Advanced Spanish

Spanish
Advanced Course
Michel Thomas
www.michelthomas.co.uk
Learn another language the way you learnt your own
Michel Thomas, 19142005

Michel Thomas, the internationally renowned
linguist and language teacher, who was awarded the
Silver Star by the US Army for his bravery in the
Second World War, died of heart failure at his home
in New York on 8th January 2005. He was 90.
To find out more, please get in touch with us

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First published in UK 2004 by Hodder Education, a division of Hachette Livre UK, 338 Euston Road, London NW1 3BH.
Copyright 2004, 2006 Thomas Keymaster Languages LLC All rights reserved.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means,
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Cover image: Dorling Kindersley/Getty Images
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Printed in Great Britain
Impression
10 9 8 7
Year
2010 2009
ISBNs
978 0 340 93899 7 978 0 340 93903 1
Introduction
Anyone can learn a
language with
Michel Thomas!
No books, no pens, no
homework, no memorizing
just sit back and let the most
sought-after language teacher in
the world be your guide. In a matter
of hours, you will find yourself
speaking and thinking in your new
language quite naturally and
effortlessly.
Photo by Robert Milazzo
The amazing teaching method of

the worlds greatest language teacher,
Michel Thomas, is now available to
everyone, not just the rich and famous.
These all-audio courses, published by
Hodder Education, provide an
accelerated method for language
learning that is truly revolutionary.
And they promise a remarkable
educational experience that will
make your learning both
exciting and pleasurable.
What is the Michel Thomas method?

Over a period of twenty-five years, Michel Thomas developed and perfected
a unique method of teaching languages*. His approach gives startling
results within a remarkably short time, all without the need for books,
memorizing, or homework. In essence, Michel Thomas breaks a language
down to its component parts and enables learners to reconstruct the
language themselves to form their own sentences, to say what they want,
when they want. The experience of learning a language becomes so exciting
and satisfying that it stimulates self-motivation and builds confidence.
Michel Thomas presents the language within simple, elegant structures that
echo the way the language is spoken. He achieves this by guiding you
through carefully planned sets of exercises that build up your understanding
of the language almost without you realizing it. You are able to absorb the
structures effortlessly and apply them naturally right from the start.
What does the Advanced course contain?

In his specially developed course you hear the voice of Michel Thomas as
he leads a class of two students, who have completed the Michel Thomas
Foundation (8-hour) course. Their responses to Michel Thomas are not
scripted and they have received no additional instruction or preparation
just the guidance from Michel Thomas that you hear. You participate in this
class actively and learn along with the students.
This radically different approach means that you will learn a language in
real-time conditions, that is in the same way that the students on the
recording learn. There is no need to stop the recording to do homework,
additional exercises, or vocabulary memorization. Therefore, unlike other
learning methods you may have encountered, you will not be set unrealistic
or unachievable goals. The success of the Michel Thomas method is proven
by the very results that you hear from the students on the recording and, at
the same time, from you as you make your own responses!
*U.S. patent 6,565,358
HOW IS THE ADVANCED COURSE BEST USED?

Relax! Make yourself comfortable before playing the recording and try to let
go of the tensions and anxieties traditionally associated with learning.
Do not write or take any notes. Remove notebooks, pens, dictionaries
and anything else associated with learning at school.
Do not try to remember. While participating in the recording and
afterwards, it is important that you do not try to memorize specific words or
expressions. It is a basic principle of the Michel Thomas method that the
responsibility for the students learning lies with the teacher. With Michel
Thomas as your teacher, your learning will be based on understanding, and
what you understand you dont forget.
Interact fully with the recordings. Use the pause button and respond out
loud (or in a whisper, or in your head, if you are in a public place) before the
students responses. This is essential. You do not learn by repetition but by
thinking out the answers to each question; it is by your own thought process
that you truly learn.
Give yourself time to think. The students on the recordings had all the time
they needed to think out their responses. On the recordings their thinking time
has been cut in order to make full use of the recording time and to give you all
the time you may need (by pushing your pause button). The pause button is the
key to your learning!
Start at the beginning of the course. Whatever your existing knowledge
of the language you are learning, it is important that you follow the way that
Michel builds up your knowledge of the language.
Do not get annoyed with yourself if you make a mistake. Mistakes are
part of the learning process; as long as you understand why you made the
mistake and you have the ahaa reaction yes, of course, I understand now
you are doing fine. If you made a mistake and you do not understand why, you
may have been daydreaming for a few seconds. The course is structured so that
you cannot go on unless you fully understand everything, so just go back a little
and you will pick up where you left off.
Stop the recording whenever it suits you. You will notice that this course
is not divided into lessons*; you will always be able to pick up from where you
left off, without the need to review.
*Tracking breaks in the recordings reflect the numbering in the index. These breaks are added purely to help you
locate where you left off, and do not represent any sort of hierarchy in Michels method.
What level of language will I achieve?

The Advanced course is primarily designed for those who have completed the
Michel Thomas Foundation (8-hour) course. It is also appropriate for anyone
who has studied a language before, but has forgotten much of it or does not
have confidence in speaking.
Michel Thomas teaches the everyday conversational language that will allow
you to communicate in a wide variety of situations, empowered by the ability
to create your own sentences and use the language naturally. You will absorb
the vocabulary and grammatical structures and, in addition, will be introduced
to elements of writing and reading.
The Advanced follow-on to the Michel Thomas Foundation (8-hour) course
expands on the tenses and structures only touched upon in the earlier course,
to give you a comprehensive understanding and mastery of complex and
sophisticated language.
How quickly can I learn with the Advanced course?

One of the most remarkable features of the Michel Thomas method is the
speed with which results are achieved. A knowledge of the language that will
take months of conventional study can be achieved in a matter of hours with
the Advanced course. Michel masterfully guides the student through an
instructional process at a very rapid rate yet the process will appear
informal, relaxed and unhurried. Michel moves quickly between numerous
practice sessions, which all build the learners confidence in their ability to
communicate in complex ways.
Because the Michel Thomas method is based on understanding, not
memorization, there is no set limit to the length of time that you should study
the course. It offers immersion without strain or stress, and you will find the
recordings are not divided into lessons, though the material has been indexed
for your convenience. This means that you can stop and start as you please.
The excitement of learning will motivate you to continue listening and
learning for as long a time as is practical for you. This will enable you to make
progress faster than you ever imagined possible.
Who is the Advanced course for?

Anyone can learn a language with the Michel Thomas method and the
wide diversity of his students proves this. Not only does Michel instruct the
rich and famous, but he has also taught many so-called hopeless cases. For
example, in 1997, Michel taught French to a group of sixteen-year-olds in
north London who had been told they could never learn a language, and
gave them the ability to use the new language far beyond their expectations
in just a week. Perhaps more important, he gave them the confidence to
speak and a belief in, and the experience of, their own ability to learn.
Whatever your motivation for learning a language, the Michel Thomas
course quite simply offers the most effective method that is available.
How do I use the Advanced Review course?

