What you will learn
You will learn c/s/z/qu and g spelling patterns, the r/rr relationship, Spanish b/v pronunciation, syllable stress, written accents and punctuation, then learn two cognate patterns—English ph → Spanish f and English th → Spanish t—so unfamiliar true cognates can be discovered in practice.
Lesson 1
Sound / Spelling Pattern
In English:Mexican Spanish: ca/co/cu use a k-like c; ce/ci and z commonly use an s-like sound; que/qui use qu for a k-like sound and the u is normally silent.
Use syllables/pattern units rather than new vocabulary.
Say it / Notice:NEW c/s/z/qu; Recall vowels.
Lesson 1 · Practice Roll 1
Pronunciation practice only — not vocabulary. Read: ca · co · cu.
Lesson 1 · Practice Roll 2
Which statement matches the course's Mexican-Spanish model? A. ce/ci and z commonly use an s-like sound. B. z must use English z. C. ce/ci always use a k sound.
Lesson 1 · Practice Roll 3
Pronunciation practice only — not vocabulary. Read the spelling units que · qui. Keep qu k-like and normally keep u silent.
Lesson 2
Sound / Spelling Pattern
In English:g changes before e/i; gue/gui preserve the hard-g relationship with normally silent u; dieresis in güe/güi tells you to pronounce u.
Use spelling units, not a vocabulary list.
Say it / Notice:NEW g patterns; Recall vowels.
Lesson 2 · Practice Roll 4
Pronunciation practice only — not vocabulary. Read: ga · go · gu.
Lesson 2 · Practice Roll 5
Pronunciation practice only — not vocabulary. Read ge · gi using the Spanish you learned g-before-e/i relationship.
Lesson 2 · Practice Roll 6
Which statement is correct? A. In gue/gui, u is normally silent; in güe/güi, the dieresis tells you to pronounce u. B. u is always silent in both. C. ü is never pronounced.
Lesson 3
Sound / Spelling Pattern
In English:Spanish distinguishes a weaker single-r relationship from the stronger sound at word start and with rr. A perfect trill is not required to progress.
Goal is intelligibility, not perfection.
Say it / Notice:NEW r/rr contrast.
Lesson 3 · Practice Roll 7
Listen to the guided forms ara and arra. Which contains the stronger r relationship? A. ara B. arra
Lesson 3 · Practice Roll 8
Pronunciation practice only — not vocabulary. Read ra · arra using a stronger r at word start and with rr. A perfect trill is not required.
Lesson 4
Sound / Spelling Pattern
In English:Spanish spelling distinguishes b and v, but ordinary pronunciation does not require the English b-versus-v contrast.
Do not force English v into Spanish.
Say it / Notice:NEW b/v relationship.
Lesson 4 · Practice Roll 9
Which statement is correct? A. Spanish requires the same b-versus-v contrast as English. B. Spanish spelling distinguishes b/v, but ordinary pronunciation does not preserve the English contrast.
Lesson 4 · Practice Roll 10
Pronunciation practice only — not vocabulary. Read ba · va using the Spanish model without exaggerating an English v contrast.
Lesson 5
Sound / Spelling Pattern
In English:Every Spanish word has a stressed syllable. First learn to hear where the strongest syllable falls.
Use familiar words or guided sound-only examples; do not create vocabulary.
Say it / Notice:NEW stress awareness; Recall vowels.
Lesson 5 · Practice Roll 11
Listen to nombre. Which syllable sounds strongest? A. nom B. bre
Lesson 5 · Practice Roll 12
Pronunciation practice only — not vocabulary. Listen to MA-la. Which syllable is stressed? A. ma B. la
Lesson 6
Sound / Spelling Pattern
In English:Words ending in a vowel, n or s commonly stress the next-to-last syllable unless an accent mark says otherwise; many other endings commonly stress the last. Written accents override the default and can distinguish forms.
This is a simple first working it out rule, not the complete accent rules.
Say it / Notice:Recall all prior sound patterns.
