Sequence of Tenses in Spanish

Spanish has two basic tenses of the subjunctive mood in everyday use, the present subjunctive, and the imperfect subjunctive. (Although a future subjunctive form exists, it generally isnt used in speech, its use being limited primarily to formal legal documents.) Fortunately, knowing which tense to use is fairly easy to remember. Verbs in the subjunctive mood are typically in a part of a sentence (a dependent clause) that begins with que, which follows a verb in the indicative mood. The tense of the subjunctive verb depends on the tense of the verb in the first part of the sentence, as indicated in the following list of sentence structures. Present indicative verb que present subjunctive verb.Preterite indicative verb que imperfect subjunctive verb.Imperfect indicative verb que imperfect subjunctive verb.Future indicative verb que present subjunctive verb.Conditional indicative verb que imperfect subjunctive verb. Distinctions in the above list are often referred to as the sequence of tenses. Although there are exceptions as well as instances where the subjunctive mood is used with other sentence structures, these rules take into account the vast majority of cases where the subjunctive mood is used. Here are examples of sentences using each of the above structures: Present Indicative/Present Subjunctive Recomiendo que no estudies cuando comas. I recommend that you dont study when you eat. ¿Es buena idea que duerma con mi bebà ©? Is it a good idea for me to sleep with my baby?Todo està ¡ listo para que inicie el foro. Everything is ready for the forum to begin. Preterite Indicative/Imperfect Subjunctive Intentà © que ellos me entendieran. I tried to get them to understand me.Nunca mereciste que te amara, hasta ahora. You never deserved for me to love you, until now.Era mejor que te ensuciaras las manos. It was better that you got your hands dirty. Imperfect Indicative/Imperfect Subjunctive Yo querà ­a que cantaran juntos. I wanted them to sing together.Estaba yo en casa y esperaba que lloviera. I was at home and hoping it would rain.No aparecà ­a que hubiera tomado alcohol o sustancias tà ³xicas. It didnt appear that she had taken alcohol or poisonous substances. Future Indicative/Present Subjunctive Negarà © que seas mi hijo. I will deny that you are my son.Si suspende el examen, dudarà © que estudie mucho. If he flunks the test, I will doubt he studies much.Esperarà ¡s que llegue la hora del dormir. You will hope that bedtime will come. Conditional Indicative/Imperfect Subjunctive​​ Hay 10 cosas que las mujeres desearà ­an que los hombres supieran sobre el amor. There are 10 things that women would want men to know about love. ¿Quià ©n dudarà ­a que tuviera un puesto en el equipo cubano? Who would doubt that he had a position on the Cuban team?Nunca querrà ­a que le quitaran la medalla. I would never want them to take the medal from him.

The And Non Living Things - 1413 Words

Because many students find history to be boring, I would make it more fun by making it a hands on activity. So if I were covering the MDE kindergarten history standard K-EI.0.1, â€Å"recognize situations in which people trade,† I would give each student a different object and have them practice their bartering skills (Standards, 2015). Since some students will not want to trade their items, it will be my job to encourage them to trade items anyway so that they can experience what it is like for people to barter and trade. My encouraging in this situation would act as the supporting act, helping students reach the goal of trading. Science is already a pretty hands-on subject for teacher to cover, however, since students, especially younger†¦show more content†¦Both Vygotsky and Piaget’s theories about how children develop cognitively, directly relate to a constructivist view of learning. Give 5 ways these 2 theorists relate to a constructivist view of learning. Be specific with examples. There are five ways in which Piaget’s theory of cognitive development and Vygotsky’s theory of the Zone of Proximal Development. The very first way that teachers can use these theories to teach constructively is by providing scaffolded instruction within the ZPD for their students (Snowman and McCown, 2013). In other words, a teacher must be able to assist children in achieving a goal that may be slightly too difficult for them to reach alone. An example of this would be if a teacher had decided that her class should do an experiment on how well plants grow based on the amount of water they receive, she could challenge her students to make a hypothesis about what they think will happen. This teacher could allow her students to individually plant their seeds and then guiding her students to predict or hypothesize what they believe will happen if one plant gets more water than another. This example directly correlates with Vygotsky’s idea of ZPD because the student s do not know how to use the scientific method for a science experiment, however, with the teacher’s assistance, they were able to fully complete it. A second avenue that educators can take when wishing to instruct constructively is by providing their students with