The Review course has been devised for those who want to review, quickly
and easily, the entire teaching contents of the Michel Thomas Advanced
course. The Review course can be used in many ways: when you have
reached the end of the main course to check or consolidate your learning;
as a quick refresher when you return to the main course after a lapse of
time; or if you are a newcomer to Michel Thomas looking for an overview
of what the main courses contain. Michel will give you a prompt in English,
there is a pause which allows time for your response in the foreign
language, then Michel gives the correct response. If you struggled to give
the right answer, or gave an incorrect answer, when working through the
Review course, you can use the index to locate precisely where in the main
course the specific language point is taught in depth, and can return to the
main course to work through the relevant section again.
What can I do next?

The Michel Thomas Language Builders take the form of a one-to-one
lecture with Michel Thomas, building on the words and phrases in his
Foundation (8-hour) and Advanced courses. The courses provide
confidence in pronunciation, increase your word-power and consolidate
your knowledge in just two hours.
The much-anticipated Vocabulary courses carry forward the Michel

Thomas teaching tradition and faithfully follow his unique approach to
foreign language learning. The series editor is Dr Rose Lee Hayden, Michels
most experienced and trusted teacher. The courses remain faithful to the
method Michel Thomas uses in his earlier courses, with the all-audio and
building-block approach. The presenter builds on Michels foundations to
encourage the student at home to tap into the vast resources of vocabulary
common to English and the foreign languages taught here. The student
takes part in the audio, following prompts by the presenter, as in Michel
Thomas original Foundation and Advanced courses. The teaching is all in
English, with the addition of two native speakers to give models for perfect
pronunciation and to increase the opportunity for practice.
See the end of the booklet for details about all these courses.
Try to speak with native speakers whenever possible, as this is invaluable for
improving your fluency. Magazines and newspapers (especially those which
feature interviews) will give you practice in the most current and idiomatic
language. Expose yourself to the language whenever you can you will
have firm foundations on which to build.
So, who was Michel Thomas?

Michel Thomas was head of the Michel Thomas Language Centers and
taught languages for over fifty years, primarily in New York, Beverly Hills,
and London. He was a graduate of the Department of Philology at the
University of Bordeaux, France, and studied psychology at the Sorbonne
(Paris) and at the University of Vienna. However, it was his remarkable life
experiences that fuelled his passion for teaching languages.
Michel spent most of his childhood in Germany and France. With the rise of
Hitler, he began his years of escape and resistance. He spent two brutal
years in French concentration and slave labour camps, constantly threatened
by deportation to German death camps.
He escaped and fought for the French Resistance, surviving capture and
interrogation by Klaus Barbie the Butcher of Lyons and torture by
the Gestapo.
His mastery of languages enabled him to

adopt many identities (the last one being
Michel Thomas), and, once France was
liberated, allowed him to join the US Army
as an intelligence officer. His unit went on
to liberate Dachau, where he interrogated
the camp executioner and interviewed
survivors. As well as recording the horrors
of the Holocaust, he was driven by a
personal mission to discover the fate of his
own family (he later discovered that they
Michel in the uniform of an officer in
had all perished in Auschwitz). At the end
the French Resistance
of the war, he masterminded operations to
uncover war criminals and infiltrate
underground Nazi groups, and was renowned for his ability to extract
confessions without ever recourse to violence. In 1944 Michel was
nominated for the Silver Star medal for his service to the US Armys 45th
Infantry Division in France. The award was finally presented to him in May
2004, sixty years later.
Michels wartime experiences, particularly his torture by the Gestapo when
he discovered the ability to block out pain, made him aware of the
untapped potential of the human mind. However, it was his deeply held
conviction that the biggest weapon in maintaining a free society was
education that drove him to devote his life to probing the learning process.
Michel moved to Los Angeles in 1947, and he set up a language institute in
Beverly Hills. Over a period of twenty-five years, he developed a unique and
revolutionary learning system that has made him the worlds leading
language teacher. Now, for the first time, his method has been made widely
available through the publication of these recordings.
For a full account of his fascinating life, read The Test of Courage: Michel Thomas by Christopher Robbins,
published by Hodder & Stoughton.
Whom did Michel Thomas teach?

People came from all over the world to learn a
foreign language with Michel Thomas because
his method works. His students, numbering in
the thousands, included well-known people from
the arts and from the corporate, political and
academic worlds. For example, he taught French
to filmstar Grace Kelly prior to her marriage to
Prince Rainier of Monaco.
10
Michel with Grace Kelly
Michels list of clients included:

Celebrities: Emma Thompson, Woody Allen, Barbra Streisand, Warren
Beatty, Melanie Griffith, Eddie Izzard, Bob Dylan, Jean Marsh, Donald
Sutherland, Mrs George Harrison, Anne Bancroft, Mel Brooks, Nastassja
Kinski, Carl Reiner, Raquel Welch, Johnny Carson, Julie Andrews, Isabelle
Adjani, Candice Bergen, Barbara Hershey, Priscilla Presley, Loretta Swit, Tony
Curtis, Diana Ross, Herb Alpert, Angie Dickinson, Lucille Ball, Doris Day,
Janet Leigh, Natalie Wood, Jayne Mansfield, Ann-Margaret, Yves Montand,
Kim Novak, Otto Preminger, Max von Sydow, Peter Sellers, Franois Truffaut,
Sophia Coppola.
Diplomats, dignitaries and academics: Former U.S. Ambassador to France,
Walter Curley; U.S. Ambassador to the U.N., Joseph V. Reed; Cardinal John
OConnor, Archbishop of New York; Anthony Cardinal Bevilacqua,
Archbishop of Philadelphia; Armand Hammer; Sarah Ferguson, Duchess of
York; Professor Herbert Morris, Dean of Humanities at UCLA; Warren
Keegan, Professor of Business at Pace University in New York; Professor
Wesley Posvar, former President of the University of Pittsburgh.
Executives from the following corporations: AT&T International,
Coca-Cola, Procter & Gamble, Chase Manhattan Bank, American Express,
Merrill Lynch, New York Chamber of Commerce and Industry, Boeing
Aircraft, General Electric, Westinghouse Electric, Bank of America, Max
Factor, Rand Corporation, Bertelsmann Music Group-RCA, Veuve Clicquot
Inc., McDonalds Corporation, Rover, British Aerospace.
Index
= features on the Review course
11
= Advanced course only
Advanced course: CD 1 Track 1
Review course
Track 2
00:00
Introduction
01:51
Review of the present tense. The key to the present tense is to

stress the syllable before last.
02:09
to buy
comprar
02:14
I am buying it.
Lo compro.
02:25
I dont buy it because its

very expensive.
No lo compro porque es
muy caro.
02:40
Why dont you buy it? (seor)
Por qu no lo compra?
03:04
Why arent you buying it?
Por qu no lo compra?
03:18
There are two categories of verbs: -ar and not -ar.
04:05
to understand
comprender
04:06
I understand
comprendo
04:19
to understand
entender
04:23
I understand it.
Lo entiendo.
04:30
If you push down on an e it splits, or caves in, to ie: entender

entiendo. comprender does not split because its held up by
pr and nd.
05:08
you understand
05:15
Why dont you understand me? Por qu no me entiende?
05:31
Why dont you understand me? Por qu no me entiendes?

(to Roberto/Roberta)
05:46
Why dont you understand

me? (to several people)
Por qu no me entienden?
06:04
They dont understand me.
No me entienden.
06:17
He is preparing it for me.
Lo prepara para m.
entiende
Review course
Track 3
00:00
He is (right now) preparing

it for me.
Est preparndolo para m.
00:45
Spanish -ing tense: -ando is the -ing on the -ar track and -iendo
is the -ing on the other track.
00:57
He is preparing it. (if you

put the lo up front)
Lo est preparando.
01:13
Why dont you do it?
Por qu no lo hace?
12
01:22
Why arent you doing it?

