Eric Vogt Practice Makes Perfect Spanish Past-T
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PRACTICE MAKES PERFECT
™
Spanish Past-Tense Verbs
Up Close SECOND EDITION
Eric Vogt, PhD
New York Chicago San Francisco Athens London Madrid Mexico City Milan New Dehli Singapore Sydney Toronto
Copyright © 2018 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Copyrigh t Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-1-26-001073-2 MHID: 1-26-001073-2 The material in this eBook also appears in the print version of this title: ISBN: 978-1-26-001072-5, MHID: 1-26-001072-4. eBook conversion by codeMantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benet ben et of the trademark owner, with no intention of infringeinfringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions promotion s or for use in corporate training programs. To contact a representative, please visit the Contact Us page pag e at at www www.mhprofessional.com. .mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education Publishing logo, Practice Makes Perfect, and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its afliates in the United States and other councountries and may not be b e used without written permission. All other trademarks are the property p roperty of their respective owners. McGrawHill Education is not associated with any product or vendor mentioned in this book. TERMS OF USE This is a copyrighted work and McGraw-Hill Education and its licensors reserve all rights in and to the work. Use of this work is subject to these terms. Except as permitted under the Copyright Act of 1976 and the right to store and retrieve one copy of the work, you may not decompile, disassemble, reverse engineer, reproduce, modify, create derivative works based upon, transmit, distribute, disseminate, sell, publish or sublicense the work or any part of it without McGraw-Hill Education’s prior consent. You You may use the work for your own noncommercial and personal use; any other use of the work is strictly prohibited. Your right to use the work may be terminated if you fail to comply with these terms. THE WORK IS PROVIDED “AS IS.” McGRAW-HILL EDUCATION AND ITS LICENSORS MAKE NO GUARANTEES OR WARRANTIES AS TO THE ACCURACY, ADEQUACY OR COMPLETENESS OF OR RESULTS TO BE OBTAINED FROM USING THE TH E WORK, INCLUDING INCL UDING ANY INFORMATION INFORMATION THAT THAT CAN BE ACCESSED ACCESSE D THROUGH THE WORK VIA HYPERLINK OR OTHERWISE, OTHE RWISE, AND EXPRESSLY DISCLAIM ANY WARRANTY WARRANTY,, EXPRESS OR IMPLIED, IM PLIED, INCLUDING BUT NOT LIMITED TO IMPLIED WARRANTIES OF MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. McGraw-Hill Education and its licensors do not warrant or guarantee that the functions contained in the work will meet your requirements or that its operation will be uninterrupted or error free. Neither McGraw-Hill Education nor its licensors shall be liable to you or anyone else for any inaccuracy, error or omission, regardless of cause, in the work or for any damages resulting therefrom. McGraw-Hill Education has no responsibility for the content of any information accessed through the work. Under no circumstances shall McGraw-Hill Education and/or its licensors be liable for any indirect, incidental, special, punitive, puniti ve, consequential or similar damages that result from the use of or inability to use the work, even if any of them has been advised of the possibility of such damages. This limitation of liability shall apply to any claim or cause whatsoever whether such claim or cause arises in contract, tort or otherwise. o therwise.
Contents
Overview of past tenses: Now and then v
1 The imperect: Description and background 2 The preterite: Narration, or what happened?
1 10
3 The imperect and the preterite together: Narrating and and describing in the past 22
4 The present perect: What have you done or me lately? 5 The pluperect: What happened beore something else
39 51
6 The conditional: What would be and the uture o the past 7 The conditional perect: What would have been
60
73
8 The sequence o tenses: Observations on the indicative and and the subj subjunctive unctive 82 Answer key 117
iii
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Overview o past tenses Now and then As you have studied Spanish, you have probably had the eeling that there are just too many past tenses. rustration people encounter when are trying to master the irregularities irregu larities o the t heTe preterite can make some want to give up,they or resign themselves to being speakers o one tense—the present. present. Let pop psychology gurus say what they want about living in the now; in act, we all speak in the now, in the sense that there is no other time in which we can exist. For grammatical purposes, the present is best viewed as a dot moving on a timeline—representing the moment or threshold o perception perception and utterance. Tus, the t he past is ever receding, with each moment o importance marked like so many telegraph poles on a desert highway seen rom a speeding car. ca r. We humans constantly report to each other ot her what our day was like, or where we were when a world event event happened, what our rst r st date was like, or what had already happened by the time we got home. In order not to be misunderstood, we require an arsenal o past tenses, each with its particular relation to the present or to other moments in the past, in order to communicate background inormation or circumstances surrounding events in the past, or to tell our mother, spouse, or boss what had already happened to bring about those circumstances. We also need to be able to express what might have happened i events had been dierent. dierent. All Al l o these subtleties are communicated in Spanish Spa nish and English by the use o the various va rious past tenses. Consider how much much and how oen we need need to do this, really need need to do this—to satisy our own need to connect connect with each other. Once Once we realize the urgency o these t hese complexities, complexities, it becomes clear how righteningly r ighteningly dull the t he one-dimensionality o a present-tense present-tense world would would be. Worse still, in some circumstances, circumsta nces, i we only used the present tense the dangers o miscommunication could be truly lie-threatening. li e-threatening. Te past tenses we will exami examine ne in this book inclu i nclude de the imperect, preterite, present perect, pluperect, conditional, and conditional perect, as well as the subjunctive orms o these tenses when subordinated to past tenses. Tus, ollowing the rst seven chapters, which cover the indicative orms o the past, chapter eight examines the imperect sub junctive (i.e. (i.e.,, simple, or oneone-word word past subjunctive subjunctive), ), the t he presen presentt perect subjunctive, and the pluperect subjunctive. As with everyt everything hing in oreign language learning, learni ng, it isn’t isn’t enough to grasp a concept or even to know the orms. One has to learn to use them when they are needed. Just as you can know the moves o chess pieces but miserably lose the game, you can know what you want to say, know the words and concepts you need to use, but ail to apply them all properly.
v
A little anecdote should suce to convince you. I once conducted an oral placement test or a student who entered my oce quite eager to get control o the situation by impressing me with a list o how many languages she could speak (as i it would matter when I listened to her try to speak the one I was there to test her in!). Aer a ew simple questions in the present tense, which she answered quite condently, I asked her a question about where she was when the Berlin Wall came down. At this she stopped and, looking at me with that look thatcondence deer have and when conronted with an SUVoh! onIaknow! dark highway, matical hastened to explain : “Oh, You needgathered me to useher thegram pret- pret is or where I was and the Berlin Wall coming down, erite and the imperect ! Te imperect is that would be in the preterite!” She placed in the next-to-beginner’s class—which was just ne. In such a class, her knowledge o the rules placed her in a slightly more advantageous position, but she still needed to acquire not only the vocabulary o innitive verbs, but also to know their orms, regular and irregular, and all the other details that probably brought you to the bookshel and inspired you to open this book. So i you have been struggling to master the orms and uses o the dierent past tenses in Spanish, this book is or you. As you go through each section, testing yoursel, refecting on your errors, and reviewing all the while, whi le, also remember remember this: explaining is not answering . Te student who came to my oce could explain, but she could not answer. Students who are not secure in their knowledge o the details, their knowledge o orms and their uses, oen all into the trap o thinking that i they just grasp the rules about tense usage, they will w ill be able to apply them when it is time to take ta ke the test. Tat just doesn’t happen, any more than knowing black rom white keys will help you play a piano. One symptom I have noticed, and all language teachers notice, too oen, is that students who have only begun to digest their language learning will regurgitate verb conjugation patterns (oen (oen with telling telli ng errors) errors) in the margins ma rgins o their quizzes and a nd tests. It is tempting, and we all understand it, but we also know that when students want to know the material in order to use it meaningully, they will write it between their ears. I welcome you, as a reader o this book, to that category o dedicated learner lear ner..
vi
Overview of past tenses
The imperect
·1·
Description and background O all the t he tenses in the Spanish Spanish language, langua ge, the imperect might be described described as the most the imperect one two aspects o thedelightul. past tense,Although the other technically, being the preterite, we will wil lisuse theocommon nomenclature nomenclature and reer to them both as tenses, to keep things thi ngs simple. Te preterite and the imperect are a re very commonly used together. Because these two aspects o the past are so important, each o them will rst be examined exami ned alone, the imperect in Chapter 1 and the t he preterite in Chapter 2, ollowing which we will examine, in Chapter 3, the expressive power that comes rom the ways in which the two are used together. Te imperect is delightul to English-speaking learners o Spanish or at least our very good reasons. First, there are only three three verbs in the entire language whose imperect orms are irregular irregula r (ser, ir, and ver). Let’s get them out o the way: SER
era eras era
IR
éramos erais eran
iba ibas iba
VER
íbamos ibais iban
veía veías veía
veíamos veíais veían
Te imperect o hay (the (the impersonal verb meaning there is or there are) is había, meaning there was or there were. Note that while hay itsel is irregular, in the imperect the orm is actually regular, since it is derived rom the t he helping verb haber (to have). Secondly, there are just two sets o regular endings, one set or the -ar Secondly, verbs and one set that t hat the -er and -ir verbs have in common. Tis eature o the verb system occurs in i n other tenses as well, but since the imperect is usually the rst tense students learn aer some struggle with the three conjugations o the present tense (and all their irregularities), this news usually comes as a relie. Tese two sets o endings or the three th ree verb groups
1
are shown below, below, using the usual usua l model verbs hablar, comer, and vivir, which are always regular: HABLAR
hablaba hablabas hablaba
COMER
hablábamos hablábais hablaban
comía comías comía
VIVIR
comíamos comíais comían
vivía vivíass vivía vivía
vivía mos vivíamos vivíais vivía is vivían vivía n
Tirdly, the imperect is elegantly economical—it reduces what in English is a verb phrase (or periphrastic verb) into one single word. ake a look at the ollowing examples: Mientras iba a la playa, llovía . De niño, siempre jugaba en la arena.
While I was going to to the beach, it was raining . As a child, I used to play in in the sand all the time. As a child, I would play play in in the sand all the time.
As the examples above show, show, Spanish has a oneone-word word tense to express what English requires more than one word to express. Te name o the tense, rightly understood rom its Latin root, even helps learners understand how actions in the past are a re viewed. When we use the t he imperect, actions are viewed in the past as in progress, not completely over . Tus, actions expressed in the imperect i mperect orm a backdrop or background background to other events, as will wil l be seen when the imperect and a nd the preterite are used together. As the examples above also show, the Spanish imperect should be used whenever English employs the periphrastic constructions “was/were 1 verb in the -ing orm” or “used to 1 inn innitive. itive.”” A note about the dangers o the English modal verb would (used (used in the second translation o the second verb Spanish sentence in the ed examples above): auxiliary, or helping would can be rendered can render in dierent d ierent waysthe in English Spanish.modal, Sometimes it can be translated into the imperect subjunctive, to express, or instance, what one was hoping that someone else would do do (as we will see in Chapter 8, on the sequence o tenses). At other times, it is a true conditional, expressing what would happen i something somethi ng else were the case. However, However, whenever would is is used as an equivalent o used to plus a verb, it must be rendered rendered into Spanish using the imperect. i mperect. Finally, the imperect is delightul to most learners because the correspondence o the English periphrastic orms to the Spanish one-word imperect tense is highly reliable—not oolproo, but highly reliable. Some o the pitalls will be explained later, in Chapter 3, when we contrast contrast the t he use o the imperect i mperect and the preterite and show how they
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Spanish PastPast-Tense Verbs Up Close
are used in common. (Perhaps a h reason could be thrown in or good measure: students almost always nd the orms o the imperect tense un to pronounce. In particular, the orms or the -er and -ir verbs help reinorce the act that vowels bearing an a n accent are to be stressed in i n pronunciation.) pronunciation.) Tere are verbal clues that help learners remember remember when to use the imperect. In I n act, due to their meaning, many expressions simply attract the use o the imperect. Te ollowing areviews a ewaction examples o past suchasexpressions. Once learners get the can ideathink o theoway the imperect in the a progressive aspect, they usually or recognize many many,, many more: mientras* siempre a veces de vez en cuando pocas veces muchas veces todos los veranos
while always sometimes once in a while seldom many times, oen every summer
*And cuando, when synonymous with mientras.
A ew more specic observations will reinorce the general concept o the imperect as a tense that portrays a past action as in progress. For instance, in order to tell the time o day (that (that is, clock time), the verb ser must be in the imperect. Likewise, to express a person’s age in the past, the imperect o the verb tener must be used. Eran las cinco de la tarde cuando... Ella tenía cuatro años cuando...
It was ve in the aernoon when . . . She was our years old when . . .
Te imperect is not used to portray an action as beginning or ending. Tat is, it is not used when the point is to make note o the beginning or end point o a past action. It used to happen (habitual or is usedwhat to bring to mind what or repeated actionoin the past), to show was happening at a particular at time, and to describe past states being—physical, mental, or emotional. Note how the imperect is conrmed as the proper tense to use in Spanish when the single English verb can be replaced by “used to 1 innitive” or “was/ were 1 verb in the -ing orm.” orm.” En la década de los sesenta, el twist era popular. Juan siempre trabajaba en casa el verano pasado.
In the 1960s, the twist was popular. . . . the twist used to be popular. John always always worked at at home last summer. John was working at at home all the time . . .
Mi hermana estaba contenta en Nueva York.
My sister was happy in New York. My sister used to be happy . . . The imperfect
3
ypically, in combination with the preterite, the imperect provides the temporal background or other actions that began or ended ended within withi n a given time rame; ra me; it is the uncu nction o the imperect to establish that time rame. Te actions that happen on that temporal stage sta ge are expressed in the preterite. Finally, the preterite and imperect cannot be used interchangeably without greatly altering the meaning o a sentence, even though the two sentences senten ces may oen oen both be perectly grammatical. grammatica l. Tis will wi ll be examined in greater detail in Chapter 3, which is dedicated to comparing these two tenses. EJERCICIO
1·1 Match the English verb phrases on the let with the Spanish imperect orms on the right. Since rst- and third-person singular orms are identical and since the third-person orms (singular and plural) are used or more than one set o subjects each, some o the orms on the right will be used more than once.
1. she was writing
a. hablaban
2. we used to go
b. escuchaba
3. you (Uds.) used to travel
c. trabajaba
4. you (tú) were seeing
d. hablábamos
5. I used to make
e. corrían
6. he used to write
. preguntaba
7. she was (ser)
g. buscábamos
8. they were traveling
h. comía
9. you (Ud.) used to be (ser) 10. you (tú) were looking or
i. escribía j. era
11. I was eating
k. hacía
12. she was making
l. veías
13. we were going
m. trabajaban
14. we used to look or
n. íbamos
15. he used to eat
o. buscabas
16. I was asking
p. viajaban
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Spanish PastPast-Tense Verbs Up Close
17. they were running 18. we were talking 19. I was working 20. you (Ud.) used to listen 21. you (Uds.) used to run 22. they were talking 23. he used to work work 24. he was listening 25. she was working
EJERCICIO
1·2
Fill in the blanks with the correct imperect orms o the verbs in parentheses.
1. El coro
mientras los eles comulgaban. (cantar)
2. El verano pasado, nosotros siempre (comer) 3. Mientras yo (dormir/leer)
en ese restaurante. , mi esposa
.
4. Mi padre mucho en esa época. (trabajar) 5. En la Segunda Guerra Mundial, su abuelo soldado. (ser) 6. Durante mis años en la universidad, yo (estudiar) 7. El poeta (escribir) 8. Ella
cada noche hasta dormirse sobre el escritorio escritorio.. a sus padres cada n de semana. (visitar)
9. Los exploradores del siglo XVI siempre exóticos. (ir) 10. Los babilonios
todas las noches.
a lugares los astros todo el tiempo. (obser (observar) var) The imperfect
5
11. Romeo
un gran amor por Julieta. (sentir)
12. Aunque él (poder/agradar)
hacerlo, la idea no le
13. Aunque yo la (conocer/salir)
bien, no
con ella.
14. Desde la ventana del tren, yo 15. Tú ya
.
las lejanas montañas montañas.. (ver) la respuesta a esa pregunta en la clase ayer. (saber)
16. Anoche, mientras el ladrón
la puerta, el guardia lo
en silencio. (abrir/esperar) 17. Mientras tú anonadado.. (oír/mirar) anonadado
las noticias, me
18. Ayer no
nadie en la biblioteca biblioteca.. (haber)
19. Einstein
mucho en la naturaleza del universo. (pensar)
20. Yo sé que mi mamá me
mucho en esos años. (querer)
EJERCICIO
1·3 Translate the ollowing sentences rom Spanish to English.
1. Los chicos no querían volver volver a casa porque se divertían divertían mucho jugando al útbol. útbol.
2. Los caballos galopaban por las pampas por varias horas en busca de agua.
3. ¿Cómo te sentías sentías cuando tu hija iba a casarse?
4. Mientras yo yo escribía estos ejercicios, ejercicios, escuchaba escuchaba música música latina. latina.
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Spanish PastPast-Tense Verbs Up Close
5. Yo sureaba cada tarde por seis horas cuando vivía en Hawai.
6. Para llegar llegar a ser una una pianista experta, ella practicaba practicaba todos los días.
7. Mi esposa preparaba muchos platos típicos mientras trabajábamos en el jardín. 8. El trabajo era muy duro y tomábamos mucha agua todo todo el día.
9. Aunque lo agarraban agarraban siempre siempre que cruzaba la rontera, rontera, volvía con con las mismas ganas.
10. Ese muchacho a veces me ganaba los partidos de ajedrez que jugábamos. jugábamos.
11. Esa pareja antes bailaba bailaba toda la noche, pero ahora ahora son un par de viejos enamorados.
12. Poco a poco, poco, íbamos penetrando en una región región desconocida de la selva amazónica.
13. La luna salía por el horizonte horizonte acuático a mi derecha mientras mientras yo, a los 21° N., contemplaba la Osa Mayor.
14. Cuando yo era niño, niño, tenía la mala costumbre costumbre de echarle mucha sal a la comida.
15. En la Edad de la Piedra, Piedra, no había carros ni aviones.
The imperfect
7
EJERCICIO
1·4 Translate the ollowing sentences rom English to Spanish.
1. While they were were traveling traveling through the desert, they observed observed the many varieties varieties o cactus.
2. It was around around two in the morning morning and they were reading.
3. Did you (tú) used to eat only vegetables when you lived in India?
4. Her riends used to to believe that that she was able to dance dance well.
5. We used to go to to the movies nearly every night when we were were living there. there.
6. While we were were ying, none o the ight ight attendants attendants was able able to rest. rest.
7. He was preparing the dinner and and she was was mixing the salad. salad.
8. Every time they would come to our house, we would play cards until midnight.
9. There used to be no crime in this city. city.
10. When they were ourteen or teen years old, they used to sleep on the beach.
11. In the distance, I could hear the train that was traveling traveling to Chicago. Chicago.
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Spanish PastPast-Tense Verbs Up Close
12. He was reading but but they were writing. writing.
13. He was amous.
14. There were ve people in the restaurant last night at eleven o’ o’clock clock.. 15. Did they want to go with you?
The imperfect
9
The preterite
·2·
Narration, or what happened? I learners o Spanish want to succeed in the long run, they must master the indicative orms o the present and preterite, preterite, or their own sakes sa kes and because the present and imperect subjunctive orms are based, respectively respectively,, on these two tenses. tenses. Tis chapter chapter will wil l cover cover the t he preterite indicative or both bot h regular regu lar and irregular verbs, as well as the uses o the preterite. In addition, we will make observations about our common verbs whose meanings in i n the preterite are dierent rom their meanings in i n the present or imperect. Aer having invested time and eort to master the patterns and irregularities irregu larities o the t he present present tense, most learners experience some degree o rustration as they encounter a new set o problems in the preterite. Teir consternation consterna tion is understandable, since not only are they dealing deali ng with new paradigms, regular and irregular, but most o the verbs aected are the very same ones that were irregular irregu lar in the presen present.t. Te dieren di erences ces in i n pattern spell doom or learners who study haphazardly. haphazardly. Tey will wil l conuse the types and patterns o irregularity and end up producing verb orms so bizarre that no native speaker o Spanish is likely li kely to understand them. Tis chapter is designed to x that problem or, i possible, to prevent it entirely. Learners are encouraged to undertake underta ke a review o the t he present tense tense i they are unsure o its patterns, since this book on the past tenses assumes that they know the present well. Naturally, the book has been designed knowing that, i you are indeed at the critical crossroads just described, you are not alone in your rustration.
Regular verbs First, let’s examine the morphology o the preterite; that is, its verb endings. First we will look at the regular verbs, exemplied by hablar, comer, and vivir. Te rst thing that will wil l particularly particu larly attract your attention attention is that as in the imperect, there are two, not three, sets o endings. Te regular -ar verbs have their own set o endings, while the regular -er and -ir verbs share one set o endings.
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HABLAR
hablé hablaste habló
COMER
hablamos hablasteis hablaron
comí comiste comió
VIVIR
comimos comisteis comieron
viví viviste vivió
vivimos vivisteis vivieron
In order to internalize these patterns and keep rom conusing them with the present, it is good to seek patterns patterns within with in the patterns and to contrast these with wit h what happens in the present. First, observe that in the rst- and third-person singula singularr orms, in all al l cases, the stress alls a lls on the last syllable. sy llable. (Remember (Remember that we are talking talk ing about only regular verbs verbs here.) Te most common pitall is to conuse hablo (present tense, I speak) with habló (preterite, he or she speaks or you [Ud.] speak), either by misusing the accent mark when writing or mispronouncing them. Second, notice how the nosotros orms still end in -mos or all three conjugations. Tis is something that will happen throughout the entire verb system in every tense and mood, but what precedes the personal ending (including stem changes) is what identies tense or mood. For the t he preterite o -ar and -ir verbs, there is no change rom the present present in their nosotros orms. Context will be the only means o knowing whether they mean we speak or we spoke, we live or we lived . For -er verbs, however, since they share the same endings as -ir verbs in the preterite but not in the present, there is a dierence (comemos vs. comimos). Seeking out constants in the t he verb system, we next discover that the t he third-person pluplural orms still end with an -n; moreover, moreover, we see that the new eature in the t he preterite is that all three third-person t hird-person plural plural conj conjugations ugations in the preterite now end in -ron. Tat leaves the vowels between bet ween the stem and the personal ending requiring close attention (-a- or -ar verbs; -ie- or -er and -ir verbs).
vosotros tros orms are so dierent rom the tú and voso vosotros tros In the preterite, the tú and voso orms other tensessingular and moods thatkeep mostthe learners nd them easy remember. As or o theallthird-person orms, stressed end vowel into mind and do not place place the accent accent (in writing or in speaking) speak ing) on the -i- o the -er and -ir orms. One way to avoid avoid this is to remember that the stress alls a lls on the nal -ó or all three conjugations i the verb is regular . Lastly, verbs whose innitives end with -car, -zar, and -gar are oen listed as irregular due to the spelling spel ling modication needed or the rst-person singular only, in the preterite. Another way to look at these three t hree groups o verbs is to remember that they are regular in the way they sound , but that Spanish orthography requires the spelling changes, as the ollowing shows:
The preterite
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busqué buscaste buscó
buscamos buscasteis buscaron
empecé empezaste empezó
empezamos empezasteis empezaron
entregué entregaste entregó
entregamos entregasteis entregaron
Irregular verbs Verbs that are in the, the preterite that theya new havestem new in stems. Observe the preterite oirregular the verb tener modelare orirregular all verbsin that have the preterite. Note that regardless o whether whether an irregular ir regular verb ends in -ar, -er, or -ir, it shares this same set o endings. Also observe that, unlike in the regular verbs, the nal vowel o the ending o the rst- and third-person singular orms is not stressed: stressed: tuve tuviste tuvo
tuvimos tuvisteis tuvieron
Te common verb dar is conjugated conjugated as i it were a regular -er or -ir verb, but with no written accent on rst- and third-person singular orms: di diste dio
dimos disteis dieron
All o the irregular stems ending in -j omit the -i- o the third-person plural ending in the preterite. Other than that, they use the same pattern o endings as the rest o the irregular preterite verbs: conduje condujiste condujo
condujimos condujisteis condujeron
Reviewing the t he peculiarities peculiar ities o the verbs that are irregular in i n the preterite, we we nd that (1) they all share one set o endings whether or not they are -ar, -er, or -ir verbs; (2) (2) their rst- and third-person singular endings are not stressed as are the endings o the regular verbs; and (3 (3) the verbs whose new stems end end in -j drop the -i- rom the thirdthi rd-person person plural ending. Remember that in the third-person orms o leer and creer the -i- becomes -y -y--. Oen, the new stems o the verbs that are irregular in the preterite bear so little resemblance to the stem o the present, present, or o the innitive, i nnitive, that the t he best strategy or learning them (which, strangely stra ngely enough, enough, is not ound in any Spanish textbook tex tbook I have ever seen) is to memorize the yo orm and tú orm in the t he present, present, ollowed by by the innitive, in nitive, then the yo orm o the preterite. Following Following is a sampling o what learners should repeat and memorize when learning lear ning new verbs, in order to attain clarity clar ity and condence in their knowledge o the Spanish verb system:
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
hablo, hablas; hablar; hablé como, comes; comer; comí vivo, vives; vivir; viv ir; viví viv í conozco, conoces; conocer; conocí pienso, piensas; pensar; pensé puedo, puedes; poder; pude tengo, tienes; tener; tuve estoy, estás; estar; estuve digo, dices; decir; dije quiero, quieres; querer; quise vengo, vienes; venir; venir; vine v ine sé, sabes; saber; supe traigo, traes; traer; traje traduzco, traduces; traducir; traduje ando, andas; andar; anduve
When you know the verb orms listed above, you can derive all a ll the other verb orms rom them. Te beauty o this pedagogical method, in which the learner memorizes the present and the sandwiched in between), is that works and or both regular a ndpreterite and irregular(with verbs,the as innitive learners will wi ll discover upon examining theitpresent preterite yo orms o various verbs in the paradigm. Some learners may recognize that the method was derived by making a very slight modication o the principal parts method or learning lear ning Latin Lati n verbs (used by schoolboys schoolboys in ancient Rome). Spanish, being a Romance language, responds very well to this system. It works or almost all Spanish verbs. Te exceptions are haber, ir, saber, and ser, whose conjugations are best dealt with by memorizing their present subjunctive orms because, unlike unli ke with other verbs, their present subjunctive orms orms do not t any pattern established est ablished by their present indicatives (e.g., there is nothing in the orm sé that suggests that sepa is the yo—and also the third-person singular—orm o the present subjunctive. But or all other Spanish verbs, by memorizing memorizing the t he verbs as vocabulary items in the manner ma nner outlined above, learners can oreground in their memory the principal patterns or deriving all the the orms or all the indicative and subjunctive orms, in both the present and preterite, whether the pattern is regular or not! In the preterite, one does not nd the shoe or boot pattern pattern o vowel stem changes ound in the present, when the verb is conj conjugated ugated in a grid g rid consisting o three t hree rows indicating rst-, second- and third-person and two columns, the le-hand one or the singular and the rightr ight-hand hand one or the plural orms. A common and dangero da ngerous us error that learners lear ners make is to transer the irregular pattern o one tense to another tense that does not actually share that pattern. Still, there are a handul o verbs that do have a stem-vowel irregularity in the preterite. Tey are servir, pedir, repetir, morir, and dormir. In the present and preterite, the stem vowel -e- in servir, pedir, and repetir changes to -i-. In morir and
The preterite
13
dormir, the -o- changes to -ue- in the present but only to -u- in the preterite. In the present, these changes occur in the shoe pattern, but in the preterite, these changes occur only in the third-person, singular and plural, as seen below: PRESENT: SHOE PA PATTERN TTERN
PRETERI TE: THIRD- PERSON FORMS ONLY
sirvo
servimos
serví
servimos
ssiirves rve
sservís irven
sserviste irvió
servisteis sirvieron
PRESENT: SHOE PA PATTERN TTERN
PRETERI TE: THIRD- PERSON FORMS ONLY
duermo duermes duerme
dormí dormiste durmió
dormimos dormís duermen
dormimos dormisteis durmieron
Uses o the preterite In terms o usage, the preterite is a tense that narrates past actions in the past and views them as completed, over, done with. Julius Caesar’s amous line veni, vidi, vici (I came, I saw, I conquered ) were the Latin orms o what became the preterite o Spanish. Since the preterite expresses actions as completed, i the beginning or end o an action is stated, or some temporal beginning or end point is mentioned, mentioned, only the preterite may be used. ConC onsider the ollowing example: Estuve en la biblioteca hasta las tres.
I was in the library lib rary until three o’clock. o’clock.
Since three o’clock is mentioned explicitly, the imperect (estaba) is not admissible in this sentence. I three o’clock had not been mentioned, but rather some vague notion o the past, as ayer ( yesterday ), thenthat ), either therom preterite or the imperect have been used. such Te dierences o meaning result a choice between thesecould two tenses will be taken up in the ollowing chapter. chapter. Tere are our verbs verbs in Spanish that t hat change their meaning when used in the t he preterite. preterite. Tey are querer, poder, saber, and conocer. Another way to look at this situation is to rememberr that i the remembe t he primary primar y meaning o any o these verbs is needed in a past tense, then the imperect, not the preterite, must be used. (Te contrast between the two t wo tenses will be discussed in i n more detail in i n the next chapter chapter.) .) Te preterite preterite meaning o each o these t hese verbs is shown in the ollowing examples. exa mples. Note Note what happens, in particular, par ticular, to querer and poder when they are used in i n an armative a rmative or negative sense. Te rst-person rst-person singular o each o these verbs is shown here or the sake o brevity: Quise abrir la ventana. No quise abrir la ventana.
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practice makes perfect
I tried to open the window. w indow. I reused to open the window.
Spanish PastPast-Tense Verbs Up Close
Pude abrir la ventana. No pude abrir la ventana.
I succeeded in in opening the window. wind ow. I managed to to get the window open. I ailed to open the window. w indow. I couldn’t get get the window open.
Anoche, supe que Juan está en el hospital.
