 pronouns.
Example:
DI (tell)
DI-me (tell me) Follows Rule One
DI-me-lo (tell it to me). Breaks rule one.
Animal Challenge: No need to make this up.
Homework is Chapter 2...summarize each paragraph.
Spanish 2:
Animal Challenge: Make this up.
Song Activity: Strips of the song put into order by hearing the song.
Reviewed regular command and irregular command and the written tilde when adding a D.O.P.
Example:
re-co-ge=3 syllables.
Rule #1 states that we don't need the tilde if the accentuation (loudest syllable) is the second to the last.
re-CO-ge
When we add "la lata" and then change it to "la" we are adding a fourth syllable.
re-CO-ge-la
Remember the accentuation will never change with a command when we add a pronoun. Obviously this now breaks rule one because the accentuation is on the third to the last syllable instead of the second to the last. Now we have to write the tilde over the "o"
recógela
All of the verbs in the song are irregular. The command form need to be memorized because on these you can't use the he/she conjugation or just drop the "r" The also have only one syllable. Therefore the accentuation is on that syllable.
TEN (have)
When we add a pronoun we are making it two syllables:
TEN-lo
Since the accentuation stays in the same place, this doesn't break rule number one because it is on the second to the last syllable.
What was the point?
1. Any command that has two or more syllables before adding the pronoun will require a written tilde when adding one.
2. Any command (all irregulars from the song fit this) that has one syllable before adding the pronoun won't ever need written tilde unless you are adding 2 pronouns.
Example:
DI (tell)
DI-me (tell me) Follows Rule One
DI-me-lo (tell it to me). Breaks rule one.
el 28 y el 29 de mayo
Sub Plan:
Period One: Spanish III/IV
Day One
1. Take Roll
2. Watch the first episode of La Catrina.
3. Administer test. May use dictionaries. Write in Spanish.
Day Two
1. Take roll
2. Hand out copies of chapter two.
3. They will read with a partner. Nathan with Lisha, Jacob with Carrie, Stephen with Paige, Tanner with Mary, Kelsey and Maddie, Sharise and Peter.
4. While they read the need to summarize each paragraph in English. (Not after they read) they read one paragraph and then summarize (not translate) then they go onto the next paragraph. Each student will make their own summary.
5. If they finish early they need to create questions about the chapter with the goal to try and stump those who are left in the survivor challenge.
Spanish II
Day One:
1. Take roll
2. Hand back their homework.
3. Hand out the Unit 13: Special packet instructions.
4. Use the instructions from 196 B to add to their homework. Focus is to take the noun and change it to a pronoun. They can use the notes from yesterday’s lecture. If they were gone yesterday they can work with someone who was here. Collect.
5. Hand out the packet. Make sure they do the translation in the packet from the sections that are outlined on the special instructions page.
6. Do the packet. Due at the end of the period tomorrow.
Day 2
2. Finish Packet
3. When you get around half of the packets back you can put on the movie the Ringer. Set it to Spanish Language and English subtitles. They will write down what they understand.
4. Collect ALL packets at the end of the period.
Period One: Spanish III/IV
Day One
1. Take Roll
2. Watch the first episode of La Catrina.
3. Administer test. May use dictionaries. Write in Spanish.
Day Two
1. Take roll
2. Hand out copies of chapter two.
3. They will read with a partner. Nathan with Lisha, Jacob with Carrie, Stephen with Paige, Tanner with Mary, Kelsey and Maddie, Sharise and Peter.
4. While they read the need to summarize each paragraph in English. (Not after they read) they read one paragraph and then summarize (not translate) then they go onto the next paragraph. Each student will make their own summary.
5. If they finish early they need to create questions about the chapter with the goal to try and stump those who are left in the survivor challenge.
Spanish II
Day One:
1. Take roll
2. Hand back their homework.
3. Hand out the Unit 13: Special packet instructions.
4. Use the instructions from 196 B to add to their homework. Focus is to take the noun and change it to a pronoun. They can use the notes from yesterday’s lecture. If they were gone yesterday they can work with someone who was here. Collect.