(Roberto)
Por qu no lo haces?
01:34
Why dont you do it?

(all of you)
Por qu no lo hacen?
01:45
He is doing it right now.
Est hacindolo. / Lo est haciendo.
02:18
He is leaving (right now).
Est saliendo.
Review course
Track 4
00:00
I dont understand what

you are saying.
No comprendo lo que dice.
00:44
to say / to tell
decir
01:10
They are telling me.
Me dicen.
01:41
Why dont you tell me?

(to several people)
Por qu no me dicen?
01:55

(to Roberto)
Por qu no me dices?
02:18
We are telling you.
Le decimos.
02:43
Why dont you understand me? Por qu no me comprende?
03:28
to start
empezar / comenzar
03:41
Why dont you start? (seor)
Por qu no empieza?
04:08
Why dont you start?

(to several people)
Por qu no empiezan?
04:40
I am starting now.
Empiezo ahora.
04:48
Why dont you start? (Roberto) Por qu no comienzas?
05:04
Why dont you start? (Roberto) Por qu no empiezas?
05:24
I am not buying it.
05:30
Why dont you buy it? (Roberto) Por qu no lo compras?
05:44
Why dont you all buy it?
Por qu no lo compran?
05:54
We are buying it.
Lo compramos.
No lo compro.

00:00
01:25
Review course
Track 5
The key sounds for the present tense are: a on the -ar track and
e on the -er/-ir track. If you switch tracks (from a to e and e to a),
you are in the command tense (the imperative).
You are not buying the house. / No compra la casa.

He is not buying the house.
01:39
Buy the house!
Compre la casa!
01:53
Dont buy it!
No lo compre!
02:03
Dont buy it! (Roberto)
No lo compres!
02:10
Dont buy it! (to a couple)
No lo compren!
02:23
In the positive command, the pronoun (the lo etc.) is hooked

on to the verb.
02:39
Buy it!
Cmprelo!
03:07
Buy it! (to several people)
Cmprenlo!
03:17
Dont buy them!

(to several people)
No los compren!
03:35
Dont buy them! (to Roberto)
No los compres!
03:55
In the positive command to Roberto, you dont switch tracks;

you just drop the s.
04:17
Buy it! (Roberto)
Cmpralo!
04:26
to call
llamar
04:37
I am calling you.
Le llamo.
04:48
I am calling you. (Roberto)
Te llamo.
04:57
He is calling me.
Me llama.
05:05
Why dont you call me?

(Roberto)
Por qu no me llamas?
05:16
Why dont you all call me?
Por qu no me llaman?
05:26
We are calling you.
Le llamamos.
05:37
We are calling you. (Roberto)
Te llamamos.
05:51
Call me tomorrow.
Llmeme maana.
06:04
Dont call me today!
No me llame hoy!
06:31
Dont call me today. (Roberto) No me llames hoy.
07:14
Call me!
Llmame!
07:30
Call me! (to seor/seora/

seorita)
Llmeme!
Review course
Track 6
00:00
go-go verbs have -go in the present tense for I.
00:15
to have
tener
00:24
you have
tiene
00:46
We dont have it.
No lo tenemos.
01:11
I have
tengo
13
14
01:12
I have it.
Lo tengo.
01:17
I dont have it.
No lo tengo.
01:25
I have to / I must
tengo que
01:33
I have to see it.
Tengo que verlo.
01:56
you say / you tell
dice
02:03
I tell
digo
02:15
I am telling you. (seor)
Le digo.
02:23
I am telling you. (Roberto)
Te digo.
02:29

(Roberto)
Por qu no me dices?
02:38

(to a couple)
Por qu no me dicen?
03:08
to come
venir
03:16
v and b have the same sound, pronounced with your lips.
03:24
She is coming with us.
Viene con nosotros.
03:43
we are coming
venimos
03:54
I am coming
vengo
04:20
to do / to make
hacer
04:25
What are you doing?
Qu hace?
Review course
Track 7
00:00
to know
saber
00:07
Do you know it?
Lo sabe?
00:15
Do you know it? (Roberto)
Lo sabes?
00:26
Why dont you know it?

(to several people)
Por qu no lo saben?
00:37
We know it.
Lo sabemos.
00:44
I know
00:52
I know it.
Lo s.
00:58
I dont know it.
No lo s.
01:05
In Spanish, there are two verbs for to know. One is for general
knowledge (saber); the other is for acquaintance with a person
or place (conocer).
01:25
to know somebody
conocer
01:50
I know
conozco
02:01
I dont know him.
No lo conozco.
02:14
I dont know her.
No la conozco.

00:00
Do you know Pedro?
00:10
Use of the personal a
Review course
Track 8
Conoce a Pedro?
00:35
Do you know my friend?
Conoce a mi amigo?
00:47
Do you know Madrid?
Conoce Madrid?
00:52
I dont know him.
No lo conozco.
01:02
I dont know it.
No lo s.
Review course
Track 9
00:00
go-go verbs
00:14
I am saying / I am telling
digo
00:20
I am doing / I am making
hago
00:30
I am doing it.
Lo hago.
00:36
I have it.
Lo tengo.
00:44
I am telling you. (Roberto)
Te digo.
00:55
I am coming
vengo
01:03
to leave
salir
01:08
I am leaving
salgo
01:11
I am leaving tomorrow.
Salgo maana.
01:19
At what time are you leaving?
A qu hora sale?
01:50
to put
poner
01:57
I am putting
pongo
02:02
I am putting it here.
Lo pongo aqu.
02:09
Where are you putting it?
Dnde lo pone?
02:21
Why dont you put it here?

(Roberto)
Por qu no lo pones aqu?
02:38
Verbs containing poner correspond to English verbs with -pose:

componer (to compose), oponer (to oppose), suponer (to suppose)
02:59
I suppose
supongo
03:08
to bring
traer
03:26
I am bringing it.
Lo traigo.
03:37
to hear
or
03:46
I am hearing
oigo
15
16
Review course
Track 10
00:00
All the go-go verbs change to ga-ga in the command tense.
00:19
Come with me!
Venga conmigo!
00:29
Dont leave!
No salga!
00:38
Dont leave! (Roberto)
No salgas!
00:49
Dont leave! (to several people) No salgan!
01:04
Tell me!
Dgame!
01:10
Dont tell me!
No me diga!
01:17
Tell it to me!
Dgamelo!
01:20
Whenever you have two pronouns, the personal one comes first.
02:06
Dont tell it to me!
No me lo diga!
02:17
Tell it to him!
Dgaselo!
02:53
Dont tell it to him; tell it to me. No se lo diga; dgamelo.
03:21
Dont do it!
No lo haga!
03:44
Dont do it! (Roberto)
No lo hagas!
03:56
Dont do it! (all of you)
No lo hagan!
04:07
Do it! (all of you)
Hganlo!
04:46
I want to do it.
Quiero hacerlo.
04:51
I can do it.
Puedo hacerlo.
05:00
I cannot do it.
No lo puedo hacer.
05:07
I am doing it. (I am right now