No supe que Juan está en el hospital hasta anoche.
Last night, I ound out that that John is in the hospital. I didn’t fnd out that that John is in the hospital until last night.
Conocí a María en la esta. No conocí a María en la esta, sino en el parque.
I met Maria at the party. I didn’t meet Maria Maria at the party, but rather in the park.
In the ollowing exercises, only the preterite will be called or. Tis is because o the need to reinorce the many irregular stems that must be memorized in order to manage this tense with condence. EJERCICIO
2·1
Match the English verb phrases on the let with the Spanish preterite orms on the right. Since the third-person orms, singular and plural, can reer to what are six dierent subjects in English, some o the orms on the right will be used more than once.
1. they wrote
a. di
2. she did
b. dijo
3. you (Ud.) made
c. conduje
4. they came
d. pusiste
5. he made
e. no quiso
6. I succeeded
. vio
7. we were (estar)
g. hablé
8. I brought
h. pidieron
9. he and she served
i. vivió
10. you (tú) said
j. ui
11. they were (ser)
k. tradujeron
The preterite
15
12. she and I had
l. ueron
13. you (vosotros) ate
m. dijiste
14. you (Uds.) translated
n. tuvimos
15. he lived
o. comisteis
16. they ordered 17. you (Uds.) were (ser)
p. estuvimos q. traje
18. I went
r. sirvieron
19. she reused
s. vinieron
20. I spoke
t. pude
21. he saw
u. hizo
22. you (tú) put
v. escribieron
23. she said 24. I gave 25. I drove
EJERCICIO
2·2 Fill in the blanks with the correct preterite orms o the verbs in parentheses.
1. ¿Qué le
tú a la señora en la tienda ayer? (decir)
2. Yo no la
en la esta anoche. (conocer)
3. Ella no pasado. (tener) 4. Anoche, él uno en el país. (saber) 5. Yo (pagar) 6. La niña
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practice makes perfect
la suerte de Juana quien ganó la lotería el año que su equipo avorito ahora es el número la cuenta anoche en el restaurant restaurantee y salí en seguida. el cuento en media hora. (leer)
Spanish PastPast-Tense Verbs Up Close
7. Juana no modales. (querer)
salir con él porque ese chico no tiene buenos
8. Tú nos
un regalo cómico el Día de las Mentiras. (dar)
9. Tomás y yo (comer) 10. ¿No
demasiado pastel después de la cena. tú el partido en la tele anoche? ¡Fue un espectáculo! (ver)
11. Después de varias horas de trabajo trabajo,, Juan del jardín. (poder) 12. Julio César
un gran general romano romano.. (ser)
13. Cuando empezó esa clase, yo
a roncar. (comenzar)
14. Setenta y dos traductores
la Septuagin Septuaginta. ta. (traducir)
15. Esa chica es inteligent inteligente; e; ¡Juan no él! (poder) 16. Todos nosotros 17. Luciano 18. Mamá, ¿dónde
sacar la piedra
convencerla a salir con algo al picnic. (traer) varios años en EE.UU. antes de morir morir.. (cantar) mi camisa de seda? (poner)
19. Él invitarla a la esta, pero ella no salir con él. (querer/querer) 20. ¿No agradable. (ir)
tú a la playa la semana pasada? Perdiste un día muy
21. Ellos
allí tomando el sol por un par de horas. (estar)
22. Ud. compañía, ¿no? (venir) 23. Yo encontré. (buscar)
a EE.UU. hace un año para trabajar en esta el guante en el teatro por media hora y no lo
24. Ellos
en San Juan por cinco años. (vivir)
25. Uds. (hablar)
toda la noche sobre sus aventuras en Madrid.
The preterite
17
EJERCICIO
2·3 Translate the ollowing sentences rom Spanish to English.
1. La leche se estropeó estropeó después después de tantos tantos días en la la rerigeradora. rerigeradora.
2. Las tropas entregaron las armas después de perder la batalla.
3. Los peces tropicales murieron de una intoxica intoxicación ción de cobre cobre en el tanque. tanque.
4. No quise quise estudiar estudiar química en la escuela.
5. Sus padres insistieron en ir a ver el drama de Navidad Navidad con los vecinos. 6. La acompañaste acompañaste hasta su su casa, ¿no?
7. La madre deendió a su hijo.
8. Ellas le pidieron un pastel al mesero.
9. Mis amigos decidieron abrir abrir una cuenta bancaria bancaria en Suiza. Suiza.
10. ¿Buscaste el perro perro por cuántas horas horas anoche?
11. Le pegó un rayo, provocando un incendio que consumió todo el edicio.
12. Él se durmió durmió en clase. clase.
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
13. ¿A quién le diste los pendientes? ¿A ¿A María o a Cristina?
14. Lo metieron metieron en la cárcel por desalco desalco de ondos.
15. Empecé a cantar y mis amigos se taparon taparon los oídos. 16. Tuvim Tuvimos os un examen en la clase de geometría esta mañana.
17. La niña apenas se cayó del columpio hace un minuto.
18. Conocí a ese actor en 1990.
19. Ellos condujeron a San Diego, Diego, tomando turnos de seis horas por tres días días seguidos.
20. ¿Quién me trajo trajo este sombrero? sombrero?
EJERCICIO
2·4 Translate the ollowing sentences rom English to Spanish.
1. We went to Vegas last month.
2. She and Teresa translated this article.
The preterite
19
3. I ound out that that she is honest when she told told me the truth about her brother. brother.
4. Did you (tú) try to open the door?
5. He and I came home very late last night. night. 6. I looked or them or an hour.
7. She ailed ailed to to start start the car.
8. Did you (tú) and John go to the caeteria this morning?
9. She met her present (actual) husband at Juanita’s party last December.
10. They broke the window.
11. The waitress waitress served us the sangría and tapas.
12. We couldn’t nd the suitcase. 13. I paid the cabbie and and went to my hotel room.
14. They tried to nd us.
15. It started to rain as soon soon as the game began. began.
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
16. She and I met him at the soccer game.
17. We reused to buy the car. car.
18. They tried to to climb the mountain. mountain. 19. He saw the movie three times. times.
20. They climbed the steps steps to the cathedral. cathedral.
The preterite
21
The imperect and the preterite together
·3 ·
Narrating and describing in the past Mastery o the use o the t he preterite and the imperect together is one o the rst big hurdles or learners o Spanish. In a ew hours they can be secure with the orms o the imperect. In weeks, or possibly months, they can eel secure about the orms o the preterite. By the time the orms o these two tenses are mastered, they t hey also should understand u nderstand and appreciate appreciate them as two aspects o the past that are not interchangeable. Yet, as all learners and their teachers know rom experience, it is one thing thi ng to understand the conceptt and another to remember the details in the nick o time, concep t ime, especially especial ly when speaking. chapter learnersthe on condence the right path making the proper choiceTis in each casewill andput to gaining thattothey are using them correctly. It is likely that or some time, learners will remember the right thing to say—aer they have made an error. Tis too is normal. In act, sel-correction is an indication o emerging prociency and should be regarded as encouragement to continue studying. In the previous two chapters, the ways in which the preterite and the imperect view past action were examined exam ined separately. separately. As was wa s mentioned mentioned in those chapters, the preterite and the imperect are oen used together. Learners can now begin to appreciate the richness o expression that derives rom their being used in tandem. o review briefy, the preterite views an action in the past as completed, or ocuses on its its beginning beginni ng or end. By contrast, contrast, the imperect views v iews actions in the past as a process whose beginning or end is not o interest. Tis makes their combined use so expressively rich that the best word to describe their reciprocal eect is cinematographic—they cinematographic—they create vivid viv id moving images in the minds o listeners and speakers. Te imperect, with its ocus on past actions as in progress, expresses most clearly and unmistakably what the background or circumstance is in which other actions occurred. Te unction unction o the preterite is to relate the actions that occurred in that circumstance. In the ollowing two renditions o the same basic sentence, note that it does not matter which tense comes rst. Note that cuando (when) has the same meaning as mientras (while), in both Spanish and English, when the imperect is used.
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Los soldados no atacaron cuando la luna estaba llena. Cuando la luna estaba llena, los soldados no atacaron.
Te soldiers did not attack when when the moon was ull. When the moon was ull, the soldiers did not attack .
O course, the imperect is requently employed to indicate the simultaneity o two actions, processes or circumstances in the past. Observe below how the meaning o the above sentences sentences changes radically when both verbs are in the t he imperect. Note too the varva rious ways that English has or dealing with what the Spanish imperect conveys so economically with one word: Los soldados atacaban cuando la luna estaba llena.
Te soldiers were attacking when when the moon was ull. Te soldiers used to attack whenever whenever the moon was ull. Te soldiers usually attacked while while there was a ull moon. Te soldiers would attack when when the moon was ull.
As the last example exa mple above above reveals, when both verbs are in the imperect, the imperect i mperect also has the unction o telling what actions happened habitually or repeatedly in the past. Te sentence senten ce is a likely one i ound in a description o some army’s prior tactical operations. Examining Exami ning this thi s more closely, closely, in the t he sentence sentence in which the t he preterite and the imperect are used together, however, the preterite (no atacaron) can reer only to one particular night o the month, during which the moon was ull. In either case, however, only the imperect can be used when describing the ull moon because the moon cannot suddenly become ull. Since the moon’s changes rom phase to phase involve a process that is continuous and ongoing, describing a past situation in which the moon was in this or that phase makes this natural phenomenon an ideal way to convey an understanding o the imperect and leads to a more certain mastery o the t he use o these two past tenses together. Let’s examine two more pairs o sentences, each pair being rendered once with the preterite and the imperect contrasted, contrasted, and a nd then with both verbs in the imperect. It is easy to see how what one means to say determines determi nes the choice: El barco se hundió cuando llegaba al puerto. El barco se hundía cuando llegaba al puerto. La casa estaba quemándose cuando yo llegué.
Te ship sank when when it was arriving in in port. Te ship was sinking while while it was coming into port. Te house was burning when I arrived arrived .
The imperfect and the preterite together
23
La casa estaba quemándose cuando yo llegaba.
Te house was burning while while I was arriving . Te house was burning while while I was on my way there. there.
Te preterite is the only proper choice choice o past tense whenever a speaker is aced with wit h narrating a series o sequenced past actions. Te amous line o Caesar when he returned rom the conquest o Bithynia in i n Asia Minor Mi nor,, already al ready mentioned mentioned in Chapter 2—veni, vidi, vici—is the classic example o this. Te pithy phrase translates as I came, I saw saw,, I conquered , showing that these actions happened in just that order and and thus rhetorically inormed his listeners that the whole matter o the Bithynian campaign was over and done. Los niños se levantaron, se bañaron, se vistieron y salieron corriendo al patio. Su padre tomó la iniciativa: vendió la casa y se mudaron a la Patagonia.
Te children got up, bathed, got dressed, and went running out to the patio. His ather took the the initiative: he sold the the house and they moved to to Patagonia.
Sometimes it is pointed out that the t he preterite is oen the right choice when the English uses simple (one-word) in the past. Tis ruleTereore, o thumb is ail-sae because it can aila to take into accountorm the meaning in English. in tonot rene that rule and make it ar more reliable, keep this in mind: I the meaning o the one-word English orm remains unchanged when replaced by the English verb phrase “used to 1 innitive,” “was/ were 1 verb in -ing ,” ,” or “would 1 innitive,” the imperect aspect is being expressed in English and must be translated by the imperect in Spanish. Examine Ex amine the ollowing examples (noting (noting that the direction direct ion is rom English into Spanish, the direction which causes the conusion, o course, or English-speaking English-speak ing learners o Spanish): While the boss spoke , we looked around the room. She cooked or or them when they lived here. here.
Mientras hablaba el jee, mirábamos por la sala. Ella les preparaba la comida cuando
vivían vivía n aquí.
In the ollowing example, notice how the use o the English one-word past orm can result in ambiguity, particularly i no context is provided or already understood: When they ran down the hill, they could see the beach.
Te speaker o the above sentence could mean to communicate any o the ollowing scenarios: Tat time they ran down the hill, hill , they arrived at a point p oint where they saw the beach. All the while that they were running down the hill, they were able to see the beach.
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
Depending on the terrain terra in in question, the sentence sentence could even mean: When they started running down the hill, the beach was still visible (but not rom
arther down the hill).
In Spanish, the proper choice o the past tenses will eliminate these ambiguities. In order to begin to translate the original English sentence, contexts have to be guessed at, giving three possible p ossible interpretations, interpretations, as ollows: Cuando bajaron la colina, pudieron ver la playa. Mientras bajaban la colina, podían ver la playa. Cuando se echaron a bajar la colina, se veía la playa todavía.
Once they got to the bottom o the hill, they managed to see the beach. While they were going down the hill, they were able to view the the beach. When they started down the hill, the beach could still be seen.
Notice that the English translations t ranslations above are translations o the various conceptual interpretations o the original ambiguous sentence. Tis is a short lesson in how the original English sentence might have have been improved improved so as to eliminate elim inate the ambiguity and suggests the uniquely human quality o language.
Ser ve vers rsus us estar One o the most challenging situations or English-speaking learners o Spanish is when they are aced with was or were in English. Te problem is compounded by the need to decide which o the two possible Spanish verbs to use as well as a s whether to use the t he preterite or the imperect. i mperect. Yet Yet there is a simple decision tree that learners can ca n use to greatly reduce their errors when making mak ing the choice between the preterite and the imperect in Spanish. Rememberr that ser is the be verb used or expressing Remembe ex pressing identity, identity, possession, origin, and a nd material composition as well as, with adjectives, the t he normative or characteristic eatures o a noun. Estar, on the other hand, the t he other be verb, is used or expressing expressing health and location as well as, with w ith adjectives, or describing a noun with respect to some change o condition. Remember Remember too that, depending on the use o ser or estar, an adjective oen expresses a dierent idea. Observe the ollowing examples: Ser
Es un hombre. Ese hombre es alto. Ese hombre es José. José es de México. José es de carne y hueso.
It’ s a man. Tat man is tall. Tat man is José. José is rom Mexico. José is made o esh and blood.
José es enermo.
José is sickly.
The imperfect and the preterite together
25
Estar
José está aquí. José está bien. José está enermo.
José is here. José is ne. José is ill.
In the past tenses, the uses o these two verbs are just as strictly observed, but since both t he preterite the and the imperect a re one-word are one-word orms, theone decision o whether to use use the the preterite or the imperect can be perplexing. Interestingly, can almost always imperect o estar and avoid the preterite. Tis one omission rom one’s usual repertoire simplies the learner’s task, because the resulting three choices or any given person and number means that the rst question one needs to resolve is whether ser or estar is needed—a question question usually usual ly reducible reducible to whether one is dealing deal ing with wit h health or location. Ten, i estar is needed, the decision is made and the imperect can be used with condence. Te only time the preterite o estar is required is when a specic past time is mentioned. Remembering that the preterite is used whenever the beginning or end point o an action is implied or stated will help learners avoid making an error in those ew occasions. Oye, Juan, ¿dón ¿dónde de estabas ayer? Oye, Juan, ¿dón ¿dónde de estuviste a las tres?
Say, John, where were you yesterday? Say, John, where were you at three?
Next, notice that the rst example below, like the second example above, makes explicit reerence to either a specic time or a clearly demarcated period. Te second two examples below are more more interesting and show that i a speaker spea ker wishes to use a time t ime rame ra me in a very literal way (semana being a seven-day period), the use o the preterite shows, in the rst example, ex ample, that the speaker’ spea ker’ss sister was sick or the whole period. On the other ot her hand, i semana is meant to be not specic but rather a general time rame, r ame, during some part par t o which the speaker’s sister was sick, then the imperect is used: Mi un día. Mi hermana hermana estuvo estuvo enerma enerma por esa semana. Mi hermana estaba enerma esa semana.
My a day. My sister sister was was sick sick or all that week. My sister was sick sometime during that week.
Finally, i it is ser that is needed, there remains only the question o whether to use the preterite or imperect o this verb. Reducing that problem is not dicult. I ser is needed to summar summarize ize something, as i i it were closing a door on on a matter ( period , ull u ll stop!), stop!), the preterite will be used. I it appears to be inviting elaboration, the imperect opens the door to to more inormation: i normation: Simón Bolívar ue el George Washington de Latinoamérica.
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practice makes perfect
Simón Bolívar was the George Washington o Latin America.
Spanish PastPast-Tense Verbs Up Close
Simón Bolívar era un hombre muy amoso del siglo XIX. Liberó...
Simón Bolívar was a amous gure o the nineteenth century. He liberated . . .
In my introduction to the two examples above, I used the metaphor o closing or opening a door. Another way o looking at the dierence between the preterite and the imperect is cinematographically: the imperect is oen compared to a camera as it pans a scene, actingoassuch someone’s a scenethe in which is happening, yet. Te description a scenememory—but in the past requires use onothing the imperect. Any action or actions that happen in this th is fashback would be, i put into words, in the preterite. Another analogy, also rom the movies, is that i it is dealing with an action and not just a static scene, the imperect is like a slow-motion camera that catches an action in the middle o things, since it ocuses on the process, not the beginning or end o an action. Examine these sentences in which the two tenses are used together: Era una noche oscura y llovía cuando el asesino llegó a la ocina. El asesino abría la puerta lentamente para
It was a dark night and it was raining when the murderer arrived at at the oce. Te murderer was opening the the door
no hacer ruido, pero el perro lo olateó.
slowly so as to make no noise, but the dog smelled him. him.
Indeed, the amously clichéd horror-story beginning It was a dark and stormy night places the reader or viewer in the midst o the situation. Likewise, in the second example above, the slow opening o the door is in progress when the moviegoer’s eye or the reader’s mind’s eye is treated to the opening scene. Despite being actions, they are presented as in progress. Tey are descriptive. Tey do not advance the plot. Te imperect is the tense used to present past actions in this descriptive way. way. Note how the other actions in the examples above advance the story. Tey move it narrative. Te murderer arrived . Te dog smelled the orward, anddone, are said to be theinmurderer. Once these actions cannot be undone. Te expression o actions this manner is the unction unction o the preterite.
Poder, querer, saber, and conocer Once learners have a good good grasp o the way in which wh ich these two tenses view time, ti me, that is, o their being two aspects o the past, they can more easily appreciate how our verbs, when used in the preterite, do not mean the same thing as their rst, standard dictionary meanings. It may be more useul to look at this rom the point o view o an English speaker who has something someth ing to say in Spanish, and to restate the observation: there are sevse veral past orms o English verbs whose meanings in Spanish are ound in our verbs, and these meanings are only obtained by using those verbs in the preterite. Tese our verbs, The imperfect and the preterite together
27
with their standard meanings in parentheses, are: poder (to be able), querer (to want ), ), saber (to know—acts, inormation), and conocer (to know people or be acquainted with something). Since the preterite is used to depict actions either as completed (compressing time) or as beginning beginni ng or ending, these our verbs simply simply cannot mean the same thing t hing in the t he preterpreterite. Tus, we can now learn which English verbs in the past correspond in meaning to the preterite orms orms o these t hese our Spanish verbs. Note that there are dieren di erentt English verbs corresponding to the armative ar mative and negative uses o poder and querer in the t he preterite: Poder
Juan pudo escalar la montaña. Juan no pudo hacer el ejercicio.
Juan succeeded at at climbing the mountain. Juan ailed to to do the exercise.
Querer
Juana quiso abrir la ventana. Juana no quiso salir con Enrique.
Juana tried to to open the window. Juana reused to go out with Enrique.
Saber
Lo supe cuando llegué a casa. No lo supieron hasta que se lo dije.
I ound it it out when I arrived home. Tey didn’t fnd it it out until until I told them.
Conocer
Juan conoció a María en la esta. Yo nunca la conocí.
John met Maria at the party. I never met her. her.
Another rule that refects the imperective nature o certain types o actions is that when telling time in the past or speaking o age in the past, the imperect is nearly always the only possible tense to use (unless (unless the speaker spea ker is summarizing summar izing or condensing time, as in the third example Just asorthe moon’s phases a process and thing, the moon suddenly become below). ull, quarter, hal, time and ageare (really the same aerdoes all) not are phenomena pheno mena that involve the smooth onward-moving onward-moving fow o time: t ime: Yo tenía cinco años cuando aprendí a montar en bicicleta. Eran las cinco cuando el barco llegó. Yo tuve quince años una vez y comprendo lo que te sientes.
I was ve when I learned to to ride a bicycle. It was ve when the boat came in. I was een once and understand how you eel.
Tere is one use o the imperect that will be taken up in Chapter 6, on the conditional: the use o the imperect in indirect statements. Te imperect’s use is identical in meaning statement.to one o the two ways in which the conditional can be used in an indirect
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Spanish PastPast-Tense Verbs Up Close
EJERCICIO
3·1 Preterite or imperect? Fill in the blanks with the proper orms o the verbs in parentheses. parenth eses.
1. Mientras
anoche, yo dormía en el soá. (llover)
2. Después de estudiar estudiar,, mi amigo 3. Juan le 4. ¿Qué 5. Ella lo
cinco millas. (correr) una carta y yo estudiaba. (escribir)
tú después de ver la película? (hacer) aunque nadie creía que volviera. (esperar)
6. ¿Dónde estabas cuando
sobre el accidente? (saber)
7. Para concluir, es obvio que John Lennon talentoso. (ser)
un músico
8. Aunque intentó varias veces, nunca (poder)
escalar esa montaña.
9. Cuando Caperucita Roja
por el bosque, recogía ores. (ir)
10. Aunque yo lo hacerlo. (poder)
hacer,, nunca tenía sucientes ganas de hacer
11. Nosotros lo buscábamos toda la tarde, pero no (estar) 12. Fidel
por aquí.
con elocuencia por siete horas. (hablar)
13. Nosotros tuvimos hambre, así que
al Plato de Oro. (ir)
14. Tras varios años de noviazgo, Amaranta Crespi. (decidir) 15. Durante el viaje en tren, ellos que parecía no tener límites. (mirar) 16. De repente, mis amigos 17. Juanito, Juanito, ¿qué te semana pasada? (decir) 18. Aquéllos
no casarse con por la ventana al desierto una orca. (ver) la maestra sobre lo que hiciste la
días diíciles, pues no sabíamos si íbamos a vivir
o morir. (ser)
The imperfect and the preterite together
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19. El chico lo odiaba. (querer)
salir con María una vez aunque el padre de ella
20. Ella sentara en ella. (poner)
el libro en la silla porque no quería que nadie se
21. Los padres de Susana siempre le muchachos. (prohibir) 22. Yo
que saliera con
deprimido aun antes de saber las noticias. (sentirse (sentirse))
23. Él la caja con cuidado, temiendo una revancha de las maldiciones de Pandora. (abrir) 24. Cantó el gallo y nos
. (despertar)
25. Juan, ¿no la
cuando estabas de vacaciones? (conocer)
EJERCICIO
3·2 Fill in the blanks with the proper orms o the verbs in parentheses, using either the preterite or the imperect in the most logical way.
1. Desde San Francisc Francisco o a Portland en tren, yo pero tú
una novela,
el paisaje por la ventana. (leer/mirar)
2. El veterinario el perro y tenía nada grave. (examinar/concluir) (examinar/concluir)
que no
3. Yo la a salir conmigo pero ella no acompañarme.. (invitar/quer acompañarme (invitar/querer) er) 4. Juan noche. (trabajar/des (trabajar/descansar) cansar)
todo el día y luego
5. Aunque ellas
toda la
alcanzar la meta ese día, no la . (intentar/log (intentar/lograr) rar)
6. Las chicas el club. (cantar/bailar) 7.
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y obvio que Juan
Spanish PastPast-Tense Verbs Up Close
todas las noches en celoso. (ser/
8. Mis amigos
asistir a la reunión, pero por las
circunstancias no
. (querer/poder)
9. Mientras mi mamá la ensalada. (hacer/prepar (hacer/preparar) ar)
el pastel, tú
10. El sábado pasado, el alpinista
subir el Everest, pero a
causa del río, no
. (querer/poder)
11. Al paso que la secretaria en su cuaderno. (escuchar/apuntar) (escuchar/apuntar)
el inorme, lo
12. Teresa y Marta siempre la
ropa en esa tienda pero nunca . (comprar/lleva (comprar/llevar) r)
13. Tú a María cuando tú parque ayer por la tarde. (ver/correr) 14. Cuando mi hermana
por el
a la escuela ayer no se el parque a causa de la niebla. (ir/ver)
15. Después de que por un par de horas. (llover/jugar) 16. Tomás no lo sus propios ojos. (creer/ver)
, Juan
al béisbol
hasta que lo
con
17. Las niñas por el bosque y al lado del sendero. (caminar/recoger) 18. Los tres cochinitos
ores
las casas pero luego no las . (construir/vender)
19. La joven no 20. Cristóbal Colón
ir a la esta pero sus padres dijeron que . (desear/poder) desde España hasta que a las Américas. (navegar/llegar)
21. Ayer (yo) a las siete y seguida. (despertarse/levanta (despertarse/levantarse) rse)
en
22. El anciano (abrir/encender)
las luces.
la puerta y
The imperfect and the preterite together
23. La semana pasada, nosotros que la luna no es de queso. (leer/saber) 24. Tú lámpara. (cerrar/apaga (cerrar/apagar) r) 25.
la lección y
la ventana pero no
la
el telón y la orquesta
(subir/empezar) 26. Tan pronto como ella lo (ver/enamorarse)
a tocar. ,
de él.
EJERCICIO
3·3 Translate the ollowing sentences rom Spanish to English.
1. Los obreros abrieron el puente tan pronto como llegó el barco.
2. Mis amigos comían pizza pero yo preería estudiar.
3. Su novia decidió decidió romper con él porque porque no le gustaban gustaban sus cigarillos. cigarillos.
4. Mientras íbamos al banco, supimos por la radio que alguien estaba robándolo.
5. Los anáticos utbolistas quisieron entrar en el estadio, pero los guardias no los dejaron pasar.
6. ¿No pudiste terminar la tarea? ¿Qué pasa? Es que no quisiste estudiar, ¿no?
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Spanish Past Tense Verbs Up Close
7. Pasaron varias semanas y por n ella le contestó con una larga carta, explicándole que no quería casarse con él sino con otro.
8. Mientras los niños jugaban en el jardín, su madre subió a la recámara para intentar dormir, pero no pudo.
9. Los bomberos llegaron al incendio y lo apagaron pronto.
10. Mientras volábamos de Madrid a Nueva York, miramos una película.
11. Los niños se vistieron, vistieron, salieron a jugar y sólo regresaron regresaron cuando se ponía el sol.
12. Era un día antástico: no hacía calor calor ni río, no estaba nublado y yo no tenía nada nada que hacer.
13. Cuando Juan tenía ocho años, su amilia se mudó del D.F. D.F. a San Antonio.
14. Los caminos estuvieron estuvieron cerrados por varios días, días, y cuando los abrieron, nadie pudo manejar en ellos a causa de los árboles caídos.
15. En el momento en que sus padres entraron, su novio saltó por la ventana y se ue.
The imperfect and the preterite together
16. Cada trueno hacía reverberar reverberar las ventanas; se sentía el río entrar por por debajo de las puertas cuando, de repente, la puerta pareció abrirse sola y entró una gura oscura.
17. Eran las cuatro cuando salimos salimos del trabajo, trabajo, pero no pudimos llegar a casa hasta las nueve a causa del tráco.
18. El submarino descendió hasta hasta que llegó a 2.000 pies bajo el nivel del mar, luego se quedó inmóvil por varias horas.
19. Los políticos hablaban por horas y, como siempre, nadie les creía.
20. En la esta anoche, las chicas empezaron empezaron a bailar pero los chicos seguían seguían comiendo.
21. ¿Cuánto ¿Cuántoss años tenías cuando tus padres padres te dieron permiso de salir solo al cine?
22. El perro dormía cuando el gato se comió toda toda su comida. 23. Cuando me desperté, el desayuno desayuno ya estaba listo. listo.
24. Podíamo Podíamoss oler el caé cuando entramos en el restaurante. restaurante.
25. Cuando llegó mi padre, eran las las ocho de la noche.
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Spanish Past Tense Verbs Up Close
26. Había mucha gente que quería asistir asistir al concierto pero muchos no pudieron porque no había sucientes asientos.
EJERCICIO
3·4 Translate the ollowing sentences rom English to Spanish.
1. Where were were your your riends when you you (tú) got home last night?
2. The driver was sleeping when he lost control control o the car. car.
3. What time time was it when you (tú) came to my house?
4. Was she going to the party when it started to rain?
5. You (tú) nished the novel ater I arrived.
6. The children did not know how to dress themselves. themselves.
7. What did you (tú) do last weekend?
8. When she learned what what was happening happening at school, she called her riends.
9. Did you (tú) try to meet him when he came to visit us?
The imperfect and the preterite together
10. It was snowing last last week but it was was not very cold.
11. They learned to read read when they were seven years years old.
12. She was twentyseven twentyseven years old when we we met. 13. She put on her coat and let the house, even though it was raining. raining.
14. He tried to sell the house, house, but couldn’t. couldn’t.
15. I reused to leave my dog alone when I went on vacation vacation last month.
16. She met me at the university last year. year.
17. They always went shopping together, but they never bought anything.
18. I wanted to see the movie, but I couldn’t make it.
19. She tried to go to class, but couldn’t make it. 20. They wanted to go to the zoo, but they had to stay home.
21. My amily used to go to the beach on weekends. weekends.
22. When he learned that she had gone gone out with his best best riend, he reused to believe it.
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Spanish PastPast-Tense Verbs Up Close
23. They were watching watching TV when the lights went out.
24. He and I used to cook a lot.
25. Teresa and Martha wanted to call me, but their phone was not working. working. 26. My riend’s riend’s mother was talking on the phone when I tried to call him.
