Spanish 1+2 begins by diving right into the most common types of questions, whether in regards to exchanges between friends or those between a customer and a waiter. Along with adjectives, negative forms, and plurals, the program works on the critical verb "to want" and the important indicator words "this" and "that." By the end of session four, we are able to successfully indicate our needs on a basic level in any restaurant or café.

2. Structures related to location come next
Once we have established a solid foundation in restaurant-related situations, we begin work on expressing and asking about location in session five. Questions such as "Where are you?", "Are they at the hotel?", and "Where is the car?" naturally lend themselves to work on critical location vocabulary and the all-important verbs "to be" and "to go," as well as questions related to origin, as in "Where are you from?"

Practice with possessives and expanded work on the verb "to go" lead to future tense sentences and the ability to begin expressing more complex indications, such as "I'm going to the hotel's restaurant." The increased focus on possessives is also combined with more emphasis on the verb "to want" in order to cover shopping interactions in greater depth.

4. Shopping scenarios provide the basis for beginning work on numbers
Extended work on shopping and restaurants naturally leads into the issue of counting and the Spanish expressions for "how many" and "how much."

5. Directions and transportation build upon previous practice related to location, questions, and commands
The foundation established by the strong work on location, money, basic numbers, and a range of command and question-making skills allows for more complex transportation scenarios. These offer more practice with location (right, left, behind, next to), specific transportation issues ("I want to buy a train ticket from Madrid to Barcelona"), and issuing very specific commands to a driver ("Stop here!").

Spanish 1 begins by diving right into the most common types of questions, whether in regards to exchanges between friends or those between a customer and a waiter. Along with adjectives, negative forms, and plurals, the program works on the critical verb "to want" and the important indicator words "this" and "that." By the end of session four, we are able to successfully indicate our needs on a basic level in any restaurant or café.

2. Masculine and feminine forms, along with their plurals, receive consistent attention
One of the most difficult areas for English-speakers who are learning Spanish is correctly using masculine and feminine endings, along with their respective articles. We therefore begin working on this issue from the very beginning, and continue to reinforce it throughout the program.

Once we have established a solid foundation in restaurant-related situations, we shift our work to expressing and asking about location in session five. Questions such as "Where are you?", "Are they at the hotel?", and "Where is the car?" naturally lend themselves to work on critical location vocabulary and the all-important verb "to be," as well as questions related to origin, as in "Where are you from?"

The first session of Spanish 2 begins with a review of present and future tense sentences, and introduces the simple past tense for the important and irregular verbs "to be" and "to go." This work is generally done in restaurant situations, providing the opportunity to expand upon the restaurant vocabulary established in Spanish 1.

2. Our focus then moves on to planning trips and expressing needs
Session four and those that follow shift the focus to planning trips. Extensive work is done on the verb "to need" and the Spanish expression for "I have to" is also introduced. Additionally, the powerful verb "to be able to" is practiced, along with more complex formulations of time. The combination of new verbs, tenses, vocabulary, and expressions result in a strong ability to describe and plan for one's needs to a high degree of specificity.

Building upon the foundation established thus far, the program moves on to a range of other activities, most notably office tasks and going out for entertainment. This involves a large amount of new vocabulary, as well as practice with directions.