in the process of doing it.)
Estoy hacindolo. / Lo estoy

haciendo.
05:47
Do it!
Hgalo!
06:17
I am not doing it.
No lo hago.
06:39
Why dont you do it? (Roberto) Por qu no lo haces?
06:50
Why dont you all do it?
Por qu no lo hacen?
07:19
Dont do it now.
No lo hagan ahora.
07:45
Dont put it there.
No lo ponga all.
07:56
Bring it.
Trigalo.
08:12
Bring me something.
Trigame algo.
08:22
Bring it to me.
Trigamelo.
08:33
Dont bring it to me today

because I dont need it today.
No me lo traiga hoy porque no

lo necesito hoy.
09:26
I hear it.
Lo oigo.
09:38
Hear it!
igalo!
09:46
Tell it to me; dont tell it to him. Dgamelo; no se lo diga.
11:59
But dont tell it to him today.
Pero no se lo diga hoy.
Review course
Track 11
00:00
With the go-go verbs in the positive command to Roberto,

you drop the -go altogether.
01:15
Tell it to me.
Dmelo.
01:24
Dont tell it to me. (Roberto)
No me lo digas.
01:36
Dont tell it to me.

(to several people)
No me lo digan.
02:02
Tell it to me. (Roberto)
Dmelo.
02:13
Come with me. (Roberto)
Ven conmigo.
02:29
Have it.
Tenlo.
02:47
Put it here. (Roberto)
Ponlo aqu.
02:58
Dont put it there; put it here.

(Roberto)
No lo pongas all; ponlo aqu.
03:44
Dont leave. (Roberto)
No salgas.
03:57
Dont leave. (all of you)
No salgan.
Advanced course: CD 1
00:00
Track 11
How and when to use the subjunctive (command tense). The

command tense has the same push as the present tense. Its rarely
used in English. In the sentence it is important that you be here,
be is subjunctive.
Review course
Track 12
00:00
The subjunctive is used quite a lot in Spanish. To form the

subjunctive you just switch tracks, from a to e and from e to a.
It is used to express doubt or uncertainty.
01:56
It is important that you be here. Es importante que est aqu.
03:02
It is important that you call me. Es importante que me llame.
03:28
It is important that you

all call me.
Es importante que me llamen.
03:47
It is very important for you

(Roberta) to call me later.
Es muy importante que me llames

ms tarde.
It is not necessary that you

wait for me.
No es necesario que me espere.
04:21
17
18
05:00
to write
escribir
Review course
Track 13
00:00
Words in Spanish never start with sc, st or sp. Theres always

an e at the beginning: esc, est, esp
00:24
to study
estudiar
01:12
Why dont you write to me?
Por qu no me escribe?
01:31
Write to me!
Escrbame!
01:50
Because its very important

that you write to me.
Porque es muy importante que

me escriba.
Review course
Track 14
00:00
In Spanish, you cannot say I want you to write to me. You have
to say I want that you write to me.
00:34
I love you. (I want you.)
Te quiero.
Review course
Track 15
00:00
What do you want me to

write to him?
Qu quiere que le escriba?
01:11
I want you to do it.
Quiero que lo haga.
01:30
I want you to do it. (Roberto)
Quiero que lo hagas.
01:43
I want all of you to do it.

(to several people)
Quiero que lo hagan.
02:01
What do you want me to do?
Qu quiere que yo haga?
02:29
Why dont you want me to

tell it to him?
Por qu no quiere que se lo diga?
03:34
I think that he can do it.
Pienso que puede hacerlo.
04:19
I dont think he can do it.
No pienso que pueda hacerlo.
04:48
I want you to call me later.
Quiero que me llame ms tarde.
05:03
I want you to write to me.
Quiero que me escriba.
05:19
He wants me to send it to him. (l) quiere que se lo mande.

00:05
Review of the future tense
01:47
I will buy it.
Review course
Track 16
Lo comprar.
02:08
We will buy it.
Lo compraremos.
02:27
He will buy it.
Lo comprar.
02:35
They will buy it.
Lo comprarn.
02:41
You will buy it. (Roberto)
Lo comprars.
02:47
I will write to you.
Le escribir.
03:28
He will write to you.
Le escribir.
03:36
We will write to you.
Le escribiremos.
03:52
You will write to me.
Me escribir.
04:07
You will write to me. (Roberto) Me escribirs.
04:18
They wont write to me.
No me escribirn.
04:28
to take
tomar
04:34
I wont take it.
No lo tomar.
04:43
We will take it.
Lo tomaremos.
04:51
They wont take it.
No lo tomarn.

00:00
Review course
Track 17
To form the future of the go-go verbs: add a d before the

usual future endings.
00:47
I will have
tendr
01:00
I will leave
saldr
01:05
we will leave
saldremos
01:08
they will leave
saldrn
01:12
you will leave (Roberto)
saldrs
01:21
I will come
vendr
01:26
we will come
vendremos
01:30
you will come (Roberto)
vendrs
01:38
to sell
vender
01:44
I will sell
vender
01:48
I will sell it.
Lo vender.
02:16
I will put
pondr
02:19
I wont put it here.
No lo pondr aqu.

00:00
There are three ways to express the future tense in Spanish: I will
call you tomorrow (Le llamar maana), Im going to call you
Review course
Track 18
19
tomorrow (Voy a llamarle maana), I call you tomorrow

(Le llamo maana)
20
00:20
I will call you tomorrow.
Le llamar maana. /
Voy a llamarle maana.
01:47
I call you tomorrow.
Le llamo maana.
02:04
I call you tomorrow. (Roberto) Te llamo maana.
02:13
to stay / to remain oneself
quedarse
02:25
I am staying
me quedo
02:35
we are staying
nos quedamos
02:44
he is staying
se queda
02:54
they are staying
se quedan
03:00
you are staying (Roberto)
te quedas
03:14
I am going to stay.
Voy a quedarme.
03:31
I want to know how long you

are going to stay.
Quiero saber cunto tiempo

va a quedarse.
03:57
I will stay here a few days.
Me quedar aqu unos das.
Review course
Track 19
00:00
decir and hacer in the future tense
00:46
I will tell
dir
00:54
I will do
har
01:05
I wont do it.
No lo har.
01:13
I will tell you later why we

wont do it.
Le dir ms tarde por qu

no lo haremos.
01:51
He wont tell me.
No me dir.
02:07
He wont tell me why he

wont do it.
No me dir por qu no lo har.
Review course
Track 20
00:49
Make a reservation.
Haga una reservacin.
00:59
Make a reservation. (Roberto)
Haz una reservacin.
02:03
Do it.
Hazlo.

