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AP IV and Spanish 3 Review Packet for the writing exam and AP exam (Maria Fernandez) 5/18/2011

Review your endings:

      Preterite:                               Imperfect:                                                   Future:                     

 

___é______amos_                  ___aba____ábamos_                          _é______emos__          

   aste                                   abas                                                ás                                    

_______________                  _______________                              ______________          

   ó           aron                      aba          aban                                 á            án                                  

 

 

                                                                                               

                                                                                                              Conditional:

__í_______imos__                 __ía______íamos_                              __ía______íamos_

  iste                                     ías                                                  ías

_______________                  _______________                              _______________

  ió           ieron                    ía             ían                              ía            ían

 

 

 

Present Subjunctive:                                                                          Past Subjunctive:

- yo form, drop o                                                                    - they form preterite, drop ~ron

          ~ar                                     ~er/~ir                                * Endings same for -ar, -er and -ir verbs

 

 

__e_______emos_                  __a_______amos_                              __ra_____'ramos          

   es                                       as                                                   ras

_______________                  _______________                              ______________       

   e              en                        a               an                             ra          ran

 

 

     Present Perfect                     Past Perfect                                 Future perfect

* haber + Past participle          * haber + past participle                * haber + past participle

         Haber                                      Haber                                              Haber

                 

_ha________hemos_             _había___habíamos_                          _habré__habremos_     

  has                                      habías                                     habrás     

_______________                  _______________                              ______________       

   ha              han                  había        habían                       habrá     habrán

 

* Irregular past participles are: abierto, roto, puesto, dicho, hecho, vuelto, visto, escrito

 

Present Perfect Subjunctive                                             Past Perfect Subjunctive

* S V que haber + Past participle                                 * S V que haber + Past participle

          Haber                                                                                     Haber                                              

       

_haya_____hayamos_                                                          hubiera___hubiéramos_                                     

  hayas                                                                                   hubieras                            

_______________                                                                __________________                                     

   haya          hayan                                                               hubiera        hubieran  

Know your irregulars of the language:

 

Gender Irregulars: 

1.  There is also a group of nouns ending in -ma             2.  Stressed a or -ah sound have article el only

     which is masculine. The most common among                 because the first a is stressed but are in fact

     them are probably el problema and el programa.            feminine.

  • clima                                                                                                      * águila
  • diploma                                                                                                 * agua
  • emblema                                                                                                * hacha
  • esquema                                                                                                * alma
  • fantasma                                                                                               
  • idioma                                                                    3.  Verbs that end in....
  • panorama                                                                       ~   cir, cer                     change from c to zc in yo form
  • problema                                                                              
  • programa                                                                       ~   guir                          change from gu to g in yo form
  • síntoma                                                                                 
  • sistema                                                                   ~   ger, gir                            change from g to j  in yo form
  • telegrama                                                                     ~   uir                              change from i to y in all but nos form

Completely Irregular in Preterite:                                 3 Irregulars in Imperfect:

Querer              quisieron                                              Ir - iba, ibas, iba, íbamos, iban

Decir                dijeron                                                  ser - era, eras, era, éramos, eran

Tener                tuvieron                                                            ver - veía, veías, veía, veíamos, veían

Estar                 estuvieron

Saber               supieron                                               Acronym for Irregulars in Present Subjunctive:

Poder               pudieron                                                    D-I-S-H-E-S

Poner               pusieron                                                          

Andar               anduvieron                                                        Dar = dé, des, dé, demos, den

Venir                vinieron

Hacer               hicieron

Ir/ser                 Fueron                                                              Ir = vaya, vayas, vaya, vayamos, vayan

 

Changes to y in preterite:

Creer                creyeron                                                           Ser - sea, seas, sea, seamos, sean

Leer                 leyeron

Oír                    oyeron

Destruir             destruyeron                                                      Haber - haya, hayas, haya, hayamos, hayan

Construir           construyeron

 

Ir Verbs with Spelling changes in Preterite:                              Estar = esté, estés, esté, estemos, estén

Dormir              durmieron

Morir                 murieron                                                           Saber = sepa, sepas, sepa, sepamos, sepan

Mentir               mintieron

Despedirse       se despidieron

Sentirse            se sintieron                                                        

Competir           compitieron                                          

Servir               sirvieron

Seguir              siguieron

Pedir                pidieron

Preferir             prefirieron

 

Remember a few things about grammar:

 

 

 

 

Sequencing - If you start in past, STAY IN PAST.  If you start in present, STAY IN PRESENT!  Show off what you can do with Perfect tenses and subjunctive!