Lesson 6 · Practice Roll 13
Pronunciation practice only — not vocabulary. A guided word is written mela and ends in a vowel with no accent mark. Which stress is the normal first prediction? A. ME-la B. me-LA
Lesson 6 · Practice Roll 14
Which statement is correct? A. A written accent can override the default stress tendency, and Spanish questions use opening and closing question marks. B. Accents never affect stress, and Spanish uses only a closing question mark.
Lesson 7
example cognate
In English:philosophy
This one example introduces the PH → F cognate pattern. Do not memorize a list of words.
Keep in mind:About 100 useful true cognates. You will meet the other cognates gradually in Practice Rolls.
Say it / Notice:Color only the cognate-bearing f relationship red; pronounce the Spanish word with Spanish vowels/stress.
Pattern Reminder Rule
In English:English ph commonly corresponds to Spanish f in this cognate pattern (100+ useful words).
Pattern Reminder may show the relationship and count, but not dump the other cognates in the pattern list.
Keep in mind:Use only true cognates that follow this pattern; Watch for false friends; not every similar-looking word follows this pattern.
Say it / Notice:The cognate pattern is shown in red.
Lesson 7 · Practice Roll 15
Ana greets Roberto, then they begin a cognate exercise. After Hola, Roberto must give the Spanish cognate for 'philosophy'. Give his Spanish word.
Lesson 7 · Practice Roll 16
Roberto says filosofía after Buenos días. Identify the English meaning, then repeat filosofía with Spanish vowels.
Lesson 7 · Practice Roll 17
Ana shows English philosophy and Roberto says filosofía. Notice the spelling change, then type filosofía.
Lesson 7 · Practice Roll 18
Ana and Roberto compare two introduce cognate patterns. Read filosofía and posible aloud, then identify which word uses ph→f.
Lesson 7 · Practice Roll 19
Ana asks ¿Es posible? during a cognate exercise. Roberto answers Sí and then gives the PH→F example for philosophy. Give Roberto's Spanish response.
Lesson 7 · Practice Roll 20
Ana says the true PH→F word for photo. Listen and type it.
Lesson 7 · Practice Roll 21
Roberto is looking at a short phrase in a language exercise. Use the introduce PH→F pattern to give the Spanish cognate.
Lesson 7 · Practice Roll 22
Ana has already figured out the true cognates fenómeno. Read it aloud and keep the written accent/stress clear.
Lesson 7 · Practice Roll 23
Roberto sees the English word “phase.” Use the PH→F pattern to find the Spanish cognate, then say it.
Lesson 7 · Practice Roll 24
Ana asks which Spanish cognate begins with the letter name e and corresponds to elephant. Give the true word.
Lesson 7 · Practice Roll 25
Roberto reads geografía. Apply Spanish g/vowel/stress rules while preserving the true PH→F relationship.
Lesson 7 · Practice Roll 26
Ana greets Roberto with Buenas tardes, then shows English pharmacy. Take Roberto's role and Give the Spanish cognate.
Lesson 8
example cognate
In English:theory
This one example introduces the TH → T cognate pattern. Do not memorize a list of words.
Keep in mind:About 90+ useful true cognates. You will meet the other cognates gradually in Practice Rolls.
Say it / Notice:Color only the cognate-bearing t relationship red; pronounce teoría with Spanish vowels and written stress.
Pattern Reminder Rule
In English:English th commonly corresponds to Spanish t in this cognate pattern (90+ useful words).
Pattern Reminder may show the relationship and count, but not dump the other cognates in the pattern list.
Keep in mind:Use only true cognates that follow this pattern; Watch for false friends; not every similar-looking word follows this pattern.
Say it / Notice:The cognate pattern is shown in red.
Lesson 8 · Practice Roll 27
Ana says the Spanish cognate for theory. Listen and type the word exactly.
Lesson 8 · Practice Roll 28
Roberto greets Ana with Buenas tardes, then gives the Spanish cognate for theory in their language exercise. Give both learned Spanish pieces.
