Spanish

Advanced Course
Michel Thomas

www.michelthomas.co.uk

Learn another language the way you learnt your own

 Michel Thomas, 1914–2005
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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www.michelthomas.co.uk
You can write to us at:
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Unauthorized copying of this booklet or the accompanying audio material is

prohibited, and may amount to a criminal offence punishable by a fine and/or
imprisonment.

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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ISBNs 978 0 340 93899 7 978 0 340 93903 1
Introduction
Anyone can learn a
language with
Michel Thomas!

The amazing teaching method of

the world’s 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.
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
Photo by Robert Milazzo

speaking and thinking in your new

language quite naturally and
effortlessly.
4 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

 5
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 student’s learning lies with the teacher. With Michel
Thomas as your teacher, your learning will be based on understanding, and
what you understand you don’t 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 Michel’s method.
6 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? 7
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.
8
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, Michel’s
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 Michel’s 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 9
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 Army’s 45th
Infantry Division in France. The award was finally presented to him in May
2004, sixty years later.
Michel’s 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 world’s 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.
10
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.
Michel with Grace Kelly

Michel’s 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, François 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
O’Connor, 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., McDonald’s Corporation, Rover, British Aerospace.
Index ✓ = features on the Review course ✗ = Advanced course only
11

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 don’t buy it because it’s No lo compro porque es
very expensive. muy caro. ✓
02:40 Why don’t you buy it? (señor) ¿Por qué no lo compra? ✓
03:04 Why aren’t you buying it? ¿Por qué 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 it’s held up by
‘pr’ and ‘nd’. ✗
05:08 you understand entiende ✓
05:15 Why don’t you understand me? ¿Por qué no me entiende? ✓
05:31 Why don’t you understand me? ¿Por qué no me entiendes?
(to Roberto/Roberta) ✓
05:46 Why don’t you understand ¿Por qué no me entienden?
me? (to several people) ✓
06:04 They don’t understand me. No me entienden. ✓
06:17 He is preparing it for me. Lo prepara para mí. ✓

Advanced course: CD 1 Track 2 Review course

Track 3
00:00 He is (right now) preparing Está preparándolo para mí.
it for me. ✓
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 Lo está preparando.
put the ‘lo’ up front) ✓
01:13 Why don’t you do it? ¿Por qué no lo hace? ✓
12 01:22 Why aren’t you doing it? ¿Por qué no lo haces?
(Roberto) ✓
01:34 Why don’t you do it? ¿Por qué no lo hacen?
(all of you) ✓
01:45 He is doing it right now. Está haciéndolo. / Lo está haciendo. ✓
02:18 He is leaving (right now). Está saliendo. ✓

Advanced course: CD 1 Track 3 Review course

Track 4
00:00 I don’t understand what No comprendo lo que dice.
you are saying. ✓
00:44 to say / to tell decir ✓
01:10 They are telling me. Me dicen. ✓
01:41 Why don’t you tell me? ¿Por qué no me dicen?
(to several people) ✓
01:55 Why don’t you tell me? ¿Por qué no me dices?
(to Roberto) ✓
02:18 We are telling you. Le decimos. ✓
02:43 Why don’t you understand me? ¿Por qué no me comprende? ✓
03:28 to start empezar / comenzar ✓
03:41 Why don’t you start? (señor) ¿Por qué no empieza? ✓
04:08 Why don’t you start? ¿Por qué no empiezan?
(to several people) ✓
04:40 I am starting now. Empiezo ahora. ✓
04:48 Why don’t you start? (Roberto) ¿Por qué no comienzas? ✓
05:04 Why don’t you start? (Roberto) ¿Por qué no empiezas? ✓
05:24 I am not buying it. No lo compro. ✓
05:30 Why don’t you buy it? (Roberto) ¿Por qué no lo compras? ✓
05:44 Why don’t you all buy it? ¿Por qué no lo compran? ✓
05:54 We are buying it. Lo compramos. ✓

Advanced course: CD 1 Track 4 Review course

Track 5
00:00 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). ✗
01:25 You are not buying the house. / No compra la casa.
He is not buying the house. ✓
01:39 Buy the house! ¡Compre la casa! ✓ 13
01:53 Don’t buy it! ¡No lo compre! ✓
02:03 Don’t buy it! (Roberto) ¡No lo compres! ✓
02:10 Don’t 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! ¡Cómprelo! ✓
03:07 Buy it! (to several people) ¡Cómprenlo! ✓
03:17 Don’t buy them! ¡No los compren!
(to several people) ✓
03:35 Don’t buy them! (to Roberto) ¡No los compres! ✓
03:55 In the positive command to Roberto, you don’t switch tracks;
you just drop the ‘s’. ✗
04:17 Buy it! (Roberto) ¡Cómpralo! ✓
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 don’t you call me? ¿Por qué no me llamas?
(Roberto) ✓
05:16 Why don’t you all call me? ¿Por qué 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. Llámeme mañana. ✓
06:04 Don’t call me today! ¡No me llame hoy! ✓
06:31 Don’t call me today. (Roberto) No me llames hoy. ✓
07:14 Call me! ¡Llámame! ✓
07:30 Call me! (to señor/señora/ ¡Llámeme!
señorita) ✓