 

 

 

 

 

Conjunctions - the most common one is que...which can be used for people or things

quien is used for people only and needs to be offset by commas or following short prepositions

cuyo means "whose" and agrees with what comes after it

lo que means "what" in the form of a noun (not a question)

 

 

 

 

 

 

Gerunds vs Infinitives:

Remember to use a gerund after the following verbs: seguir, continuar, entrar, salir, venir, andar, mirar, escuchar.  Also are used to express ‘by doing something' and are used in middle of sentences.

 

Infinitives - Must be used at the beginning of the sentence "smoking is bad = el fumar es malo", after any preposition (por, para, sin, antes de, después de), and the infinitive is used with "al" to mean upon...doing something.

 

 

  

 

 

 

 

 

 

 

 

 

 

 

Memorize 5 adverb clauses and memorize 1 "if" clause situation to use in your writing:

 

Adverb clauses that always call for subjunctive:                          If clause Formulas:

* a no se que = unless                                                              Subjunctive = contrary to fact

* en caso de que = in case                                                       imperfect subjunctive and conditional

* con tal de que = provided that

* para que = so that                                                                   Normal everyday occurrence

* a menos de que = unless                                                       present tense and future

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

Memorize the following transition words and use in the writing portions of the test.

 

 

To Begin:                                           To Conclude:                                                       As you write:

Primero                                 First                        Como Consecuencia: As a consequence              como                  such as/like

Para Empezar      to begin with        Al fin y al cabo:    Alter all is said and done          de hecho           in fact

Luego                     then, next              Para resumir:   To summarize                                aunque              even though

Próximo                next                        Finalmente:      Finally                                             además              in addition

Mientras tanto    meanwhile                                                                                                 sin embargo     however

Al Principio           at first                                                                                                        según a              according to

                                                                                                                                                a causa de         because of

                                                                                                                                                por lo tanto      therefore

                                                                                                                                                por un lado       on one hand

                                                                                                                                                por otro lado    on the other hand

    

Choose 6 idiomatic phrases from AP book to memorize and use for the speaking and writing portions of the test:

 

•1.      ___________________________                       4.  _________________________

 

•2.      ___________________________                       5.  _________________________

 

•3.      ___________________________                       6.  _________________________

 

 

Choose 8 of the hardest OJO words for you to remember from the supplementary materials I gave you to memorize and use for the speaking and writing portions of the test:

 

•1.      ___________________________                       5.  _________________________

 

•2.      ___________________________                       6.  _________________________

 

•3.      ___________________________                       7.  _________________________

 

•4.      ___________________________                       8.  _________________________

 

 

Know the outline of the test:

 

Section

Item Type

Number of Questions and % Weight of Final Score

Time

Section I

Multiple Choice

70-75 questions

50%

85-90 min.

Part A: Listening

Short and Long Dialogues and Narratives

30-35 questions

20%

30-35 min.

Part B: Reading

Reading Comprehension

35-40 questions

30%

50-60 min.

Section II

Free Response

50%

Approx. 85 min.

Part A: Writing

Informal Writing

1 prompt (10%)
10 minutes

30%

Approx. 65 min.

Formal Writing
(Integrated Skills)

1 prompt (20%)
55 minutes

Part B: Speaking

Informal Speaking
(Simulated Conversation)

5-6 response prompts (10%)
20 seconds to respond to each

20%

Approx. 20 min.