00:00
To go into the woulds you use ra. The same r that you hit for will,
you also hit for would.
Review course
Track 21
00:06
river
ro
00:46
I would leave
saldra
01:03
we would leave
saldramos
01:37
He would do it.
Lo hara.
02:00
I wouldnt do it.
No lo hara.
02:06
They wouldnt do it.
No lo haran.
02:06
We wouldnt do it.
No lo haramos.
02:29
I wouldnt tell you why we

wouldnt do it.
No le dira por qu no lo
haramos.
03:09
to wait
esperar
04:05
he will wait
esperar
04:12
he wouldnt wait
no esperara
04:26
to prepare
preparar
04:35
I will prepare it.
Lo preparar.
05:04
He wouldnt prepare it.
No lo preparara.
05:31
I like
me gusta
05:42
I like to see it.
Me gusta verlo.
05:49
I dont like to do it.
No me gusta hacerlo.
06:00
I would like to see it.
Me gustara verlo.
06:17
I would like to see you.
Me gustara verle.
Review course
Track 22
he hablado
00:06
I have spoken
00:16
For the past tense with have, as in I have spoken, use haber
(the diving board from which you dive into the past). For -ar verbs
you dive into -ado, but if it is not an -ar verb you dive into -ido.
The endings for haber are like the endings for will (-r, -remos,
-r, -rn, -rs), but you replace the r with h: he, hemos, ha, han, has.
02:04
I have bought
he comprado
02:15
I have bought it.
Lo he comprado.
02:22
We have bought it.
Lo hemos comprado.
02:31
They have bought it.
Lo han comprado.
02:41
He has sold it.
Lo ha vendido.
02:51
we have eaten
hemos comido
03:00
he has left
ha salido
21
22
Review course
Track 23
00:04
The simple past (without diving): I bought it instead of

I have bought it
00:27
I spoke
00:32
In the simple past, the stress is on the last syllable: past is last.
01:07
I took it.
Lo tom.
01:14
I called
llam
01:22
I accepted
acept
01:31
I didnt accept it.
No lo acept.
01:37
I bought it.
Lo compr.
03:02
I waited
esper
03:08
I will wait
esperar
03:46
He spoke / you spoke /

she spoke
habl
04:05
I speak
hablo
04:23
I am buying it.
Lo compro.
04:35
He bought it.
Lo compr.
04:59
I sold
vend
05:23
I left
sal
05:29
she left / you left
sali
05:33
I understood
comprend
05:36
he understood /
you understood
comprendi
habl
Review course
Track 24
00:00
Endings for the simple past (- and -, and - and -i)
00:40
He sold it
Lo vendi.
00:46
I didnt sell it.
No lo vend.
01:11
Why didnt you buy it? (seor) Por qu no lo compr?
01:21
Why did you sell it?
Por qu lo vendi?
01:52
Why didnt you sell it?
Por qu no lo vendi?
02:06
to lose
perder
02:10
I lost it.
Lo perd.
02:18
When did you lose it?
Cundo lo perdi?
02:24
At what time did you leave?
A qu hora sali?
02:32
When did you arrive?
A qu hora lleg?
02:42
I called you yesterday.
Le llam ayer.
03:07
Yesterday
ayer
03:16
last night
anoche
03:26
He called me last night.
Me llam anoche.
03:44
I call myself
me llam
04:38
He called you.
Le llam.
05:39
to start
empezar / comenzar
05:45
I started
empec
05:50
At what time did you start?
A qu hora empez?
06:34
At what time are you leaving?

(all of you)
A qu hora salen?
06:43

(seor)
A qu hora sali?
06:52
I didnt eat.
No com.
06:59
Why didnt you eat?
Por qu no comi?
07:21
I called you this morning.
Le llam esta maana.
07:44
At what time did you call me?
A qu hora me llam?
08:23
He is calling you.
Le llama.
08:32
He called me.
Me llam.
08:52
Why didnt you call me?
Por qu no me llam?
09:03
I wrote to you.
Le escrib.
09:15
He wrote to me.
Me escribi.
09:26
Why didnt you write to me?
Por qu no me escribi?
09:41
I saw it.
Lo vi.
10:03
I didnt see it.
No lo vi.
10:08
Did you see it?
Lo vio?
10:17
I didnt understand it.
No lo comprend. / No lo entend.
Review course
Track 25
00:00
For they and you all the ending for the simple past on the -ar
track is -aron.
00:27
they spoke
hablaron
00:35
They called me.
Me llamaron.
00:46

(to a couple)
A qu hora me llamaron?
23
24
00:59
they arrived
llegaron
01:08
At what time did you arrive?

(to a couple/several people)
A qu hora llegaron?

00:00
I arrived here two hours ago.
00:13
For ago you say it makes: hace
Review course
Track 26
Llegu aqu hace dos horas.
Review course
Track 27
00:00
They didnt arrive yet. (They

still didnt arrive.)
Todava no llegaron.
00:33
For they and you all the ending for the simple past on the -er/-ir
track is -ieron.
01:00
they left
salieron
01:06

(to several people)
A qu hora salieron?
01:17
they didnt eat
no comieron
01:26
They wrote to me.
Me escribieron.
01:38
They spoke to me.
Me hablaron.
02:07
I am not staying
no me quedo
02:14
I stayed
me qued
02:31
he stayed
se qued
02:44
he didnt stay
no se qued
02:50
they stayed
se quedaron
Review course
Track 28
00:00
For you, Roberto/Roberta the ending for the simple past on

the -ar track is -aste.
00:23
you spoke (Roberto)
hablaste
00:38

(Roberto)
A qu hora me llamaste?
01:06
Why didnt you call me?

(Roberto)
Por qu no me llamaste?
01:19
For you, Roberto/Roberta the ending for the simple past on the
-er/-ir track is -iste.
01:30

(Roberto)
A qu hora saliste?
01:42

(Roberto)
Por que no lo vendiste?
01:57

(seorita)
Por qu no lo vendi?
02:11

(to several people)
Por que no lo vendieron?
02:29
They sold it.
Lo vendieron.
02:55
He didnt buy it.
No lo compr.
03:10
They bought it.
Lo compraron.
Review course
Track 29
00:00
For we the ending for the simple past is just -mos. So for -ar
and -ir verbs the simple past is the same as the present.
00:22
we spoke
hablamos
00:40
we speak
hablamos
01:06
we are arriving / we arrive
llegamos
01:19
we arrived
llegamos
01:30
We arrived yesterday.
Llegamos ayer.
01:42
We arrive tomorrow.
Llegamos maana.
02:01
you left (Roberto)
saliste
02:10
we left
salimos
02:21
we leave / we are leaving
salimos
02:34
For we in the past you either have -amos or -imos. For -er verbs
you use imos, so there is a difference between the simple past
and the present.
02:50
we sold
vendimos
03:15
we are selling
vendemos
03:32
we eat / we are eating
comemos
03:38
we ate
comimos
Review course
Track 30
00:00
go-go verbs in the past all follow the same pattern, which is
different from other verbs. They dont follow the past is last rule.
01:39
I did / I made
hice
25
26
02:26
I did it.
Lo hice.
02:32
He did it.
Lo hizo.
02:40
He didnt do it.
No lo hizo.
02:45
Why didnt you do it?
Por qu no lo hizo?
02:53
I didnt do it.
No lo hice.
03:19
He made a reservation for us.
Hizo una reservacin para nosotros.
04:06
I told
dije
04:35
I told you.
Le dije.
04:41
He told me.
Me dijo.
04:48
He told me that he didnt do it. Me dijo que no lo hizo.
06:00
Why didnt you tell me?
Por qu no me dijo?
06:13
Why didnt you tell it to me?
Por qu no me lo dijo?
06:34
Why didnt you tell it to him?
Por qu no se lo dijo a l/a ella?
07:52
I put (past)
puse
08:14
he put
puso
08:25
Where did you put it?
Dnde lo puso?
Review course
Track 31
00:00
to be able
poder
00:41
I couldnt do it.
No pude hacerlo.
01:09
He couldnt do it.
No pudo hacerlo.
01:36
I could
pude
01:50
to want
querer
01:56
I wanted
quise
02:08
I wanted it.
Lo quise.
02:13
He wanted it.
Lo quiso.
02:47
wine
vino
02:58
he came
vino
03:02
He came with wine.
Vino con vino.
03:15
I came
vine
03:37
I had
tuve
04:15
he had
tuvo
04:35
I was
estuve
04:48
he was
estuvo
06:03
they put
pusieron
06:08
you put (Roberto)
pusiste
06:15
we put
pusimos
06:33
they did
hicieron
06:40
you did (Roberto)
hiciste
06:45
we did
hicimos
09:59
they came
vinieron
07:04
you came (Roberto)
viniste
07:08
we came
vinimos
Review course
Track 32
00:13
they could
pudieron
00:18
we could
pudimos
00:23
you could (Roberto)
pudiste
00:28
he couldnt
no pudo
00:45
They told me.
Me dijeron.
01:40
Why didnt you tell me?