Advanced course: CD 1 Track 5 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 don’t have it. No lo tenemos. ✓
01:11 I have tengo ✓
14 01:12 I have it. Lo tengo. ✓
01:17 I don’t 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. (señor) Le digo. ✓
02:23 I am telling you. (Roberto) Te digo. ✓
02:29 Why don’t you tell me? ¿Por qué no me dices?
(Roberto) ✓
02:38 Why don’t you tell me? ¿Por qué no me dicen?
(to a couple) ✓
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? ¿Qué hace? ✓

Advanced course: CD 1 Track 6 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 don’t you know it? ¿Por qué no lo saben?
(to several people) ✓
00:37 We know it. Lo sabemos. ✓
00:44 I know sé ✓
00:52 I know it. Lo sé. ✓
00:58 I don’t know it. No lo sé. ✓
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 don’t know him. No lo conozco. ✓
02:14 I don’t know her. No la conozco. ✓ 15
Advanced course: CD 1 Track 7 Review course
Track 8
00:00 Do you know Pedro? ¿Conoce a Pedro? ✓
00:10 Use of the personal ‘a’ ✗
00:35 Do you know my friend? ¿Conoce a mi amigo? ✓
00:47 Do you know Madrid? ¿Conoce Madrid? ✓
00:52 I don’t know him. No lo conozco. ✓
01:02 I don’t know it. No lo sé. ✓

Advanced course: CD 1 Track 8 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 mañana. ✓
01:19 At what time are you leaving? ¿A qué hora sale? ✓
01:50 to put poner ✓
01:57 I am putting pongo ✓
02:02 I am putting it here. Lo pongo aquí. ✓
02:09 Where are you putting it? ¿Dónde lo pone? ✓
02:21 Why don’t you put it here? ¿Por qué no lo pones aquí?
(Roberto) ✓
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 oír ✓
03:46 I am hearing oigo ✓
16 Advanced course: CD 1 Track 9 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 Don’t leave! ¡No salga! ✓
00:38 Don’t leave! (Roberto) ¡No salgas! ✓
00:49 Don’t leave! (to several people) ¡No salgan! ✓
01:04 Tell me! ¡Dígame! ✓
01:10 Don’t tell me! ¡No me diga! ✓
01:17 Tell it to me! ¡Dígamelo! ✓
01:20 Whenever you have two pronouns, the personal one comes first. ✗
02:06 Don’t tell it to me! ¡No me lo diga! ✓
02:17 Tell it to him! ¡Dígaselo! ✓
02:53 Don’t tell it to him; tell it to me. No se lo diga; dígamelo. ✓
03:21 Don’t do it! ¡No lo haga! ✓
03:44 Don’t do it! (Roberto) ¡No lo hagas! ✓
03:56 Don’t do it! (all of you) ¡No lo hagan! ✓
04:07 Do it! (all of you) ¡Háganlo! ✓
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 Estoy haciéndolo. / Lo estoy
in the process of doing it.) haciendo. ✓
05:47 Do it! ¡Hágalo! ✓
06:17 I am not doing it. No lo hago. ✓
06:39 Why don’t you do it? (Roberto) ¿Por qué no lo haces? ✓
06:50 Why don’t you all do it? ¿Por qué no lo hacen? ✓
07:19 Don’t do it now. No lo hagan ahora. ✓
07:45 Don’t put it there. No lo ponga allí. ✓
07:56 Bring it. Tráigalo. ✓
08:12 Bring me something. Tráigame algo. ✓
08:22 Bring it to me. Tráigamelo. ✓
08:33 Don’t bring it to me today No me lo traiga hoy porque no
because I don’t need it today. lo necesito hoy. ✓
09:26 I hear it. Lo oigo. ✓
09:38 Hear it! ¡Óigalo! ✓
09:46 Tell it to me; don’t tell it to him. Dígamelo; no se lo diga. ✓ 17
11:59 But don’t tell it to him today. Pero no se lo diga hoy. ✓

Advanced course: CD 1 Track 10 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. Dímelo. ✓
01:24 Don’t tell it to me. (Roberto) No me lo digas. ✓
01:36 Don’t tell it to me. No me lo digan.
(to several people) ✓
02:02 Tell it to me. (Roberto) Dímelo. ✓
02:13 Come with me. (Roberto) Ven conmigo. ✓
02:29 Have it. Tenlo. ✓
02:47 Put it here. (Roberto) Ponlo aquí. ✓
02:58 Don’t put it there; put it here. No lo pongas allí; ponlo aquí.
(Roberto) ✓
03:44 Don’t leave. (Roberto) No salgas. ✓
03:57 Don’t leave. (all of you) No salgan. ✓

Advanced course: CD 1 Track 11

00:00 How and when to use the subjunctive (command tense). The
command tense has the same ‘push’ as the present tense. It’s rarely
used in English. In the sentence ‘it is important that you be here’,
‘be’ is subjunctive. ✗