EJERCICIO
3·5
aprender saber
Fill in the blanks in the paragraphs below with the proper orms o the verbs in the list above each paragraph, in either the preterite or the imperect. Be sure to read the paragraph well beore you make any choices. Some verbs will be used more than once.
encontrar descubrir
pensar morir
A. Durante el siglo XV, muchos (1 (1))
creer ser
haber
que sólo
(2)
tres continentes: Europa, Árica y Asia. No
(3)
nadie de la existencia de los dos grandes continentes de
las Américas. ¡Aun Cristóbal Colón, quien “(4) Mundo”, (5) que él (7) de que él (9) (10) (1 0) una época de maravillas!
” el “Nuevo
, hasta que (6) (8)
, que lo parte de Asia! Después
, poco a poco los europeos más sobre este hemiserio. ¡ (1 (111)
The imperfect and the preterite together
estar haber ir
jugar llegar preerir
querer ser volver
gustar hacer
B. Los tres amigos (1 (1))
oír poder
saber ver
por la calle como les (2)
hacer siempre los días rescos de otoño cuando (3) tiempo. Ellos (4)
jugar al útbol pero no (5)
si todos sus amigos (6) (7)
buen
a venir o no. Cuando a la cancha donde generalmente (8)
los sábados, ellos (9)
que (1 (10) 0)
doce
compañeros de clase, listos para jugar. Desaortunadamente, después de hablar con uno de ellos ellos,, (1 (11) 1)
que su amigo Jorg Jorgee no (1 (12) 2)
jugar ese día porque (13) (13)
enermo. Cuando Cuando otros lo
(14) (1 4)
, no (1 (15) 5)
(16) (1 6)
volver a casa. (1 (17) 7)
cuando por n (1 (18) 8)
jugar sin él y muchos
a casa.
las cinco
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Spanish PastPast-Tense Verbs Up Close
The present perect What have you done or me lately? Conversations I have had with proesso Conversations proessors rs who have observed the linguistic ling uistic habits o students over the past twenty-ve years have led me to suspect that the use o the present perect in American English has been in slight decline over this period. Our collective anecdotal data suggest that the awareness o why the present perect is not only useul but needul seems to be eluding many college students today. Te present perect is necessary and always has been. Te degree o precision precisio n that it gives to the t he inormation one communicates can be ound by considering two answers to the common question: “Are you hungry?” Te ollowing two replies to that question exempliy how much richer one’s one’s communication can be and should be, not in stylistic terms, but in concrete inormational ones, when using the second reply, an example o the present perect tense in Spanish and English: Ya comí, gracias. He comido, gracias.
I ate , thanks. I have eaten , thanks.
ake a look at the verb phrase in the second reply. It consists o the verb have, used in its capacity o a helping , or auxiliary verb, plus the past participle part iciple (or (or,, as it is sometimes called, cal led, the passive par participle ticiple). ). In most spoken English, the t he tendency tendency to contract the t he helping verb into the subject pronoun, by saying I ’ve ’ve eaten, thanks, is possibly what partially obscures people’s awareness o this tense. In Spanish, the helping verbs cannot be contracted. Te good news or English speakers is that in Spanish, this tense is used in exactly the same way and is ormed grammatically in the same manner as in English. English uses the t he same verb, to have, both to mean to possess and to unction as a helping verb. In Spanish, on the other hand, the verb haber is used almost exclusively as a helping verb or all the perect tenses (those consisting o some orm o haber plus the past participle o the main verb). Te present perect is only one o seven perect tenses, all o which will wil l be covered in later chapters. chapters. Te name o the tense, present perect , gives us a good sense o its unction. From the name perect , we know that some action act ion was perormed per 1 actum means completely done. From the word in the past, since that present , we learn somehow, the action perormed earlier still exerts
· 4 ·
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some orce on the moment o speaking. For this reason, the preceding example, I have eaten, is a good one to remember when dealing with the concept o the present present perect. Te person is too ull ul l to eat again. Hence the prior action, eating , is still exerting a orce on the speaker at the moment o speaking. Furthermore, rom rom a morphological point o view v iew,, when one reers to a perect tense in English or Spanish, by denition it can only be a tense that is ormed using some orm o have or haber, plus a past participle. Te present perect is ormed using the present tense o the helping verb haber plus the past participle pa rticiple o any verb one wishes to use in the t he presentt perect tense. Here are the presen t he orms o the helping verb haber in the t he present present tense: he has ha
hemos habéis han
Te past (or (or passive) participle o each verb in Spanish is invariable; i nvariable; that is, it has one orm only that is used with the various orms o haber to orm all the perect tenses. Tis should be extremely good news or learners. Tere is a bit more good news. Tere are only a dozen important irregular past participles.
Past participles Te regular past participles o innitive verbs ending in -ar are ormed by dropping the -ar and adding -ado. Te stress st ress is placed on thet t het next-to-the-last next-to-the-last syllable (no written accent is used). Here are a ew examples: hablar trabajar empezar excavar
→ → → →
hablado trabajado empezado excavado
Te regular past participles par ticiples o innitive verbs ending in -er and -ir share one ending: the -er or -ir is dropped and changed to -ido. Te stress is likewise placed on the next-tothe-last syllable, without a written accent, just as with -ar verbs. Examine the ollowing examples: comer vivirr vivi tener vender comprender
→ → → → →
comido vivido tenido vendido comprendido
Tere are, mentioned earlier, a handul o important are irregular. Inas addition to these important verbs, which are verbs listedwhose on thepast nextparticiples page, any
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
verb compounded compounded rom a verb verb on the list will also orm its past participle part iciple in the same way as the listed li sted verb. Keep in mind that t hat verbs compounded compounded rom a prex 1 the less used verb solver orm their past participles ending in -suelto, such as absolver → absuelto a and nd resolver → resuelto. One way to remember this is to notice that they rhyme with the past participle o volv volver er, which is vuelto. abrir cubrir decir escribir reír hacer morir poner romper ver volver
→ → → → → → → → → → →
abierto cubierto dicho escrito rito hecho muerto puesto roto visto vuelto
In addition to the verbs on the list above, the verb imprimir (to print , as in a printing press or laser printer) has two acceptable past participles: impreso a and nd imprimido, the latter being more common in Latin America or orming the perect tenses and the ormer preerred preerre d by the Spanish Spani sh Royal Academy. However, However, impreso is used everywhere as the base adjective, such as in i n the expression una etiqueta impresa (a printed label ). ). When a refexive verb is conjugated in any o the perect tenses in modern Spanish, except in cases o rare rhetorical fourishes, the refexive object pronoun is always placed beore the helping verb. Observe the ollowing examples: Su perro se ha muerto. Las niñas se han vestido solas. ¿No te has bañado ya? Nos hemos levantado temprano.
His dog has died . Te little girls have dressed themselves. Haven’t you bathed yet? yet? We have gotten up early.
Te name participle helps learners understand an important act about the use o this t his orm, namely that participles participate in two grammatical unctions. One could say they have a double lie. When the past participles are used with haber to orm the perect tenses, as we have just been discussing, they are invariable in orm and participate in the language as part o a verbal construction. In that t hat role, they have no gender gender and their ending in -o is not to be conside considered red a gender marker o any kind. ki nd.
The present perfect
41
Participle used to orm perect tenses: Invariable participle
He hablado todo el día. Han construido la casa. ¿Has hecho la tarea?
I have spoken all day. Tey have have built the the house. Have you done the homework?
On the other hand, these participles also participate in the language as adjectives, in which case theTis ending is modied agreeFirst, with athe noun or can nouns they modiy gender and number. occurs in threetoways. participle unction as an in adjective, directly ollowing the noun. Secondly, a participle can unction as a predicate adjective, ollowing some orm o a be verb (i.e., ser or estar). (It oen helps to view the be verb as an equals sign between the noun-subject and the adjective in the predicate [i.e., [i.e., the adjective that ollows the be verb] verb].) .) Finally, Finally, a participle pa rticiple can be the participial pa rticipial component o a passive construction. In disting distinguishing uishing the passive construction construction rom constructions with be verbs and participles used as predicate adjectives, note that true passive constructions can only be ormed with ser as the be verb. Te ollowing examples use the past participles in the eminine orm, including one in the plural as well, to show more clearly how and when they unction as adjectives in the three situations just described. Past participle as an adjective
engo muchas cartas escritas por mi abuelo.
I have many letters letters written by my grandather.. grandather
Past participle as a predicate adjective adjective
La tienda está abierta todos los días.
Te shop is open every day.
Past participle in a passive voice construction
La casa ue construida por los carpinteros.
Te house was built by by the carpenters.
EJERCICIO
4 ·1
Indicate whether the past participles in the ollowing sentences are verbal constructions constru ctions (V), purely adjectival—modiying a noun directly (A), a predicate adjective (PA), or a true passive construction (TP).
1.
Hay pocos políticos que siempre han dicho la verdad.
2.
La ventana está abierta.
3.
Estos productos ueron hechos en México.
4. 5.
Puesto el yelmo y probada la espada, Don Quixote salió del corral. Tengo varios libros escritos en el siglo XIX.
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Spanish PastPast-Tense Verbs Up Close
6.
La madre de ese chico ha desaparecido desaparecido..
7.
Juan ha cerrado la puerta.
8.
Hemos hecho todo lo que tuvimos que hacer hacer..
9.
Juan y María están casados.
10.
La estatua ue puesta en su lugar por los veteranos.
11.
Se me ha roto la bicicleta.
12.
Los niños ueron llevados a la cama llorando.
13.
Juan y María ueron premiados por sus contribuciones a la medicina.
14.
Esos muchachos se han puesto las botas para montar a caballo.
15.
Los náuragos tenían muchas cosas improvisadas para ayudarles a preparar la cena.
16.
¿Has visto el Mar Rojo alguna vez?
17.
El carro está descompuest descompuesto o ahora.
18.
Se han impreso los materiales para la campaña publicitaria publicitaria..
19.
Los primeros rascacielo rascacieloss ueron construido construidoss en Nueva York y Chicago.
20.
JFK está muerto.
EJERCICIO
4 ·2 Write the present perect o the ollowing verbs, or the subjects indicated. E xamplE
tú/hablar
1. ella/escribir 2. yo/ver 3. ellos/correr 4. usted/ser 5. yo/hacer
has hablado
The present perfect
6. ellos/morirse 7. ustedes/ir 8. tú/comer 9. él/dar 10. yo/ponerse 11. nosotros/abrir 12. vosotros/acostarse 13. yo/acostarse 14. tú/decir 15. usted/dedicarse 16. él/romper 17. yo/volver 18. tú/creer 19. ellas/resolver 20. nosotros/imprimir
EJERCICIO
4 ·3
Translate the ollowing sentences rom Spanish to English.
1. Se nos ha roto roto el arado. arado.
2. No le ha dicho la verdad verdad a su novio. novio.
3. Visto el espectáculo, espectáculo, se ueron ueron de la carpa.
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Spanish PastPast-Tense Verbs Up Close
4. Debido a la tormenta, se ha caído un árbol árbol enorme en el parque.
5. Ella se se ha casado con Juan. Juan.
6. Están cansados cansados los niños porque han jugado toda la tarde. 7. No he visto maravilla, pues; porque porque no he ido a Sevilla nunca.
8. Ha habido tantos que han sido encarcelados en los últimos años que hay una nueva prisión construida en otro pueblo cercano.
9. Tu amigo, ¿ha hecho la tarea?
10. Tenemos la casa abierta desde las cuatro de la tarde hasta las seis, durante el verano.
11. He puesto un nuevo CD de amenco en el tocador para escucharlo. escucharlo.
12. Ellos dicen que el problema ha sido resuelto, resuelto, pero que la máquina máquina dañada todavía está en el sitio de construcción.
13. El concierto ha empezado empezado..
14. Pandora ha abierto la caja.
The present perfect
15. Esa pareja vecina que peleaba tanto tanto ha roto relaciones. relaciones.
16. ¿Has visto jamás jamás tal desachatez? desachatez?
17. Hemos oído hablar hablar mucho de ese político político y no nos cae bien. 18. El boxeador boxeador se ha caído por tercera tercera vez.
19. No sé lo que has hecho, pero ha causado muchos problemas.
20. María se ha enamorado enamorado locamente de él.
EJERCICIO
4 ·4 Create complete sentences using the ollowing elements, taking care to orm the present perect o the innitives given. given.
1. Yo/ver/par o/ver/partido/en tido/en la tele/hoy.
2. Sus jees/darle/un jees/darle/un aumento de sueldo. sueldo.
3. Ellos/siempr Ellos/siempre/vivir/en e/vivir/en esta ciudad.
4. Tú/hacer/todo/trabajo.
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Spanish PastPast-Tense Verbs Up Close
5. Yo/poner/pape o/poner/papeles les en la mesa.
6. Mi madre/prepa madre/preparar/cena rar/cena antástica.
7. ¿Adónde/ir/mi perro?
8. El periódico/ser/impreso.
9. Nosotros/escribir/carta/abuelos.
10. Los niños/pone niños/ponerse/los rse/los zapatos, ¡por n!
11. Ella/romper Ella/romperse/la se/la pierna. No debe esquiar.
12. Él/competir/su hermano/desde que estaban estaban en la secundaria.
13. Ella/vestirse/para ir/baile.
14. Ellos/imprimir/el periódico. 15. Las modelos/maquillarse/y modelos/maquillarse/y están listas para exhibir exhibir los nuevos estilos.
16. El carro/chocarse/árbol.
17. Su abuelo/morirse.
The present perfect
18. Su relación/acabarse.
19. Ella/perder/llaves.
20. Susana/decir/mentira.
EJERCICIO
4 ·5 This is a two-step exercise. First, translate the ollowing sentences rom English to Spanish. Second, rewrite the sentences, replacing any and all object nouns with the appropriate object pronouns, taking care not to conuse objects o verbs with objects o prepositions. It is a good idea to use a dictionary to learn the many useul nouns in these examples. For some items, there will be only one sentence.
1. The teacher teacher has brought us the cake.
2. The cat cat has eaten the bird. bird.
3. We have have written the letters to our customers.
4. The managers have given him a promotion and a raise.
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5. The driver o the the cab has taken taken me to my my avorite avorite hotel.
6. The secretaries secretaries have put the documents in the le.
7. I have have listened listened to the song. song.
8. The judge has died.
9. You (tú) have told her the truth.
10. We have ound out (saber) what she has done to him.
11. Have you (ustedes) read the news?
12. They have have tried (tratar de) to buy the stocks.
13. What have you (tú) told them?
The present perfect
14. She has broken the toy. toy.
15. Have they repaired repaired the computer?
16. I have returned returned to the city. city.
17. My riends have have sent me a git.
18. They have have gone shing. shing.
19. Susana and Juan have separated.
20. I have seen her in the grocery grocery store.
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plupe uperrect The pl What happened beore something else Te pluperect is best described and understood as “the past o the past.” In both English and Spanish it is the tense used to express the proper sequence o two or more past events regardless o which is actually mentioned rst. Without the pluperect, expressing the sequence o multiple events in the past would require the use o the simple past tense, in the actual sequence o events. It is oen more economical to use simple past tenses in the actual order anyway, particularly when dealing with cause and eect, as the t he ollowing examples show: El carro se coleó y se chocó con el ciclista. Rompió la ola y el sureador
se estudió cayó. y aprobó la clase. Juan
Te car skidded and and hit the the cyclist. Te wave broke and the surer ell . John studied and and passed the the class.
On the other hand, i i two past events are unrelated, using the t he pluperpluperect eliminates ambiguity or intelligent speakers o English and Spanish. In other words, the use u se o the pluperect allows a speaker spea ker to avoid commucommunicating a mistaken impression that one event in the past caused another. Te examples below demonstrate how the cause-and-eect relationships expressed in the rst two sentences above are undone by the use o the pluperect; in the sentences below, note also that, instead o y (and ), ), the temporal adverb cuando (when) serves to link the two verbs and urther reinorces that one event did not cause the other. And note that when the pluperect and the simple past are used together, their relative positions in the sentence do not aect the meaning: meani ng: Cuando el carro se coleó, ya se había chocado con el ciclista. Se había caído el sureador cuando rompió la ola.
When the car skidded , it had already hit hit the the cyclist. Te surer had allen when the wave broke.
Te rst sentence above shows shows how important importa nt the pluperect can be. Te version o the sentence in which two simple past tenses were used communicates that the skidded and then, and a result o the ding, hit the cyclist. Bycar stating the rst situation as a as sequence twoskidpast actions (using (using the preterite preterite), ), it implies that the t he skidding was no ault o the
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driver’s and, thus, that hitting the cyclist was an unavoidable accident. However, in the second version o the sentence, when the pluperect is used with the verb chocarse (to hit or crash into), it is clear that the driver was in control o the vehicle beore hitting the cyclist. It’s easy to see how important the pluperect could be in a courtroom! Just as the t he present perect indicative is ormed by using the present tense o the helping verb haber plus the invariable past participles (regular and irregular), the pluperect indicative is ormed by using the imperect indicative o haber, plus the same invariable past participles. part iciples. Te Te imperect indicative o o haber is regular (as is the case with all but three verbs in the language) language) and always translates as had . Looking at this act rom the perspective o an English speaker who needs to put his or her English thoughts t houghts into proper proper Spanish, when going rom English to Spanish, the simple English verb orm had (the (the past o to orms o haber haber in the imperect indicative. Note have) will be rendered by one o the six orms that the pattern o the verb haber in the imperect is the same as that or all other verbs in the imperect, in that the rst- and third-person singular orms are identical. In order to avoid conusion, conusion, it could be helpul to contrast the t he imperect o haber, shown below, below, with wit h the present o haber haber, presented in the previous chapter. Here are the conjugations o the imperect o haber: había habías había
habíamos habíais habían
Tere is more good news or or English speakers, spea kers, which should be clear rom rom the examples above: the usage o the pluperect is the same in both languages. Te pluperect is always and only about expressing an action or event that happened prior to some other past event, expressed in either the preterite or the imperect. Just as in English, the order o the clauses is unimportant, since the pluperect explicitly shows the action that happened rst: odos los melones se habían vendido cuando ellos ueron al mercado. Intentábamos arrancar el carro, pero se había descompuesto. Ella quería hablar con él, pero se había dormido. Abrieron la tumba pero había sido robada.
All the melons had been sold when when they went to the store. We were trying to start the car, but it had broken down. She wanted to talk to him but he had gone to sleep. Tey opened the tomb but it had been robbed . Los niños se habían acostado cuando vino Te children had gone to bed when when Santa Claus. Santa Claus came.
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EJERCICIO
5·1 Match the ollowing Spanish pluperect verb orms with their English pluperect translations.
1. habían hecho
a. they had written
2. había visto
b. he had told
3. habías comido
c. she had seen
4. había puesto
d. they had eaten lunch
5. habíamos hablado
e. he had done
6. había abierto
. he had gotten up
7. habían almorzado
g. you had opened
8. se había levantado
h. you had eaten
9. habíais dicho
i. we had spoken
10. habías roto
j. they had made
11. se había acostado
k. you had said
12. había dicho
l. you had gone
13. habían escrito
m. he had placed
14. había hecho
n. you had broken
15. habías ido
o. she had gone to bed
EJERCICIO
5·2 Fill in the blanks with the proper pluperect orms o the verbs in parentheses.
1. Yo sabía que ella me amaba, aunque no me lo . (decir) 2. Decidimos ir al cine, aunque aunque mi novia ya la película. (ver)
The pluperfect
3. Juan se olvidó de que ya le pulsera a su esposa. (dar)
la
4. Aortunadament Aortunadamente, e, los García cuando se encendió el bosque. (mudarse) 5. Los exploradores explorar región de la selva por varios años cuando recibieron el permiso para hacerlo.esa (querer) 6. Mis padres estaban estaban listos listos para salir y vieron vieron que yo los zapatos. (ponerse) 7. Cuando llegaron a la playa, vieron que Juanita ya . (irse) 8. El ladrón quiso quiso evitar el cargo pero no ue posible, posible, porque porque ya todos todos lo cuando abría la ventana. (mirar) 9. La tragedia tragedia de su relación relación ue que cuando cuando él se dio cuenta de cuánto cuánto lo quería María, ella, desesperada por su aparente indierencia, le una carta en la que expresaba su uria sobre su actitud y rompió con él. (enviar) 10. Después de subir la montaña, montaña, Juan vio que las cuerdas para descender . (romperse) 11. Cuando murió Lope de Vega, unas 1.800 obras de teatro. (escribir) 12. Después de que el cura lo libertino volvió a pecar pecar.. (absolver) 13. Las señoras salieron salieron del almacén y se dieron cuenta de que no . (pagar) 14. No todos los miembros miembros del club de de libros la novela antes de reunirse para discutirla. (leer)
, el
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15. Cuando yo volví volví a la tienda del joyero, vi que el anillo que me gustaba. (vender) 16. Aunque los diplomáti diplomáticos cos de paz, trajeron opresión. (venir) 17. Nosotros el taxi. (hacer)
en son
la cama cuando llegó
18. Me invitaron a cenar, pero ya (comer)
.
19. Me volví para sostenerla sostenerla pero ya . (caerse) 20. Los médicos de las tres de la tarde. (examinar)
al paciente antes
EJERCICIO
5·3 Translate the ollowing sentences rom Spanish to English.
1. Cuando el mono llegó al pie del árbol, el tigre ya había llegado.
2. ¡Los astronautas astronautas descubrieron descubrieron que alguien había había llegado al planeta planeta antes que que ellos! 3. Se dio prisa para llegar al hospital a tiempo, pero su esposa ya había dado a luz cuando llegó.
4. El capitán de la expedición había muerto antes antes de llegar llegar a la uente uente del río. río.
The pluperfect
5. Cuando los los primeros seres humanos aparecieron en Árica, los dinosaurios ya habían desaparecido.
6. Cuando supieron lo que con la economía, habían puesto sus ondos en bonos jos quepasaba no iban a poder venderera portarde; cinco ya años.
7. Cuando salió la novela Persiles en 1616, Cervantes había muerto.
8. Fui a la tienda a las ocho, pero no la habían abierto sus dueños.
9. Colón no puede considerarse considerarse el descubridor descubridor del Nuevo Mundo Mundo ya que cuando cuando él llegó, hacía milenios que los amerindios lo habían descubierto.
10. Habíamos resuelto resuelto el problema con el auto cuando el mecánico mecánico vino.
11. Según algunos médicos, médicos, cuando se dice que un anciano se cayó y se rompió la cadera, es porque ya se le había roto la cadera, provocando la caída.
12. Cuando Tomás Tomás mandó la carta, su novia ya había ido de vacaciones.
13. Los padres les dijeron a sus hijos que los regalos eran de los Tres Reyes Magos, pero ya los habían visto debajo de la cama.
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14. Queríamos saber si ya se había había hecho el pastel para la esta.
15. Alguien había robado la casa porque vimos que la ventana había sido rota desde auera y la puerta de enrente había sido abierta desde adentro, por la cual salió el delincuente, sin duda.
16. Cuando el proesor proesor me mencionó la idea, me di cuenta de que nunca lo había pensado.
17. Su esposa quería hablarle un rato rato más pero él se había dormido. dormido.
18. Llegaron varias personas a la venta pero la cocina ya había cerrado.
19. Los niños querían nadar pero ya se había puesto el sol.
20. Eran las tres de la mañana y no me había dormido cuando terminé terminé este ejercicio.
EJERCICIO
5·4 Translate the ollowing sentences rom English to Spanish.
1. Dinner was ready ready but the the children had not washed their their hands.
2. We climbed climbed the mountain mountain to see the the sunrise but it had risen already already..
The pluperfect
3. The kittens had been born beore beore the party party on Saturday Saturday..
4. He had decided to tell her about the trip beore Tuesday.
5. When she called him, he had already already invited invited her sister to the dance. dance.
6. They returned home at nine, but the movie had ended already.
7. He wanted to to surprise her but she had seen the ring already already..
8. The children had opened the window beore the storm.
9. She had not told told him about about her other boyriend boyriend when he saw saw them in the restaurant.
10. When we hung up the phone, phone, I still had not ound ound the article.
11. The train was arriving and they still had not opened the station. station.
12. He had not died died when the war ended.
13. When his grandparents grandparents came to the United States, States, he had not been born yet.
14. My riend had moved beore receiving the letter.
15. The article had been written beore last Sunday. Sunday.
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16. She had put on her coat when she noticed it was was not cold.
17. My riend and I had never seen the ocean ocean until we were ten ten years old.
18. He had not heard o that musical group group until he saw a magazine article about them.
19. When he returned rom the war, war, he ound out that his girlriend had gotten married.
20. Had you read the the reports beore the committee committee met?
The pluperfect
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·6·
The condi condittional What would be and the uture o the past echnically speaking, spea king, the t he conditional conditional is not a tense. Tis is because it does not convey any notion o, or reerence to, the time o an action. It is a mood , along with the innitive, the two participles, the imperatives and the our subjunctives. It is easy to remember remember that the t he conditional is a mood by comparing it to its English counterpart, ormed by the auxiliary or modal verb verb (a term that reers to mood ) would plus plus the verb. In English, the modal does not vary its orm; that is, it is the same or all subjects. In Spanish, however, however, the conditional conditional is ul ully ly infected; that t hat is, it is conj conjugated, ugated, and so it shows particular endings or all six grammatical persons and numbers; or this reason, it is convenient convenient and practical to treat it as a tense. Te conditional conditional is rarely used as a s a stand-alon sta nd-alonee orm, except in inori normal speech, where it is oen usedcomplete to answersentences a question. t his way,orit this does not orm grammatically inUsed eitherin English Spanish. Tere is oen an implied i -clause, -clause, usually stated in a question but omitted in the answer: Los niños irían al parque. Su padre compraría un carro. Una amiga no te pondría en la cárcel.
Te children would go to the park. His ather would buy a a new car. A riend would n’t n’t put you you in jail.
It is easy to imagine the questions that the above phrases might answer: Where would the the children go . . . i they could? What would his his ather buy . . . . i he had the money? Would a riend not put you you in jail . . . even e ven i she could?
Te rst lesson to learn rom the above examples is that while the English conditional consists o an invariable verb phrase, the Spanish conditional is a one-word orm, ully infected or all persons and numbers. Next, notice that one consequence o the act that English employs a two-word construction is that, in questions, the subject is placed in between the modal verb would and and the verb that completes the conditional. Spanish, with its one-word conditional, is much simpler in this regard. For many English-speaking ceptual hurdles. learners o Spanish, these dierences can present con-
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Te next thing to notice about the conditional in Spanish, which is illustrated in the preceding examples, is that it is ormed by adding one set o personal endings directly to the innitives innit ives o each o o the three verb amilies ami lies (-ar, -er, and -ir verbs verbs). ). Since Since these endings are identical to the imperect indicative endings o -er and -ir verbs, in order to prevent conusion, it is very important to keep in mind that the conditional endings are added to the innitive: Conditional endings: Add to the infnitive
ía 1 ías 1 ía
íamos 1 íais 1 ían
1
1
Notice that, as in many other tenses, the rst- and third-person singular orms are identical. iden tical. Observe the t he ollowing conjugations conjugations o hablar, comer, and vivir, the three models or regular -ar, -er, and -ir verbs: hablaría hablarías hablaría
hablaríamos hablaríais hablarían
comería comería comeríamos mos vivi viviría ría comerías comeríais vivi rías vivirías comería come ría come comerían rían viviría
vivi ríamos viviríamos viviríais vivi ríais vivirían
O course, as learners o Spanish have come to expect, there are irregular verbs. Yet when studying the conditional, there are two bits o good news. First, there are only a handul o irregular verbs. Collectively, these irregularities amount to a new stem. Te second bit o good news is that these irregular verbs, shown below with their new stems, are also irregula i rregularr in exactly exact ly the same way in the uture uture tense (which (which is also ormed by adding endings to the innitive in nitive). ). So, learning the conditional well will wi ll pay o twice. tw ice. INFINITIVE
STEM FOR CONDITIONAL AND FUTURE
decir
dir-
hacer poner salir tener valer venir
harpondrsaldrtendrvaldrvendr-
caber haber poder querer
cabrhabrpodrquerr-
saber
sabr-
The conditional
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In order to remember these irregular stems more eectively, notice that they have been divided into three groups according to the way in which they may be recognized. First o all, decir and hacer are simply wild—you’ll just have to memorize them as a pair o oddballs. In the second group, however, in which the nal letter o the stem is characteristically characteristical ly either an l or an n, the pattern is that the t he theme vowel o o the innitive inn itive (an (an e or an i) is replaced with a d. Te third group, nally, may be called verbs with a collapsed innitive. Tey are also all -er verbs. Now that we have examined the morphology, or ormation, o the conditional, we may begin to learn how it is used and when. Te conditional is used in three situations. First, the conditional is used to express the consequence o a hypothetical statement; secondly, it is used as the uture o the past in indirect discourse; and thirdly, it is used to express probability in the past. Fortunately, the rst two ways in which the conditional is used are identical to the way English uses the conditional. Te third situation has no clear analogue in English. When the conditional is used to express a hypothesis or contrary-t contrar y-to-act o-act situation, it is used correlatively, that is, in tandem with an i -clause. -clause. Te verb orm used in the iclause is the imperect subjunctive. Tis type o sentence is also encountered in ormal logic, where it is known as a counteractual propositio proposition n. Tat might sound like a complicated thing, but we use counteractuals every day. In act, counteractuals are the stu dreams are made o, as we imagine i magine how the world would be be i only . . . . Examine Exa mine the ollowing sentences, noting how the conditional expresses the consequence—what would hap happen, i the i-clause were to become a reality: Ella me amaría si las circunstancias le permitieran. ú me visitarías si no uera por nuestras obligaciones amiliares. Ellos participarían en el proceso político si no tuvieran que trabajar todo el tiempo.
She would love me i her circumstances allowed her. her. You would visit me me i it weren’t or our amily obligations. Tey would participate in the political process i they did n’t n’t have to work all the time.
The imperect subjunctive In order to do many o the items in the exercises, this th is particular par ticular orm o the subjuncsubjunctive will wi ll now be presented, presented, in case ca se learners have never seen it or, or, i they t hey have, by way o review, so that the usage o the conditional that it is used with may be recognized. Another simple name or the imperect i mperect subjunctive is the simple si mple past subjunctive. It is a past tense o the subjunctiv subjunctivee mood , and since it consists o a one-word orm, the qualiying term simple to distinguish it rom compound orms—the orms—the present perect subjunctive and isthe t heused pluperect subjunctive.