Lesson 8 · Practice Roll 29
Ana compares teoría with filosofía. Say both and identify which one shows th→t.
Lesson 8 · Practice Roll 30
Roberto reads teoría. Give its English meaning, then repeat the Spanish word with the written stress.
Lesson 8 · Practice Roll 31
Ana asks Roberto if the cognate pattern is possible with ¿Es posible? Roberto answers Sí and supplies teoría as the TH→T example. Give Roberto's response.
Lesson 8 · Practice Roll 32
Ana shows author. Roberto must use TH→T and give the Spanish cognate.
Lesson 8 · Practice Roll 33
Roberto says auténtico. Identify the English meaning and repeat the Spanish word.
Lesson 8 · Practice Roll 34
Ana has figured out terapia. Read it aloud with Spanish vowels and the TH→T relationship.
Lesson 8 · Practice Roll 35
Roberto reads matemáticas. Identify the stressed syllable from the written accent, then say the word.
Lesson 8 · Practice Roll 36
Ana sees thesis in English. Choose and Give the Spanish TH→T cognate.
Lesson 8 · Practice Roll 37
Roberto is looking at the English word cathedral in a cognate exercise. Give the Spanish cognate.
Lesson 8 · Practice Roll 38
Ana greets Roberto with Hola, then shows lethal. Take Roberto's role and give the Spanish cognate.
Review & Reuse
Recall current and prior Spanish you have learned in different situations.
Review & Reuse · Practice Roll 39
Ana greets Roberto with Hola, then they practice the guided forms ca · ce · ci. Say the greeting and the forms using the Mexican c relationships.
Review & Reuse · Practice Roll 40
Roberto says ce and ze in a pronunciation exercise. Identify the shared Mexican s-like relationship, then repeat the guided forms.
Review & Reuse · Practice Roll 41
Ana and Roberto are working it out que · qui. Choose the rule that keeps qu k-like with normally silent u, then read both forms.
Review & Reuse · Practice Roll 42
Ana asks Roberto to apply c-before-i and c-before-o only to the guided form ci · co; do not add any new vocabulary. Read them.
Review & Reuse · Practice Roll 43
Roberto reads ce with a k-like sound. Ana must correct the rule in English, then reproduce ce with the course Mexican model.
Review & Reuse · Practice Roll 44
Ana says Buenos días, Roberto, then starts a sound drill: ga · go · gu. Take Ana's role and Give the whole learned sequence.
Review & Reuse · Practice Roll 45
Roberto says ge · gi. Listen and repeat the forms using the learned g-before-e/i relationship.
Review & Reuse · Practice Roll 46
Ana shows gue and güe. Which one requires the u to be heard? Say that form.
Review & Reuse · Practice Roll 47
Roberto reads güi correctly. Explain in English what the two dots signal, then reproduce güi.
Review & Reuse · Practice Roll 48
Ana and Roberto compare gui and güi. Read both and make the silent-u versus pronounced-u contrast audible.
Review & Reuse · Practice Roll 49
Ana says ara; Roberto says arra. Listen and identify which speaker produced the stronger r relationship, then repeat both forms.
Review & Reuse · Practice Roll 50
Roberto starts a pronunciation drill with ra. Give ra with a stronger initial r; a perfect trill is not required.
Review & Reuse · Practice Roll 51
Ana accidentally makes ara and arra sound identical. Reproduce the pair with a clearer weak-versus-strong contrast.
Review & Reuse · Practice Roll 52
Ana asks Roberto for the Spanish letter name R before saying his name. Give erre, then say Roberto with a usable strong initial r.
Review & Reuse · Practice Roll 53
Roberto listens to an rr model, then repeats it. Listen once and Give the stronger rr relationship in guided arra.
Review & Reuse · Practice Roll 54
Ana and Roberto compare Spanish b and v. Choose the statement that avoids the English b/v contrast, then say va using the course model.