Formal Oral Presentation
(Integrated Skills)

1 prompt (10%)
2 minutes to respond

 


AP Course Audit (Syllabus) (Maria Fernandez) 8/3/2011
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Central Gwinnett High School

 

AP Spanish IV and V

 

Maria E. Fernandez

 

 

Teacher- Maria E. Fernandez                     

E-mail- Maria_Fernandez@gwinnett.k12.ga.us

Phone Number- (770) 963-8041

 

School Year- 2013-14                                               Tutorial Days- Tues. &Thursday

Textbook- En Español                                          Tutorial Hours- 2: 15- 2: 45 p.m.

Textbook price- $ 55.32

                            

 

Course Description:

The AP Spanish Language Course is a rigorous course designed to be roughly equivalent to a mid-advanced level college Spanish course. This course will be conducted completely in Spanish and focus on grammar, composition, and conversation, as well as test-taking skills leading to preparation for the AP Spanish Language Examination. Students taking this course will continue to develop their proficiency by repeatedly practicing the target language in the areas of listening, speaking, reading, writing, and cultural knowledge through interaction in Spanish with the teacher and peers.

 

Course content may reflect intellectual interests shared by the students and teacher (the arts, literature, sports, etc.) Materials will include authentic audio and video recordings, film and written material including newspapers and magazines. Extensive training in the organization and writing of compositions will be emphasized.

 

Course Outline:

The goals of the AP Spanish Language courses are as follows:

  1. The ability to understand spoken language both formally and in conversation,
  2. The ability to speak with accuracy and fluency using appropriate pronunciation and intonation.
  3. The acquisition of vocabulary and grasp of structure that enables students to read newspaper and magazine articles as well as literature, with ease and accuracy.
  4. The ability to express ideas accurately and fluently in writing.
  5. Support opinions and develop persuasive arguments.
  6. Use the target language as a mean to explore career opportunities.
  7. Produce a variety of writings.

 

In order to achieve these goals, our schools use the following adopted resources:

* En Contacto: Gramática; Authors: Gill, Wegmann, Méndez-Faith

   (Publisher by Thomson/Heinle – 2003; 7th edition)

* AP Spanish, Preparing for the Language Examination, third edition

* En Contacto: Literatura

* Abriendo Paso: Lectura (Heinle&Heinle;1995)

* Various reading and listening materials: literary, informative, journalistic, authentic

   documents, films, music, recordings, newspapers, etc.

 

A strong command of grammar is essential for communicative functions. En Contacto: Gramática provides students a very thorough grammar review and practice. The teacher offers explanations in class when needed and students work regularly on activities at home. This text also integrates relative vocabulary each chapter. Each chapter test includes audio and visual opportunities for students to develop their tour key proficiencies – reading, writing, listening and speaking.

 

En Contacto: Literatura provides students with frequent opportunities to integrate the four language skills through reading authentic materials. Each story is related to the concepts of each chapter outlined in the accompanying text En Contacto: Gramática.

 

Abriendo Paso: Lectura provides students with opportunities to integrate the four language skills through reading authentic stories by renowned authors.

 

AP Spanish, Preparing for the Language Exam is an essential supplement that provides extensive vocabulary and grammar practice similar to the actual format of the AP Spanish Language exam. This text is used to extend knowledge of not only the test

itself, but of vocabulary and reading comprehension. This text provides frequent opportunities to write a variety of compositions in Spanish.

 

Course Instructional Plan:

 

Fall Semester: (Thematic vocabulary from AP preparation book used throughout semester)

 

Chapter 1:                   Diversiones y Fiestas (12 days duration)

           

Project:                         Complete the composition on page 25 de En Contacto. Must be

handwritten and checked for grammar and fluidity by 2 other people in

AP class.                     

 

Essay topic:                  ¿Qué piensas que vas a “recibir” de esta clase? ¿Cuáles son tus pensamientos acerca de esta clase ahora? ¿Piensas que será difícil? ¿Por qué (no)? ¿Qué piensas que vas a aprender en la clase? ¿Piensas que será una clase divertida o sólo mucho trabajo?