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o orm the imperect subjunctive, begin with the third-person plural o the preterite (the ellos , ellas , ustedes orm). For all verbs, verbs, simply remove -on and replace it with -a and begin conjugating again, using it as a new yo orm, and adding the personal endings. You may have learned or seen that t hat there is an a n alternative orm o the t he imperect subjunctive that ends in -se. It is not used in this book, being somewhat more more used in literary settings than in speaking in most regions. In any event, the rules or using this alternative orm are the same, stylistic matters aside. Generally, the irregular verbs in the preterite cause more problems than the irregular irregu lar verbs in the t he present, present, because so many ma ny verbs have a new stem in the preterite that can’t be derived by any logical rules. However, once the new stems are known, the ormation o the imperect subjunctive is uniormly achieved in the ollowing way (as described above): here we use tener as an example. First, the third-person plural o the preterite o tener is tuvieron; remove the -on and add -a, and then continue as shown below: tuviera tuvieras tuviera
tuviéramos tuvierais tuvieran
It should come as truly good good news that this rule works perectly or all three amilies o verbs, -ar, -er, and -ir, both regular and irregular, so that the imperect subjunctive orms o hablar, comer, and vivir are all ormed like the imperect sub junctive o o tener. I the t he ormation o the imperect subjunctive subjunctive is dicult di cult or learners, it is almost always because they have not learned the preterite. I this is the case or you, as you do the exercises, reer oen to these paragraphs and Chapter 2. Te second situation in which the conditional is used is when an indirect statement is introduced by a verb in a past tense. Within the indirect statement, the conditional expresses an action that was yet to occur, relative to the past point o reerence reerence established by the main verb, which inevitably is a verb about communicating. In this situation, the use o the conditional, in its relation to its main past tense verb, is parallel to the relationship between the uture utu re and a main verb in the present. Observe the ollowing sets o sentences. sentences. Note rst how the verb in the indirect i ndirect statement (the que-clause) changes tense, depending on the tense that introduces the indirect statement. Since the simple uture can also be replaced with the periphrastic uture, ir 1 a 1 innitive, it is also valuable to notice that the use o the conditional in indirect statements in the past can be replaced with the imperect o ir ir 1 a 1 innitive, i.e., was or were going to. Tis too is an alternative in English, making this a little more good news or English-speaking learners o Spanish.
The conditional
63
Indirect statement in the present
Juan me dice que nos llamará al llegar a casa. Juan me dice que nos va a llamar al llegar a casa.
John tells me he will call us us when he gets home. John tells me he is going to call us us when he gets home.
Indirect statements in the past
Juan me dijo que nos llamaría al llegar John told me me he would call us us when he a casa. got home. Juan me dijo que nos iba a llamar al llegar John told me me he was going to call us us a casa. when he got home. Juan me decía que nos llamaría al llegar a casa. Juan me decía que nos iba a llamar al llegar a casa.
John was telling me me he would call us us when he got home. John was telling me me he was going to call us when he got home.
Te third situation in which the conditional is used also parallels another peculiar unction o the uture uture tense in Spanish. Just as the t he uture tense is used to express ex press probabilprobability in the present, in the second o the ollowing sentences, the conditional is used as a means to express probability in the past. (Notice also that the conditional is not the only way to show probability probability in the t he past, as shown by the nal na l example sentence below below.. For the purposes o the exercises in this chapter, however, use the conditional when dealing with this situation. situation.)) Probability Probabili ty in the present
Juan estará en la biblioteca ahora.
John is probably in in the library lib rary now.
Probability Probabili ty in the past
Juan estaría en la biblioteca anoche. Es probable que Juan estuviera en la biblioteca anoche.
was probably in John in the library last night. It’s probable that John was in the library last night.
Finally, English-speaking learners lear ners o Spanish must be cautious whenever whenever the English Engl ish auxiliary ver verbb would is is employed. employed. In English, Engli sh, there are our situations in which the modal moda l verb would is used. English-speaking learners o Spanish need to be aware o them so that they can select the proper equivalent in Spanish. As seen in this chapter, the rst situation in which both English and Spanish employ the conditional, and in which the English usage o the modal verb would is is identical to the Spanish usage o the conditional is when there is an implied i -clause, -clause, which states a hypothesis. In this situation, the English would is is rendered as the conditional in Spanish,
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to express the consequence o that hypothetical action expressed in the imperect subjunctive. For the second situation in which English uses would , the Spanish equivalent is not the conditional. Fortunately, this is one o the easiest situations to recognize. Learners need only refect a moment moment beore beore speaking speaki ng or writing. writi ng. I would is is employed as an equivalent o used to 1 innitive, it is used to reer to habitual habitual or repeated past action and is rendered in Spanish by the imperect indicative, i ndicative, not the the conditional: Cuando éramos niños, íbamos a la playa mucho.
When we were kids, we would go to the beach a lot.
Tirdly, would is is also used in English to express the uture o the past in an indirect statement. In this situation, the conditional is employed in Spanish as a means to express the uture utu re rom a point o reerence reerence in the past, as a s seen earlier: Mi padre me dijo que vendría más tarde.
My ather told me that he would come later.
would Te last use oclause the English modalby is ound is its use as a subjunctive, appearing in a subordinated introduced a past tense in verb to express, or instance, what someone hoped someone else would do do or what someone hoped something would be be like. In this case, Spanish uses the imperect subjunctive: Esperaba que Juan viniera a la esta. Necesitabas un programa que uncionara sin problemas.
He was hoping that John would come to the party. You needed a program that would work without problems.
Te use o the conditional to express probability in the past has ha s no English equivalen equiva lentt involving the auxiliary verb would , and so this th is situation rarely causes conusion.
Querer, deber, and poder Finally, now that we have examined the conditional and the ormation o the imperect subjunctive, it is time to make some important observations about the social usage o three important and common helping verbs. When the verbs querer, deber, and poder are ollowed by the innitive, they are being used as helping verbs. Te various degrees o politeness involve the use o the simple present indicative, the conditional, or the imperect subjunctive, as shown on the next page. Te observations we are about to make regarding degrees o politeness and the use o these three tenses are limited to these three verbs only, and then only when they are helping verbs, that is, when they are ollowed by an innitive. Also, it is important to remember that when these three verbs are ollowed by an innitive, despite the choice o tense and mood, there is no change in the undamental
The conditional
65
meaning o these verbs. Te use o these three not impact even t hree tenses in this situation does not the time o the action or its likeliness. Te choice only indicates a degree o politeness. Grammatically and morphologically, this is a small thing, but socially and culturally, it is a big deal. Te ollowing English translations o the Spanish examples are intended to indicate the approximate sense or eel o each degree o politeness: ¿Puedes dar me la guía teleónica? ¿Podrías darme la guía teleónica? ¿Pudieras darme la guía teleónica?
Can you give me the telephone book? Could you give me the telephone book? Would you be so kind as to give me the telephone book?
In all three sentences, the meaning or message is the same. Te only dierence derived rom the choice o present, conditional, or imperect subjunctive in the auxiliary verb poder is that the t he degree o politeness expressed in these examples increases as you go down the list. Knowing how poder works should make it relatively easy to intuit what impact the same choices have when used with querer and deber, even while recognizing recognizi ng that adequate translations into English oen areare elusive may seem overly polite,thepleading, or even obsequious, which they assuredly not in inand Spanish, unless o course tone o voice is. Many dictionaries mistakenly translate deber as must . Because o its meaning, deber tends to be ound in statemen statements ts rather than questions. Te degree o politeness soens the severse verity or adds diplomacy to the moral obligation this verb expresses: ¿Quieres acompañar me al cine? ¿Querrías acompañarme al cine? ¿Quisieras acompañarme al cine?
Debes estudiar más si quieres sacar buenas notas. Deberías estudiar más si quieres sacar buenas notas. Debieras estudiar más si quieres sacar buenas notas.
Do you want to go with me to the movies? Would you you like to go with me to the movies? Would you, please please,, like to go with me to the movies? You should study more more i you want to get good grades. You ought to study more more i you want to get good grades. You really ought to study more more i you want to get good grades.
Be sure to learn these t hese three verbs well in the t he present, present, conditional, and imperect sub junctive. Teir potential potential impact on social and a nd cultural relations cannot be overstated, overstated, and no number o cross-cultural communications classes or sensitivity training seminars can make up or not being able to use them correctly.
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EJERCICIO
6·1 Match each Spanish conditional verb on the let with the corresponding English phrase on the right. right.
1. traería
a. she would write
2. amaríamos
b. they would eat
3. vendría
c. I would put
4. escribiría
d. he wouldn wouldn’t ’t listen
5. empezaría
e. we would go
6. saldría
. they would break
7. pondría
g. I would have
8. no verían
h. you would make
9. gustaría
i. she would nd
10. no sabrían
j. I would bring
11. romperían
k. you would call
12. querríamos
l. I would begin
13. encontraría
m. we would love
14. harías
n. it would please
15. tendría
o. they wouldn wouldn’t ’t see
16. llamarías
p. he would leave
17. comerían
q. she would love
18. amaría
r. we would want
19. iríamos
s. she would come
20. no escucharía
t. they wouldn wouldn’t ’t know
The conditional
EJERCICIO
6·2 Fill in the blanks with the proper conditional orms o the verbs in parentheses.
1. Si ella me dijera una mentira, yo miente. (saber) 2. Ayer tú me dijiste que
a clase hoy. (asistir)
3. Si Tomás lo viera, lo
. (creer)
4. No lo sé, parece que ayer Teresa vi. (traer) 5. Me (gustar)
7. Uds. me inormaro inormaron n que contrato. (poder)
9. A lo mejor mis amigos anoche. (tener)
11. Si ella estuviera aquí conmigo, yo le
en la calle esa noche. Era cómo me siento.
el grito al cielo si supiera lo que esa mujer me dijo. la casa si los precios no ueran tan bajos ahora.
14. Si el perro pudiera ver al gato gato,, relámpago. (salir)
16.
. (trabajar) tiempo para ver la película
10. Me pregunto cuántos hombres muy tarde y estaba muy oscura. (haber)
15. ¿Qué
mucha cumplir con los requisitos del
8. Si nosotros no estuviéramos enermos,
13. Ellos (vender)
el almuerzo, pero no la
conocer a sus amigas; se ven divertidas en la oto oto..
6. Si nos metiéramos de lleno en la materia, riqueza. (encontrar)
(decir) 12. Ella (poner)
en seguida que me
de casa como un tú si no tuvieras que trabajar para vivir? (hacer)
médico si su amilia diopusiera de ondos para pagar su educación. (ser)
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Spanish PastPast-Tense Verbs Up Close
17. Mi padre me dijo que nosotros mal tiempo. (ir)
a la playa si no hiciera
18. Si ellos pudieran y se atrevieran, 19. ¿Por un beso? No sé qué te 20. Yo la amores son. (querer)
a un acuerdo. (llegar) por un beso. (dar)
, si uera actible. Hay amores imposibles, pero
EJERCICIO
6·3 Translate the ollowing sentences rom Spanish to English.
1. Los niños pondrían la mesa mesa si su mamá mamá se lo pidiera.
2. Si no uera uera por sus padres, padres, no estaría usted usted aquí. aquí.
3. El proesor proesor le dijo dijo que ella aprendería mucho en su su clase.
4. Si Ud. quisiera, quisiera, podría acompañarme al cine, ¡para ¡para ver a ese ese actor a quien dices que me parezco!
5. Ese muchacho me dijo dijo que vendría a buscarme a eso de las seis, pero no ha llegado.
6. ¿Dónde estaría estaría mi mamá mamá cuando su primo la llamó? llamó?
7. ¿Qué me diría mi esposa si la llamara “mi cielo”?
The conditional
8. María escribiría poesía anoche anoche porque está enamorada enamorada de él.
9. Yo bailaría más si no me doliera la rodilla.
10. Si las suegras se murieran todas, los maridos valdrían más.
11. Nos gustaría enseñar una clase juntos si pudiéramos hallar un tema interesante. interesante.
12. Ella le dijo a su hijito que lo bañaría pronto. pronto.
13. ¿T ¿Tee interesaría viajar a París si la línea aérea te diera un boleto gratis?
14. Yo les prometí a los alumnos que tocaría más música en la clase.
15. Si yo tocara música música cubana, ¿bailarían los alumnos? alumnos?
16. ¿Podrías ayudarme ayudarme a seleccionar las canciones para para la clase?
17. Los alumnos deberían deberían asistir a clase todos los días. días.
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Spanish PastPast-Tense Verbs Up Close
EJERCICIO
6·4 Translate the ollowing sentences rom English to Spanish.
1. She would go to the party i she had time. time.
2. They said said they would bring the ood.
3. He told me that she would nd the manager’s phone number.
4. They were were probably probably in the bookstore bookstore when I called.
5. What would would she say to to me i she could see me now? now? 6. How would you say “It’s a beautiul day” in Spanish?
7. I John were taller, we would ask him to play on our team.
8. When her boyriend boyriend came home, she was probably probably studying studying..
9. He was probably happy to see her last night.
10. What would you do i you won the lottery?
11. My riend said he would read read more i he had time. time.
12. I their age diference were not an issue, their situation situation would be diferent. diferent.
The conditional
13. I was probably probably cooking when you called called me.
14. Even i the price o homes were to increase a lot, I would not sell mine. mine.
15. The car was probably moving too ast.
16. I I had a horse, I would name name him Sirocco. Sirocco.
17. The doctor told me that that he would not operate operate on my knee.
18. The children were probably probably playing when it began began to rain.
19. I I were French, I would think diferently diferently about lie.
20. I would eat more more sh i it did not cost so much.
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Spanish PastPast-Tense Verbs Up Close
The conditional perect What would have been Te conditional perect perorms the same unctions as the conditional, except that, like all the perect tenses, it shis to the past. I you keep in mind the dierences in temporal perspective between the present and the present perect, you will be able to apply this shi to the other tenses in relation to their respective perect ones. Tus, just as the conditional speaks o what would be, the conditional perect speaks o what would have been. In the same sa me way that the simple conditional oen has an implicit i -clause -clause in the imperect subjunctive, the conditional perect oen has an implied i -clause -clause in the t he pluperect subjunctive. subjunctive. aking the same sentences we used to begin our study o the simple conditional in the last chapter, let’s see how the sentences change when we shi and theisconditional perect instead. o the most temporal importantgears thi ngs things to use notice that the conditional endingsOne are shied to the helping verb haber, and that the main verbs, previously conjugated in the conditional, now assume their past participial orms, as happens uniormly throughout the entire perect system: Los niños habrían ido al Te children would have gone parque. to the park. Su padre habría comprado un His ather would have bought a a carro nuevo. new car. Una amiga no te habría metido A riend would not not have put you you en la cárcel. in jail.
Let’s ocus on these specic changes cha nges by contrasting the simple condiconditional orms with those o the conditional perect: SIMPLE CONDITIONAL
CONDITIONAL PERFECT
irían compraría metería
habrían ido habría comprado habría metido
Te questions which these phrases answer would o course also have been ramed dierently, refecting the shi to the conditional perect. Observe how the second set o questions on the next page are ramed to elicit a conditional perect response. Te questions we saw in the previous chapter were ramed in expectation ex pectation o a simple conditional response:
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the children go . . . i they could? Where would the What would his his ather buy . . . i he had the money? What would a a riend not do . . . i she were a riend?
When ramed in expectation o a conditional perect answer, however, these questions now look like this: Where would the the children have gone . . . i they could have gone anywhere? What would his his ather have bought . . . i he had had the the money? What would a a riend not have done . . . i she had been a riend?
Now, let’s examine the three Now, th ree ways in which we have seen that the conditional is used, used , but now using the conditional perect. Te hypothetical or counteractual statements are quite simple. In the t he contrastive pairs pai rs o sentences below, below, pay close attention to the t he way that the simple tenses in both clauses are shied to compound, or perect tenses, involving the use o haber and the past participles. part iciples. Noticing Noticing that the same shi occurs occur s in English should give you condence condence in using u sing these tenses: would Where the children go i they the ¿Adónde los niños si pudieran ir a irían cualquier parte? could go anywhere? ¿Adónde habrían ido los niños si hubieran Where would the children have gone i podido ir a cualquier parte? they could have gone anywhere?
¿Qué compraría su padre si tuviera el What would his ather buy i i he had the the dinero? money? ¿Qué habría comprado su padre si hubiera What would his his ather have bought i i he tenido el dinero? had had the the money? Una amiga no te metería en la cárcel si A riend would not not put you in jail i she supiera tus secretos. knew your secrets. Una amiga no te habría metido en la cárcel A riend would not have put you you in jail i she had known your secrets. si hubiera sabido tus secretos.
Since counteractuals express circumstances that are not the the case, the simple tense versions versio ns above speak o what is i s not the case at the moment o speaking . Tat is, their time rame is a sort o hypothetical hypot hetical out-o-time, out-o-time, a stepping outside outside o current realities. Te compound versions express that events did not go as expected. Tey could be seen as existing in a time t ime rame ra me that takes an a n attitude o “i only such and such had or had not happened. happened.”” Te second situation situation that we observed while whi le examining examini ng the conditional in Chapter 6 was the use o the conditional in indirect statements introduced by past-tense verbs o communication . Compare the use o the simple tenses with what happens to meaning, or perspective, when the conditional perect is used instead. We now have a past situation similar to that o the use o the simple conditional, but this time it is embedded in the indirect statement: there is an implied i -clause: -clause:
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Juan me dijo que nos llamaría al llegar a casa. Juan me dijo que nos habría llamado al llegar a casa...
John told me me he would call us us when he got home. John told me me he would have called us us when he got home . . .
Te unsupplied i -clause, -clause, i expressed, would necessarily be in the pluperect (or compound past) subjunctive: ...si no hubiera perdido su teléono celular. Learners should be aware that in Latin America the -ara orms o the imperect sub junctive can be used as an equivalent o the condition conditional, al, and even the plupe pluperect rect indicative. Tus, the t he conditional clauses o the above sentences sentences would look as ollows, with no change in the use o the imperect subjunctive in the i -clause: -clause: Juan me dijo que nos llamara al llegar a casa. Juan me dijo que nos hubie hubiera ra llamado l lamado al llegar a casa si no hubiera perdido su teléono celular.
John told me me he would call (or (or had called ) us when he got home. John told me me he would have called us us when he got home i he had not lost his cellphone.
Te third situation we saw when examining examini ng the conditional was the use o the conditional or expressing probability in the past. When the conditional perect is used, the probability probab ility o the event expressed is one that might m ight have happened prior to something else, expressed or implied. What is to be observed is that t hat when the moment moment in question is more remote relative relative to the t he moment moment o speaking, speak ing, the t he compound conditional conditional is used. u sed. As observed obser ved previously, this is not the only way o expressing probability in the past, as the ollowing pairs o sentences sentences show: Juan estaría en la biblioteca anoche.
Es probable que Juan estuviera en la biblioteca anoche.
John was probably in in the library last night. It’s probable that John was in the library last night.
Juan habría estado en la biblioteca aquella noche. Era probable que Juan hubiera estado en la biblioteca aquella noche.
John had probably been in the library that night. It was probable that John had been in the library that night.
Because o the close and a nd logical relationship between the simple conditional and the perect conditional, most o the items in the ollowing set o exercises will be adaptations o the exercises o the previous chapter. Tat is, the sentences will merely shi the time o the action into the past by using the conditional perect.
The conditional perfect
EJERCICIO
7·1 Match each Spanish conditional verb on the let with the corresponding English phrase on the right. right.
1. habrían traído 2. habríamos amado
a. they would have gone out b. you would not have seen
3. habríamos venido
c. we would have broken
4. habría escrito
d. you would have wanted
5. habría empezado
e. I would have ound
6. habrían salido
. we would not have listened
7. habríamos puesto
g. we would have had
8. no habrían visto
h. she would have loved
9. habría gustado
i. he would have written
10. no habrías sabido
j. she would have begun
11. habríamos roto
k. we would have loved
12. habrías querido
l. you would have eaten
13. habría encontrado
m. you would have made
14. habrías hecho
n. they would have gone
15. habríamos tenido
o. they would have brought
16. habrían llamado
p. they would have called
17. habría comido
q. we would have placed
18. habría amado
r. it would have pleased
19. habrían ido
s. you would not have ound out
20. no habríamos escuchado
t. we would have come
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EJERCICIO
7·2 Fill in the blanks with the proper conditional or conditional perect orms o the verbs in parentheses.
1. me Si ella me hubiera mentía. (saber)dicho una mentira, yo 2. Tú me habías dicho que hubiera sido por la gripe. (asistir)
en seguida que a clase la semana pasada si no
3. Si Tomás lo hubiera visto, lo
. (creer)
4. No lo sabía, pero parecía que Teresa (traer) 5. Me (gustar)
el almuerzo pronto.
conocer a sus amigas; se veían divertidas en la oto oto..
6. Si nos hubiéramos metido de lleno en la materia, riqueza. (encontrar) 7. Uds. me inormaro inormaron n que contrato antes de la echa límite. (poder)
mucha cumplir con los requisitos del
8. Si nosotros no hubiéramos estado enermos ese día, (trabajar)
.
9. A lo mejor mis amigos de volver al aeropuerto. (tener)
tiempo para ver la película antes
10. Me pregunté cuántos hombres
la escena antes de llegar
la policía. (abandonar) 11. Si ella hubiera estado aquí conmigo, yo le sentía. (decir)
cómo me
12. Ella me había dicho. (poner)
el grito en el cielo si hubiera sabido lo que esa mujer
13. Ellos sido tan bajos. (vender)
la casa antes del verano si los precios no hubieran
14. Si el perro hubiera podido ver al gato gato,, relámpago. (salir) 15. ¿Qué tanto? (hacer)
de casa como un
tú ese año si no hubieras tenido que trabajar
The conditional perfect
16.
médico si su amilia hubiera dispuesto de ondos para pagar su educación. (ser)
17. Mi padre me dijo que nosotros hecho mal tiempo ese día. (ir) 18. Si ellos hubieran podido, 19. ¿Por un beso? No sé qué te
a la playa si no hubiera a un acuerdo. (llegar) por un beso esa noche. (dar)
20. Yo la , si hubiera sido actible. Aprendí que hay amores imposibles, pero amores son y son eternos. (querer)
EJERCICIO
7·3 Translate the ollowing sentences rom Spanish to English.
1. Los niños habrían puesto la mesa si su mamá se lo hubiera pedido.
2. Si no hubiera sido por sus padres, no habrías nacido, claro.
3. El proesor proesor le dijo que ella ella habría aprendido aprendido mucho en su clase si si se hubiera dedicado a los estudios.
4. Si Ud. hubiera hubiera querido, querido, habría podido podido acompañarme acompañarme al cine esa esa noche, ¡para ¡para ver a ese actor a quien dices que me parezco!
5. Ese muchacho me conesó conesó que habría venido a buscarme a eso de las seis, seis, pero que no pudo porque su coche se descompuso.
6. Nos preguntábamos preguntábamos dónde dónde habría estado estado mi mamá mamá cuando por por n llegó a casa.
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Spanish PastPast-Tense Verbs Up Close
7. ¿Qué me habría dicho mi esposa si la hubiera llamado “mi cielo” cuando estaba enojada?
8. María habría escrito escrito poesía ese verano porque porque estaba estaba enamorada de él.
9. Yo habría bailado más si no me hubiera dolido tanto la rodilla.
10. Si las suegras se hubieran hubieran muerto todas, los maridos habrían habrían valido más.
11. Nos habría gustado enseñar enseñar una clase juntos ese año si hubiéramos podido podido hallar un tema interesante.
12. Ella le dijo a su hijito que lo habría bañado pero no había suciente suciente agua caliente.
13. ¿Te ¿Te habría interesado viajar a París el otoño pasado si la línea aérea te hubiera dado un boleto gratis?
14. Yo les aseguré a los alumnos que habría tocado más música en la clase si no hubiera sido por la clase de enrente.
15. Si yo hubiera tocado tocado música cubana, ¿habrían bailado bailado los alumnos?
16. ¿Habrías podido ayudarme ayudarme a seleccionar las canciones canciones para la clase si hubiéramos podido tocarlas?
17. Los alumnos habrían asistido a clase todos los días si no hubiera sido por las muchas distracciones de la ciudad.
The conditional perfect
EJERCICIO
7·4 Translate the ollowing sentences rom English to Spanish.
1. She would have gone gone to the the party i she had had had time.
2. They said they would would have brought brought the ood, ood, but that they did did not have enough money.
3. He told me that that she would would have ound ound the manager’s manager’s phone number ii she had not lost her purse.
4. They had probably probably been been in the bookstore, bookstore, because because when I called, called, they mentioned they had ound an interesting novel. 5. What would would she have said i she had been able to see me then? then?
6. How would you have said “It “It’’s a beautiul day” in Spanish?
7. I John had been taller taller,, we would would have asked him to play play on our team.
8. She had probably probably been studying when her boyriend came came home, because because all her books were on the table.
9. He had probably probably been waiting waiting to see her all all night.
10. What would you have have done i you had won the lottery?
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11. My riend said he would have have read more i he had had had the time when he was young.
12. I the diference in their ages had not been an issue, their situation situation would have been diferent.
13. When you called him, he had probably been been cooking because he talked about dinner a lot.
14. Even i the price o homes had increased a lot, I would not have sold mine. mine.
15. The car had probably probably been moving too too ast.
16. I I had had a horse, I would would have named him Sirocco. Sirocco.
17. The doctor told me that he would not have operated operated on my knee i it had not hurt so much.
18. The children had probably probably been playing all morning when it began to rain. rain.
19. I I had been French, I would have thought diferently about lie.
20. I would have eaten more sh i I had known it was so healthul.
The conditional perfect
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·8·
The sequence o tenses Observations on the indicative and the subjunctive Now that you have gone through all the past tenses, as well as the simple conditional condition al and the t he conditional conditional perect, and contrasted their uses in i n terms o point o view, we need to take a close look at what is known as sequence o tenses. Understanding which tenses can or must be used in subordinated clauses, introduced by main clauses in which the various indicative tenses are used, will wi ll enable you to choose choose and use the proper indicative or subjunctive orm or each conte context. xt. In order to master Spanish, you need to comprehend the temporal logic o all tenses, including the our tenses o the subjunctive mood. When dealing with a choice between the indicative and the subjunctive, you’ll discover that whether to use the subjunctive at all is the rst choice you have to make, and is a separate issue rom the question o tense; tense; once the choice is made to use the subjunctive, then the choice o which subjunctive to use has to do with temporal logic. Te same temporal logic applies as well to the choice o indicative tense, when the indicative is required. Once this logic is clear, you will have the condence to tackle the exercises in which any tense and mood could be needed. Whether or not this is your rst exposure to the subject, it is good to clariyy what is meant by sequence clari sequence o tenses. We’ll We’ll begin beg in with an illustration il lustration o the rules or sequence o tenses by comparing our sentences. In order to oreground ore ground the issue o sequence sequence o tenses, we wil willl be examining exa mining sente sentences nces in which the t he subjunctive and indicative indicative moods will be contrasted. In order to model the temporal logic o the tenses and a nd moods in Spanish, we will be using verbs o emotion and verbs that merely report inormation, in various tenses, in a series o main, or independent, clauses to introduce subordinate clauses. Verbs o these types provide the necessary fexibility with respect to temporal contexts. As you will see, the tense o the main clause establishes the time rame rame or the rest o the t he sentence sentence and thus, the tense o any verb that ollows will have been determined by that main verb. Whether the subjunctive mood is needed or not will depend on what ty pe type subordinated clause mai n verb main introduces. involving o keep things t hings simple, weowill only use verbs othe emotion in the exampleso the subjunctive, in order to illustrate how one goes about deciding which o
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the our tenses o the subjunctive mood will be required in the respective subordinated clauses. When verbs o reporting or inorming are used, some indicative tense will be needed. By contrasting such sentences, we will be able to reveal the principle o sequence o tenses, and hopeully you will be able to internalize the logic o this principle. the examples ollow, theirUse translaIt is highly to memorize tions , so youadvisable have a number o dierent models that on the tip oalong your with tongue. these examples as models or sentences o your own. Tey need to to be in your head so you can learn to express your own thoughts; aer all, we only truly know what we can rememberr and use. Te good news is that remembe t hat these are the t he only patterns there are or the managementt o the managemen t he sequence o tenses. In a nutshell, don’t don’t overanalyze!
In both o the ollowing examples, the party pa rty could either be being planned or already be in progress. Either Eit her way, way, the main ma in clause o the rst rst example contains a verb o emotion in the presen presentt indicative, thereore requiring whatever verb is in the t he subordinated clause clause to be in the present tense, but in the subjunctive mood. Te verb in the main clause o the second example is not a verb that will wi ll cause the t he subjunctive to be necessary. However However,, what matters or the purpose o understanding the sequence o tenses here is the act that the time rame r ame is the t he present present and that, there t hereore, ore, the verbs o the subordinated clauses must be in the t he present, regardless o mood: Me alegro de que Juan venga a la esta. Sé que Juan viene a la esta.
I am glad that John is coming to the party. I know that John is coming to to the party.
I the party is denitely in progress, then the present perect, in either the indicative or subjunctive mood, is used to express an action act ion that has taken place and whose infuence is still stil l in eect. Tus, in the ollowing examples, the party is actually actua lly going on; on; the speaker either has or has ha s not seen John: Me alegro de que Juan haya venido a la esta. Veo que Juan ha venido a la esta.
I am glad that John has come to the party. I see that John has come to the party.
In the rst o the ollowing our examples, the speaker uses the t he imperect subjunctive subjunctive to express a strong doubt about John’s attendance at the party. Tere are two possible scenarios. First, i the party is in progress, the speaker views John’s arrival as so highly unlikely, or contrary to the current reality, that he or she uses the imperect subjunctive. In this scenario, the use o the imperect subjunctive is temporally equal to the present perect subjunctive in the rst example exa mple above above and, in act, act , the speaker spea ker could have used that orm to express the same doubt. Te second scenario is that the party is over and the speaker expresses his or her current doubts about John’ John’s attendance. Te second and third t hird
The sequence of tenses
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examples below express certainties; thereore, no subjunctives are used. Te ourth example is a reminder about the use o the conditional as the uture o the past in an indirect statement: Dudo que Juan viniera a la esta.