5. Hand out the packet. Make sure they do the translation in the packet from the sections that are outlined on the special instructions page.
6. Do the packet. Due at the end of the period tomorrow.
Day 2
2. Finish Packet
3. When you get around half of the packets back you can put on the movie the Ringer. Set it to Spanish Language and English subtitles. They will write down what they understand.
4. Collect ALL packets at the end of the period.
Wednesday, May 27, 2009
el 27 de mayo
Spanish 3/4:
Retold the story as a class. If you were gone you need to do this with me for your part.
Homework (100 points) read the first chapter and circle any words you don't understand (even if you had to look them up).
Spanish 2:
Notes on accentuation/syllables/tildes.
What is Accentuation?
The part of the word that is the loudest. The “stress” or “accent” falls on that syllable. This happens in English all the time. Often, the stress in English falls on the first syllable of a word.
TELephone, CANdle, Baby, CATegory, ADequate, COMfortable, ELephant, APple
Sometimes the stress falls on the middle syllable:
comPUter, reUNion, hippoPOTamus, inSTINCive, anthroPOLogy
The stress doesn’t fall on the last syllable very often in English:
enDOW, reMAIN, reBOOT, reVIEW, acQUIRE
The Spanish Syllable
Syllable is formed by combining a consonant or consonant cluster with a vowel or dipthong.
ba, pi, chu, que, mo, ño, ra, ru le, te, mi
Consonant pairs (clusters) like pr, pl, br, bl, fr, fl, tr, dr, cr, cl, gr, and gl stick together and begin a single syllable.
Primo= pri mo, broma= bro ma, clavo= cla vo, gripe= gri pe, fruta= fru ta, extremo= ex tre mo, trigo= tri go, progreso= pro gre so
If the vowel or diphthong is followed by two consonants other than the clusters mentioned above, the first consonant will stick with the first syllable, and the second will latch on to the second.
Pasta=pas ta, diente=dien te, presto= pres to, triste= tris te, trampa= tram pa, estrógeno= es tro ge no (s and t separate and t and r together)
If a vowel sound begins a word, it is usually considered a syllable by itself if followed by a single consonant, a cluster, or a consonant sound such as ch or ll:
Amigo= a mi go, achicar= a chi car, allende= a llen de, hugo= hu go, jugo= ju go
One-syylable words, the syllable may end in a consonant:
Dan, sin, mis, pez, mil, sol
Spanish Diphthongs:
A diphthong is two vowels together, like in “soil.” The following diphthongs in Spanish count as one syllable (unless you see a tilde written over one of them…more on those later): ia, ai, ei, ue, ie, io, oi, iu, ua, and au.
This means that pue, cie, fei, pia, troi, and so on count as one syllable. To make this simple, most diphthongs are treated as if they were a single vowel, not two different vowels. (we’ll get more on this later)
Puente= puen te, cielo= cie lo, afeitar= a fei tar, farmacia= far ma cia,
ausente=au sen te
THE NATURAL RULE
In Spanish, when the stress of the word is falling where it is naturally supposed to be, there is no need to write a tilde. It’s only when the rules are broken that tildes need to be written. So, here are the rules.
Rule Number One:
The stress in every Spanish word that ends in the following letters falls on the second to the last syllable.
1. Any vowel (or one syllable diphthong)
2. The letters n or s.
SApo, CArro, eSTAba, eSTAban, eleFANte, Mucho, comPRENdo, HAblo, HAblas, HAblan, presiDENte, mexiCAno, intereSANtes.
In these examples the stress always falls on the second to the last syllable. Because the rules are being followed in these examples, you won’t write any tildes.
Rule Number Two:
If the word ends in a consonant other than-n or –s, the stress always falls on the last syllable. In the following example, no tildes are written because everything of this rule.