Review & Reuse · Practice Roll 55
Roberto says Es visible. Repeat visible using the Spanish b/v relationship and the older -ble pattern.
Review & Reuse · Practice Roll 56
Ana says ba and Roberto says va. Give both without forcing an English-style phonemic contrast.
Review & Reuse · Practice Roll 57
Roberto sees different spellings be and ve. Read both with the course Spanish relationship, then state in English that spelling differs even though English-style contrast is not required.
Review & Reuse · Practice Roll 58
Ana asks for the Spanish letter name V. Say uve, then read guided va without exaggerating English v.
Review & Reuse · Practice Roll 59
Ana says nombre to Roberto. Identify the stressed syllable, then say nombre naturally.
Review & Reuse · Practice Roll 60
Pronunciation practice only — not vocabulary. Roberto sees mela ending in a vowel with no accent. Predict the simple stress and read it.
Review & Reuse · Practice Roll 61
Pronunciation practice only — not vocabulary. Ana changes mela to melá with a written accent. Read melá with the accent overriding the default.
Review & Reuse · Practice Roll 62
Roberto closes with adiós. Explain which written mark helps show the stress, then repeat the word.
Review & Reuse · Practice Roll 63
Ana asks Roberto's name. Type the complete question with opening/closing marks and the written accent in Cómo.
Review & Reuse · Practice Roll 64
Ana says foto. Roberto identifies it as photo. Listen, repeat foto and name the ph→f pattern.
Review & Reuse · Practice Roll 65
Roberto sees phrase and must figure out frase. Type the Spanish cognate and identify ph→f.
Review & Reuse · Practice Roll 66
Ana says fase. Give the English meaning, then repeat fase.
Review & Reuse · Practice Roll 67
Roberto reads geografía. Say it with Spanish stress and identify the ph→f relationship.
Review & Reuse · Practice Roll 68
Ana greets Roberto, then shows pharmacy in their cognate exercise. Take Roberto's role and say farmacia.
Review & Reuse · Practice Roll 69
Ana shows author. Roberto applies TH→T and says autor.
Review & Reuse · Practice Roll 70
Roberto says terapia. Ana gives the English meaning; repeat terapia.
Review & Reuse · Practice Roll 71
Ana sees thesis. Choose TH→T, then type tesis.
Review & Reuse · Practice Roll 72
Roberto reads catedral. Say it with Spanish vowels and identify th→t.
Review & Reuse · Practice Roll 73
Ana says Hola, then shows lethal. Take Roberto's role: greet back and give letal.
Review & Reuse · Practice Roll 74
Ana meets Roberto in the morning, asks his name, and he answers. Give the full exchange.
Review & Reuse · Practice Roll 75
Luis asks Ana how her name is spelled. Give the question and Ana's spelling response.
Review & Reuse · Practice Roll 76
Ana asks ¿Es posible? Roberto answers negatively and closes.
Review & Reuse · Practice Roll 77
Roberto greets Ana in the afternoon and gives his name using Mi nombre es.
Review & Reuse · Practice Roll 78
Ana uses respectful direct address in the evening and closes.
Review & Reuse · Practice Roll 79
Ana says hola, then Roberto reads que. Give both, using silent h in hola and k-like qu in que.
Review & Reuse · Practice Roll 80
Roberto says jota, then Ana reads güe. Give both with Mexican j and pronounced-u dieresis.
Review & Reuse · Practice Roll 81
Ana says me llamo, then Roberto practices arra. Give both using ll/y and strong rr.
Review & Reuse · Practice Roll 82
Roberto says visible, then Ana reads va. Give both without English v and keep the -ble cognate Spanish.
Review & Reuse · Practice Roll 83
Ana asks ¿Cómo te llamas? then Roberto reads melá. Give the question correctly and the accented guided form.
Review & Reuse · Practice Roll 84
Ana and Roberto compare filosofía and teoría. Say both and identify PH→F versus TH→T.
Review & Reuse · Practice Roll 85
Roberto greets Ana, says Es posible, then practices foto. Give the learned Spanish sequence.
