Learn Spanish the way Diplomats do

In addition to the audio for the basic sentences, drills, exercises and conversation simulations, Level I contains a song for each Unit representing various Spanish-speaking regions and musical styles, together with transcriptions, translations and notes about interesting linguistic and cultural time-line, from pre-Hispanic times to the present.
Level I's illustrations come from the pre-Hispanic era. A sample illustration is at the bottom of the page.

The pre-Hispanic period is viewed by some as an idyllic time, when the Native Americans from Tierra del Fuego to the Bering Strait enjoyed freedom, and lived in a state of higher civilization than that which prevailed in Europe at the time. At least among the Meso-Americans (the Aztec, Maya and similar nations), and the Inca-dominated Andean highlands of South America, the claim for highly developed civilization is credible. Whether the life of the average inhabitant was "idyllic" is more open to question. Slavery was common, despotic rule the norm, and malnourishment [all of the "civilized" Indians lacked significant sources of animal protein) stunted growth. Most of the tribes left no historic accounts; about all that history has brought down concerning the pre-Hispanic era with any certainty are the twin imperialisms of the Aztec in the North, and the Inca in the South. Whatever their faults, they didn't invite their European conquerors, and the Conquest and its aftermath is something even many Spaniards aren't overly proud of. This era did leave an enduring legacy in art, a legacy which is still maintained almost intact in some areas, and has strongly influenced even non-Indian art up to the present day.

Level I Grammar Content

In Level I, you will begin to be introduced to some of the things that are different about Spanish and English, and can at first glance seem quite odd to us English speakers. For instance, all Spanish nouns must be either masculine or feminine; sometimes there appears to be no reason, and indeed the reasons why a "table" is feminine: la mesa; and a "book" is masculine: el libro, aren't important. What is important is to learn nouns with their pronouns la or el; and learn to automatically add the proper endings to all adjectives based on the gender of the noun they're describing..

Don't worry too much about stuff like this. It sounds a lot more difficult than it is, and literally thousands of Americans have learned to speak Spanish fluently and accurately using the Platiquemos/FSI program, and it is doubtful that you would be an exception.

For some interesting fictionalized reading about life in pre-Columbian Mexico, see "Aztec" [available through our bookstore], as well as some of the histories of Mexico we recommend.

Course Content
Level I

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Units 1 and 2 contain basic greetings, words and expressions that will give you a practical start in learning the language. A primary purpose of Units 1 and 2 is to give students a good grounding in pronunciation. The song for Unit 1 is La Adelita, perhaps the most famous song from the Mexican Revolution; for Unit 2 La Malagueña from Spain, but with the words, not just the instrumental version usually heard. Another well-known song from the Mexican revolution, La Valentina, together with an article about the antecedents of this cataclysmic event, is here. Download complete Unit 1 absolutely free!

Unit 3. Gender of singular nouns and adjectives. The song for Unit 3 is Alma Llanera, a classic song from the Llano region of northern South America. Download Unit 3 free.

Unit 4. Number in nouns and adjectives, and the irregular verb estar. The song is En mi viejo San Juan [note the capitalization in this and other song titles--Spanish doesn't capitalize as much as English], from Puerto Rico in the classic "trio" genre which is found in music from almost every Spanish-speaking country.

Unit 5. The irregular verb ser. The song is Guitarra, guitarra mía; composed by Argentina's immortal Carlos Gardel and sung by the legendary Trío Los Panchos.

Unit 6. Present tense forms of regular verbs ending in -ar, and the use of definite articles with titles in reference to persons. The song is El amor de mi bohío, a Cuban folk song.

Unit 7. Present tense forms of regular verbs ending in -er, the demonstrative forms este, ese, aquel, and the distribution of ser and estar. The song is Yo vendo unos ojos negros, a folk song from Chile.

Unit 8. Present tense forms of regular verbs ending in -ir, obligatory contractions, and noun-adjective agreement. The song is the Mexican National Anthem [Himno nacional de la República Mexicana], which is representative in both style and lyrics of patriotic music from all over Latin America.

Unit 9. The irregular auxiliary verb haber, regular -do forms in the present perfect construction, full forms of possessives, and adjective position. The song is Cristo ya nació en Paracaguina, from Nicaragua.

Many of the indigenous cultures of the New World had surprisingly advanced medical knowledge. This knowledge has been preserved and is still used in the present by folk-healers called curanderos. Modern science has discovered a large number of important medicines in the herbs and plants traditionally used by the curanderos. Here we see an Aztec "doctor" treating a leg injury. (From Unit 9)

To order Level I in any of four formats, or to order one of our money-saving multiple level packages, please go here.