Sé que Juan vino a la esta. Sé que Juan venía a la esta. Juan me dijo que vendría a la esta.
I doubt that John has come to the party. I doubt that John came to the party. I know that John came to the party. I know that John was coming to to the party. John said he would come to the party.
More commonly, the imperect subjunctive is used in subordinated clauses introduced by a verb in a past tense in the t he main or independent independent clause (either preterite preterite or imperect indicative), just as the present subjunctive is used in clauses subordinated to a main clause whose verb is in the present indicative. Compare the ollowing two t wo examples: Dudo que Juan venga... Dudaba que Juan viniera ...
I doubt that John will come . . . I doubt that John would come / was was coming . . . .
In both cases, John’s arrival is in the uture— relative to the time o the utterance. Te pluperect pluperect subjunctive is used or an action act ion that is viewed as prior pr ior to some other action in the past. Tus, in the ollowing examples, the party is not only over, but in the rst case, in which the speaker’s past doubt is expressed, John’s John’s arrival arr ival is viewed as something that (logically) would have had to have occurred beore the party ended. In other words, and quite simply—John never showed up. Note that the speaker reports his or her doubt as a past state o mind, clearly establishing the past time rame: Dudaba que Juan hubiera venido a la esta. I doubted that John had come to the party.
Vi que Juan había venido a la esta.
I saw that John had come to the party.
Te temporal logic needed to manage the sequence o tenses can be seen in other easea sily recognized independent clauses where verbs o disbelie or doubt are used in dierent tenses, in the t he independent independent clause, to introduc i ntroducee the subordinate clause. Te ollowing ollowing comparative summary summa ry shows the usage us age o the our subjunctive tenses and how they are related temporally to the seven indicative tenses and the two conditional ones (simple and compound).. You pound) You might want to review rev iew these tenses as you examine these t hese examples. Te sentences sentences on the le serve ser ve as reminders that not all al l types ty pes o verbs in an independent clause will necessitate the use o the subjunctive in the subordinate clause. Remember, it is the verb in the main clause that sets the time rame, regardless o whether the indicative or subjunctive mood must be used.
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Spanish PastPast-Tense Verbs Up Close
Indicative
Subjunctive
Creo que ella viene.
No creo que ella venga.
I believe she is coming .
I don’t believe she is coming (or (or will come ).
Creo que ella vendrá.
No creo que ella venga.
I believe she will come.
I don’t believe she is coming (or (or will come ).
In the previous two examples, exa mples, the present subjunctive subjunctive has both present and uture utu re orce. Indicative
Subjunctive
Creo que ella ha venido. I believe she has come.
No creo que ella haya venido. I don’t believe she has come.
As a comparison o the Spanish and English in the above examples shows, it is best to view the subjunctive as a orm that has no meaning o its own—it’s just a verb orm that has to be used in certain situations, but one that has our tenses that must be used according to the temporal logic o the verb system. Also note that the present perect indicative (has come = ha venido) has its corresponding subjunctive subjunctive orm (has come = haya venido) to be used when the subjunctive is necessary necessar y. Indicative
Subjunctive
Creo que ella habrá venido. I believe she has come.
No creo que ella haya venido. I don’t believe she has come.
Note that in the example on the le, above, the uture perect in in Spanish indicates probability in the present—one o the peculiar uses o the uture tenses in Spanish, as we have seen when examining the t he conditional conditional and how it is used in the same sa me way as the uture, but or indicating probability in the t he past. A somewhat longer longer English translation tr anslation would insert the word probabl probably y or or some other word to express wonder or supposition. Indicative
Subjunctive
Creo que ella vino. I believe she came.
No creo que ella viniera . I don’t believe she came (or has come ).
Te example on the right, above (the last in which the t he present present tense is used in i n the independent clause), shows how a belie or disbelie can be expressed in the present about a past event. Te Spanish use o the imperect subjunctive ( viniera) in this example contrasts very slightly with the previous example, in which the presen presentt perect subjunctive ( haya venido) was used. u sed. Te choice depends on the remoteness o the event. Te same reasoning is used in English when deciding between simple past (came) and present perect (has
The sequence of tenses
85
come). Te only additional actor in Spanish is that each o these English words has both
indicative and subjunctive equivalents in Spanish, depending on the clauses in which wh ich they appear. Indicative
Subjunctive
Creí que ella venía.
No creí que ella viniera .
I believed she was coming .
I didn’t believe she would come.
In the above examples, the sentence on the le is a good example o the contrast between preterite (indicative) and imperect (indicative). Te preterite is used to indicate a moment in the past when the speaker’s belie about something occurred. Te action expressed by the imperect indicati indicative ve could express her arrival as being either in progress, with respect to the moment moment o speaki speaking, ng, or else still in the uture, as is also a lso the case in the English transtra nslation o this example. Te example on the right only changes that belie to a disbelie. What is especially especia lly noteworthy is not that the imperect subjunctive must be used, but that when the t he imperect subjunctive is introduced by a past-tense past-tense verb in the indepen i ndependent dent clause, the action act ion expressed by the imperect subjunctive can only reer to an action act ion unoldunolding or yet to occur—it becomes another uture-o-the-past tense, just like the conditional in indirect i ndirect statements introduced by a verb in a past tense. However, However, when introduced by a present -tense -tense verb, as seen on page 85, the imperect subjunctive can only reer to an action in the past . Whether or not the action occurred or not is irrelevant rom a grammatical point o view v iew.. Indicative
Subjunctive
Creí que ella vendría.
No creí que ella viniera .
I believed she would come.
I didn’t believe she would come.
Te only dieren di erence ce between the lele-hand hand example above and the t he le-hand le-hand example in the previous set is the use o the conditional ( vendría) instead o the imperect indicative ( venía venía). Just as the uture tense was used earlier to indicate probability in the present, one peculiar use o the conditional in Spanish is to indicate probability in the past. When changing an expression o belie in the past to an expression o disbelie in the past, the grammatical consequence or the subordinate clause remains the same—the imperect subjunctive must be used. Indicative
Subjunctive
Creía que ella vino.
No creía que ella viniera .
I believed she came.
I didn’t believe she would come.
In the examples above, the imperect indicative was used instead o the preterite or the verb in the t he independent independent clause. Tis T is choice has no impact on the subjunctive used in the example on the right, where the belie shis to disbelie. Te lesson here is that when
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the verb in the independent independent clause is in i n any past tense, the present and present perect sub junctives simply are not admissible choices choices in Spanish because they purport purpor t to occur in in a time rame that is impossible rom the temporal perspective o the main verb. Consider how illogical it is to command someone someone to have already done done something, and a nd the problems involved when dealing with sequen sequence ce o tenses will wi ll be obvious obv ious immediately. immediately. present -tense However, as previous examples have shown,orwhen -clause tense verbs verb i n the in independent clause, the verb in the subordinate dependent can sbeare inused any tense, depending on logic. As was just observed, while it would be illogical il logical to demand that something have happened already, it is perectly possible to wish, in the here-and-now, or something to happen or to have happened , or to wish it had happened ( ( prior to to something else, please note!), depending on context. Indicative
Subjunctive
Creía que ella había venido. I believed she had come.
No creía que ella hubiera venido.
Creía que ella habría venido.
No creía que ella hubiera venido.
I believed she had come.
I didn’t believe she had come.
I didn’t believe she had come.
Te two pairs o examples above are like two previous pairs o examples (Creo que ella vino/No creo que ella viniera and Creí que ella vendría/No creí que ella viniera). Te dierence is that in these last two pairs o examples, displayed above, the action is shied urther into the past by the use o haber 1 past participle. Also, just as the present perect indicative (ha venido) has a corresponding subjunctive orm, namely the present perect subjunctive (haya venido), the pluperect indicative (había venido) also has its own corresponding subjunctive orm, namely the plupe pluperect rect subjunctive (hubiera venido). Now that we have examined all the past tenses and moods, the ollowing exercises willl test your knowledge o all tenses and moods o the Spanish verb system. wil EJERCICIO
8·1 Fill in the blanks with the proper tenses and moods o the verbs in parentheses.
1. Vi que los perros no
concentrarse para cazar ya que mucha hambre. (poder/tener)
2. Ellos que tú y Jaime película con ellos ayer. (esperar/ir) 3. Mi amigo me
que era importante que yo ese programa pronto. (decir/ver)
a ver la
The sequence of tenses
4. Anoche, yo le
que
ella
urgente que
el artículo antes de ir a clase. (decir/ser/leer)
5. ¿ tú que ellos eectivo ahora? (querer/pagar)
la cuenta en
6. Ella la lección para que te la enseñar mañana. (estudiar/pod (estudiar/poder) er) 7. Cuando Juan me
ayer que ellos un libro traducido, yo
que ellos el libro antes de 2000.
(mencionar/publicar/dudar/traducir) 8.
obvio que tú tantos poemas desde 2006. (ser/escribir)
9. Él no (querer/decir)
una novia que le
mentiras.
10. El día de su santo, el n de semana pasado, pasado, mi amiga nos que le
“Las mañanitas” mañanitas”.. (pedir/c (pedir/cantar) antar)
11. Yo
que
antástico que tú
para mi padre. (creer/ser/trabajar) 12. El año pasado pasado,, no les
nada que tú y yo a nuestros trabajos antes de la
Navidad. (gustar/renu (gustar/renunciar) nciar)
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EJERCICIO
8·2 Multiple choice. Select the subordinate clause that would correctly complete each o the ollowing main clauses, according to the logic o the sequence o tenses.
1. El ingeniero quería que a. su jee les ayudara a encontrar los materiales necesarios. necesar ios. b. su compañero le dé mejores consejos. consejos. c. sus padres hayan venido a visitarle más. d. tenga más tiempo libre. 2. Juana vio que que su su novio novio a. le va a comprar ores el día de su santo. b. la llama todos los días. c. sepa bailar bien. d. le había comprado un regalo romántico. 3. Mi amilia y yo buscábamos una playa playa en que a. pudiéramos alquilar tablas tablas de sur. b. hace sol. c. no había mucha gente. d. no llovía llovía nunca. nunca. 4. Tus proesores te han recomendado que tú a. te hubieras quedado en casa ese n de semana. semana. b. no comieras tanto. c. duermas más de noche. noche. d. compraras un nuevo abrigo. 5. No había ningún político que a. pague más impuestos que yo. b. se atreviera a decir que los pobres deberían deberían trabajar sin descanso. descanso. c. pensaba que la clase media tenga que pagar más impuestos. d. decía que los ricos sean superiores a los demás demás ciudadanos. 6. Mis amigos llamaron a mi padre antes de que mi madre a. pueda preparar la cena. b. haya tenido tiempo para descansar. c. pudiera ver el noticiero noticiero.. d. pueda regresar del trabajo.
The sequence of tenses
7. Yo iba a ir al cine tan pronto como a. tú vengas vengas a buscarme buscarme en el coche. b. tú pudieras venir venir a buscarme en el coche. c. tú y tus amigos hayan tenido tiempo para ver una película. d. yo pueda ponerme los zapatos. 8. Sus pa dres le dijeron a Jaime qu a. lepadres regalarían un coche coche con que talede que sacara mejores notas en la universidad. universidad. b. encuentre mejor trabajo. c. no se graduaba de la universidad. d. no se case case con Juana. Juana. 9. Yo podré irme a Europa a menos que a. no tuviera sucientes sucientes ondos ondos disponibles. disponibles. b. hiciera mal tiempo en París. c. hace mal tiempo en París. d. tenga que trabajar trabajar durante esa semana. 10. Uds. habrían puesto 10. puesto la mesa si a. tengan tiempo antes de que empiece el programa programa en la tele. b. su mamá se lo hubiera pedido. c. han visto que no hay hay cubiertos limpios. d. hayan visto los cubiertos limpios.
EJERCICIO
8·3 Fill in the blanks with the proper orms o the verbs in parentheses. I a verb in parentheses parenth eses is refexive, don’t orget to use the correct pronoun. pronoun.
1. Mientras el soá. (nevar/ir)
ahora, yo
2. Después de cinco millas. (nadar/decidir)
a dormir en
, mis amigos
3. Generalmente cuando Juan la tele. (escribir/mirar) 4. ¿Qué él que quería que tú después de ver la película? (decir/hacer)
correr cartas, su esposa
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5. Hasta que se murió de vieja, ella aunque
en él todas las noches que no lo
hasta
abrazarlo en el más allá. (pensar/saber/ver) 6. ¿Dónde
los testigos cuando tú
del accidente? (estar/saber) 7. Para concluir,
obvio ahora que John Lennon
un músico talentoso talentoso.. (ser/ser) 8. Por mucho que los explorador exploradores es
hacerlo, nunca
escalar esa montaña el año pasado. (querer/poder) 9. Aunque su madre le
que no lo , mientras Caperucita Roja
bosque, 10. Yo lo
por el
ores. (decir/hacer/ir/rec (decir/hacer/ir/recoger) oger) ayer, si sucientes ganas de hacerlo. (hacer/tener)
11. Cuando nosotros lo
ayer, me iba preguntando dónde , pero no lo
por mucho que lo
. (buscar/estar/ (buscar/estar/encontrar/bus encontrar/buscar) car) 12. Fidel Castro siempre
por siete horas cuando discursos en público público.. (hablar/dar)
13. Mientras
el sol ese día, nosotros
cuenta de que
hambre, así que
al Plato de Oro. (ponerse/darse/tener/ir) (ponerse/darse/tener/ir) 14. Tras varios años de noviazgo, Amaranta
que no
con Crespi. (decider/casarse) 15. Mientras nosotros
en tren, mi hermana
por la ventana al desierto que
no tener límites, y yo
Cien años de soledad . (viajar/mirar/p (viajar/mirar/parecer/leer) arecer/leer)
The sequence of tenses
16. Recientemente Recientemente,, una persona me
que mi amigo una orca cuando él
por Puget Sound en su yate hace unos días. (inormar/ver/navegar) 17. Juanito, Juanito, ¿qué te para tu proyecto nal? (sugerir/hacer)
la maestra ayer que
18. Ya que los soldados no
si
o morir,
a vivir
muchos delitos. (saber/ir (saber/ir/cometer) /cometer)
19. En esos días, ella
con salir con Juan, a pesar de que ella que Juan
casado.
(soñar/saber/estar) 20. Yo
la billetera en la mochila, porque no que nadie la ácilmente y me
la
. (poner/querer/ver/r (poner/querer/ver/robar) obar)
21. La mamá de Cristina siempre le que con muchachos con malas intenciones. (prohibir/salir) (prohibir/salir) 22. Ellos
deprimidos aun antes de que sus amigos les lo que
la noche anterior anterior.. (sentirse/revel (sentirse/revelar/ocurrir) ar/ocurrir) 23. Ellos me que la tienda temprano, pero después de la hora en que el tráco de las hora pico normalmente
. (sugerir/abrir/dis (sugerir/abrir/disminuir) minuir)
24. Al salir el sol esta mañana,
el gallo, lo cual nos
. (cantar/despertar) 25. Oye, muchachos, ¿no
a María en la reunión, cuando Uds. de vacaciones la semana pasada? (conocer/regresar) (conocer/regresar)
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26. Mientras nosotros
de San Francis Francisco co a Seattle en tren, y a las cartas, el conductor nos
que
una demora de treinta minutos en la próxima
estación para reabastecer el vagón de cocina. (viajar/jugar/in (viajar/jugar/inormar/haber) ormar/haber) 27. El n de semana pasado pasado,, cuando mi hija
su gato al
veterinario para que lo
, él le
no
que
nada grave grave.. (llevar/examina (llevar/examinar/decir/tener) r/decir/tener)
28. Yo
a invitarla a salir conmigo pero si ella a acompañarme acompañarme,,
que buscar a
otra muchacha para ir al baile. (ir/negarse/tener) 29. Alredo y yo acabamos de hablar con mi esposa y le que él y yo a trabajar todo el sábado que viene para sacar la mala hierba del jardín. (prometer/ir) 30. Aunque las atletas de nuestra universidad
de lleno para
ganar este n de semana, las chicas del otro equipo mejor entrenadas y por eso temo que nosotros
a perder
esta vez. (meterse/estar/ (meterse/estar/ir) ir) 31. Las chicas
32. ¿
escuchar música latina porque más bailable. (preerir/ser) tú que
obvio anoche que Juan
celos de Enrique? (creer/ser/sentir) 33. Mi padre dice que
a la reunión esta noche, pero que si él
no
ir por alguna razón,
que tú
por él. (asistir/p (asistir/poder/querer/ir) oder/querer/ir) 34. Dijiste que ellos ensalada. (hacer/prepa (hacer/preparar) rar)
el pastel, si tú
la
The sequence of tenses
35. Este n de semana, los Caballer Caballeros os Aztecas valle, a menos que
explorar el demasiado río. (pensar/hacer)
36. Creo que ayer, cuando
a la conerenci conerencia, a, los delegados ya todo lo que
para tomar su decisión. (venir/oír/necesitar) 37. Dudo que cuando los delegados
a la conerenc conerencia ia ayer, ya todo lo que
para tomar su decisión. (venir/oír/necesitar) 38. Tú y yo a María cuando ella chaqueta para dar un paseo por el parque ayer. (ver/ponerse) 39. Cuando tú y mi hermana
la
para ir al almacén esta mañana, las tarjetas de crédito.
(salir/olvidar)
40. Después de que de llover, yo jugar al béisbol por un par de horas. (dejar/ir) 41. Tomás dijo que no lo con sus propios ojos. (creer/ver) 42. Una vez que Tomás lo
hasta que él lo con sus propios ojos, lo
. (ver/creer) 43. Hace poco,cerca los tres que un museo de arquitectos los edicios gubernamentales. (proponer/construirse) (proponer/constru irse) 44. Anoche, los marineros
que un velero misterioso que
hacia el norte a toda vela. (decir/observar/navegar) 45. Esta mañana, cuando Uds.
que alguien
la ventana de la tienda, también evidencia de otro crimen. (ver/romper/descubrir)
a
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46. Cuando Juan y Teresa
a las once anoche, los dos en seguida. (acostarse/dormirse)
47. Esa noche, cuando yo
, un anciano
la puerta y
las luces de la gran biblioteca secreta. (llegar/
abrir/encender) 48. Cuando nosotros
la película mañana, espero que
nosotros
algo que antes no
.
(ver/aprender/saber) 49. Ahora que
la lección, tú que no
la
ácil, pero es cierto que
mejor mañana. (leer/ver/ser/ent (leer/ver/ser/entender) ender)
50. Ellos se conocieron y, aunque realmente no lo irresistiblemente. irresistibl emente. (querer/enamorars (querer/enamorarse) e)
,
EJERCICIO
8·4 Multiple choice. Select the clauses that correctly complete the sentences.
1. Y esperaba sala mientras que María a.o se pondríaenella pondría maquillaje. b. se ponía el maquillaje. c. se puso el maquillaje. maquillaje. d. se había puesto el maquillaje. maquillaje. 2. Ella dijo que si Juan Juan dejara de umar, umar, ella a. va a salir con él. b. iba a salir con él. c. saldría con él. d. salía con él. él.
The sequence of tenses
3. El noviazgo noviazgo de mis mis abuelos a. duraría un año. b. duraba un año. c. durara un año. d. duró un año. 4. Mi papá había había conocido a mi mamá por casi un año cuando él a. le pidió la mano. b. le había pedido la mano. c. le pediría la mano. d. le pedía la mano. 5. En muchos países países hispanos, hispanos, es normal que cuando una señorita señorita sale con con un muchacho, a. tiene que salir con con chaperón. chaperón. b. tenga que salir con chaperón. c. tendría que que salir con chaperón. chaperón. d. tuviera que salir salir con chaperón. chaperón. 6. Cuando ui a México el año pasado, a. he ido a una quinceañera. b. iría a una quinceañera. c. iba a una una quinceañera. quinceañera. d. ui a una quinceañera. quinceañera. 7. La recepción recepción va a ser en en el hotel Hacienda Hacienda de la Noria, Noria, después de que a. se celebró la boda en la Catedral Catedral de San Marcos. b. se celebrará la boda en la Catedral Catedral de San Marcos. c. se celebraba la boda en la Catedral de San Marcos. d. se celebre la boda en la Catedral Catedral de San Marcos. 8. Hace pocas generacio generaciones, nes, y en algunos lugares hasta hoy, era imprescindible que una joven a. tuviera un ajuar, para cuando se casara. b. tenga un ajuar, para cuando se case. c. tenía un ajuar, para cuando se casara. d. tendría un ajuar para poder casarse. 9. Hacía mucho tiempo que Ramón y Luisa se conocían a. cuando él le pedía la mano. mano. b. cuando él le pidió la mano. c. cuando él le pidiera la mano. mano. d. cuando él le pide pide la mano. mano.
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110. 0. Juan ue a la tienda ayer porque quería comprarle comprarle un anillo para su novia pero pero a. no podía porque no tenía suciente dinero. b. no podría porque no tenía suciente dinero. c. no puede porque no tiene suciente suciente dinero. dinero. d. no pudo porque no tenía suciente dinero. 11. Ella estaba rustrada porque 11. porque a. cuando quiso llamar llamar a su novio, novio, ella no tenía conexión. conexión. b. cuando quiere llamar a su novio, novio, ella no tiene conexión. c. cuando quería llamar llamar a su novio, novio, ella no tenía conexión. conexión. d. cuando llamó a su su novio, ella no tenía conexión. 12. María tenía veinte 12. veinte años cuando yo a. la conocía. b. la conozca. c. la conocí. d. la conociera. 13. a. 13. Cuando Pedro se mudó de su apartame apartamento, nto, hacía varios años que yo lo conocí. b. lo conocía. c. lo conociera. d. lo conozco. 14. Mateo salió con otra chica y Marta decidió no hablarle 14. hablarle más cuando a. lo supo. b. lo sabía. c. lo sabría. d. lo sepa. 15. Cuando me dijeron que iban a Cancún para su luna de miel, yo 15. a. exclamo: “¡ya lo sé!” b. exclamaba: “¡ya lo sabía!” c. exclamé: “¡ya lo sabía!” d. exclamé: “¡ya lo supe!” 16. Miguel siempre le compraba 16. compraba ores para su novia porque porque a. la quiso mucho. b. la quiere mucho. c. la querrá mucho. d. la quería mucho.
The sequence of tenses
17. Para estejar 17. estejar su aniversario treinta treinta el mes pasado, Juan y María a. decidirán ir de de vacaciones a Nueva Orleans. Orleans. b. decidieron ir de vacaciones vacaciones a Nueva Orleans. Orleans. c. decidirían ir de vacaciones a Nueva Orleans. d. decidían ir de vacaciones vacaciones a Nueva Orleans. Orleans. 18. Después de un noviazgo largo, 18. a. se casaban un día caluroso de junio. b. se casarán un día caluroso de junio. c. se casaron un día caluroso de junio. d. se casarían un día caluroso caluroso de junio. junio. 19. Ya que por n Julio se ha divorciado de Rosa, 19. a. varias muchachas muchachas han querido salir con él. él. b. varias muchachas querrán querrán salir con él. c. varias muchachas muchachas querrían salir con él. d. varias muchachas quieren quieren salir con él. él. 20. Irene 20. se había casado Pablo por Pablo dinero, a. ninguna otra mujercon se hubiera casado conporque él. él. b. ninguna otra mujer mujer se habría casado con con él. c. ninguna otra otra mujer se se casará con él. d. ninguna otra mujer mujer se casaría con él.
EJERCICIO
8·5 Matching. Select the clauses on the right that both logically and grammatically nish the sentences begun by the clauses on the let.
1. Decidimos mudarnos
a. el gerente aceptó mi solicitud.
2. Buscábamos un apartamento en un barrio
b. habría tenido que pagar más.
3. Después de una semana, encontramos un lugar que
c. porque la renta subía cada año.
4. No quisieron aceptar nuestra solicitud d. hemos puesto muchas cámaras. de arrendamiento 5. A pesar de que yo no tenía buen crédito
e. lo rmara.
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6. Ella insistió en que yo
. que no tuviera tanto crimen.
7. Aunque había llenado los papeles y hecho el depósito
g. pudiera llevar todo en un viaje.
8. Yo le pregunté
h. nos agradaba.
9. Una de las reglas de mi antigua vecindad era que
i. ue preciso hacer una inspección.
10. Me dijo que si hubiera querido 10. estacionamiento
j. no se permitía hacer mucho ruido.
11. En cuanto a la basura, era 11. importante que
k. porque no permitían gatos gatos..
12. Para la mayor seguridad de 12. la vecindad
l. si la luz se incluía en la renta.
13. Necesitábamos una camioneta que 13.
m. no se los habían envuelto bien.
14. El gerente nos reservó una hora en 14. la noche para que
n. hubiera un apagón que duró horas.
15. Cuando abría una caja, vi algunos 15. vasos rotos porque
o. la lavadora estuviera en mi piso.
16. Me molestó que, después de meter 16. la comida al río
p. permitie permitiera ra gatos, pero no pude.
17. Lavo mucha ropa, así que me e 17. gustó qu
q. uno supiera reciclar botellas botellas..
118. 8. Quería alquilar un apartamento que 19. Si mi hija quisiera volver a vivir 19. conmigo
r. tendría que mudarme otra vez. s. usáramos el ascensor.
20. Era importante leer el contrato 20. antes de que
t. depositara un mes de renta.
The sequence of tenses
EJERCICIO
8·6 Multiple choice. Select the clauses that correctly complete the sentences.
1. Cuando Cortés Cortés llegó a México, no anticipaba que a. b. c. d.
había tantooro. oro. haya tanto habrá tanto oro. hubiera tanto oro.
2. A las compañías mineras, Chile no les interesaba para nada antes de que a. se descubrieron grandes grandes venas de cobre cobre y otras materias materias primas. b. se descubrían grandes venas de cobre y otras materias primas. c. se descubrieran grandes grandes venas de cobre cobre y otras materias materias primas. primas. d. se hayan descubierto grandes grandes venas de cobre y otras materias materias primas. 3. Los españoles no podían creer que los yacimientos de plata en Potosí y en Tax Taxco co a. parecían casi inagotables. b. parecieran casi inagotables. c. parecerían casi inagotables. d. parecerán casi inagotables. 4. Venezuela ha sido un país que a. desarrolle bien su capacidad para la energía hidroeléctrica. hidroeléctrica. b. desarrollara bien bien su capacidad para la energía hidroeléctrica. hidroeléctrica. c. ha desarrollado bien su capacidad capacidad para la energía energía hidroeléctrica. d. desarrollará bien bien su capacidad para la energía hidroeléctrica. hidroeléctrica. 5. Debido a sus recursos naturales, América Latina siempre a. se ha explotado. b. ha sido explotado. c. será explotado. d. es explotado. 6. Cuando los los norteamericanos empezaron a explotar a los países hispanoamericanos, a. España ya los había saqueado oro y plata. b. España ya los ha saqueado oro y plata. c. España ya los habría saqueado oro y plata. d. España ya los hubiera saqueado oro y plata.
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Spanish PastPast-Tense Verbs Up Close
7. Durante la época de la conquista, Cuba sólo a. sirvió como una escala en los los viajes para tomar tomar provisiones. provisiones. b. sirve como una escala en los viajes para tomar provisiones. provisiones. c. sirviera como una escala en los viajes para tomar tomar provisiones. provisiones. d. servía como una escala en los viajes para tomar provisiones. provisiones. 8. Potosí era una montaña de de plata y allí, por por la avaricia y crueldad crueldad de los españoles, españoles, a. morían miles miles de indígenas. b. murieran miles de indígenas. c. murieron miles de indígenas. indígenas. d. morirían miles miles de indígenas. indígenas. 9. Si los españoles no hubieran conquistado las Américas Américas a. los pueblos pueblos indígenas no han sido exterminados. exterminados. b. los pueblos indígenas indígenas no habrían sido exterminados. exterminados. c. los pueblos pueblos indígenas no hayan sido sido exterminados. exterminados. d. los pueblos indígenas indígenas no habrán sido exterminados. exterminados. 10. a. 10. Lospagan conquista conquistadores dores podían el “quinto real”. hacer lo que querían, con tal de que real”. b. pagaban el “quinto “quinto real”. real”. c. pagarán el “quinto real” real”.. d. pagaran el “quinto “quinto real”. real”. 11. En el desierto de Atacama, 11. Atacama, casi no a. ha llovido nunca. b. haya llovido nunca. c. habrá llovido nunca. d. había llovido nunca. 12. Cuando los españoles entraron en Tenochtitl 12. enochtitlán, án, ningún europeo a. haya visto una ciudad tan maravillosa, ni siquiera Istanbul. b. había visto una ciudad tan maravillosa, ni siquiera Istanbul. c. habrá visto una ciudad tan maravillosa, ni siquiera Istanbul. d. ha visto una ciudad tan maravillosa, ni siquiera Istanbul. 13. Magallanes 13. a. hacía la primera primera circunnavegación circunnavegación del planeta. planeta. b. hace la primera circunnavegación circunnavegación del planeta. planeta. c. hizo la primera primera circunnavegación circunnavegación del planeta. d. hará la primera circunnavegació circunnavegación n del planeta.