HablAR, beBER, conduCIR, endenDER, cominiDAD, ciuDAD, relOJ, mantel
Here are the exceptions to the rules:
Every time the pronunciation of a particular word doesn’t not follow Rules 1 or 2, a tilde will be written to show that the rules have been broken and that we need to change how we pronounce the word.
YOU MUST KNOW HOW TO PRONOUNCE THE WORD TO DO THIS CORRECTLY
The Spanish word for number is numero. The word ends in a vowel so it should be pronounced “noo MEH roh,” with the stress falling on the second to the last syllable. However, this isn’t the correct pronunciation. Once you know that is is pronounced “NOO meh roh,” with the stress on ta syllable other thatn the one on which it is supposed to fall. So, to indicate that the rules have been broken, a tilde must be written over the u. Thus, the word is written as número.
Back to the Diphthongs
Not all diphthongs are the same. The reason why is because the “I” and the “u” are considered weak vowels and the “o” “a” and “e” are considered strong. Any combination of vowels that consists of a weak + weak (iu, ui) or a weak + strong (au, ei, and so on) will form a one syllable diphthong.
On the other hand, when both vowels are strong (oa, ea, eo, and so on) the must be dealt with as tw separate syllables: ae= “ah eh” oe = “oh eh” eo= “eh oh” oa = “oh ah”
When we want a diphthong that consists of two weak vowels of of one weak and one strong vowel to form a on syllable diphthong (which is what they naturally do), then we must write a tilde on tone of them to prevent this from happening. Usually it’s the first vowel that gets the tilde.
Examples
1. The last name García = Gahr SEE ah. Without the tilde over the “i” this persons name would have only two syllables: GAHR syah
2. María = Mah REE ah, It would sound like MAH rya without t hey tilde.
3. Cortesía
4. Baúl
Remember that two strong vowels will be separated naturally into two distinct syllable.
Maestro= mah EH stroh, poema= poh EH mah, paella=pah EH yah,
Spanish Terms:
Graves= words that are stressed on the second to last syllable (Perro)
Agudas=words stressed on the last syllable (carton)
Estrújulas= words that are stressed on the third to last syllable (plástico)
Sobresestrújulas= words that are stressed on the first syllable of four syllable words. (cómpamelo)
Finally, a tilde sometimes is written to distinguish between two words, but it doesn’t change the pronunciation:
si, sí, tu, tú, el, él, de, dé, se, sé
Retold the story as a class. If you were gone you need to do this with me for your part.
Homework (100 points) read the first chapter and circle any words you don't understand (even if you had to look them up).
Spanish 2:
Notes on accentuation/syllables/tildes.
What is Accentuation?
The part of the word that is the loudest. The “stress” or “accent” falls on that syllable. This happens in English all the time. Often, the stress in English falls on the first syllable of a word.
TELephone, CANdle, Baby, CATegory, ADequate, COMfortable, ELephant, APple
Sometimes the stress falls on the middle syllable:
comPUter, reUNion, hippoPOTamus, inSTINCive, anthroPOLogy
The stress doesn’t fall on the last syllable very often in English:
enDOW, reMAIN, reBOOT, reVIEW, acQUIRE
The Spanish Syllable
Syllable is formed by combining a consonant or consonant cluster with a vowel or dipthong.
ba, pi, chu, que, mo, ño, ra, ru le, te, mi
Consonant pairs (clusters) like pr, pl, br, bl, fr, fl, tr, dr, cr, cl, gr, and gl stick together and begin a single syllable.
Primo= pri mo, broma= bro ma, clavo= cla vo, gripe= gri pe, fruta= fru ta, extremo= ex tre mo, trigo= tri go, progreso= pro gre so
If the vowel or diphthong is followed by two consonants other than the clusters mentioned above, the first consonant will stick with the first syllable, and the second will latch on to the second.