Advanced course: CD 1 Track 12 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 esté aquí. ✓
03:02 It is important that you call me. Es importante que me llame. ✓
03:28 It is important that you Es importante que me llamen.
all call me. ✓
03:47 It is very important for you Es muy importante que me llames
(Roberta) to call me later. más tarde. ✓
04:21 It is not necessary that you No es necesario que me espere.
wait for me. ✓
18 05:00 to write escribir ✓

Advanced course: CD 1 Track 13 Review course

Track 13
00:00 Words in Spanish never start with ‘sc’, ‘st’ or ‘sp’. There’s always
an ‘e’ at the beginning: ‘esc’, ‘est’, ‘esp’ ✗
00:24 to study estudiar ✓
01:12 Why don’t you write to me? ¿Por qué no me escribe? ✓
01:31 Write to me! ¡Escríbame! ✓
01:50 Because it’s very important Porque es muy importante que
that you write to me. me escriba. ✓

Advanced course: CD 1 Track 14 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. ✓

Advanced course: CD 1 Track 15 Review course

Track 15
00:00 What do you want me to ¿Qué quiere que le escriba?
write to him? ✓
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. Quiero que lo hagan.
(to several people) ✓
02:01 What do you want me to do? ¿Qué quiere que yo haga? ✓
02:29 Why don’t you want me to ¿Por qué no quiere que se lo diga?
tell it to him? ✓
03:34 I think that he can do it. Pienso que puede hacerlo. ✓
04:19 I don’t think he can do it. No pienso que pueda hacerlo. ✓
04:48 I want you to call me later. Quiero que me llame más tarde. ✓
05:03 I want you to write to me. Quiero que me escriba. ✓
05:19 He wants me to send it to him. (Él) quiere que se lo mande. ✓

Advanced course: CD 2 Track 1 Review course

Track 16
00:05 Review of the future tense ✗
01:47 I will buy it. Lo compraré. ✓
02:08 We will buy it. Lo compraremos. ✓ 19
02:27 He will buy it. Lo comprará. ✓
02:35 They will buy it. Lo comprarán. ✓
02:41 You will buy it. (Roberto) Lo comprarás. ✓
02:47 I will write to you. Le escribiré. ✓
03:28 He will write to you. Le escribirá. ✓
03:36 We will write to you. Le escribiremos. ✓
03:52 You will write to me. Me escribirá. ✓
04:07 You will write to me. (Roberto) Me escribirás. ✓
04:18 They won’t write to me. No me escribirán. ✓
04:28 to take tomar ✓
04:34 I won’t take it. No lo tomaré. ✓
04:43 We will take it. Lo tomaremos. ✓
04:51 They won’t take it. No lo tomarán. ✓

Advanced course: CD 2 Track 2 Review course

Track 17
00:00 To form the future of the go-go verbs: add a ‘d’ before the
usual future endings. ✗
00:47 I will have tendré ✓
01:00 I will leave saldré ✓
01:05 we will leave saldremos ✗
01:08 they will leave saldrán ✗
01:12 you will leave (Roberto) saldrás ✗
01:21 I will come vendré ✓
01:26 we will come vendremos ✗
01:30 you will come (Roberto) vendrás ✓
01:38 to sell vender ✓
01:44 I will sell venderé ✗
01:48 I will sell it. Lo venderé. ✓
02:16 I will put pondré ✗
02:19 I won’t put it here. No lo pondré aquí. ✓

Advanced course: CD 2 Track 3 Review course

Track 18
00:00 There are three ways to express the future tense in Spanish: I will
call you tomorrow (Le llamaré mañana), I’m going to call you
20 tomorrow (Voy a llamarle mañana), I call you tomorrow
(Le llamo mañana) ✗
00:20 I will call you tomorrow. Le llamaré mañana. /
Voy a llamarle mañana. ✓
01:47 I call you tomorrow. Le llamo mañana. ✓
02:04 I call you tomorrow. (Roberto) Te llamo mañana. ✓
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 Quiero saber cuánto tiempo
are going to stay. va a quedarse. ✓
03:57 I will stay here a few days. Me quedaré aquí unos días. ✓

Advanced course: CD 2 Track 4 Review course

Track 19
00:00 ‘decir’ and ‘hacer’ in the future tense ✗
00:46 I will tell diré ✓
00:54 I will do haré ✓
01:05 I won’t do it. No lo haré. ✓
01:13 I will tell you later why we Le diré más tarde por qué
won’t do it. no lo haremos. ✓
01:51 He won’t tell me. No me dirá. ✓
02:07 He won’t tell me why he No me dirá por qué no lo hará.
won’t do it. ✓

Advanced course: CD 2 Track 5 Review course

Track 20
00:49 Make a reservation. Haga una reservación. ✓
00:59 Make a reservation. (Roberto) Haz una reservación. ✓
02:03 Do it. Hazlo. ✓