The sequence of tenses
114. 4. Durante la época época colonial, colonial, los españoles a. dominaban las las Américas con una mano mano de hierro. b. dominaron las Américas Américas con una mano de hierro. c. dominaran las las Américas con una mano de hierro. d. dominarán las Américas con una mano mano de hierro. 15. Bajo Nixon, los EE.UU. EE.UU. apoyó el golpe de estado por Pinochet Pinochet en Chile para que a. las compañías mineras podían seguir extrayendo cobre. b. las compañías mineras puedan seguir extrayendo cobre. c. las compañías mineras pudieron seguir extrayendo cobre. d. las compañías mineras mineras pudieran seguir extrayendo extrayendo cobre. cobre. 16. Cuando los portugueses avistaron 16. avistaron la costa de lo que hoy es Brasil, Brasil, creían que a. habían descubierto descubierto el paraíso paraíso terrenal. b. habrán descubierto descubierto el paraíso terrenal. terrenal. c. habrían descubierto el paraíso terrenal. d. han descubierto el paraíso terrenal. terrenal. 17. a. Mesipregunto qué habría pasado los españoles no hanpasado podido conquistar a los pueblos indígenas. b. si los españoles no conquistan a los pueblos indígenas. c. si los españoles españoles no pueden conquistar conquistar a los pueblos indígenas. d. si los españoles no hubieran hubieran podido conquistar a los pueblos pueblos indígenas. 18. El cultivo de la caña de azúcar ue lo que a. daría impulso a la demanda por esclavos. b. da impulso a la demanda por esclavos. c. dio impulso a la demanda por esclavos. d. daba impulso a la demanda por esclavos. 19. Les sorprendió sorprendió a algunos que en los los Andes a. haya muchos volcanes volcanes activos y acción acción sísmica. b. hubiera muchos volcanes activos activos y acción sísmica. c. hubo muchos volcanes activos activos y acción sísmica. d. hay muchos volcanes volcanes activos y acción acción sísmica. 20. Si no hubiera sido por las enermedades enermedades que trajeron los europeos, europeos, es probable que a. la población indígena de las Américas Américas no se hubiera reducido tanto. tanto. b. la población indígena de las Américas no se ha reducido tanto. c. la población indígena indígena de las Américas Américas no se habría reducido reducido tanto. tanto. d. la población indígena de las Américas no se haya reducido tanto.
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Spanish PastPast-Tense Verbs Up Close
EJERCICIO
8·7 Select the appropriate verbs rom the list below and ll in the blanks with the proper tense and mood. Some verbs may be used more than once. Some blanks may require compound tenses.
acordar
abordar
alistar
alquilar
compartir
dar
decidir
encontrarse
escuchar
gustar
haber
ir
limpiar
llegar
ocuparse
pescar
pilotear
poder
salir
subir
tener
volver
Hace varios años, (1 (1))
con un amigo a Puerto Peñasco, un puerto pesquero
de Sonora en el Mar de Cortés. Nosotros (2)
al mediodía porque (3)
temprano de Phoenix al amanecer. Unos días antes, él y yo (4) pescar y en que para que (5) que (7)
reducir los gastos, (6)
en ir a a ser necesario
un cuarto de hotel.
A mi amigo le (8)
mucho la música mexicana de los años sesenta, así
que, durante todo el viaje en auto, nosotros (9) – un sin n de selecciones que él (1 (10) 0)
en casetes.
Bueno, al llegar en Puerto Peñasco, (1 (111) en un hotel que (1 (12) 2)
la música de varios artistas
a nuestro cuarto compartido
cerca del malecón. Pronto después, (1 (13) 3)
ir a
comer en un restaurante junto al rompeolas. Al día siguiente, en uno de los muchos muelles, los dos (1 (14) 4)
una
lancha de bra de vidrio con dos motores ueraborda y con una cobertura de lona. La (15) (1 5)
Miguel, un pescador proesional con mucha experie experiencia. ncia. Él nos (1 (16) 6)
cañas de pescar que él (1 (17) 7)
antes de que mi amigo y yo (1 (18) 8)
.
The sequence of tenses
Durante la excursión, él (1 (19) 9) algo, él (21 (21))
de navegar. Además, siempre y cuando (20)
a poner cebo en los anzuelos y luego (22)
para que mi amigo y yo luego (23)
el pescado
llevarlo de regreso a Phoenix.
EJERCICIO
8·8 Fill in the blanks with the correct orm o the verbs in parentheses.
1. Cuando (llegar/haber)
los estudiantes anoche, nosotros ya
2. Recuerdo que a mi padre, siempre le
preparar una olla grande de chili.
(gustar) 3. Recuerdo la tarde cuando mi madre me (enseñar)
a hacer un pastel de queso.
4. Hace rato rato,, después de untar el salmón con crema, yo lo (poner) 5. Cuando ellos
niños, les
6. Ayer, mi novia (estar/trabajar)
8. Mi hija 9.
pedido, yo les
las ocho de la noche cuando yo (ser/sacar)
11. Cuando yo 11. limpios. (ir/haber) 12. Ella siempre 12. (preparar/venir)
en el jardín.
preparado un postre con
la mesa ese día sin que yo se lo
10. No recuerdo bien ahora, pero 10. me . (ser/llamar)
en el horno.
hornear galletas. (ser/encantar)
en la cocina mientras que yo
7. Ayer, si ellos me lo helado. (haber/haber)
comido.
. (poner/pedir) el pollo del horno anoche.
las seis de la tarde cuando ella
a la cocina a buscarlos, no una porción más, en caso de que
tenedores ni cuchillos otro invitado invitado..
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Spanish PastPast-Tense Verbs Up Close
13. El jee les 13. (decir/poner)
a los meseros que
14. A ellas no le 14. (gustar/decir/lavar)
manteles limpios en las mesas.
nada que yo le
que
15. Ella 15. (salir/comprar)a las tres para la tienda donde
los platos.
zanahorias y repollo repollo..
16. Si tú 16. a preparar empanadas empanadas,, mantequilla.. (ir/tener) mantequilla
que comprar más harina y
17. La maestra 17. (observar/haber)
que ningún niño
comido el pastel de resas.
18. Le dije que yo no 18. (saber/haber)
qué
19. Él les 19.
hecho sin su ayuda anoche.
el método de cortar los vegetales para que ellas lo
solas. (mostrar/hacer) 20. Anoche, se 20. la carne porque Vicente (quemar/subir)
la temperatu temperatura ra mucho.
EJERCICIO
8·9 Fill in the blanks with the correct orm o the verbs in parentheses.
1. Yo
al banco ayer y
2. Ayer, la cajera (imprimir/llevar) 3. Cuando yo (entrar/reconocer)
cien pesos. (ir/sacar (ir/sacar))
un cheque de cajero y yo lo
al otro banco.
mi clave para pagar mi cuenta ayer, el sitio no la
4. Yo que llevar mis zapatos al zapatero ayer para que los pronto. (tener/arreglar) 5. El dueño de la tintorería me mancha. (decir/poder) 6. Yo
ayer que ellos no
quitar la
pagar la renta anoche usando la aplicación del banco, pero
.
no
. (querer/poder) The sequence of tenses
7. Yo bailar)
a María anoche, mientras todos
8. Ayer, mi amigo
que ella le
9. Ayer Ayer,, el mecánico me
en la esta. (conocer (conocer// robado la identidad. (saber/habe (saber/haber) r)
un correo porque
que inspeccionar el
auto. (mandar/tener) 10. Ellas 10. temprano ayer para hacer los mandados antes de que (salir/llover) 11. Anoche, él me 11. depositar/regresar)
que
el dinero cuando
. (asegurar/
12. Yo 12. haciendo cola en el banco ayer cuando alguien robarnos. (estar/entrar) 13. Ayer, él 13. (decidir/poder)
hablar con su contador para ver si
14. Él le 14. en exceso ayer y ella (cobrar/insistir/reembolsar) 15. Ese año, él no 15. recibo. (dar/tener)
para reducir sus gastos.
en que le
.
devoluciones a menos que los clientes
16. Ella 16. un libro en línea anoche para que no biblioteca. (pedir/tener) 17. El año pasado, nosotros 17. sencillo. (buscar/ser) 18. Ella 18. ayer y (graduarse/tener) 19. Ayer 19. Ayer,, Miguel (llevar/aceptarse)
.
el
que ir a la
un programa de contabilidad que miedo de no poder pagar su préstamo estudiantil estudiantil..
su chequera en caso de que no
20. Anoche, la dueña del apartamento me 20. (pedir/hacer)
que le
su tarjeta. un avor avor..
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
EJERCICIO
8·10 Select the appropriate verbs rom the list below and ll in the blanks with the proper tense and mood. Some verbs may be used more than once. Some blanks may require compound tenses.
advertir
compararr compara
deber
decidir
decir
empezar
estar
haber
hacer
incluir
inormar
llevar
orecer
parecer
pasar
planear
prometer
ser
sospechar
tener
El verano pasado, cuando Jorge y Marta (1 (1)) (2)
su aniversario veinticinco, ellos
muchas ideas, pero después de pensar por varios días, la idea que más
les (3)
la mejor manera para estejarlo (4)
Caribe en crucero. Lo primero que (5)
hacer un viaje por el
Marta (6)
llamar a varias
agencias de viaje. Después de obtener mucha inormación, los dos (7) precios y lo que (8)
cada agencia. Algunas (9)
los
escalas en muchos
puertos, con mucho tiempo para ir de compras o hacer una excursión en tierra. Algunas sólo (1 (10) 0)
muchos días navegando en alta mar, pero con muchas
actividades, buenísima comida y muchos otros lujos a bordo. Cuando por n (1 (111)
, optaron por un viaje en crucero que los (1 (12) 2)
a San Juan, Puerto Rico, donde ellos (1 (13) 3)
dos días en Viejo San Juan, antes
de volver a bordo y continuar el viaje a otras islas del Caribe, como Guadalupe, St. Croix, Barbados, Curaçao y Martinique. El agente de la agencia les (1 (14) 4) el viaje (1 (15) 5) (17) (1 7)
en Miami. Luego, el mismo agente les (1 (16) 6) pagar dentro de cinco días para que no (1 (18) 8)
que que ellos
que pagar más,
The sequence of tenses
ya que (1 (19) 9) (21)) (21
una oert oertaa muy especial. Jorge y Marta (20) cierto, pero también (22)
que no
seguros de que (23)
tomado una decisión muy buena.
EJERCICIO
8·11 Matching. Select the clauses on the right that both logically and grammatically nish the sentences begun by the clauses on the let.
1. Yo salí de casa sin paraguas antes de que
a. era er a de lana natural.
2. Querías un abrigo que 3. Su madre le tejió un suéter que
b. no se había puesto un tuxedo. c. me ponía una buanda.
4. Juan llegó a tiempo tiempo,, pero no le dejaron entrar porque
d. de haber tenido números romanos.
5. Los niños ensuciaron la alombra porque
e. sólo costaban cincuent cincuentaa dólares.
6. Juana se vistió para ir la esta, pero
. se maquillaba.
7. Cuando hacía río, para proteger
g. vestir los perros como humanos.
el cuello, yo siempre 8. Su madre les dijo que, antes de salir a la calle,
h. en casa no le gustó nada.
9. No le gustó que la alda que había comprado
i. combinaran bien con el color color..
10. Yo me ponía la corbata mientras 10. que mi esposa
j. no se viera bien con la blusa.
11. Me regaló un sombrero de estilo 11. edora que
k. empezara de llover llover..
12. A las niñas les gustaba usar ropa 12. de muñecas para
l. entraron sin quitarse los zapatos.
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Spanish PastPast-Tense Verbs Up Close
13. Se veía bien en el espejo de la 13. tienda, pero
m. te protegier protegieraa contra el río.
14. Lo último que hacía mi mamá 14. después de vestirse
n. se le olvidó ponerse los aretes.
15. Mi 15. me habría comprado esehermano reloj
o. causes una impresión proesi proesional. onal.
16. Él preería las mancuern 16. mancuernas as que
p. había h abía sido de mi abuelo.
17. Mi novia buscaba accesorios para 17. la blusa que
q. era ponerse perume.
18. La actriz no quería un collar que le 18.
r. se pusieran los zapatos zapatos..
19. Una chica compró sombra para 19. los ojos que
s. hiciera parecerse a una prostitut prostituta. a.
20. Ponte una corbata para que 20.
t. le daba un aspecto vampiresco.
EJERCICIO
8·12 Select the appropriate verbs rom the list below and ll in the blanks with the proper tense and mood. Some verbs may be used more than once. Some blanks may require compound tenses.
amenazar
chocar
esperar
renar
haber
hacer
importar
ir
lograr
llegar
manejar
poder
saber
sentirse
ser
ver
Esta mañana, cuando yo (1 (1))
al trabajo durante las horas pico, (2)
un choque en el puente, en el carril de salida en que yo (3) derecha en la rampa de salida. De repente, (4)
a doblar a la
que (5)
parados enrente de mí, con las luces intermitentes prendidas. Yo (6) rápidamente para que no (7)
con el carro de enrente. Yo (8)
dos carros
The sequence of tenses
rustrado en ese momento porque (9) (10) (1 0)
tanta congestión de tráco que no
posible salir del carril ácilmente, para luego pasar unos metros en el
carril a mi izquierda para ir unos metros enrente del primer carro, donde entonces (111) (1
suciente espacio para doblar en la rampa para seguir al trabajo por las
calles del barrio. Después de varios minutos sin saber qué hacer, (1 (12) 2) motocicleta, pero no (1 (13) 3)
un policia en
nada para resolver el embotellamiento detrás de
mí y en el carril a mi izquierda, el cual (1 (14) 4)
con llegar a ser cada vez más
grande. Por n, (1 (15) 5) (16) (1 6)
meterme enrente de un carro en el carril a mi izquierda y
pasar alrededor de los dos carros parados para entrar en la rampa de
salida. Puesto que yo (1 (17) 7) (19) (1 9)
llegado un poco tarde al trabajo, (1 (18) 8)
a ser necesario darme prisa, a menos que no me (20)
terminar los proyectos que me (21 (21))
por las próximas ocho horas.
EJERCICIO
8·13 Multiple choice. Select the clauses that correctly complete the sentences.
1. Me contrataron contrataron antes de que que a. habrá una una crisis presupuesta presupuestaria. ria. b. hubiera una crisis presupuestaria. c. había una crisis presupuesta presupuestaria. ria. d. hay una crisis presupuestaria. presupuestaria.
que no
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Spanish PastPast-Tense Verbs Up Close
2. Tuvieron que comprar más grapadoras porque a. no uncionaban uncionaban las que tenían. tenían. b. no uncionaron las que tenían. c. no uncionan uncionan las las que que tienen. d. no uncionarán uncionarán las que tendrán. tendrán. 3. Los empleados se quejaban quejaban de que a. la otocopiadora otocopiadora se descompone todo el tiempo. b. la otocopiadora se descomponí descomponíaa todo el tiempo. c. la otocopiadora se descompond descompondría ría todo el tiempo. d. la otocopiadora se descompusie descompusiera ra todo el tiempo. 4. Despidieron al Provoste después de que a. causa un escándalo por su maltrato de un proesor. b. causaba un escándalo por su maltrato de un proesor. proesor. c. causó un escándalo por su maltrato de un proesor. d. cause un escándalo por su maltrato de un proesor. 5. Ta.odos que la empresa nos esperábamos oreciera major seguro medico. b. nos orece major seguro medico. c. nos oreció major seguro medico. d. nos orezca major seguro medico. 6. Yo sospechaba que el alto índice de la rotación de personal a. se debía a la corrupción de la administración. administración. b. se deba a la corrupció corrupción n de la administración. c. se debe a la corrupción de la administra administración. ción. d. se debiera a la corrupción corrupción de la administración. administración. 7. A todos los ocinistas les molestaba que a. el jee no les dé un aumento aumento de sueldo, ya ya que seguía subiendo subiendo el costo de la vida. b. el jee no les daba un aumento de sueldo, ya que seguía seguía subiendo el costo de la vida. c. el jee no les diera un aumento aumento de sueldo, sueldo, ya que seguía subiendo subiendo el costo de la vida. d. el jee no les dio un aumento de sueldo, ya que seguía subiendo el costo de la vida. 8. Yo no tenía ningún colega a quien a. le gustaba el nuevo plan de seguro médico. b. le gustara el nuevo plan de seguro médico. c. le gustó el nuevo plan de seguro médico. d. le guste el nuevo plan de seguro médico.
The sequence of tenses
9. Mi compañero en el trabajo trabajo se alegró de de que a. los dos habíamos recibido un ascenso y un aumento. b. los dos hayamos recibido un ascenso y un aumento. c. los dos hubiéramos recibido un ascenso y un aumento. d. los dos hemos recibido un ascenso y un aumento. 10. Necesitábamos 10. Necesitábamo s una otocopiadora que también a. pudiera escanear escanear documentos documentos y mandarlos por ax . b. pueda escanear documentos y mandarlos por ax . c. puede escanear escanear documentos documentos y mandarlos mandarlos por por ax . d. podía escanear documentos documentos y mandarlos mandarlos por ax . 11. ¡Imagínese! El jee nos dijo que 11. que no nos hacía alta personal personal que a. es bilingüe. b. era bilingüe. c. sea bilingüe. d. uera bilingüe. 12. Si 12. empresa invirtiera invirtiera más en sus empleados, a. lahay más lealtad y camaraderí camaradería. a. empleados, b. había más lealtad y camarader camaradería. ía. c. haya más lealtad y camaraderí camaradería. a. d. habría más lealtad y camaradería. 13. El plan estratégico 13. estratégico era bueno, pero se ue a pique después después de que a. el jee se jubiló. jubiló. b. el jee se jubila. c. el jee jee se se jubilaba. jubilaba. d. el jee se jubile. jubile. 14. No queríamos colaborar 14. colaborar a menos que que a. se reconozca la contribuci contribución ón de cada miembro del equipo. b. se reconoce la contribución de cada miembro del equipo. c. se reconociera la contribución contribución de cada miembro miembro del equipo. equipo. d. se reconocía la contribuc contribución ión de cada miembro del equipo. 15. Yo quería una computadora que 15. a. no tenía tantos problemas. b. no tiene tantos problemas. c. no tuviera tantos problemas. d. no tenga tantos problemas.
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Spanish PastPast-Tense Verbs Up Close
16. A mi hermana, no le agradaba su trabajo 16. trabajo de ocinista porque a. no le dejara tiempo para desarrollar desarrollar sus talentos. talentos. b. no le deje tiempo para desarrollar sus talentos. c. no le deja tiempo tiempo para desarrollar sus sus talentos. talentos. d. no le dejaba tiempo para desarrollar desarrollar sus talentos. talentos. 17. Mientras mis colegas se reunían 17. reunían para discutir tonterías, tonterías, a. yo salgo para tomar una taza de caé cubano. b. yo salía para tomar una taza de caé cubano. c. yo salí para tomar una taza de caé cubano. d. yo saliera para tomar una taza de caé cubano. 18. Después de un día largo en el trabajo ayer, 18. ayer, yo a. volvía a casa y tomé un mojito. b. volví a casa y tomé un mojito. c. volveré a casa y tomé un mojito. d. volviera a casa y tomé un mojito. 19. Cuando 19. subier subieron los costos de producción, producci ón, los dueños a. anulan el plan plon an para aumentar aumentar los sueldos. b. anulaban el plan para aumentar los sueldos. c. anularan el plan para aumentar los sueldos. d. anularon el plan plan para aumentar aumentar los sueldos. 20. Era lamentable que, 20. que, a pesar de que el costo de la vida subía, a. sólo subían los sueldos de los jees. b. sólo suben los sueldos de los jees. c. sólo subieran subieran los sueldos sueldos de los jees. jees. d. sólo subieron los sueldos de los jees.
EJERCICIO
8·14 Fill in the blanks with the correct orm o the verbs in parentheses.
1. El año pasado pasado,, ellos años. (querer/cumplir) 2. Cuando yo colibríes. (ir/tener) 3. Anoche, la niña
comprarle un perro antes de que
al zoológico, yo esperaba que con el perro mientras que su mamá
seis
una exhibición de la
comida. (jugar/prepar ( jugar/preparar) ar) The sequence of tenses
4. La semana pasada, yo (buscar/vender) 5. Cuando Juan (ser/gustar)
una tienda que adolescente, adolescen te, le
estudiar los peces tropicales.
6. Cuando ella buscaba un perro, sólo (querer/poder)
uno que
7. De niño, Juan las clases que bosque (preerir/hacer) que
12. 12.
que hacer disecciones.
que nuestro perro
10. Cuando yo tenía seis años, me 10. (sorprender/poder) 11. Los egipcios 11.
aprender trucos.
excursiones a la playa o al
8. Cuando estudiaba anatomía anatomía,, ella (saber/tener) 9. Anoche, mi mamá no (permitir/entrar)
papagayos.
que un loro
los gatos como si
una tragedia que muchos animales último siglo. (ser/haber)
13. Si no 13. sido por la ciencia, ellos no climático.. (haber/haber) climático 14. Cuando él 14. ayer , no (bucear/poder/haber)
con las patas sucias. repetir todo.
dioses. (adorar/ser (adorar/ser)) desaparecido en el sabido del cambio
creer cuántos peces
en el mar.
15. En 1850, nadie 15. que un día a ser importante conservar agua. (imaginarse/llegar) 16. En los 1960, 16. mucha contaminació contaminación n del aire que enermedades. (haber/causar) 17. Si el nivel del mar 17. violentas (subir/ver) 18. En los 1950, mucha gente 18. (vivir/cultivar) 19. Hace un momento 19. momento,, el niño (tener/arañar) 20. A las tres, cuando 20.
mucho, nosotros en granjas y
muchas más tormentas su propia comida.
miedo de que el gato le alarma, el perro
la cara.
. (sonar/asust (sonar/asustarse) arse)
113
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practice makes perfect
Spanish PastPast-Tense Verbs Up Close
EJERCICIO
8·15 Translate the ollowing sentences rom Spanish to English.
1. Carlos Gardel, el amosísimo amosísimo cantante cantante de tangos, murió en un choque de avión en Medellín, Colombia, en 1935. 2. Tengo un buen amigo amigo que asistió asistió a un un concierto de Silvio Silvio Rodríguez en La Habana hace unos años. 3. La otra noche, ui ui a un evento para recaudar ondos ondos para una organización organización sin nes de lucro, dedicada a la salud pública global. 4. Apenas acabado acabado el Festival Festival de San Marcos en Aguascalient Aguascalientes es cuando se oía rumores de parrandas que habían durado tres semanas sin descanso. 5. Después de que Marta y Tomás habían habían visto el Museo de la Muerte, se dieron cuenta de cómo en México, las ideas sobre la muerte eran muy distintas de la suyas. 6. Si no hubiera sido sido por la Revolución Revolución Cubana, no habría habría cuidado de salud salud gratis en ese país. 7. Enrique habría ido ido a ver las representacio representaciones nes teatrales teatrales en El Chamizal Chamizal si no hubiera sido por alta de recursos. 8. Catarina se jactaba de poder entender la la ópera La Flauta Mágica, pero yo sabía que no poseía ni los conocimientos más mínimos para discutirla. 9. El Papa Juan Pablo II coronó y bendijo la imagen de la “Patrona de Cuba” cuando estuvo en Santiago de Cuba en 1998. 10. El movimiento 10. movimiento musical musical de La Nueva Trova, iniciado a nales de los sesenta en Cuba, ha ganado muchos seguidores a lo largo y ancho del hemiserio.
The sequence of tenses
EJERCICIO
8·16 Translate the ollowing sentences rom English to Spanish.
1. There were a lot o amusement parks parks built in southern Caliornia Caliornia in the twentieth century. 2. Beore Alexandra Alexandra had seen the exhibits exhibits at the National National Museum o Anthropology Anthropology and Art, she had no idea o how great a civilization the Aztec Empire had been.
3. When the archeologists archeologists had had unearthed the bones o the mammoth, mammoth, they also also ound human artiacts, such as, or example, arrowheads.
4. Our tour guide told us not to touch the exhibit. 5. When I was a little boy, I loved learnin learning g about dinosaurs.
6. I we had internet internet access right right now, now, we could do a virtual tour tour o the museum. museum.
7. Until Jane was was nearly thirty, thirty, she had never been to a national park.
8. While we were were traveling traveling through the wildlie preserve, I took took a picture o o a Queztal bird.
9. We couldn’t see that bas relie because it was being restored ater an act o vandalism.
10. The orensic archeologists 10. archeologists used plaster plaster and clay to reconstruct the ace o a Neanderthal.
115
116
practice makes perfect
Spanish PastPast-Tense Verbs Up Close
Answer key
Keep in mind when checking your work in the translation exercises that as long as your solutions mean the same thing as the sentences given in the key, you are doing ne. It is inevitable that translations may vary, since meaning is more important than the exact words. When any doubt remains, ocus on your rendition o the verbs.
1
The imperect: imperect : Description and background background
1·1
. . . 4. . . 7. . 9. 0. 0.
i n p l k i j p j o
. . . . . . 4. 4. . . . . 7. 7. . . 9. 9.
h k n g h e d c
0. 0. b . . e
. a . Answer key
117
. . c 4. b 4. . c .
1·2
. cantaba . comíamos . dormía, leía Note that the subjects o the two verbs are diferent but that the rst- and third person singular singul ar endings are identical ide ntical in orm in the imperect. imper ect.
4. . . 7. . 9.
trabajaba era estudiaba escribía visitaba iban
0. 0. . . . . . . 4. 4. . . . .
observaban sentíaa sentí podía, agradaba Here, él is the subject o poder ; la idea is the subject o agradar. conocía, salía Here, yo is the subject o both verbs. veía sabías abría, esperaba In this case, both subjects are third-person singular, but they represent diferent people.
7. 7. oías, miraba mirabass In this sentence, the subject o both verbs is tú.
. . había 9. 9. pensaba 0. quería 0.
1·3
. Te children did not not want to go home because they the y were having a lot o o un playing ootball (soccer). . Te horses were galloping (galloped) over over the pampas or several hours in search o water. In English, the use o the single verb “galloped” is still understood as an ongoing action, but i one were translating in the other direction, this aspect would have to be reected by using the imperect, not the preterite. Tis observation applies to the other optional answers indicated in the key to this exercise. . How did you you eel (How were you eeling) eeling) when your daughter was going to get married?
4. Whi While le I was writi writing ng (wrote (wrote)) these exercises, I was listening to Latin music.
118
Answer key
. I used to (would) sur or six hours every aernoon when I lived in Hawaii. . In order to become an expert pianist, she used to (would) practice every day. 7. My wie used to prepare prepare (prepared, (prepared, kept on preparing) many traditional dishes while we worked (were working) in the yard. . Te work was very hard and we would drink a lot o water all day. 9. Although they used to catch him every time he crossed the border, he would return with the same determination. 0. Sometimes, that 0. t hat boy would would beat me when we played chess./Tat boy sometimes beat me at the chess matches we used to play. . . Tat couple used to dance all night, nig ht, but now they are an old couple in love. love. . Little by little, we moved along, penetrating deeper into an unknown region o the Amazon . jungle. . Te moon was rising over an aquatic horizon to my right while I, at ° . ° N., contemplated the Big Dipper. 4. When I was a little boy, I had the bad habit o putting too much salt on my ood. 4. . In the Stone . Stone Age, there were no cars or air airplanes. planes.
1·4
. Mientras viajaban por el desierto, veían los muchos tipos de cactus. . Eran alrededor de las dos de la mañana y leían. ime o day is always expressed by the use o ser in the imperect. . ¿Comías solamente legumbres cuando vivías en la India? 4. Sus amigos amigos creían creían que que ella podía bailar bien. . Íbamos al cine casi todas las noches noches cuando cuando vivíamos allí. . Mien Mientras tras volábamos, ninguna de las asisten asistentes tes de vuelo vuelo podía descansar. descansar. 7. Él preparaba preparaba la cena y ella mezclaba la ensalad ensalada. a. . Siempre cuando ellos venían a nuestra nuestra casa, casa , jugábamos jugábamos a los los naipes hasta la medianoche. 9. Antes no había crimen en esta ciudad. 0. Cuando ellos tenían catorce 0. catorce o quince años, dormían en la playa. . . A lo lejos, yo podía oír el tren que iba para Chicago. . Él leía . leía pero pero ellos escribía escribían. n. . Él era amoso. Grammatically, it would make no diference i one used the preterite here (i.e., . rom the act that this thi s is an exercise exe rcise in the imperect imp erect,, however, it is worth Él ue amoso.) ; ; aside rom observing that the imperect invites elaboration while the preterite closes the subject. 4. Había cinco personas en el restaura 4. restaurante nte anoche a las once. once.
. ¿Querían ellos acompañar . acompañarte? te?
Answer key
119
2
The preterite: Narration, or what happened?
2·1
. v . u . u 4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0. . . . .
s u t p q r m l n o k i h l j e g d
. . b 4. a 4. . c .
2·2
. . . 4.
dijiste conocí tuvo th e preterite supo Remember that saber in the preterite means to nd out something , because the reers to a specic action at a given time in the past.
. pagué
. leyó
120
Answer key
7. quiso Remember that querer in the preterite means to try or, or, i negative, to reuse , because the th e preterite reers re ers to a specic speci c action at a given time in the past. pa st.
. 9. 0. 0. . .
diste comimos viste pudo Remember that poder in the preterite means to succeed or, i negative, to ail to do something, because the preterite reers to a specic action at a given time in the past.
2·3
. . . . 4. 4. . . . . 7. 7. . .
ue comencé tradujeron pudo trajimos cantó ca ntó pusiste
9. 9. 0. 0. . . . . . . 4. 4. . .
quiso, quiso uiste estuvieron estuv ieron vino busqué vivieron hablaron
. . . 4. . . 7. . 9. 0. 0. . .
Te milk spoiled aer so many days in the rerigerator. rerigerator. Te troops surrendered their weapons aer losing the battle. Te tropical sh died rom copper poisoning in the tank. I reused reused to study chemistry in school. school. His (or Her) Her) parents insisted on going to see the Christmas play with the neighbors. You accompanied her back to her house, didn’t didn’t you? you? Te mother deended her son. Tey ordered cake rom the waiter. My riends decided to open a bank account in Switzerland. You looked or the dog or how how many hours last night? A lightning bolt struck it, which caused cause d a re that consumed the entire building.
. He ell asleep in class. .
. o whom did you give the earrings, Maria or Christina? .
Answer key
121
2·4
3 3·1
4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
Tey put him in jail or embezzlement. I started to sing and my riends covered their ears. We had an exam in geometry class this morning. Te little girl ell rom the swing just a minute ago. I met met that actor in 990. Tey drove to San Diego, taking six-hour shis or three days straight. stra ight. Who brought brought me this hat?