Pasta=pas ta, diente=dien te, presto= pres to, triste= tris te, trampa= tram pa, estrógeno= es tro ge no (s and t separate and t and r together)
If a vowel sound begins a word, it is usually considered a syllable by itself if followed by a single consonant, a cluster, or a consonant sound such as ch or ll:
Amigo= a mi go, achicar= a chi car, allende= a llen de, hugo= hu go, jugo= ju go
One-syylable words, the syllable may end in a consonant:
Dan, sin, mis, pez, mil, sol
Spanish Diphthongs:
A diphthong is two vowels together, like in “soil.” The following diphthongs in Spanish count as one syllable (unless you see a tilde written over one of them…more on those later): ia, ai, ei, ue, ie, io, oi, iu, ua, and au.
This means that pue, cie, fei, pia, troi, and so on count as one syllable. To make this simple, most diphthongs are treated as if they were a single vowel, not two different vowels. (we’ll get more on this later)
Puente= puen te, cielo= cie lo, afeitar= a fei tar, farmacia= far ma cia,
ausente=au sen te
THE NATURAL RULE
In Spanish, when the stress of the word is falling where it is naturally supposed to be, there is no need to write a tilde. It’s only when the rules are broken that tildes need to be written. So, here are the rules.
Rule Number One:
The stress in every Spanish word that ends in the following letters falls on the second to the last syllable.
1. Any vowel (or one syllable diphthong)
2. The letters n or s.
SApo, CArro, eSTAba, eSTAban, eleFANte, Mucho, comPRENdo, HAblo, HAblas, HAblan, presiDENte, mexiCAno, intereSANtes.
In these examples the stress always falls on the second to the last syllable. Because the rules are being followed in these examples, you won’t write any tildes.
Rule Number Two:
If the word ends in a consonant other than-n or –s, the stress always falls on the last syllable. In the following example, no tildes are written because everything of this rule.
HablAR, beBER, conduCIR, endenDER, cominiDAD, ciuDAD, relOJ, mantel
Here are the exceptions to the rules:
Every time the pronunciation of a particular word doesn’t not follow Rules 1 or 2, a tilde will be written to show that the rules have been broken and that we need to change how we pronounce the word.
YOU MUST KNOW HOW TO PRONOUNCE THE WORD TO DO THIS CORRECTLY
The Spanish word for number is numero. The word ends in a vowel so it should be pronounced “noo MEH roh,” with the stress falling on the second to the last syllable. However, this isn’t the correct pronunciation. Once you know that is is pronounced “NOO meh roh,” with the stress on ta syllable other thatn the one on which it is supposed to fall. So, to indicate that the rules have been broken, a tilde must be written over the u. Thus, the word is written as número.
Back to the Diphthongs
Not all diphthongs are the same. The reason why is because the “I” and the “u” are considered weak vowels and the “o” “a” and “e” are considered strong. Any combination of vowels that consists of a weak + weak (iu, ui) or a weak + strong (au, ei, and so on) will form a one syllable diphthong.
On the other hand, when both vowels are strong (oa, ea, eo, and so on) the must be dealt with as tw separate syllables: ae= “ah eh” oe = “oh eh” eo= “eh oh” oa = “oh ah”
When we want a diphthong that consists of two weak vowels of of one weak and one strong vowel to form a on syllable diphthong (which is what they naturally do), then we must write a tilde on tone of them to prevent this from happening. Usually it’s the first vowel that gets the tilde.
Examples
1. The last name García = Gahr SEE ah. Without the tilde over the “i” this persons name would have only two syllables: GAHR syah
2. María = Mah REE ah, It would sound like MAH rya without t hey tilde.
3. Cortesía
4. Baúl
Remember that two strong vowels will be separated naturally into two distinct syllable.
Maestro= mah EH stroh, poema= poh EH mah, paella=pah EH yah,
Spanish Terms:
Graves= words that are stressed on the second to last syllable (Perro)
Agudas=words stressed on the last syllable (carton)
Estrújulas= words that are stressed on the third to last syllable (plástico)
Sobresestrújulas= words that are stressed on the first syllable of four syllable words. (cómpamelo)
Finally, a tilde sometimes is written to distinguish between two words, but it doesn’t change the pronunciation:
si, sí, tu, tú, el, él, de, dé, se, sé
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