Advanced course: CD 2 Track 6 Review course

Track 21
00:00 To go into the ‘woulds’ you use ‘ría’. The same ‘r’ that you hit for ‘will’,
you also hit for ‘would’. ✗
00:06 river río ✓ 21
00:46 I would leave saldría ✓
01:03 we would leave saldríamos ✓
01:37 He would do it. Lo haría. ✓
02:00 I wouldn’t do it. No lo haría. ✓
02:06 They wouldn’t do it. No lo harían. ✓
02:06 We wouldn’t do it. No lo haríamos. ✓
02:29 I wouldn’t tell you why we No le diría por qué no lo
wouldn’t do it. haríamos. ✓
03:09 to wait esperar ✓
04:05 he will wait esperará ✓
04:12 he wouldn’t wait no esperaría ✓
04:26 to prepare preparar ✓
04:35 I will prepare it. Lo prepararé. ✓
05:04 He wouldn’t prepare it. No lo prepararía. ✓
05:31 I like me gusta ✓
05:42 I like to see it. Me gusta verlo. ✓
05:49 I don’t like to do it. No me gusta hacerlo. ✓
06:00 I would like to see it. Me gustaría verlo. ✓
06:17 I would like to see you. Me gustaría verle. ✓

Advanced course: CD 2 Track 7 Review course

Track 22
00:06 I have spoken he hablado ✓
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’ (-ré, -remos,
-rá, -rán, -rás), 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 ✓
22 Advanced course: CD 2 Track 8 Review course
Track 23
00:04 The simple past (without diving): ‘I bought it’ instead of
‘I have bought it’ ✗
00:27 I spoke hablé ✓
00:32 In the simple past, the stress is on the last syllable: ‘past is last’. ✗
01:07 I took it. Lo tomé. ✓
01:14 I called llamé ✓
01:22 I accepted acepté ✓
01:31 I didn’t accept it. No lo acepté. ✓
01:37 I bought it. Lo compré. ✓
03:02 I waited esperé ✓
03:08 I will wait esperaré ✓
03:46 He spoke / you spoke / habló
she spoke ✓
04:05 I speak hablo ✓
04:23 I am buying it. Lo compro. ✓
04:35 He bought it. Lo compró. ✓
04:59 I sold vendí ✓
05:23 I left salí ✓
05:29 she left / you left salió ✓
05:33 I understood comprendí ✗
05:36 he understood / comprendió
you understood ✓

Advanced course: CD 2 Track 9 Review course

Track 24
00:00 Endings for the simple past (-é and -ó, and -í and -ió) ✗
00:40 He sold it Lo vendió. ✓
00:46 I didn’t sell it. No lo vendí. ✗
01:11 Why didn’t you buy it? (señor) ¿Por qué no lo compró? ✓
01:21 Why did you sell it? ¿Por qué lo vendió? ✓
01:52 Why didn’t you sell it? ¿Por qué no lo vendió? ✓
02:06 to lose perder ✓
02:10 I lost it. Lo perdí. ✓
02:18 When did you lose it? ¿Cuándo lo perdió? ✗
02:24 At what time did you leave? ¿A qué hora salió? ✓
02:32 When did you arrive? ¿A qué hora llegó? ✗ 23
02:42 I called you yesterday. Le llamé ayer. ✓
03:07 Yesterday ayer ✗
03:16 last night anoche ✓
03:26 He called me last night. Me llamó anoche. ✓
03:44 I call myself me llamó ✓
04:38 He called you. Le llamó. ✓
05:39 to start empezar / comenzar ✓
05:45 I started empecé ✗
05:50 At what time did you start? ¿A qué hora empezó? ✓
06:34 At what time are you leaving? ¿A qué hora salen?
(all of you) ✓
06:43 At what time did you leave? ¿A qué hora salió?
(señor) ✓
06:52 I didn’t eat. No comí. ✓
06:59 Why didn’t you eat? ¿Por qué no comió? ✓
07:21 I called you this morning. Le llamé esta mañana. ✓
07:44 At what time did you call me? ¿A qué hora me llamó? ✓
08:23 He is calling you. Le llama. ✓
08:32 He called me. Me llamó. ✓
08:52 Why didn’t you call me? ¿Por qué no me llamó? ✓
09:03 I wrote to you. Le escribí. ✓
09:15 He wrote to me. Me escribió. ✓
09:26 Why didn’t you write to me? ¿Por qué no me escribió? ✓
09:41 I saw it. Lo vi. ✓
10:03 I didn’t see it. No lo vi. ✓
10:08 Did you see it? ¿Lo vio? ✓
10:17 I didn’t understand it. No lo comprendí. / No lo entendí. ✓

Advanced course: CD 2 Track 10 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 At what time did you call me? ¿A qué hora me llamaron?
(to a couple) ✓
24 00:59 they arrived llegaron ✓
01:08 At what time did you arrive? ¿A qué hora llegaron?
(to a couple/several people) ✓

Advanced course: CD 2 Track 11 Review course

Track 26
00:00 I arrived here two hours ago. Llegué aquí hace dos horas. ✓
00:13 For ‘ago’ you say ‘it makes’: hace ✗