Lighting a Fire free essay sample

At age twelve, I had little interest in learning about the world of engineering and even less interest in summer school. All I wanted was to do okay in middle school and play video games in my free time. Consequently, I was furious when my mother told me in the second half of my seventh grade year that she planned on placing me into the Prefreshman Engineering Program (PREP) for eight weeks during the summer. I already worked at the family restaurant my parents owned on weekends from nine in the morning to eleven at night. When summer started, I’d be spending six hours a day in PREP from Monday to Thursday, and then have to work at the restaurant on Friday and Saturday all day, leaving only Sunday for my enjoyment. Therefore, I adamantly believed my mother was asking the unthinkable, that she wanted to deprive me of my childhood. We will write a custom essay sample on Lighting a Fire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Feeling that she could not understand my struggle, I argued with her over the issue one day at the restaurant. I wanted to fit in, like the average American kid who spent summers traveling. My Americanized perception of life clashed with my mother’s traditional Chinese values about the importance of schooling. We lived in America, not China, so to me, Chinese ideas didn’t apply; I ridiculed her stories of being the top student in her high school class. She hadn’t done well enough on the Chinese National College Entrance Exam to qualify for entry into a university education, so I saw no reason why she should force her old aspirations of higher education on me. â€Å"It’s not fair, no one else I know does this!† I ceased fire when I saw my mother nearly in tears. I backed off my rant and came to my senses. I apologized but still made it absolutely clear I did not want to attend PREP. Fast forward a month and summer was about to start in a few weeks. I again attempted to convince my mother to not put me in PREP, although this time around I tried a gentler approach. Fortunately for me, my mother had better grasp of my personality than I did. She made me a deal: if I agreed to attend PREP, she would give me $500 in cash on the spot. My resolve to not attend PREP was evidently much weaker than I thought because my greed trampled it underfoot and I acquiesced. I hid the $500 in the pocket of an old coat in my closet and thought nothing more of PREP detracting from my summer or the labor my parents had done to earn that money, only how I would spend it after PREP was over. When the time came to go to the University of Texas at San Antonio for PREP’s first day, I swallowed any reluctance I had. After introductions and aptitude tests for all students, I placed into the highest ranking group, Thor. The rest of the day was spent getting to know instructors and our Program Assistant Martin, a college student supervising our group. Several weeks passed quickly and I realized the program wasn’t so bad; in fact, I began to enjoy it. The teachers were thorough and offered tutoring if anyone needed help on assignments. More importantly, I actually found the subjects quite interesting. In our engineering class, we would construct speakers out of paper plates and bits of metal or build a sturdy bridge out of toothpicks; in Logic, we would solve complex word problems by dissecting sentences one at a time until we could creatively implement a law or theorem that allowed us to reach the answer using the simple idea of â€Å"if p, then q†. There seemed to be no limit to what could be thought up or created, if I would only try. By the time PREP was over, I had realized two things: that the summer had been hugely enjoyable and that my mother had always pushed me to excel, even though I contented myself with mediocrity. Dwelling on my anger at constantly being pushed to do more than I wanted, I had refused to acknowledge the truth. My mother stressed excellence and education so much because she saw more opportunities for me here in America than she and my father ever had access to growing up in villages on the rice fields of Taishan, Guangdong. Realizing the language and culture barriers my parents had struggled with in raising me up to that point, the day after PREP I gave her back all $500 and an apology for my previous bratty behavior. A fire in my mind had been lit in pursuit of knowledge for its own sake, and that, to me, had more value than any amount of money.