(to a couple)
Por qu no me dijeron?
01:53
They didnt tell me.
No me dijeron.
01:59
They came with me.
Vinieron conmigo.
02:08
They didnt have it.
No lo tuvieron.
02:35
He didnt want it.
No lo quiso.
02:44
They wanted it.
Lo quisieron.
02:54
You wanted it. (Roberto)
Lo quisiste.
03:06
We didnt want it.
No lo quisimos.
Review course
Track 33
00:00
Review of the diving past
00:41
I have bought it.
Lo he comprado.
01:12
I have not bought it.
No lo he comprado.
01:56
Where have you bought it?

(Roberto)
Dnde lo has comprado?
02:34
Where did you buy it?
Dnde lo compr?
03:38
He has not sold it.
No lo ha vendido.
27
28
Review course
Track 34
00:00
He would buy it.
Lo comprara.
00:16
I wouldnt buy it.
No lo comprara.
00:32
They wouldnt buy it.
No lo compraran.
01:18
You wouldnt buy it. (Roberto) No lo compraras.
01:28
We wouldnt buy it.
No lo compraramos.
Review course
Track 35
00:00
go-go verbs with will and would
00:46
He wont leave.
No saldr.
00:52
He wouldnt leave.
No saldra.
01:01
We wont leave.
No saldremos.
01:24
We would not leave.
No saldramos.
01:41
I would put it here.
Lo pondra aqu.
02:30
We will put it here.
Lo pondremos aqu.
02:39
We wouldnt put it here.
No lo pondramos aqu.
02:54
He wouldnt come with us.
No vendra con nosotros.
03:07
He wouldnt sell it.
No lo vendera.
03:33
He would come here with us

and he would sell it.
Vendra aqu con nosotros

y lo vendera.
Review course
Track 36
00:00
hacer and decir with will and would
00:31
I will do it.
Lo har.
00:55
We wouldnt do it.
No lo haramos.
01:06
We wont do it.
No lo haremos.
01:21
I will tell you later.
Le dir mas tarde.
01:42
He wouldnt tell me.
No me dira.
02:04
We wouldnt tell you.
No le diramos.
02:27
I will have it for you.
Lo tendr para usted.
Review course
Track 37
00:00
to go
ir
00:23
I am going to do it.
Voy a hacerlo.
00:54
He is going to do it.
Va a hacerlo.
00:59
They are going to do it.
Van a hacerlo.
01:07
We are going to do it.
Vamos a hacerlo.
01:27
I will go.
ir
01:33
I will go to
ir a
01:38
I will go to see it.
Ir a verlo.
01:44
I wouldnt go.
No ira.
01:52
We wouldnt go.
No iramos.
Review course
Track 38
00:06
I will be able to do it.
Podr hacerlo.
00:26
He wont be able to do it.
No podr hacerlo.
00:43
He wouldnt be able to do it.
No podra hacerlo.
Review course
Track 39
00:00
can you ? vs. could you ? for polite requests
00:54
Can you tell me / Will you

tell me
01:05
Can you tell me/Will you tell

me where it is.
Puede decirme dnde est?
01:21
Could you tell me where it is?
Podra decirme dnde est?
01:46
Could you come with me?
Podra venir conmigo?
02:01
Can you wait for me? /

Will you wait for me.
Puede esperarme?
02:24
Could you wait for me?
Podra esperarme?
Puede decirme?
Review course
Track 40
00:00
Use of deber
01:35
I must do it now.
Debo hacerlo ahora.
01:44
You must do it.
Debe hacerlo.
01:57
I have to do it.
Tengo que hacerlo.
02:35
How much is it?
Cunto es?
02:46
How much does it cost?
Cunto cuesta?
02:55
How much do I owe?
Cunto debo?
03:16
I will have to do it.
Tendr que hacerlo.
29
30
03:43
I will have to do it. (from deber) Deber hacerlo.
03:55
I would have to do it.
Tendra que hacerlo. /

Debera hacerlo.
04:35
You should tell me. (Roberto)
Deberas decirme.
Review course
Track 41
00:13
I have sold it.
Lo he vendido.
00:25
I would have sold it.
Lo habra vendido.
01:22
I wouldnt have sold it.
No lo habra vendido.
Review course
Track 42
00:00
diving forms: some verbs that dont dive into -ado and -ido
00:38
made in Spain
hecho en Espaa
01:06
I have done it.
Lo he hecho.
01:26
I havent done it.
No lo he hecho.
01:34
I wouldnt have done it.
No lo habra hecho.
02:14
I have told you.
Le he dicho.
02:36
He has told me.
Me ha dicho.
02:43
I would have told you.
Le habra dicho.
02:58
to see
ver
03:03
seen
visto
03:18
I havent seen it.
No lo he visto.
03:34
We would have seen it.
Lo habramos visto.
03:46
I would have gone (with you). Habra ido (con usted).
04:49
It would have been possible.
Habra sido posible.
05:11
It wouldnt have been

possible that way.
No habra sido posible as.
Review course
Track 43
00:23
I am doing it.
Estoy hacindolo.
00:38
I am doing it every day.
Lo hago todos los das.
01:07
In Spanish, the past with -ing is expressed with -aba on the -ar
track and with a on the other track.
01:36
I was speaking
hablaba
01:43
he was speaking
hablaba
01:49
she was speaking
hablaba
01:58
you were speaking (seor)
hablaba
02:02
they were speaking
hablaban
02:44
they were calling
llamaban
03:02
they were buying
compraban
03:10
they were selling
vendan
03:21
They were doing it.
Lo hacan.
03:29
They were telling me.
Me decan.
03:39
We were telling you.
Le decamos.
03:51
We were doing it.
Lo hacamos.
Review course
Track 44
00:14
I was going
iba
00:58
I was going to do it.
Iba a hacerlo.
01:19
I was not going to tell you

that I was going to do it.
No iba a decirle que iba a

hacerlo.
02:09
He was going to be here.
Iba a estar aqu.
02:58
You have not told me that

No me ha dicho que iba a
you were going to arrive today. llegar hoy.
03:26
I would have waited for you.
Le habra esperado.
Review course
Track 45
He told me. / You told me.
Me dijo.
01:16
You didnt tell me.
No me dijo.
01:25
You didnt tell me. (Roberta)
No me dijiste.
01:07
Advanced course: CD 3
00:00
Track 15
Simple past forms: tener tuve, estar estuve, haber hube
Review course
Track 46
00:00
Simple past forms: hacer hice/hizo/hicieron/hiciste/hicimos
01:15
they had
tuvieron
01:27
you had (Roberto)
tuviste
01:30
we had
tuvimos
01:46
they said
dijeron
31
32
02:21
We told you.
Le dijimos.
02:34
You didnt tell me that you

were going to arrive today.
No me dijo que iba a llegar hoy.
03:01
You didnt tell me that you

were going to arrive today.
(Roberta)
No me dijiste que ibas a

llegar hoy.
03:32
Le habra esperado.
03:51

(Roberta)
Te habra esperado.
Review course
Track 47
00:11
I was waiting
esperaba
00:22
I was waiting for you.