 

Skills mastered:             Present tense, personal a, nouns/articles, reflexives

 

Additional vocabulary:    AP preparation supplemental text: El Cuerpo

 

Literature Selection:       “El décimo” por Emilio Pardo Bazán

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 2:                   Vejez y Juventud (15 days duration)

           

Project:                         Complete activity 2-33 on page 58 of En Contacto. The project is to

create a presentation of what your web site would look like IF you posted

a page with information about your family. The project can be on paper

or a copy made from a computer. It must be in color and labeled in detail

answering all questions listed with the activity. You may use your own

family or a made-up one.

 

Essay topic:                  ¿Cuáles son algunas cosas que quisieras hacer después de graduarte

del colegio?¿Cuál es lo mejor y lo peor del colegio en general y de

tu escuela en particular?

 

Skills mastered:             Preterite tense, irregular verbs in preterite tense, Imperfect tense,

Choosing between preterite and imperfect, Hace+time expressions

 

Additional vocabulary:    AP preparation supplemental text: La Familia

 

Literature Selection:       “Nosotros, no” por José Bernardo Adolph

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

Chapter 3:                   La Presencia Latina (13 days duration)

           

Project:                         Complete activity 3-36 on page 87 of En Contacto. You will interview a

Hispanic person and record their answers to the questions given. Once

the interview is complete, compile it into a report. Rubric for grading the

report will be given to you in class.

 

Essay topic:                  ¿Quién era tu mejor amigo en la escuela primaria? ¿Qué hacían juntos?

                                    ¿Todavía son amigos? ¿Por qué? o ¿Por qué no?

 

Skills mastered:             Adjectives, Ser vs Estar, Future and Conditional tenses, Present

Subjunctive tense, Use of the Subjunctive

 

Additional vocabulary:    AP preparation supplemental text: Las Caracteristicas Personales

 

Literature Selection:       “El árbol de oro” por Ana María Matutue, “Tres hombres junto al rio” por

Renee Marquez

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 4:                   Hombres y Mujeres (13 days duration)

           

Project:                         Make a video for a new student at Central Gwinnett High School advising

him/her what to do in order to achieve a well-rounded life at the school.

Be sure to use at least 8 different expressions: 2 adverbial expressions,

2 adjective expressions and 4 expressions of emotions. You may work

with a partner for this project.

 

Essay topic:                  Escríbele una carta a “Querida Abby”. Describe con muchos detalles tu problema o cuestión.

 

Skills mastered:             Subjunctive vs the indicative, adjectives and noun clauses in the

subjunctive, adverbial clauses in the subjunctive

 

Additional vocabulary:    AP preparation supplemental text: La Ropa

 

Literature Selection:       “Jaque mate en dos jugadas” por W. I. Eisen

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 5:                   Vivir y Aprender (17 days duration)

           

Project:                         Using advanced search techniques find at least five quotes in Spanish that describe proverbs about education similar to the quotes in this chapter. Copy the quote citing the URL for each web site on which you found the quote. Then, translate the quote, describe in Spanish what you think it means and email that information to the teacher’s school address. If you do not have access to email at home, please see me about the procedure to use.

 

 

Essay topic:                  Vas a recibir la carta “Querida Abby” de otro estudiante. Debes

responder, ayudando a la persona. Sé simpático (o lo más posible).

 

Skills mastered:             All perfect tenses including future and conditional perfect, sequencing.

 

Additional vocabulary:    AP preparation supplemental text: Profesiones y Oficios

 

Literature Selection:       “Casa tomada” por Julio Cortázar, Fábulas: “Tio Coyote y Tio Conejo”

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

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Chapter 6:                   De Viaje (10 days duration)

           

Project:                         Make a travel brochure in Spanish using Microsoft Publisher outlining a

favorite vacation spot in a hispanic country of your choice. Be sure to

incluye the following in your brochure: country, capital, population,

weather, 3 most popular tourtist sites, 5 activities outlined in a simple

itinerary that spans 2 days.

 

Essay topic:                  ¿Cómo sería un día o fin de semana ideal para ti? ¿Qué harías? ¿Adónde irías? ¿Con quién(es) estarías?