. . . 4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . .
Fuimos a Vegas Vegas el mes mes pasado. Ella y eresa tradujeron este artículo. Supe que ella es honesta honesta cuando me dijo la verdad sobre su hermano. ¿Quisiste abrir la puerta? Él y yo regresa regresamos mos (or volvimos) volvimos) a casa muy tarde anoche. Yo los busqué por una hora. Ella no pudo arra arrancar ncar el carro. ¿Fueron tú y Juan a la caeterí caeteríaa esta mañana? Or Fuisteis, in Spain, i using the amiliar plural. Ella conoció a su esposo actual actu al el pasado diciembre en la esta de Juanita. Ellos rompieron rompieron la ventana. La mesera nos sirvió la sangría y las tapas. No pudimos encontrar encontrar (or hallar) hallar) la maleta. Le pagué al taxista y subí subí (or ui) ui) a mi cuarto de hotel. Ellos trataron de (or quisieron) quisieron) encontrarnos. Empezó a llover tan pronto pronto como empezó (or comenzó) el partido.
. . 7. 7. . . 9. 9. 0. 0.
Ella y yo lo conocimos en el part partido ido de útbol. No quisimos comprar el carro. Ellos intentaron intentaron (or quisieron) quisieron) escalar la montaña. Él vio la película tres veces. Ellos subieron subieron las las gradas de la catedral.
The imperect and the preterite together: Narrating Narra ting and describing in the t he past . llovía Mientras always requires the imperect since it means “while” or “meanwhile.” se ntence is spoken, sp oken, the ve-mile run is over and the th e speaker is not . corrió At the time this sentence elaborating about anything that happened during the run.
elaborating about anything that happened during the run.
122
Answer key
. escribía Te speaker’s and Juan’s actions are being reported as actions that were going on at the same time. 4. hiciste Te question reers to what someone did at a specic moment, aer another action ended in the past.
. esperaba Her waiting is going on at the same time as everyone else’s doubt. . supiste Tere is only one rst time or everything, hence the preterite o saber must be used when reerring to coming to know something something in the past.
7. ue Te preterite o ser is used because the matter is being brought to a conclusion, hence it is summarizing or ending the discusssion.
. pudo Te negative o poder in the preterite means to ail , , or not to succeed . 9. iba Little Red Riding Hood was picking owers while she was going through the woods. 0. podía Te speaker’s capacity to do something is a given, although he or she did not ollow 0. through with action; hence the use o the imperect is descriptive, not narrative.
. . estaba Both action and circumstance are contemporaneous. . habló Since Fidel spoke or seven hours, there is a stated end to the speech, hence the preterite is . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0. . .
required. uimos Te action o going reers to a specic instance.
decidió A moment o decision in the past is expressed by the preterite. miraban Like mientras , durante also always requires the imperect when used in the past. vieron Te preterite is needed when reporting something that happened suddenly. dijo Te teacher said something at a specic moment about what the little boy did last week. eran Te imperect is used because the speaker is describing past circumstances. quiso Te preterite o querer shows an attempt to do something at a specic time in the past. puso Mary put the book boo k down at a specic spe cic moment. Te action is over ove r and done. prohibían Te use o siempre reerring to the past always requires the imperect.
. me sentía Te reporting o eelings, moods, or attitudes in the past is generally descriptive. . When the preterite is used with such verbs, it shows a change.
. . abrió Te action o opening is reported as nished. 4. despertamos/despertó Te subjects’ waking up, or being woken up, is reported as over, not as 4. a process. . conociste One can only meet someone or the rst time once, hence the preterite o conocer . is used.
3·2
. leía, miraba mirabass Contempor Contemporaneous aneous past actions. . exami examinó, nó, concluyó Sequential, completed past actions. . invité, quiso Sequential, completed past actions.
4. trabajó, descansó Sequential, completed past actions.
Answer key
123
. intentaron, lograron Sequential, completed past actions. . cantaban, bailaban Contempor Contemporaneous aneous past actions. 7. Fue (or Era), Era), estaba Te use o the preterite denotes an impression that was made at the moment while the imperect denotes that the impression was ongoing.
. querían, pudieron Te verb querer is used to express ex press a mental state in the past, but poder is used in the preterite showing that the desire was thwarted. 9. hacía, preparabas Contemporaneous past actions.
0. 0. . . . . . . 4. 4.
quiso, pudo Sequential, completed past actions: an attempt was made but ailed. escuchaba,, apuntaba Contemporaneous past actions. escuchaba compraban, llevaban Habitual past actions. viste, corrías Running is the circumstance in which the person saw Mary. iba, veía Contemporaneous past actions: the speaker’s sister was going to school and it was oggy, so the park could coul d not be seen. seen .
. . llovió, jugó Sequential, completed past actions. . creía, vio Tomas’s disbelie was a mental state until something happened: he saw with his . own eyes.
7. 7. cami caminaban, naban, recogían Contemporaneous past actions. . construyeron, vendieron Sequential, completed past actions. . 9. 9. deseaba, podía Contemporaneous past actions, both showing circumstances, one mental (the young woman’s desire to go to the party ) , , one external exte rnal (her (h er parents’ stating that she was wa s unable to go). 0. navegó, llegó Sequential past actions. 0. . . me desperté, me levanté Sequential past actions. . abrió, encendió Sequential past actions. . . leímos, supimos Sequential past actions. . 4. 4. cerraste, apagaste Sequential past actions. . Subió, empezó Sequential past actions. . . vio, se enamoró Sequential past actions. .
3·3
. . . 4. .
Te workers workers opened the bridge as soon as the boat arrived. My riends were eating pizza but I preerred preerred to study. His girlriend decided to break break up with him because she did not like his cigarettes. While Whi le we were going going to the bank, we ound ound out on on the radio that someone was holding it up. up. Te ootball (soccer) (soccer) ans tried to enter the stadium, but the guards did not let let them pass.
. Couldn’t you nish the homework? What is wrong? It’s It’s just that you reused to study, isn’t isn’t it?
7. Several weeks went by and she nally answered him with a long letter, explai explaining ning to him that she did not want to marry him, but rather someone else.
124 12 4
Answer key
Whi le the children were playing playing in the yard, their mother went up to the bedroom to try to . While sleep, but she couldn’t. could n’t. 9. Te remen remen arrived at the re and quickly put it out. 0. Whi 0. While le we were were fying rom Madrid to New York, York, we watched a movie. . . Te children got dressed, dressed , went out to play, play, and only came back when the t he sun was going down. . It was a antastic day: it was neither hot nor . nor cold, it wasn’t cloudy, cloudy, and I didn’t didn’t have anything anyth ing to do. . When John was eight years old, his amily moved rom Mexico City . City to San Antonio. 4. Te roads were closed 4. closed or several days, and when they opened them, no one could drive on them because o the allen trees. . At the moment . moment her parents entered, her boyriend jumped out the window and ran o. . Every thunderclap made the windows rattle; the cold could be elt entering rom under the . doors when, suddenly, the door seemed to open o its own accord and a dark gure entered. 7. 7. It was our o’clock o’clock when we le work, but we couldn’t get home until nine because bec ause o the trac. . Te submarine dove until it was ,000 eet below sea level, then remained still . stil l or severa severall hours. 9. 9. Te politicians went on speak speaking ing or hours and, as always, no one believed them. 0. At the party last night, the girls 0. girls started dancing but but the guys kept on on eating. . . How old were you when your parents gave you permission to go to the movies alone? a lone? . Te dog was sleeping when the cat ate up all his ood. . . When I woke up, . up, breakast was already ready. 4. We could smell the coee when we entered the restaura 4. restaurant. nt. . When my ather arrived, . arrived , it was eight o’clock o’clock in the evening. . Tere were a lot o people who wanted to attend the concert but many could not go because . there were not enough seats.
3·4
. . . 4. . .
¿Dónde estaba estaban n tus amigos cuando regresaste a casa anoche? El choer dormía cuando perdió control del auto. ¿Qué hora era cuando viniste a mi casa? ¿Iba ella a la esta cuando empezó a llover? erminas erminaste te la novela después de que yo llegué. Los niños no sabían vestirse.
7. ¿Qué hiciste el n de semana pasado? . Cuando ella supo lo que pasaba en la escuela, llamó a sus amigos.
9. ¿Quisiste conocerlo cuando vino a visita visitarnos? rnos?
Answer key
0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0. . . . . . .
Nevaba la semana pasada pasada pero no hacía mucho río. Ellos (or Ellas) Ellas) aprendieron a leer cuando tenían siete años. Ella tenía veintisiete años cuando nos conocimos. Ella se puso el abrigo y salió de la casa, aunque llovía. Él quiso vender la casa, pero no pudo. No quise dejar a mi perro solo cuando me ui de vacaciones el mes mes pasado. Ella me conoció conoció en la universidad el año pasado. Elloss (or Ellas) Ello Ellas) siempre iban de compras juntos (or juntas), juntas), pero nunca compraban nada. Yo quería ver la película película,, pero no pude pude ir. Ella quiso quis o asistir a clase pero no pudo ir. ir. Ellos (or Ellas) Ellas) querían ir al a l zoológico, pero tuvieron tuvieron que quedarse en casa. casa . Mi amilia ami lia iba a la playa playa los nes de semana. Cuando él supo que ella había salido con su mejor mejor amigo, no quiso creerlo. Ellos (or Ellas) Ellas) miraban la tele cuando se apagaron las luces.
4. 4. Él y yo cocinába cocinábamos mos mucho. mucho. . eresa y Mart . Martaa querían llamarme, pero su teléono no uncionaba. . La madre de mi amigo hablaba por teléono cuando yo quise llamarlo. . llama rlo.
3·5
A. . . . 4.
pensaban (or creían) creían) había sabía descubrió
. creía (or pensaba) pensaba) . murió 7. encontró (or descubrió) descubrió) . era 9. murió 0. aprendieron 0. . . Fue
B. . volvían . gustaba
125
. hacía
126
Answer key
4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . . . . 7. 7.
querían sabían iban llegaron jugaban vieron había supieron podía estaba oyeron querían preerían (or prerieron) prerieron) Eran Era n
. llegaron .
4
The present perect: What have you done or me lately?
4·1
. . . 4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . .
V PA P A A V V V PA P V P P V A
. V .
7. 7. PA . V . Answer key
9. P 9. 0. PA 0.
4·2
4·3
. ha escrito . . 4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
he visto han corrido ha sido he hecho se han muerto han ido has comido ha dado me he puesto hemos abierto os habéis acostado me he acostado has dicho se ha dedicado ha roto he vuelto has creído han resuelto hemos imprimido
. . . 4. . . 7. .
Our plow plow has broken. She has not told her boy boyriend riend the truth. Having seen the spectacle, they le the tent. tent. Due to the storm, a huge tree has allen in the park. She has married John. Te children are tired because they have played played all aernoon. So, I have not not seen a marvel because I have never gone gone to Sev Seville. ille. Tere have been so many people people who have been imprisoned recently that there is a new new prison built in another nearby town.
127
9. Has your your riend done the homework? homework? 0. We have the house open rom our in the aernoon until six, during the summer. 0.
128
Answer key
. I have put a new famenco CD in the CD player so I can listen to it. . . Tey say that the problem . problem has been solved, but that the broken broken machine is still at the construction site. . Te concert has begun. . 4. Pandora has opened the box. 4. . Tat neighbor couple that used to ght so much has broken up. . . Have you ever seen such arontery? . 7. 7. We have heard a lot about that politician and he does not impress us. . Te boxer . boxer has al allen len or the third time. 9. 9. I don’t don’t know what you have done, but it has caused cau sed a lot o problems. 0. Maria has allen madly in love 0. love with him.
4·4
. . . 4. . . 7. . 9. 0. 0. . .
He visto el part partido ido en la tele hoy. Sus jees le han dado un aumento de sueldo. sueldo. Ellos siempre siempre han vivido en esta ciudad. Has hecho todo el trabajo. He puesto los los papeles papeles en la mesa. mesa. Mi madre ha preparado una cena antást antástica. ica. ¿Adónde ha ido mi perro? El periódico ha sido impreso. Hemos escrito una car carta ta a nuestros/los abuelos. Los niños se han puesto los zapatos, ¡por n! Ella se ha roto la pierna. No debe esquiar. esquia r.
. . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
Él ha competido con su hermano desde que estaban en la secunda secundaria. ria. Ella se ha vestido vestido para ir al baile. Ellos han imprimido el periódico. Las modelos modelos se han maquillado y están listas para para exhibir los nuevos nuevos estilos. El carro se ha chocado con el árbol. Su abuelo se ha muerto. Su relación relación se ha acabado. Ella ha perdido las llaves. Susana ha dicho una mentira mentira..
4·5
. La maestra nos ha traído el pastel. La maestra nos lo ha traído. . El gato se ha comido el pájaro. El gato se lo ha comido. Answer key
129
. 4. . .
. . 4. 4.
Les hemos escrito las cartas a nuestros nuestros clientes. Se las hemos escrito. Los gerentes le han dado un ascenso y un aumento de sueldo. Los gerentes se los han dado. El taxista me ha llevado a mi hotel avorito. Las secretarias/Los secretarios han puesto los los documentos documentos en el archivo. Las secretarias/Los secretarias/Los secretarios los han puesto en el archivo. He escuchado la canción. La he escuchado. El juez se ha muerto. Le has dicho la verdad a ella. Se la has dicho. Hemos sabido lo que ella le ha hecho a él. ¿Han leído Uds. Uds. las noticias? ¿Las han ha n leído? Ellos han tratado de comprar comprar las acciones. Ellos las han tratado de comprar./Ellos han tratado de comprarlas. ¿Qué les has dicho? Ella ha roto el juguete. Ella lo ha roto.
. . . . 7. 7. . 9. 9. 0. 0.
¿Han arregla arreglado do la computadora? ¿La han arreglado? He vuelto/regresado a la ciudad. Mis amigos me han enviado/mandado un regalo. Mis amigos me lo han enviado/mandado. Ellos se han ido a pescar. Susana y Juan han roto relaciones. Susana y Juan las han roto. La he visto en la tienda de comestibles.
7. . 9. 0. 0. . . . .
5 5·1
The pluperect: What happened beore something else . j . . 4. . . 7. . 9. 0. 0. . . . .
c h m i g d k n o k
. a .
130
Answer key
4. 4. e . l .
5·2
. había dicho . había visto . había dado 4. 4 . se habían mudado . habían querido . me había puesto 7. se había ido . habían mirado 9. había enviado 0. se habían roto 0. . . había escrito . había absuelto . . habían pagado . 4. habían leído 4. . había vendido . . habían venido . 7. 7. habíamos hecho . había comido . 9. 9. se había caído 0. habían examinado 0.
5·3
. When the monkey arrived at the oot o the tree, the tiger had already arrived. arr ived. . Te astronauts discovered that someone had arrived on the planet beore beore them! . He hurried hurried to get to the hospital hospital on time, but but his wie had already given birth when he arrived. 4. Te captain o the expedition had died beore arriv arriving ing at the river’s river’s source. . When the rst rst humans appeared appeared in Arica, the dinosaurs had had already disappeared. disappeared. . When they ound out what was happening with the economy, economy, it was late; they had put their unds in xed bonds that they were not going to be able to sell or ve years. Persiles was published in . . 7. Cervantes Cerva hadshop diedatwhen novel I went wentntes to the eight,his butnovel the owners had not opened it..
Answer key
131 13 1
9. Columbus cannot be considered the discoverer o the New New World World since, when he arrived, it had been millennia since the Amerindians had discover d iscovered ed it. 0. We had solved the problem with the car 0. ca r when the mechanic came. . . According to some doctors, when someone says that an old man ell and broke his hip, it’s because his hip had broken already, causing him to all. . . When Tomas sent the letter, his girlriend had already gone on vacation. . Te parents told . told their children that the gis were rom the Tree Kings, but they had already seen them under the bed. 4. We wanted to know i the cake or the party had been made yet. 4. . Someone had burgla . burglarized rized the house because we saw that the window had been broken rom outside and the ront door had been opened rom within, which is how the burgler got out, no doubt. . When the proessor mentioned the idea to me, I real . realized ized that I had never thought o it. 7. 7. His wie wanted wa nted to speak to him or a while more, but he had allen asleep. as leep. . Several people arrived at the inn but the kitchen had closed. . 9. 9. Te children wanted to swim but the sun had set already. 0. When I nished this exercise, 0. exercise , it was three in the morning and I had not gone to sleep. sleep.
5·4
. . . 4. . .
La cena ya estaba lista pero los los niños no se habían lavado las manos. Escalamos Esca lamos la montaña para ver la salida del sol, pero ya había sal salido. ido. Habían nacido los gatitos antes de la esta del sábado. Él había decidido inormarle a ella antes del marte martess sobre sobre el viaje. Cuando ella lo llamó, él ya había invitado a su hermana al baile. Ellos volvieron a casa a las nueve, pero la película ya había terminado.
7. . 9. 0. 0. . . . . . . 4. 4. . . . . 7. 7.
Él quería sorprenderla pero ella ya había visto la sortija. Los niños habían abierto la ventana antes de la tormenta. Ella no le había dicho nada sobre su otro novio cuando él los vio en el restaurante. Cuando colgamos el teléono, teléono, yo todavía no había encontrado encontrado el artículo. artícu lo. El tren llegaba y todavía no habían abierto la estación. Él no se había muerto muerto cuando terminó la guerra. Cuando sus abuelos vinieron a los EE.UU., él no había nacido nacido todavía. Mi amigo se había mudado antes de recibir la cart carta. a. El artículo había sido escrito antes del domingo pasado. Ella se había puesto el abrigo cuando se dio cuenta de que no no hacía río. Mi amigo y yo no habíamos visto vi sto el mar hasta que teníamos diez años.
132
Answer key
. artícu lo sobre ellos en . Él no había oído hablar de ese conjunto musical hasta que vio un artículo una revista. 9. 9. Cuando él volvió de la guerra, supo que su novia novia se había casado. 0. ¿Habías leído 0. leído los inormes antes de reunirse el comité?
6
The conditional: What would be and the uture o the past
6·1
. . . 4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . . . .
j m s a l p c o n t r i h g k
7. 7. . . 9. 9. 0. 0.
b q e d
. . . 4.
sabría asistirías creería traería
6·2
. gustaría
. encontraríamos 7. podrían Answer key
6·3
6·4
. 9. 0. 0. . .
trabajaríamos tendrían habría When used to express there is , are , were , etc., the verb haber is always singular. diría
. . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
pondría venderían saldría harías Serían iríamos iría mos llegarían daría querría
. . . 4. . . 7. . 9.
Te children would set the table i their mother asked them to. I it weren’ weren’tt or your parents, you wouldn’t be here. Te proessor proessor told her she would learn a lot in his class. I you wanted, you could go with me to the movies, to see that actor you say I look like! Tat guy told me that he would come look or me around six, but he has not come. Where could my mother have been when her cousin cal called led her? her? What would my my wie say to me i I cal called led her “my heaven”? Maria must have been been writing poetry last night because she is in love with him. I would would dance more more i my knee didn’t hurt.
0. 0. . . . . . . 4. 4. . . . . 7. 7.
I all mothers-in-law died, husbands would be worth more. We would like to teach a class clas s together i we could nd an interesting interesti ng subject. She told her little boy that she would give him a bath soon. Would you be interested in traveling to Paris i the airline gave you a ree ticket? I promised my students that I would play more music in class. I I played Cuban Cuban music, would the students dance? Could you help help me pick the songs or class? Students ought to attend class every ever y day.
. Ella iría a la esta si tuviera tiempo.
133
. Ellos dijeron dijeron que traería traerían n la comida. . Él me dijo que ella encontraría encontraría el número de teléono del gerente.
134
Answer key
4. . . 7.
Ellos estarían en la la librería librería cuando llamé. llamé. ¿Qué me diría si pudiera verme ahora? ¿Cómo diría diríass “It’ “It’ss a beauti beautiul ul day” en español? Si Juan Juan uera más alto, le pediría pediríamos mos que jugara en nuestro equipo.
. 9. 0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
Cuando su novio novio regresó regresó a casa, ella ella estaría estudiando. estudiando. Él estar estaría ía contento cuando la vio anoche. ¿Qué haría haríass si ganara ganarass la lotería? lotería? Mi amigo dijo que leería más si tuviera tiempo. Si no uera por la dierencia de edad, su situación sería dierente. Yo esta estaría ría cocinando cuando me llama llamaste. ste. Aun si el precio de las casas subiera mucho, no no vendería la mía. El carro iría demasiado rápido. Si tuviera un caballo, lo llamaría Sirocco. El médico me dijo que no me operaría la rodilla. Los niños jugarían cuando empezó a llover. (or estarían estarían jugando) Si yo uera rancés, pensaría pensa ría de manera dierente sobre la vida. Yo comería más pescado si no costara tanto.
7
The conditional conditional perect: perect : What would have been
7·1
. . . 4.
o k t i
. . 7. . 9. 0. 0. . . . . . .
j a q b r s c d e
4. m 4.
. . g . p . Answer key
135
7. 7. . . 9. 9. 0. 0.
7·2
l h n
. habría sabido . habrías asistido . habría creído 4. traería . gustaría . habríamos encontrado 7. podrían . habríamos trabajado 9. habrían tenido 0. habrían abandonado 0. . . habría dicho . habría puesto . . habrían vendido . 4. habría sal 4. salido ido . habrías hecho . . Habría sido . 7. 7. habríamos ido . habrían llegado . 9. 9. habría dado 0. habría querido 0.
7·3
. Te children would have set the table i their mother had asked them to. . I it had not been or your parents, you would not have been born, o course. . Te proessor proessor told her that she would have learned a lot in his class i she had dedicated hersel to her studies. 4. I you had wanted, you would have been able to go with me to the movies that night, to see the actor you say I look like! . Tat young man conessed to me that he would have come come or me around six, but that he couldn’t because his car broke down.
. We were wondering where my my mother could have been when she nal nally ly came home.
136
Answer key
7. . 9. 0. 0.
What would my wie have said to me me i I had called her “my heaven” when she was angry? Maria would probably probably have written poetry poetr y that summer because she was in love with him. I would have danced more more i my knee had not hurt hurt so much. I mothers-in-law had all died, husbands would have been worth more.
. . W e would have liked to teach a class clas s together that year i i we had been able to nd an interesting subject. . She told her little boy that she would have bathed him but there was not enough . enough hot water. . Would you have been interested . interested in traveling to Paris last all a ll i the airline airli ne had given you a ree ticket? 4. I assured the students that I would have played more music in class i it hadn’t been or the 4. class across the hall. . I I had played Cuban . Cuban music, would the students have have danced? . Would you have been able to help me . me select the songs or class i we had been able to play them? 7. 7. Te students would have attended class every ever y day i it had not been or the many distractions distract ions o the city.
7·4
. Ella habría ido a la esta si hubiera hubiera tenido tiempo. . Ellos dijer dijeron on que habrían traído (or llevado) llevado) la comida, pero que no tenían suciente dinero. . Él nos dijo que ella habría encontrado encontrado el número de teléono teléono del gerente gerente si no hubiera perdido perdido su bolsa. 4. Ellos habrían estado en la librería, porque cuando les llamé, mencionaron mencionaron que habían encontrado una novela interesante. . ¿Qué habría dicho ella si hubiera hubiera podido verme entonces? entonces? . ¿Cómo habrías dicho “It’s “It’s a beautiul day” en español? 7. Si Juan hubiera sido sido más alto, le habríamos pedido que jugara en nuestro equipo. . Ella habría estado estudiando cuando regresó a casa su novio, porque sus libros estaba estaban n en la mesa. 9. Él la habría estado esperando toda la noche. 0. ¿Qué habrías hecho si hubieras 0. hubieras ganado la lotería? . . Mi amigo dijo que habría leído más si hubiera tenido tiempo cuando era niño. . Si no hubiera . hubiera sido por la dierencia de edad, su situación habría sido dierente. . Cuando tú lo llama . llamaste, ste, él estaría cocinando porque hablaba mucho de la cena. 4. Aun si el precio 4. precio de las casas hubiera subido mucho, mucho, no habría vendido la mía. . El carro habría estado yendo demasiado rápido. .
. . Si hubiera hubiera tenido un caballo, lo habría llamado Sirroco. 7. 7. El médico me dijo que no me habría operado la rodilla si no me hubiera dolido tanto.
Answer key
137 13 7
. . Los niños habrían estado jugando toda la mañana cuando empezó empezó a llover. llover. 9. 9. Si yo hubiera sido ra rancés, ncés, habría pensado de manera ma nera dierente sobre la vida. 0. Yo habría comido más pescado si hubiera sabido que era tan sano. 0.
8 8·1
The sequeand sequence nce o Observations on the indicative thetenses: subjunctive . podían, tenían Contemporaneous past actions: the dogs were in a condition o being unable to concentrate because they were hungry.
. esperaban, ueran Te past time rame is stated at the end o the sentence: yesterday. Te main clause is a verb o wishing, introducing a subordinated clause in which, thereore, the verb must be in the imperect subjunctive.
. dijo, viera Te time rame is set by the verb era in the subordinated clause, thus revealing that the main verb had to be in the preterite (not the imperect indicative, because the verb decir is used to reer to one moment o speaking in the past). Te last verb, in the imperect subjunctive, is in the clause subordinated to the second subordinated clause era importante que. In other words, the rst clause is not the one that causes the subjunctive to be necessary in the third clause, since the rst clause employs the verb decir in its primary meaning o saying , not telling. 4. dije, era, leyera Tis sentence is a parallel o the previous one in terms o the types o clauses and their relationships to one another.
. Quieres, paguen Contemporaneous present actions as dened by the word ahora . . estudia, pueda Tere is a reerence to a uture time, thus the present indicative is used in the main, or independent, clause and the present subjunctive is used in the subordinated clause.
7. mencionó, habían publicado, dudé, hubieran traducido Te time rame is established by the temporal adverb ayer. Te publication o the book is prior to that moment o speaking, hence the pluperect indicative indicative is used to report it. Te speaker reports his or her response with the preterite preterite, , sinceinthe came to mind John mentioned T e pluperect pluper ectpast subjunctive must be used thedoubt subordinated clausewhen introduced by the verbit.oTe doubt in the because the speaker is doubtul that the book had been published prior to 2. . Es, has escrito Tis is a straightorward declaration o what the speaker perceives, all indicative. Te present perect is used to show the action o writing as having commenced in 2 and continued up to the moment o speaking. 9. quiere, diga Since no time rame is provided, the key has used the present tense only, indicative and subjunctive respectively. I the speaker were reerring to the past, the verbs would be quería , dijera. 0. pidió, cantá 0. cantáramos ramos Te phrase el fn de semana pasado sets the action in the past. Te subjunctive is used because the subordinated clause is introduced by a verb o requesting in the main clause.
. . creo, es, trabajes Since there is no indication o a past time, the present tense is used in the key.
However, i the speaker were reerring to the past, the verbs would have been creía (or creí ), ), era , trabajaras . In this latter case, the choice o imperect or preterite or the rst verb depends
138
Answer key
only on whether the belie was an attitude the speaker held or an impression made at some moment in the past. Te second verb would be in the imperect indicative because o the expression o emotion, in the past.
. gusta . gustaba, ba, hubiéramos renunciado Te time rame is the past. Te verb gustar is in the imperect because it reers not to an instant impression o disliking but to a situation. Te phrase antes de
la Navidad is what makes the pluperect subjunctive necessary.
8·2
. a Te main verb is in the past and is a verb o wanting. . d Te main verb is a verb in the past used to merely report a previous action, hence no subjunctive can be used and that previous action is expressed with the pluperect indicative.
. a Te main clause is in the past and introduces a subordinated adjective clause describing a beach that was not yet known to the subjects, hence the imperect subjunctive must be used.
4. c Te recommendation has been made regarding the uture, hence the present subjunctive is used.
. b Te main clause introduces a subordinated clause describing a nonexistent antecedent and is in the past, thereore the imperect subjunctive must be used. u sed.
. c Te main verb is in the past and the adverbial clause antes de que always requires the subjunctive, hence the imperect subjunctive in the subordinated clause.
7. b Tere is an element o anticipation established by the phrase iba a ir and since it is in the past , , the imperect past imper ect subjunctive must mu st be used in the clause clau se it introduces.
. a Te time rame established by the main verb is the past. Te conditional in the subordinated clause expresses the consequence o a hypothetical action, which must be expressed e xpressed by the imperect subjuncti subjunctive. ve.
9. d Te time rame is the uture and the adverbial expression a menos que always requires the subjunctive, subjuncti ve, hence the present subjunctive subjunctive must be used.
0. b Te conditional perect expresses the consequence o a hypothetical past action, which must 0. be expressed by the pluperect subjunctive.
8·3
. nieva, voy Te present time rame is revealed by the use o ahora , so the only challenge challe nge in this sentence is that o subject and verb agreement. Te subject o verbs expressing weather phenomena is i s an abstract third person, per son, such as a s Mother Nature. . nadar, decidieron Te only admissible orm o a verb that immediately ollows a preposition is the innitive. Because o the verb decidir , , the sentence makes m akes more sense sen se in the past, past , unless one on e thinks o this decision to run ve miles as a habitual action in the present, deciden ; in the past, past , decidían ). . escribe, mira Te use o generalmente , without any reerence reeren ce to past time, time , makes this thi s sentence most likely a statement o a general truth, hence the present. I there were an explicit reerence to a past time rame, the use o generalmente would require the use o the imperect indicative ( escribía escribía , miraba ).
4. dijo, hicieras Te past time rame is revealed by quería ; decir is used u sed in the sense o to say , not to tell , , so the need or the th e imperect imper ect subjunctive subjunct ive o hacer depends on quería. Answer key
139
. pensaba, sabía, vería Te use o murió sets the sentence in the past. Te phrase todas las noches makes the imperect o pensar necessary and the conditional o ver is an example o this tense’s use as the uture o the past. . estaban, estaba n, supiste Te imperect inquires about the circumstance in the past when a person rst learned o an accident.