(I was awaiting you.)
Le esperaba.
00:29
I was awaiting you. (Roberto)
Te esperaba.
00:35
He was waiting for me.
Me esperaba.
00:46
How to identify the w-ing tense
01:57
He was doing it.
Lo haca.
02:21
I was telling you.
Le deca.
02:30
The w-ing tense is used more in Spanish than in English.

It expresses a line in the past. It could be a straight line (I was
doing it) or a broken line (I used to do it).
04:40
He did it every day.
Lo haca todos los das.
04:55
he is speaking
habla
06:41
he spoke
habl
07:02
he spoke (very often /

every day)
hablaba
Review course
Track 48
01:02
He did it this morning.
Lo hizo esta maana.
02:20
He told me every day.
Me deca.
02:36
He put it here.
Lo puso aqu.
02:51
He put it here every day.
Lo pona aqu todos los das.
03:34
I cannot see it.
No puedo verlo.
03:42
I dont know where it is.
No s dnde est.
04:07
He put it here this morning.
Lo puso aqu esta maana.
04:56
He was telling me.
Me deca.
Review course
Track 49
00:00
Use of the simple (dot) past for saber
01:04
I knew / I found out
supe
01:10
he knew
supo
01:13
they knew
supieron
01:18
you knew (Roberto)
supiste
01:23
we knew
supimos
01:36
Use of the simple (dot) past for ir
02:11
I went
fui
02:26
I went to see it last night.
Fui a verlo anoche.
02:47
He went to see it.
Fue a verlo.
03:02
they went
fueron
03:19
he went
fue
03:26
you went (Roberto)
fuiste
03:29
we went
fuimos
03:34
We went to see it.
Fuimos a verlo.
Review course
Track 50
00:00
ser (to be) has the same simple (dot) past form as ir.
00:40
It was possible.
Fue posible.
00:58
was (in the w-ing)
era
02:13
was (in the dot past)
fue
Review course
Track 51
00:00
It is in the nature of some verbs to express a line in the past

(saber, tener, estar).
01:49
I used to know
saba
02:18
I didnt know you were

going to arrive today.
No saba que iba a llegar hoy.
03:24
I didnt have the time.
No tena el tiempo.
03:36
I was very busy.
Estaba ocupado.
33
34
Review course
Track 52
It is in the nature of some verbs that their past tense is usually a line (querer)
00:00
I wanted
quise / quera
00:56
I wanted to do it.
Quise hacerlo. / Quera hacerlo.
01:11
I would want
querra
Review course
Track 53
0.06
I would want is also used for I would like. me gustara or

quisiera are often used instead of querra.
00:50
He wanted to do it.
Quiso hacerlo.
01:03
They wanted to do it.
Quisieron hacerlo.
Review course
Track 54
00:30
I might want
quisiera
02:26
I would like to do it.
Me gustara hacerlo.
02:38
I would want to do it.
Querra hacerlo.
03:47
I would like to do it.
Quisiera hacerlo.
Review course
Track 55
Podra hacerlo.
00:12
I could do it.
00:34
It is important to have a sharpened awareness of your own language:

will you tell me does not express the future tense in English;
its a polite request.
03:40
Will you please ...
Puede ...
Review course
Track 56
00:00
Another example of the importance of having a sharpened

awareness of your own language: you dont have to wait
does not mean you must not wait, so its not no tiene que
esperar but no es necesario que espere.
00:00
You have to wait here.
Tiene que esperar aqu.
00:26
You have to wait for me.
Tiene que esperarme.
00:44
You dont have to wait.
No es necesario que espere.
01:34
You must not wait.
No tiene que esperar.
03:58
I need
necesito
04:27
You dont need to wait.
No necesita esperar. /
No necesitas esperar. /
No necesitan esperar.
35
Review course
Track 57
Quera verlo.
01:10
I wanted to see it.
01:13
could in English means both was able and would be able.

podra is could if it is not clearly in the past.
03:00
would be able
podra
03:59
Could you tell me?
Podra decirme?
05:08
I couldnt see it.
No pude verlo.
06:00
I couldnt do it.
No poda hacerlo.
Review course
Track 58
00:00
Formation of the past subjunctive from the they form of the simple
past (-aron and ieron). The past subjunctive is used after if.
01:55
if I knew
02:07
If I had the time, I would do it. Si tuviera el tiempo lo hara.
03:34
if I were there
si estuviera all
04:05
I would tell you
le dira
04:42
I was having
tena
si supiera
Review course
Track 59
00:40
I had sold it.
Lo haba vendido.
02:36
they had
hubieron
02:44
if I had sold it
si lo hubiera vendido
03:38
if I had seen it
si lo hubiera visto
03:56
I would have bought it.
Lo habra comprado.
04:41
If I had known it, I would

have told you.
Si lo hubiera sabido, le habra

dicho.
Review course
Track 60
01:09
I might do it
hiciera
01:43
If I knew it, I would tell you.
Si yo lo supiera, le dira.
36
Review course
Track 61
00:00
would and would have
01:14
I would do it.
Lo hara.
03:05
I would buy it.
Lo comprara.
03:26
I would have bought it.
Lo habra comprado.
Review course
Track 62
00:00
I was buying it.
Lo compraba.
00:25
He was selling it.
Lo venda.
02:21
He has sold it.
Lo ha vendido.
02:34
We have sold it.
Lo hemos vendido.
02:42
They have sold it.
Lo han vendido.
02:53
They were selling it.
Lo vendan.
03:33
if I sold it
si lo vendiera
04:56
I might have sold it.
Lo hubiera vendido.
05:29
if I had been there last night
si hubiera estado all anoche
07:01
I would have seen it.
Lo habra visto.
07:13
And I would have bought it.
Y lo habra comprado.
07:32
I might have bought it.
Lo hubiera comprado.
Review course
Track 63
00:24
I dont think that he may come. No pienso que venga.
00:46
I am not sure.
00:55
(at that moment) I wasnt sure. No estuve seguro.
01:03
(a line) I wasnt sure.
No estaba seguro.
01:23
I didnt know that he

might come.
No saba que viniera.
No estoy seguro.
Review course
Track 64
00:00
The expression ojal is used with the subjunctive.
00:36
I hope that
ojal
00:41
Hopefully (that) he
may come.
Ojal que venga.
Review course
Track 65
00:00
Review of poder in the past
00:41
to look for
buscar
00:49
I was looking for it.
Lo buscaba.
01:10
I lost it and I was looking for

it but I couldnt find it.
Lo perd y lo buscaba pero

no pude encontrarlo.
Review course
Track 66
01:18
I had bought it.
Lo haba comprado.
01:50
if you had called me last night
si me hubiera llamado anoche
02:05
and if you had told me
y si me hubiera dicho
02:34
that you were going to

arrive today
que iba a llegar hoy
Review course
Track 67
Exceptions in the w-ing tense: iba (ir), era (ser), vea (ver)
00:48
Le habra esperado.
01:04
I would have made

a reservation.
Habra hecho una

reservacin.
01:20
We would have dined.
Habramos cenado.
01:34
We would have gone to see it. Habramos ido a verlo.
01:59
It would have been very

interesting.
00:00
Habra sido muy

interesante.