Advanced course: CD 2 Track 12 Review course

Track 27
00:00 They didn’t arrive yet. (They Todavía no llegaron.
still didn’t arrive.) ✓
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 At what time did you leave? ¿A qué hora salieron?
(to several people) ✓
01:17 they didn’t 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 quedé ✓
02:31 he stayed se quedó ✓
02:44 he didn’t stay no se quedó ✓
02:50 they stayed se quedaron ✓

Advanced course: CD 2 Track 13 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 At what time did you call me? ¿A qué hora me llamaste?
(Roberto) ✓
01:06 Why didn’t you call me? ¿Por qué no me llamaste?
(Roberto) ✓
01:19 For ‘you, Roberto/Roberta’ the ending for the simple past on the
-er/-ir track is -iste. ✗
01:30 At what time did you leave? ¿A qué hora saliste? 25
(Roberto) ✓
01:42 Why didn’t you sell it? Por que no lo vendiste?
(Roberto) ✓
01:57 Why didn’t you sell it? ¿Por qué no lo vendió?
(señorita) ✓
02:11 Why didn’t you sell it? ¿Por que no lo vendieron?
(to several people) ✓
02:29 They sold it. Lo vendieron. ✓
02:55 He didn’t buy it. No lo compró. ✓
03:10 They bought it. Lo compraron. ✓

Advanced course: CD 2 Track 14 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 mañana. ✓
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 ✓

Advanced course: CD 2 Track 15 Review course

Track 30
00:00 go-go verbs in the past all follow the same pattern, which is
different from other verbs. They don’t follow the ‘past is last’ rule. ✗
01:39 I did / I made hice ✓
26 02:26 I did it. Lo hice. ✓
02:32 He did it. Lo hizo. ✓
02:40 He didn’t do it. No lo hizo. ✓
02:45 Why didn’t you do it? ¿Por qué no lo hizo? ✓
02:53 I didn’t do it. No lo hice. ✓
03:19 He made a reservation for us. Hizo una reservación 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 didn’t do it. Me dijo que no lo hizo. ✓
06:00 Why didn’t you tell me? ¿Por qué no me dijo? ✓
06:13 Why didn’t you tell it to me? ¿Por qué no me lo dijo? ✓
06:34 Why didn’t you tell it to him? ¿Por qué no se lo dijo a él/a ella? ✓
07:52 I put (past) puse ✓
08:14 he put puso ✓
08:25 Where did you put it? ¿Dónde lo puso? ✓

Advanced course: CD 2 Track 16 Review course

Track 31
00:00 to be able poder ✓
00:41 I couldn’t do it. No pude hacerlo. ✓
01:09 He couldn’t 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 ✓ 27
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 ✓

Advanced course: CD 3 Track 1 Review course

Track 32
00:13 they could pudieron ✓
00:18 we could pudimos ✓
00:23 you could (Roberto) pudiste ✓
00:28 he couldn’t no pudo ✓
00:45 They told me. Me dijeron. ✓
01:40 Why didn’t you tell me? ¿Por qué no me dijeron?
(to a couple) ✓
01:53 They didn’t tell me. No me dijeron. ✓
01:59 They came with me. Vinieron conmigo. ✓
02:08 They didn’t have it. No lo tuvieron. ✓
02:35 He didn’t want it. No lo quiso. ✓
02:44 They wanted it. Lo quisieron. ✓
02:54 You wanted it. (Roberto) Lo quisiste. ✓
03:06 We didn’t want it. No lo quisimos. ✓

Advanced course: CD 3 Track 2 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? ¿Dónde lo has comprado?
(Roberto) ✓
02:34 Where did you buy it? ¿Dónde lo compró? ✓
03:38 He has not sold it. No lo ha vendido. ✓
28 Advanced course: CD 3 Track 3 Review course
Track 34
00:00 He would buy it. Lo compraría. ✓
00:16 I wouldn’t buy it. No lo compraría. ✓
00:32 They wouldn’t buy it. No lo comprarían. ✗
01:18 You wouldn’t buy it. (Roberto) No lo comprarías. ✓
01:28 We wouldn’t buy it. No lo compraríamos. ✓

Advanced course: CD 3 Track 4 Review course

Track 35
00:00 go-go verbs with ‘will’ and ‘would’ ✗
00:46 He won’t leave. No saldrá. ✓
00:52 He wouldn’t leave. No saldría. ✓
01:01 We won’t leave. No saldremos. ✓
01:24 We would not leave. No saldríamos. ✓
01:41 I would put it here. Lo pondría aquí. ✓
02:30 We will put it here. Lo pondremos aquí. ✓
02:39 We wouldn’t put it here. No lo pondríamos aquí. ✓
02:54 He wouldn’t come with us. No vendría con nosotros. ✓
03:07 He wouldn’t sell it. No lo vendería. ✓
03:33 He would come here with us Vendría aquí con nosotros
and he would sell it. y lo vendería. ✓