Review & Reuse · Practice Roll 86
Ana says Buenas tardes, Roberto, then practices autor. Give the sequence and keep Spanish vowels clear.
Review & Reuse · Practice Roll 87
Roberto asks ¿Cómo se escribe? Ana spells the familiar name Luis, then they read geografía. Give both parts.
Review & Reuse · Practice Roll 88
Ana closes a pronunciation session after teoría. Give teoría, then the closing.
Combined Practice
Use Spanish you have already learned together; no new Spanish is required.
Combined Practice · Practice Roll 89
Ana and Roberto sort two true cognates by cognate pattern. Say foto, then autor, and identify each pattern.
Combined Practice · Practice Roll 90
Listen to ci · güe · arra. Identify the main rule for each, then repeat all three.
Combined Practice · Practice Roll 91
Ana types Como te llamas? Fix it to the already-Spanish you learned question.
Combined Practice · Practice Roll 92
Roberto says filosofía and teoría. Give both English meanings, then repeat the Spanish words.
Combined Practice · Practice Roll 93
Ana and Roberto read va · arra · melá. Give the sequence accurately without treating the guided forms as vocabulary.
Combined Practice · Practice Roll 94
Ana greets Roberto and asks ¿Es posible? Roberto answers Sí and then practices farmacia. Give Roberto's response.
Combined Practice · Practice Roll 95
Ana greets Roberto, then they begin a cognate exercise. After Hola, Roberto must give the Spanish cognate for 'philosophy'. Give his Spanish word. This practice focuses on Spanish Sounds II.
Apply & Communicate
Show the module Can-Do in a new situation.
Apply & Communicate · Practice Roll 96
Ana and Roberto are practicing unfamiliar-looking Spanish. Read: que · güe · arra · va · melá · filosofía · teoría. Then identify the key clue for each item. No new vocabulary is required.
Extra Practice
These extra practices appear only when you used Hint or Reveal on an earlier Practice Roll.
Extra Practice · Practice Roll 97
Ana says the true PH→F word for photo. Listen and type it. Respond in Spanish. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 98
Roberto is looking at a short phrase in a language exercise. Use the introduce PH→F pattern to give the Spanish cognate. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 99
While practicing Spanish Sounds II, construct this short Spanish expression from the pieces you already know: “phenomenon”
Extra Practice · Practice Roll 100
While practicing Spanish Sounds II, construct this short Spanish expression from the pieces you already know: “phase”
Extra Practice · Practice Roll 101
Ana asks which Spanish cognate begins with the letter name e and corresponds to elephant. Give the true word. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 102
While practicing Spanish Sounds II, construct this short Spanish expression from the pieces you already know: “geography”
Extra Practice · Practice Roll 103
Ana says the Spanish cognate for theory. Listen and type the word exactly. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 104
Ana greets Roberto and asks ¿Es posible? Roberto answers Sí and then practices farmacia. Give Roberto's response. Respond in Spanish. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 105
While practicing Spanish Sounds II, listen once, then rebuild the Spanish from memory. Recover this meaning: “What is your name?”
Extra Practice · Practice Roll 106
While practicing Spanish Sounds II, build and transform this naturally in Spanish: “Is it possible? No. Goodbye.”
Extra Practice · Practice Roll 107
Ana says Buenas tardes, Roberto, then practices autor. Give the sequence and keep Spanish vowels clear. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 108
Roberto greets Ana, then practices terapia before closing. Give the Spanish sequence. This practice focuses on Spanish Sounds II.
Extra Practice · Practice Roll 109
While practicing Spanish Sounds II, assemble this expanded response in Spanish one meaningful chunk at a time: “Good afternoon, Ana. My name is Roberto.”
Extra Practice · Practice Roll 110
Ana meets Roberto in the morning, asks his name, and he answers. Give the full exchange. Respond in Spanish. This practice focuses on Spanish Sounds II.
Complete the Apply practice and any extra practice that appears.