00:00
Review course
Track 68
If I had known it, I would

have done it.
Si lo hubiera sabido, lo habra

hecho.
01:09
I might have done it.
Lo hubiera hecho.
02:37
I wouldnt have been

able to do it.
No habra podido hacerlo.
Review course
Track 69
00:00
would have to (should)
debera
01:09
could have
habra podido
01:18
should have
habra debido
37
38
02:33
You should have told me.
Habra debido decirme.
02:42
You could have told me.
Habra podido decirme.
02:48
He would have told me.
Me habra dicho.
04:02
You should have done it.
Habra debido hacerlo.
04:39
He would tell me.
Me dira.

Advice on reading in Spanish
Your guide to the Michel Thomas Method courses

No books
No writing
Just confidence
Introductory course (2 CDs)

First 2 hours of the Foundation course
A taster of the Michel Thomas Method
14.99
Foundation course (8 CDs)

8-hour course for beginners
Track listing
70.00
French, German, Italian, Spanish

Language Builders (2 CDs)
Increase word power and learn
colloquial phrases
Track listing
20.00
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5-hour follow-on to Foundation course
Track listing
50.00
French, German, Italian, Spanish

Vocabulary course (5 CDs)
Learn 1,000 words painlessly
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30.00
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Learn hundreds of words
painlessly in 5 hours
Track listing
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39
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Introductory course (2 CDs*) 14.99
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ISBN: 978 0340 95728 8
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ISBN: 978 0340 97166 6
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ISBN: 978 0340 94842 2
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ISBN: 978 0340 78068 8
*These are the first 2 hours of the Foundation course.
Foundation course (8 CDs) 70
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ISBN: 978 0340 95727 1
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ISBN: 978 0340 93891 1
German
ISBN: 978 0340 93892 8
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ISBN: 978 0340 93894 2
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ISBN: 978 0340 97517 6
Portuguese
ISBN: 978 0340 97167 3
Russian
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Spanish
ISBN: 978 0340 93893 5
Advanced course (4 CDs) 50
Arabic
ISBN: 978 0340 95729 5
Dutch
ISBN: 978 0340 97171 0
French
ISBN: 978 0340 93898 0
German
ISBN: 978 0340 93913 0
Italian
ISBN: 978 0340 93900 0
Japanese
ISBN: 978 0340 97459 9
Mandarin
ISBN: 978 0340 95723 3
Polish
ISBN: 978 0340 97517 6
Portuguese
ISBN: 978 0340 97168 0
Russian
ISBN: 978 0340 94843 9
Spanish
ISBN: 978 0340 93899 7
The Language Builders take the form of a one-to-one lecture with Michel Thomas,
building on the words and phrases in the Foundation and Advanced courses. The
courses provide confidence in pronunciation, increase your word-power and
consolidate your knowledge in just two hours.
Language Builders (2 CDs) 20
French
German
Italian
Spanish
ISBN: 978 0 340 78969 8

ISBN: 978 0 340 78973 5
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ISBN: 978 0 340 78971 1
The Vocabulary courses carry forward the Michel Thomas Method teaching
tradition and faithfully follow this unique approach to foreign language learning,
with the all-audio and building-block approach.
Vocabulary courses: French, German, Italian, Spanish (5 CDs) 30
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Italian
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ISBN: 978 0 340 93982 6

ISBN: 978 0 340 93984 0
ISBN: 978 0 340 93983 3
ISBN: 978 0 340 93973 4
Vocabulary courses: new languages (4 CDs) 40

Arabic
Mandarin
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ISBN: 978 0 340 98323 2

ISBN: 978 0 340 98358 4
ISBN: 978 0 340 98324 9
Background reading
The Test of Courage is Michel Thomass thrilling biography. Written by acclaimed
journalist Christopher Robbins, it tells the story of the worlds greatest language
teacher and of how his experience at the hands of the Gestapo fuelled his passion
for language teaching.
ISBN: 978 0340 81245 7; paperback; 14.99
In The Learning Revolution renowned instructional psychologist Dr Jonathan Solity
draws on professional experience and lengthy discussions with Michel Thomas to
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so many others fail.
ISBN: 978 0340 92833 2; hardback; 19.99
41
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For general enquiries and for information about the Michel
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You can write to us at:
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43
THE TEST OF COURAGE

EAN: 978 0 340 81245 7
9.99 paperback
Michel Thomas remarkable life-story, told by Christopher Robbins
As much a thriller as a biography
Emma Thompson
One of the bravest men you will ever read about
John le Carr
Intriguing biography a vivid, life-affirming narrative that exerts
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THE TIMES
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Advanced Spanish

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Learn another language the way you learnt your own

Michel Thomas, 19142005

To find out more, please get in touch with us

Unauthorized copying of this booklet or the accompanying audio material is

Photo by Robert Milazzo

The amazing teaching method of

What is the Michel Thomas method?

What does the Advanced course contain?

*U.S. patent 6,565,358

HOW IS THE ADVANCED COURSE BEST USED?

What level of language will I achieve?

How quickly can I learn with the Advanced course?

Who is the Advanced course for?

How do I use the Advanced Review course?

What can I do next?

The much-anticipated Vocabulary courses carry forward the Michel

So, who was Michel Thomas?

His mastery of languages enabled him to

Whom did Michel Thomas teach?

Michel with Grace Kelly

Michels list of clients included:

= features on the Review course

= Advanced course only

Advanced course: CD 1 Track 1

Review of the present tense. The key to the present tense is to

I dont buy it because its

Why dont you buy it? (seor)

Why arent you buying it?

There are two categories of verbs: -ar and not -ar.

If you push down on an e it splits, or caves in, to ie: entender

Why dont you understand me? Por qu no me entiende?

Why dont you understand me? Por qu no me entiendes?

Why dont you understand

They dont understand me.

He is preparing it for me.

Advanced course: CD 1 Track 2

He is (right now) preparing

Est preparndolo para m.

He is preparing it. (if you

Why dont you do it?

Why arent you doing it?

Why dont you do it?

He is doing it right now.

Est hacindolo. / Lo est haciendo.

He is leaving (right now).

Advanced course: CD 1 Track 3

I dont understand what

No comprendo lo que dice.

They are telling me.

Why dont you tell me?

Why dont you tell me?

We are telling you.

Why dont you understand me? Por qu no me comprende?

Why dont you start? (seor)

Why dont you start?

Why dont you start? (Roberto) Por qu no comienzas?

Why dont you start? (Roberto) Por qu no empiezas?

I am not buying it.

Why dont you buy it? (Roberto) Por qu no lo compras?

Why dont you all buy it?

We are buying it.

Advanced course: CD 1 Track 4

You are not buying the house. / No compra la casa.