Advanced course: CD 3 Track 5 Review course

Track 36
00:00 ‘hacer’ and ‘decir’ with ‘will’ and ‘would’ ✗
00:31 I will do it. Lo haré. ✓
00:55 We wouldn’t do it. No lo haríamos. ✓
01:06 We won’t do it. No lo haremos. ✓
01:21 I will tell you later. Le diré mas tarde. ✓
01:42 He wouldn’t tell me. No me diría. ✓
02:04 We wouldn’t tell you. No le diríamos. ✓
02:27 I will have it for you. Lo tendré para usted. ✓

Advanced course: CD 3 Track 6 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. ✓ 29
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. iré ✓
01:33 I will go to iré a ✓
01:38 I will go to see it. Iré a verlo. ✓
01:44 I wouldn’t go. No iría. ✓
01:52 We wouldn’t go. No iríamos. ✓

Advanced course: CD 3 Track 7 Review course

Track 38
00:06 I will be able to do it. Podré hacerlo. ✓
00:26 He won’t be able to do it. No podrá hacerlo. ✓
00:43 He wouldn’t be able to do it. No podría hacerlo. ✓

Advanced course: CD 3 Track 8 Review course

Track 39
00:00 ‘can you …?’ vs. ‘could you …?’ for polite requests ✗
00:54 Can you tell me / Will you ¿Puede decirme?
tell me ✓
01:05 Can you tell me/Will you tell
me where it is. ¿Puede decirme dónde está? ✓
01:21 Could you tell me where it is? ¿Podría decirme dónde está? ✓
01:46 Could you come with me? ¿Podría venir conmigo? ✓
02:01 Can you wait for me? / ¿Puede esperarme?
Will you wait for me. ✓
02:24 Could you wait for me? ¿Podría esperarme? ✓

Advanced course: CD 3 Track 9 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? ¿Cuánto es? ✓
02:46 How much does it cost? ¿Cuánto cuesta? ✓
02:55 How much do I owe? ¿Cuánto debo? ✓
03:16 I will have to do it. Tendré que hacerlo. ✓
30 03:43 I will have to do it. (from deber) Deberé hacerlo. ✓
03:55 I would have to do it. Tendría que hacerlo. /
Debería hacerlo. ✓
04:35 You should tell me. (Roberto) Deberías decirme. ✓

Advanced course: CD 3 Track 10 Review course

Track 41
00:13 I have sold it. Lo he vendido. ✓
00:25 I would have sold it. Lo habría vendido. ✓
01:22 I wouldn’t have sold it. No lo habría vendido. ✓

Advanced course: CD 3 Track 11 Review course

Track 42
00:00 ‘diving’ forms: some verbs that don’t dive into -ado and -ido ✗
00:38 made in Spain hecho en España ✓
01:06 I have done it. Lo he hecho. ✓
01:26 I haven’t done it. No lo he hecho. ✓
01:34 I wouldn’t have done it. No lo habría 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 habría dicho. ✓
02:58 to see ver ✓
03:03 seen visto ✓
03:18 I haven’t seen it. No lo he visto. ✓
03:34 We would have seen it. Lo habríamos visto. ✓
03:46 I would have gone (with you). Habría ido (con usted). ✗
04:49 It would have been possible. Habría sido posible. ✓
05:11 It wouldn’t have been No habría sido posible así.
possible that way. ✓

Advanced course: CD 3 Track 12 Review course

Track 43
00:23 I am doing it. Estoy haciéndolo. ✓
00:38 I am doing it every day. Lo hago todos los días. ✓
01:07 In Spanish, the past with -ing is expressed with -aba on the -ar
track and with –ía on the other track. ✗
01:36 I was speaking hablaba ✓
01:43 he was speaking hablaba ✓
01:49 she was speaking hablaba ✓ 31
01:58 you were speaking (señor) hablaba ✓
02:02 they were speaking hablaban ✓
02:44 they were calling llamaban ✓
03:02 they were buying compraban ✓
03:10 they were selling vendían ✓
03:21 They were doing it. Lo hacían. ✓
03:29 They were telling me. Me decían. ✓
03:39 We were telling you. Le decíamos. ✓
03:51 We were doing it. Lo hacíamos. ✓

Advanced course: CD 3 Track 13 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 No iba a decirle que iba a
that I was going to do it. hacerlo. ✓
02:09 He was going to be here. Iba a estar aquí. ✓
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 habría esperado. ✓

Advanced course: CD 3 Track 14 Review course

Track 45
01:07 He told me. / You told me. Me dijo. ✓
01:16 You didn’t tell me. No me dijo. ✓
01:25 You didn’t tell me. (Roberta) No me dijiste. ✓

Advanced course: CD 3 Track 15

00:00 Simple past forms: tener – tuve, estar – estuve, haber – hube ✗

Advanced course: CD 3 Track 16 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 ✓
32 02:21 We told you. Le dijimos. ✓
02:34 You didn’t tell me that you No me dijo que iba a llegar hoy.
were going to arrive today. ✓
03:01 You didn’t tell me that you No me dijiste que ibas a
were going to arrive today. llegar hoy.
(Roberta) ✓
03:32 I would have waited for you. Le habría esperado. ✓
03:51 I would have waited for you. Te habría esperado.
(Roberta) ✓