7. es, ue Te use o ahora shows that we are talking about what is obvious now. Since John Lennon is dead, and this is a summarizing statement about him, the preterite o ser is used in the second clause. . quisieran, pudieron Te time rame is revealed at the end o the sentence. Te phrase por mucho que thereore requires the imperect subjunctive, and the preterite o poder , in the negative, shows that the climbers ailed to reached the mountain’s summit.
9. había dicho, hiciera, iba, recogía Te use o the pluperect or the verb decir establishes the chronology o events in the past: rst, her mother told her not to do something, which she then went along doing, going through the woods and picking owers (two contemporaneous past actions). 0. habría hecho, hubiera tenido Tis is a past hypothesis or counteractual statement, hence the 0. correlativee construction using the conditional perect and the pluperect subjunctive. correlativ . . buscábamos, estaría, encontramos, encontramos, buscamos Te adverb ayer sets the action in the past and reers to a repeated action. Te conditional is used to show probability in the past and the two preteritess are used to report preterite repo rt a completed complete d action and its it s result.
. hablaba, daba Since Castro no longer gives speeches, and the statement is descriptive, both . verbs are in the imperect . . se ponía, nos dimos, teníamos, uimos Te word mientras in the past (indicated by ese día ) . requires the imperect. Te preterite thus is the most logical choice or darse cuenta. Te imperect is used to show a condition and the preterite to show the action taken. 4. decidió, se casa 4. casaría ría Amaranta nally made a decision, de cision, hence h ence the preterite. prete rite. Te conditional con ditional is used in its unction as the uture o the past. . viajába . viajábamos, mos, miraba, parecía, leía Tis sentence makes the most sense interpreted in the past, although there is no explicit reerence to a past time. All the actions are contemporaneous, hence the imperect indicative. I interpreted as a statement about the present: viajamos, mira,
parece, leo. . inormó, había visto, navegaba When the person inormed the speaker, the riend had already . seen the orca, hence the pluperect indicative. Te imperect indicative is used to establish the past circumstances circum stances under unde r which the whale whal e sighting happened. happe ned.
7. 7. sugirió, hicieras Te past-tense, indicative verb o recommending in the main clause requires the imperect subjunctive to be used in the subordinated noun clause.
. sabían, iban, cometieron (or cometían) . cometían) Te rst imperect verb describes the circumstance. Te second is another way o showing the uture o the past and the last verb, i in the preterite, summarizes the soldiers’ actions, while i it is in the imperect, would suggest that more inormation is about to be ofered.
9. 9. soñaba, sabía, estaba All the verbs reer ree r to contemporaneous contemporaneou s past actions. actio ns.
140
Answer key
0. puse, quería, viera, robara 0. robara Te preterite is used to report a simple past action, the imperect to introduce the two things the subject did not want to happen. Te last two verbs are in the imperect subjunctive because they are both subordinated to quería. . . prohibía, saliera Te mother’s prohibition was a continual one. Te second verb is in the subordinated clause and hence must be in the imperect subjunctive. I understood as a present situation: prohibe , salga. . se sentían, revelaran, había ocurr . ocurrido ido Te past time rame is established by the last phrase. Te rst verb is imperec i mperectt since it expresses ex presses a mental ment al state in the past. pa st. Te subjunctive subjunc tive is always used aer antes de que , and in this case ca se is in a past pa st time rame, hence h ence the imperect impe rect subjunctive. Te pluperect indicative is necessary to clariy the chronology. . sugir . sugirieron, ieron, abriera, disminuí disminuíaa Te verb o suggesting requires the use o the subjunctive in the subordinated clause. Te adversative conjunction pero ends the inuence o that verb and thus the last verb is in the imperect indicative, stating a general truth about trac congestion at some period in the past. I understood as a present situation: sugieren , abra , disminuye.
4. 4. cantó, despertó Te preterite is used to show a series o past pa st actions. . conocieron, regresaron Te preterite is used to show a series o past actions. . two verbsaninaction the imperect reer toin two . viajábamos, . jugábamos, jugábamos, inormó, inormó, hab ría Teindicates contemporaneous past actions. Tehabría preterite that happened that situation and the conditional is used in its unction o showing the uture in the past.
7. 7. llevó, examinara, exami nara, dijo, tenía Te preterite reers to a one-time event in the past; the imperect subjunctive is required because o the purpose clause para que. Te second use o the preterite reers to another nished action and the imperect reers to the cat’s condition. . iba, se negara, tendría . tendría Te imperect o the ormula ir 1 a 1 innitive in the imperect is used as another way o expressing the uture when in the past. Te imperect subjunctive is required because it is used in the i -clause -clause o a hypothetical statement, the consequence o which is expressed with the conditio conditional. nal. I understood as a present situation: voy , se niega , tendré. 9. hemos prometido, vamos Te present perect shows that the action o speaking began in the 9. past and its it s efect (a promise) continues in orce. Te promised action act ion is still in i n the uture rom rom the time rame o the sentence. 0. se meten (or se 0. se metan), están, vayamos Aer aunque , either the indicative i ndicative or subjunctive subjunct ive can be used, indicating certainty or to suggest a degree o doubt. Te second verb is in the present indicative because it is a simple assertion o act. Te last verb is in the present subjunctive because the subordinated noun clause in which it appears is introduced by a verb o emotion.
. . preeren, es Both verbs are in the present indicative because they make simple assertions. . Creías (or Crees), . Crees), era (or ue), ue), sentía Te past time rame is established by anoche , and ser could be either in the imperect indicative, to express a general impression, or in the preterite, to show a change o impression. Te last verb is in the imperect indicative because it purports to describe an emotional state in the past. . asisti . asistirá, rá, puede, quiere, vayas Te meeting is uture relative to the moment o speaking. Te next two verbs are in the present indicative because they express current circumstances. Te last verb
is in the present subjunctive because it is introduced by a verb o wanting.
Answer key
141 14 1
4. harían, prepararas Te conditional is used both in its unction as the uture o the past and to 4. show the consequence o the action in the i -clause, -clause, which is expressed by the imperect subjunctive.
. piensan, haga Te subjunctive must be used aer a menos que and the time rame is the . present, hence he nce the present subjunctive. sen tence begins begin s with the present, pre sent, the verb . vinieron, habían oído, necesitaban Although the sentence . creer is used to indicate the speaker’s current belie about past events. Te delegates arrived and had already heard all that they needed. Te last verb is in the imperect indicative because it describes the mental readiness o the delegates.
7. 7. vinieron, hubieran oído, necesitaban Tis sentence, a permutation o the previous one, introduces the situation with a verb o doubt instead o belie. Te doubt is not about the arrival o the delegates, hence that verb is still in the preterite o the indicative. Te doubt is cast on whether they had heard what they needed, hence the pluperect subjunctive. Note that there is no doubt cast on whether the inormation that that they needed exists, hence the last verb is still in the imperect indicativ indicative. e.
. vimos, se ponía (or se . se puso) Te usage o the imperect and the preterite is explained by the act that Maria was in the act o putting on her coat when the subjects saw her. 9. 9. salieron, habían olvidado Te subjects le without the credit cards, thereore the orgetting happened prior to their departure, hence the pluperect to express their omission. 440. 0. dejó, ui Te preterite is used to express two sequential actions in the past. 4. 4. creería, viera Te conditional is used both in its unction as a uture o the past and to express the consequence o a hypothetical action, although here that action is not stated in an i -clause -clause but in an adverbial clause that either anticipates a uture event (seeing with his own eyes), or admits it as possible.
44. . vio, creyó Te preterite is used to express two sequential actions in the past. 4. propusieron, se construyera Te main verb is a verb o recommendation in the preterite, 4. requiring that the imperect subjunctive be used in the subordinated clause.
44. dijeron, habían observado, navegaba Te preterite is used because the sailors’ speaking is 44. completed. Te pluperect indicates an occurrence prior to that moment o speaking and the imperect shows the circumstance in which their observation took place. 4. vieron, había roto, descubrieron Te preterite is used to show that the action o seeing is 4. regarded as complete. Prior to the subjects’ seeing, the damage had been done, hence the pluperect. pluper ect. Te last la st verb is in the preterite preterit e because it expresse e xpressess a second sequential seque ntial action in the past (ollowing ( ollowing vieron ). Te subjects rst saw the broken window, w indow, and then discovered disco vered evidence evid ence o an additional crime. 44. . se acosta acostaron, ron, se durmieron Te preterite is used to express two sequential past actions. 47. 47. llegué, abrió, encendió Te preterite is used to express three sequential past actions. 4. veamos, aprendamos, sabíamos Te viewing o the movie is uture relative to the present 4. moment o speaking. Hence, the action expressed by the verb ollowing cuando is anticipated and thereore the present subjunctive is needed. Te second use o the present subjunctive,
however, is due to its being introduced by a verb o wishing in the present indicative. Te last verb is in the imperect indicative because it ollows the adverb antes.
142 14 2
Answer key
49. has leído, 49. leído, ves, ves, era, entenderás entenderás Te temporal clues in the sentence make these the only reasonable orms. No subjunctives are necessary.
0. quisieron, se enamoraron Te past time rame is established by conocieron. Te preterite o 0. querer is the most reasonable, since it is stated that the couple ell in love almost against their will. Te preterite o enamorarse is used simply because the ocus is on the past action, not the process o alling in love.
8·4
. b. Te actions o the two verbs esperar and ponerse are ongoing and happening at the same time; thereore, both verbs must be in the imperect indicative.
. c. Te use o the imperect subjunctive in the “i clause” requires the use o the conditional to show the consequence, i.e., what she would do i John quit smoking.
. d. Te preterit is the proper choice because the specic and nite time span o the engagement is the only inormation ofered; the engagement period is not a backdrop or some other action.
4. a. Te action o asking or her hand in marriage is expressed in the preterit because it occurred once – at the end o the dating period o a year, expressed in the pluperect indicative.
. b. Te present subjunctive must be used because the subordinated clause (interrupted by the clause beginning with cuando ) is introduced introdu ced by an impersonal imper sonal expression expre ssion o probability. probabilit y. Te imperect subjunctive in option (d) is not correct because the impersonal expression es normal is in the present, not the past.
. d. Te two actions in this sentence, expressed by ir in both cases, are sequential and completed. Tereore, the preterit must be used in both instances.
7. d. Both the wedding and the reception that ollows are yet uture. Te phrase después de que introduces and action that is anticipated, and thereore the present subjunctive must be used.
. a. Te main clause reers to a time a ew generations ago when it was a common custom or single women to have a dowry in preparation or marriage. Te timerame requires the past tense, and the impersonal expression o urgency expressed in the past, era imprescindible , requires the imperect subjunctive.
9. b. Te ocus is in the moment when, aer going out or a long time, Ramón proposed to her. Te preterit is i s needed because be cause it is a one-time event in i n the past. past .
0. d. Since the sentence begins by revealing that Juan did in act go to a shop at a specic time 0. – ayer – and with a specic errand in mind which he was unable to complete, the preterit is needed. Remember that the preterit o poder means either to succeed or to ail. Te imperect is incorrect here because the imperect o poder means either to be able or unable, as a condition, not as the result o an attempt to do something.
. . a and d d . Option (a) completes the sentence by using querer , which, in the preterit p reterit denotes de notes either eithe r trying or reusing at a particular moment and option (d) simply uses llamar in the preterit to introduce what happened when she called.
. a and c. . c. Without more context, option (c) is more likely, since conocer , used in the th e preterit, preterit , means “to meet.” In option (a), by using the imperect, the speaker is speaking about a time in the past during which he or she was acquainted with María.
. b. Te use o hacer in the imperect in time clauses in which the imperect o the verb in the que . clause, is actually pluperect in meaning: “When Peter moved rom his apartment, I had known Answer key
143
him or several years.” Te other options cannot be used to complete the sentence in most dialects o Spanish, although in the Caribbean basin, it would not be uncommon to hear people use option (c), a vestige o the Spanish o the Golden Age.
4. a. Te preterit is needed because it explains the decision that Marta made when she ound out 4. what Mateo had done. When saber is used in the preterit, it reers to a specic moment in the past when something some thing was or was not ound oun d out.
. c. Te exclamation itsel is in the preterit because it is a completed action; what was exclaimed . expresses a state or description o the speaker already being in the know – hence the imperect. Te use o ya reinorces that the speaker already knew their plans.
. d. Te two actions are viewed as ongoing and contemporaneous, hence the imperect is used or . buying owers and Miguel’s loving his girlriend. Option (a) is admissible i the speaker wishes to indicate that the couple either broke up or that one o them is deceased, viewing the relationship, whatever its duration, as over, although the purchases o owers is still viewed as a repeated or habitual action during some period in the past. pa st.
7. 7. b. Te anniversary was celebrated last month, and the couple has made the trip to New Orleans. Te preterit is needed because the decision to go is in the past. Option (d), although in the past – imperect – ocuses on the process o deciding, or which there is no context to justiy. Te other options are all in the wrong time rame. . c. Te wedding is reported to have occurred on a hot June day, so the preterit is the correct . choice. Tere is no context or other action reported as taking place during the wedding, so option (a) is not admissible; option (b) would only be possible i the speaker were making a prediction and option opt ion (d), (d), in the conditional, condition al, is incorrect in correct because bec ause the cue cu e is not a hypothetical hypoth etical or “i clause” which would have required the use o the imperect subjunctive (the cue contains no verb; it is merely a prepositional phrase).
9. 9. a, b and d. d. Julio’s change in civil status by b y divorce is reported repor ted in the present prese nt perect, per ect, suggesting sug gesting that it is a recent event. Option (a) continues that time rame by stating that since the divorce, several women have wanted to go out with him. Option (b) is predictive, as i to say “Now that he is divorced, women will want to go out with him.” Option (d) is a simple statement about the present state o afairs af airs – that women do want to go out ou t with him. Te T e remaining option (c) (c) is not admissible, since it is conditional and does not complete any hypothetical or “i clause.” 0. a and b. Irene’s 0. Irene’s marriage to Pablo Pablo is reported in the pluperect – that she “ had married” him or money – inviting a conjectural perspective (an implied hypothetical) regarding Pablo’s other prenuptial prospects pros pects which the th e speaker views as nil. ni l. Te more standard stand ard o these two correct cor rect options is (b) since the implied hypothesis is that “i he had asked” any other woman, she would have turned him down. In the Caribbean basin, and elsewhere, though less requently, option (a) is also admissible, since the -ra orm o the imperect subjunctive is oen used as the conditional (and even as an equivalent o the pluperect indicative).
8•5
. c . . h
4. k
144
Answer key
8•6
. . 7. .
a t i l
9. 0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
j b q d g s m n o p r e
. d. Te subordinated noun clause is introduced by a verb o expectation, in the past, thereore only the imperect subjunctive o the existential verb haber is admissible. . c. Te adverbial expression antes de que always requires the subjunctive, because it always expresses the anticipation o some action. Here, since the sentence is cast in the past, only the imperect subjunctive is admissible.
. b. the subordinated noun clause is introduced by a verb o disbelie, in the past, thereore only the imperect subjunctive o the verb ser is admissible. 4. c. Te verb in the rst hal o the sentence is in the present perect indicative. Te subjunctive
options (a) and (b) are not admissible, since the sentence asserts an observation. Option (d) is incorrect because it is temporally illogical.
. All options are correct, cor rect, because becau se the cue does do es not establish establi sh a time rame (it does not contain a conjugated verb). Option (a) is a pseudo passive or impersonal expression, using se . Te other three are true passive constructions, in diferent time rames: present perect, uture and aoristic aspect o the present indicative (which uses the present indicative to state a general truth).
. a. Te use o the preterit in the main clause establishes a moment in the past when exploitation began. Only the time rame ofered in option (a), using the pluperect indicative, completes the sentence in a logical way with respect to time. Te use o the adverb
makes the use o the imperect nearly obligatory, although
7. option d. durantethe speaker may conceive o the historical period as a whole, (a) is admissible because and as completed. Option (b) is likely in lively discourse, as an example o the historic, or vivid present.
Answer key
145
. c. Without any context, the preterit is the best option. Te existence o Potosi has to be expressed in the imperect, since it is described (it does not express a narrative action) and since no elaboration about the deaths o native peoples is invited, their deaths are reported as historical data, completed and nished in the past. Options (a) and (d) could be correct i the sentence introduced an expansive history. Option (b) is incorrect because the main clause does not create any need or the subjunctive.
9. b. Only this option, using conditional perect, completes the past hypothetical or contrary-to act statement o the th e i-clause, i-clau se, constructed constr ucted by the pluper pluperect ect subjunctive. subjunct ive.
0. d. Te adverbial expression con tal de que always requires the subjunctive since, as it expresses 0. a contingency, it anticipates some sort o action. Te main clause sets the time rame in the past, thereore the reore only the imperect imper ect subjunctive is i s admissible. admissible .
. . a. Te present perect indicative is needed because no urther context is given that could justiy the use o the pluperect in option (d), which would be admissible i there were another clause to tell the reader that it has rained recently in this desert. Te other options are inadmissible because the subjunctive is not required to complete the main clause and because the use o the uture perect per ect is illogical. il logical.
. b. Te main clause reers to the moment when the Spaniards rst entered the Aztec capital, . thereore the only option that completes the sentence in a logical way is option (b). Te main clause contains nothing that requires the subjunctive, the present perect or the uture.
. c. Without more context, only this option is correct. In any context, option (d) is impossible, . since Magellan’s otilla circumnavigated the globe between 5-522. Option (b) could occur only when the vivid, or historical present is used – typically in animated speech to create suspense.
4. a. Te use o durante normally attracts the use o the imperect, although option (b) is 4. admissible i the speaker is thinking o the colonial period as a whole – as a completed historical period.. Te other options period option s are either in the wrong tense or tense and mood. moo d.
. d. Te adverbial expression para que expresses a “purpose or which” and thereore expresses . the anticipation o an action. Te subjunctive is always required aer this expression. Since the main clause establishes a past time rame, only the imperect subjunctive is admissible.
. a. Te time rame is past and reers to the moment when the Portuguese saw the coast o Brazil, . and thought that they had discovered the the Earthly Paradise, hence only the pluperect indicative is admissible.
7. 7. d. Te statement expresses a question about what would have happened i the Spaniards had not been able to conquer the Native American nations they encountered. Te use o the present in me pregunto does not establish any time rame or the events the statement reers to. Te “wondering” is in the present, but it reers to events in the past in a hypothetical, clearly contrary-to-act statement. Te only way to complete the i-clause o a hypothesis in the past is by using the pluperect subjunctive.
. Any o the options are admissible, . admi ssible, depending d epending on context. conte xt. Option Opti on (a) (a) could be used u sed in the introduction to a historical perspective about the trans-Atlantic slave trade – to say that the production o sugar cane c ane would stimulate stimulate the demand or slaves. Option (b) is another example
o the vivid, or historical present, while option (c) is the best choice in the absence o any context. Option (d), like option (a), could be used to express, in a matter-o-act way, and by
146
Answer key
way o introduction, how the cultivation o sugar cane continually or repeatedly, during the colonial period, was creating a a demand or slaves.
9. 9. b. Although the geological ge ological conditions conditi ons o the Andes And es are, rom a human hu man perspective, perspe ctive, ever-present, ever-pre sent, which could tempt one to select option (d), the main clause uses a verb o emotion, in the past, to introduce the subordinated noun clause, which requires that the subjunctive be used, and in the One might be tempted to selectthe option (c) because o the past time rame, but the verbimperect. o emotion in the main clause requires subjunctive.
0. a. Te i-clause or hypothetical clause establishes the past time rame. However, the use o es 0. probable que is relevant when selecting the option because it interrupts the hypothesis and injects itsel as a statement o probability, expressed in the present, but reerring to the past, making option (a) the only grammatically admissible choice. I the phrase es probable que were omitted, option (c) would be correct instead.
8•7
. . . 4. . . 7. . 9. 0. 0. . . . .
ui llegamos habíamos salido habíamos acordado pudiéramos iba compartiéramos gustaba escuchábamos tenía subimoss subimo se encontraba
. . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0. . . . .
decidimos alquilamos piloteaba dio había alistado abordáramos se ocupaba pescábamos volvía limpiaba
. pudiéramos .
Answer key
8•8
8•9
. . . 4.
llegaron/habíamos gustaba enseñó puse
. . 7. . 9. 0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
eran/encantaba estaba/trabajaba hubieran/habría puso/pidiera eran/saqué serían/llamó ui/había ui /había preparaba/viniera dijo/pusieran gustaba/dijera/lavaran salió/compró ueras/tendrías ueras/tendr ías [or, in the present: vas/tienes] observó/había observó/h abía sabía/hubiera mostró/hicieran mostró/hiciera n [or, in the present: muestra/hagan] quemó/subió
. ui/saqué . imprimió/llevé . 4. . . 7. . 9. 0. 0. . .
entré/reconoció tuve/arreglara dijo/podrían [or podían, or pudieron] pudieron] quise/pude conocí/bailaban supo/había mandó/tenía salieron/lloviera aseguró/depositaría/regresa asegu ró/depositaría/regresara ra
147 14 7
. . estaba/entró . decidió/podía . 4. cobró/insistió/reembolsara 4.
148
Answer key
. . . . 7. 7. . .
daba/tuvieran pidió/tuviera buscamos [or buscábamos]/uera buscábamos]/uera se graduó/tenía [or tiene]
9. 9. llevó/se aceptara 0. pidió/hiciera 0.
8•10
8•11
. . . 4. . . 7. . 9. 0. 0. . . . . . . 4. 4. . . . .
planeaban tenían pareció ue hizo ue compararon orecía incluían prometían decidieron llevaría pasarían inormó [or dijo] empezaría advirtió advir tió [or inormó inormó or dijo] dijo]
7. 7. . . 9. 9. 0. 0. . . . . . .
debería n deberían tuvieran era sospechaban uera estaban habían
. k
. m . a 4. b Answer key
8•12
. . 7. .
l n c r
9. 0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
j p g h q d e i s t o
. . . 4. . .
manejaba hubo iba vi había rené
7. . 9. 0. 0. . . . . . . 4. 4. . .
chocara me sentí había era habríaa habrí llegó hizo amenazaba logré
149
. . pude 7. 7. había . sabía .
150
Answer key
9. 9. iba 0. importara 0. . . esperaban
8•13
. b. Te adverbial expression antes de que must always be ollowed by the subjunctive; in this case, since it is introduced by a verb in the past – contrataron – the imperect subjunctive must be used.
. a. Te need to buy new staplers arose at a particular moment in the past, either as a decision or a realization, hence the use o the preterit with tener. Te reason this was necessary must be expressed in the imperect, because it is a circumstance or description. Option (b) would imply that all the staplers malunctioned at the same time. Te time rames o the other options are incorrect or completing the sentence.
. d. Te subordinated noun clause is introduced by the main clause which contains a verb o emotion in the past, so only the imperect subjunctive can be used.
4. c. Te adverbial expression después de que requires the subjunctive only when the action ollowing it is i s or was anticipated. anticipate d. In this case, ca se, the main verb is in the past, pa st, which means mean s that the action is a mere historical report. Te preterit is necessary because in this context, the meaning o the verb causar reers to an incident as a concluded matter.
. a. Te verb o the main clause is a verb o hoping or expecting, in the past and thus the verb in the subordinated noun clause must be in the imperect subjunctive. I the main verb had been in the present – esperamos – then option (d) would have been correct.
. d. Te verb in the main clause is not a verb o belie, but a verb o doubt or an expression o probability, and is in the th e past; the subordinated su bordinated noun clause cl ause must use u se the imperect imper ect subjunctive. I the main verb had been in the present – sospecho – then option (b) would have been correct.
7. c. Te main clause contains a verb o emotion, in the past and thus the verb in the subordinated noun clause must be in the imperect subjunctive. I the verb in the main clause had been in the present – molesta – then option (a) would have been correct. . b. Te subordinated adjective clause modies a non-existent antecedent – colega – in the past, thereore the verb in the subordinated adjective clause must be in the imperect subjunctive. I the verb in the main clause had been in the present – tengo – then option (d) would have been correct.
9. c. Te main clause contains a verb o emotion in the past. Tereore, the verb in the subordinated noun clause must be in the imperect subjunctive. I the main verb had been in the present – alegra – then option (b) would have been correct.
0. a. Te subordinated adjective clause modies a vague antecedent – otocopiadora – in the past, 0. thereore the verb in the subordinated adjective clause must be in the imperect subjunctive. I the verb in the main clause had been in the present – Necesitamos – then option (b) would have been correct.
. . d. Te subordinated adjective clause modies a vague antecedent – personal – in the past, thereore the verb in the subordinated adjective clause must be in the imperect subjunctive. I
Answer key
151 15 1
the verbs in the main clause had been in the present – dice and hace opti on (c) (c) would hace – then option have been correct.
. d. Te i-clause expresses a hypothetical or contrary-to-act statement in the present, by using . the imperect subjunctive; the consequence must be in the conditional. Note that in English, the past is properly prop erly used in the th e same way in the i-clause: i-clau se: “I the company were to invest…” or “I “I the company invested....” Alsoo note in the Caribbean one will hear and imperect subjunctive instead thethat conditional – hubierabasin, – a vestige o usage romread the the age o conquest and colonizati colonization. on.
. a. Te boss’s retirement is not anticipated. It is reported as a matter o record, requiring the . indicative; since it is a one-time event, the preterit is the only admissible option.
4. c. Te adverbial expression a menos que is always ollowed by the subjunctive. Since the main 4. verb is in the past, only the imperect subjunctive is admissible. I the main verb had been in the present – queremos – then option (a) would have been correct.
. c. Te subordinated adjective clause modies a vague antecedent – computadora – in the past, . thereore the verb in the subordinated adjective clause must be in the imperect subjunctive. I the verb in the main clause had been in the present – quiero – then option (d) would have been correct.
. d. Although the main clause contains a verb o emotion, it does not govern the clause ollowing . porque. However, i the main clause had been only A mi hermana, no le agradaba que su trabajo… then option (a) would have been correct; likewise, i, in the same sentence, the verb were agrada then option (b) would have been correct. 7. 7. c. Although the adverb mientras is oen used to introduce any number o simultaneously ongoing actions in the past (imperect indicative) or present (indicative), just as in English, it can also be used to express an ongoing circumstance in the past during which other things happened. Tere are no anticipated actions in this sentence, so the preterit is used to express the action that the speaker did while his colleagues were talking nonsense: he went out to have a cup o Cuban cofee.
. b. Tis sentence expresses a sequence o actions in the past. Being a tense that moves a narrative . along, the preterit is the correct choice.
9. 9. d. Tis sentence reports two actions in the past, one which happened as a result o the rst, and thereoree the preterit is used. thereor
0. c. Te phrase set of by commas merely stands in between the main clause and the subordinated 0. noun clause. Te adverbial phrase a pesar de que does not govern the tense or mood o the verb in the subordinated noun clause, the main clause does. Since the main clause contains an impersonal expression o emotion in the past, the verb in the subordinated noun clause must be in the imperect subjuncti subjunctive. ve.
8•14
. querían/cumpliera . iba/tuviera
. jugaba/preparaba 4. buscaba/vendiera . era/gustaba
152 15 2
Answer key
8•15
. 7. . 9.
quería/pudiera preería/hacía sabía/tendría permitió/entrara
0. 0. . . . . . . 4. 4. . . . . 7. 7. . . 9. 9. 0. 0.
sorprendió/pudiera adoraban/ueran adoraban/ ueran es/hayan hubiera/habrían buceó/pudo [or podía]/hubiera se imaginaba/llegara había/causaba subiera/veríamos vivía/cultivaba tuvo/arañaraa tuvo/arañar sonó/se asustó
. Carlos Gardel, the incomparably amous tango singer, singer, died in a plane crash in Medellín, Colombia in 9 9.. . I have a riend who attended a Silvio Rodriguez Rodrig uez concert in Havana a ew years ago. . Te other night, I went to to a und-raising event or or a non-pr non-prot ot organization dedicated to global health. 4. Te Festiva Festivall o o San Marcos in Aguas Aguascal calientes ientes had barely ended when rumors were being heard about parties that had lasted or three weeks without stopping. . Aer Martha and om om had seen the Museum Museum o Death, they realized realize d that Mexican ideas about death were very dierent rom theirs. . I it hadn’t been or the Cuban Revolution, Revolution, there would not be ree healthcare healthc are in that country. 7. Henry would have gone gone to see the theater productions in El Chami Chamizal zal i it hadn’t been or lack o resources. . Kathr Kathryn yn bragged about being able able to understand the opera Te Magic Flute, but I knew she didn’t possess even the most minimal knowledge to discuss it. 9. Pope John John Paul II crowned and blessed the image o the “Patroness o Cuba” Cuba” when he was in Santiago de Cuba in 99. 0. Te musical 0. musical movement known as La Nueva Nue va rova rova, begun late in the 90s, has gained ollowers across the whole hemisphere.
Answer key
153 15 3
8•16
. Se construyeron muchos parques de diversiones en el sur de Cali Caliornia ornia en el siglo veinte. veinte. . Antes de que Alejandra hubiera visto las exhibiciones del Museo Nacional de Antropología y Arte, no tenía la menor idea de qué tan grande había sido la civilización azteca. . Cuando los arqueólogos habían desenterrado los huesos del mamút, también encontraron arteactos humanos como, por ejemplo, puntas de fechas. 4. Nuestro guía turístico nos dijo que no no tocára tocáramos mos la exhibición. . Cuando yo era niño, me encantaba aprender sobre dinosau dinosaurios. rios. . Si tuviéramos acceso al internet internet en este momento, momento, podríamos hacer un tour virtual virtual del museo. 7. Hasta que Juana Juana tenía casi treinta años, no había ido nunca a un parque nacional. nacional. . Mientras viajábamos por el parque de conservación, saqué una oto de un quetza quetzal.l. 9. No pudimos pudimos ver ese bajo relieve porque se estaba restaurando restaura ndo tras un acto de vandalismo. 0. Los arqueólogos orénsicos 0. orénsicos emplearon yeso y barro para reconstruir la cara de un Neanderta Neandertal.l.
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