Advanced course: CD 3 Track 17 Review course

Track 47
00:11 I was waiting esperaba ✓
00:22 I was waiting for you. Le esperaba.
(I was awaiting you.) ✓
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 hacía. ✓
02:21 I was telling you. Le decía. ✓
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 hacía todos los días. ✓
04:55 he is speaking habla ✓
06:41 he spoke habló ✓
07:02 he spoke (very often / hablaba
every day) ✓

Advanced course: CD 3 Track 18 Review course

Track 48
01:02 He did it this morning. Lo hizo esta mañana. ✓
02:20 He told me every day. Me decía. ✓
02:36 He put it here. Lo puso aquí. ✓
02:51 He put it here every day. Lo ponía aquí todos los días. ✓
03:34 I cannot see it. No puedo verlo. ✓
03:42 I don’t know where it is. No sé dónde está. ✓
04:07 He put it here this morning. Lo puso aquí esta mañana. ✓
04:56 He was telling me. Me decía. ✓
Advanced course: CD 3 Track 19 Review course 33
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. ✓

Advanced course: CD 3 Track 20 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 ✗

Advanced course: CD 3 Track 21 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 sabía ✓
02:18 I didn’t know you were No sabía que iba a llegar hoy.
going to arrive today. ✓
03:24 I didn’t have the time. No tenía el tiempo. ✓
03:36 I was very busy. Estaba ocupado. ✓
 Advanced course: CD 3 Track 22 Review course
34 Track 52
It is in the nature of some verbs that their past tense is usually a ‘line’ (querer) ✗
00:00 I wanted quise / quería ✓
00:56 I wanted to do it. Quise hacerlo. / Quería hacerlo. ✓
01:11 I would want querría ✓

Advanced course: CD 4 Track 1 Review course

Track 53
0.06 ‘I would want’ is also used for ‘I would like’. ‘me gustaría’ or
‘ quisiera’ are often used instead of ‘querría’. ✗
00:50 He wanted to do it. Quiso hacerlo. ✓
01:03 They wanted to do it. Quisieron hacerlo. ✓

Advanced course: CD 4 Track 2 Review course

Track 54
00:30 I might want quisiera ✓
02:26 I would like to do it. Me gustaría hacerlo. ✓
02:38 I would want to do it. Querría hacerlo. ✓
03:47 I would like to do it. Quisiera hacerlo. ✓

Advanced course: CD 4 Track 3 Review course

Track 55
00:12 I could do it. Podría hacerlo. ✓
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;
it’s a polite request. ✗
03:40 Will you please ... Puede ... ✓

Advanced course: CD 4 Track 4 Review course

Track 56
00:00 Another example of the importance of having a sharpened
awareness of your own language: ‘you don’t have to wait’
does not mean ‘you must not wait’, so it’s not ‘no tiene que
esperar’ but ‘no es necesario que espere’. ✗
00:00 You have to wait here. Tiene que esperar aquí. ✓
00:26 You have to wait for me. Tiene que esperarme. ✓
00:44 You don’t 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 don’t need to wait. No necesita esperar. / 35
No necesitas esperar. /
No necesitan esperar. ✓

Advanced course: CD 4 Track 5 Review course

Track 57
01:10 I wanted to see it. Quería verlo. ✓
01:13 ‘could’ in English means both ‘was able’ and ‘would be able’.
‘podría’ is ‘could’ if it is not clearly in the past. ✗
03:00 would be able podría ✓
03:59 Could you tell me? ¿Podría decirme? ✓
05:08 I couldn’t see it. No pude verlo. ✗
06:00 I couldn’t do it. No podía hacerlo. ✗

Advanced course: CD 4 Track 6 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 si supiera ✓
02:07 If I had the time, I would do it. Si tuviera el tiempo lo haría. ✓
03:34 if I were there si estuviera allí ✓
04:05 I would tell you le diría ✓
04:42 I was having tenía ✓

Advanced course: CD 4 Track 7 Review course

Track 59
00:40 I had sold it. Lo había 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 habría comprado. ✗
04:41 If I had known it, I would Si lo hubiera sabido, le habría
have told you. dicho. ✓

Advanced course: CD 4 Track 8 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 diría. ✓
36 Advanced course: CD 4 Track 9 Review course
Track 61
00:00 ‘would’ and ‘would have’ ✗
01:14 I would do it. Lo haría. ✓
03:05 I would buy it. Lo compraría. ✓
03:26 I would have bought it. Lo habría comprado. ✓

Advanced course: CD 4 Track 10 Review course

Track 62
00:00 I was buying it. Lo compraba. ✓
00:25 He was selling it. Lo vendía. ✓
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 vendían. ✓
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 allí anoche ✓
07:01 I would have seen it. Lo habría visto. ✓
07:13 And I would have bought it. Y lo habría comprado. ✓
07:32 I might have bought it. Lo hubiera comprado. ✓

Advanced course: CD 4 Track 11 Review course

Track 63
00:24 I don’t think that he may come. No pienso que venga. ✓
00:46 I am not sure. No estoy seguro. ✓
00:55 (at that moment) I wasn’t sure. No estuve seguro. ✓
01:03 (a line) I wasn’t sure. No estaba seguro. ✓
01:23 I didn’t know that he No sabía que viniera.
might come. ✓

Advanced course: CD 4 Track 12 Review course

Track 64
00:00 The expression ‘ojalá’ is used with the subjunctive. ✗
00:36 I hope that ojalá ✓
00:41 Hopefully (that) he Ojalá que venga. ✓
may come.
Advanced course: CD 4 Track 13 Review course 37
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 Lo perdí y lo buscaba pero
it but I couldn’t find it. no pude encontrarlo. ✓

Advanced course: CD 4 Track 14 Review course

Track 66
01:18 I had bought it. Lo había 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 que iba a llegar hoy
arrive today ✓

Advanced course: CD 4 Track 15 Review course

Track 67
00:00 Exceptions in the w-ing tense: iba (ir), era (ser), veía (ver) ✗
00:48 I would have waited for you. Le habría esperado. ✓
01:04 I would have made Habría hecho una
a reservation. reservación. ✗
01:20 We would have dined. Habríamos cenado. ✗
01:34 We would have gone to see it. Habríamos ido a verlo. ✓
01:59 It would have been very Habría sido muy
interesting. interesante. ✗

Advanced course: CD 4 Track 16 Review course

Track 68
00:00 If I had known it, I would Si lo hubiera sabido, lo habría
have done it. hecho. ✓
01:09 I might have done it. Lo hubiera hecho. ✓
02:37 I wouldn’t have been No habría podido hacerlo.
able to do it. ✓

Advanced course: CD 4 Track 17 Review course

Track 69
00:00 would have to (should) debería ✓
01:09 could have habría podido ✓
01:18 should have habría debido ✓
38 02:33 You should have told me. Habría debido decirme. ✓
02:42 You could have told me. Habría podido decirme. ✓
02:48 He would have told me. Me habría dicho. ✓
04:02 You should have done it. Habría debido hacerlo. ✓
04:39 He would tell me. Me diría. ✗

Advanced course: CD 4 Track 18

Advice on reading in Spanish ✗
 Your guide to the Michel Thomas Method courses 39
• 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

Advanced course (4 CDs)

• 5-hour follow-on to Foundation course
• Track listing
• £50.00

French, German, Italian, Spanish ‘New’ languages

Vocabulary course (5 CDs) Vocabulary course (4 CDs)
• Learn 1,000 words – painlessly • Learn hundreds of words –
– in 6 hours painlessly – in 5 hours
• Track listing • Track listing
• £30.00 • £40.00
40
The Michel Thomas Method product range
Introductory course (2 CDs*) £14.99
Arabic ISBN: 978 0340 95728 8
Dutch ISBN: 978 0340 97170 3
French ISBN: 978 0340 78064 0
German ISBN: 978 0340 78066 4
Italian ISBN: 978 0340 78070 1
Japanese ISBN: 978 0340 97458 2
Mandarin ISBN: 978 0340 95722 6
Polish ISBN: 978 0340 97518 3
Portuguese ISBN: 978 0340 97166 6
Russian ISBN: 978 0340 94842 2
Spanish ISBN: 978 0340 78068 8

*These are the first 2 hours of the Foundation course.

Foundation course (8 CDs) £70
Arabic ISBN: 978 0340 95727 1
Dutch ISBN: 978 0340 97169 7
French ISBN: 978 0340 93891 1
German ISBN: 978 0340 93892 8
Italian ISBN: 978 0340 93894 2
Japanese ISBN: 978 0340 97457 5
Mandarin ISBN: 978 0340 95726 4
Polish ISBN: 978 0340 97517 6
Portuguese ISBN: 978 0340 97167 3
Russian ISBN: 978 0340 94841 5
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,
41
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 ISBN: 978 0 340 78969 8
German ISBN: 978 0 340 78973 5
Italian ISBN: 978 0 340 78975 9
Spanish 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
French ISBN: 978 0 340 93982 6
German ISBN: 978 0 340 93984 0
Italian ISBN: 978 0 340 93983 3
Spanish ISBN: 978 0 340 93973 4
Vocabulary courses: ‘new’ languages (4 CDs) £40
Arabic ISBN: 978 0 340 98323 2
Mandarin ISBN: 978 0 340 98358 4
Russian ISBN: 978 0 340 98324 9

Background reading
The Test of Courage is Michel Thomas’s thrilling biography. Written by acclaimed
journalist Christopher Robbins, it tells the story of the world’s 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
explain how and why the Michel Thomas Method of language teaching works where
so many others fail.
ISBN: 978 0340 92833 2; hardback; £19.99
42
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You can write to us at:
Hodder Education, 338 Euston Road, London NW1 3BH
 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 Carré
“Intriguing biography … a vivid, life-affirming narrative that exerts
considerable power”
THE TIMES
“This book is a right riveting read”
SCOTLAND ON SUNDAY
 45
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