 

Skills mastered:             Present and Pluperfect Subjunctive, If clauses, sequencing

 

Additional vocabulary:    AP preparation supplemental text: árboles y aves

 

Literature Selection:       “Espuma y nada más” por Hernando Téllez, “El ahogado más hermoso

del mundo” por Gabriel Garcia Marquez

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

 

 

Course Instructional Plan:

 

Spring Semester: (Thematic vocabulary AND Idiomatic expressions from AP preparation book used throughout semester)

 

Chapter 7:                   Gustos y Preferencias (13 days duration)

Project:                         Find a partner in the class and the two of you pick a famous Spanish dance and research it. Using your research, you will present to the class the origin of the dance you chose (i.e. – how did it come into existence) and you will give a demonstration/teaching of the dance moves to the class. Be sure to bring accompanying music for dance before the due date to be approved by teacher.

Essay topic:                  ¿Cuáles son algunas cuestiones que existen entre los adolescentes hoy

en día?¿Qué se puede hacer para resolver los problemas? ¿Qué

problemas tienes tú como un adolescente? ¿Son tus problemas iguales

que los de otros adolescentes de nuestro país o comunidad?

 

 

Skills mastered:             Verbs like gustar, affirmative/negative words, demonstrative adjectives,

possessives

 

Additional vocabulary:    AP preparation supplemental text: Peces y Moluscos

 

Literature Selection:       “Emma Zunz” por Jorge Luis Borges

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 8:                   Dimensiones Culturales (14 days duration)

Project:                         You will draw 5 advertisements on one page and indicate what the advertisement is for by using the impersonal se construction. It must be colored, there must be 5 separate advertisements and each advertisement must have at least 1 sentence describing it using the impersonal se. A worksheet outlining examples will be given to you in class when impersonal se is covered. Project is due the day after the test.

Essay topic:                  ¿Quién es tu héroe? ¿Por qué es tu héroe?

 

Skills mastered:             Reflexives vs non reflexives, reflexives with commands, reciprocal

reflexives, impersonal se, passive se, comparatives and superlatives

 

Additional vocabulary:    AP preparation supplemental text: el tiempo

 

Literature Selection:       “Dos Caras” por Sabine Ulibarrí

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

 

 

Chapter 9:                   Un Planeta para Todos (14 days duration)

Project:                         You will write 2 poems as directed in activity 9-33 on p. 252 de En Contacto. The poems must follow the outline given, be placed on construction paper, colored/decorated well and it must outline two different seasons. Project is due the day after the test.

Essay topic:                  Describe un sueño tuyo (o mejor, pesadilla). ¿Qué te pasó en el sueño? ¿Por qué recuerdas el sueño? ¿Te gustó o no?

 

Skills mastered:             Lo + adjective, adverbs, use of the infinitive, gerunds and the verb

acabar de

 

Additional vocabulary:    AP preparation supplemental text: Hortalizas y legumbres

 

Literature Selection:       Al colegio (Estampa)” por Carmen Laforet

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

 

 

Chapter 10:                  La imagen y los negocios (15 days duration)

 

Project:                         Create a portfolio of investments. Pick a person (you or a family

member or a made up person) and create a list 1 month’s expenses for the following: rent, food, debts, extra expenses for medical and personal. Then, list savings account amount and income per month. Once that is complete, compile it into an excel spreadsheet and look on the Internet for 3 possible investments for your money taking into account your budget and monthly spending. They will be real investment options and you must give 3 reasons why for each investment. The end product will be a spreadsheet of expenses along with a colorful and organized advertisement (and reasons why to invest) for the three different investment options.

 

Essay topic:                  Has encontrado a tu media naranja. ¿Cómo y dónde se conocieron? ¿Van a casarse? ¿Qué problemas han tenido? (Será inventado, ¿no?)

 

Skills mastered:             Past participle as adjective, passive voice, commands (including

vosotros), commands with pronouns, review of direct and indirect object

pronouns, sequencing

 

Additional vocabulary:    AP preparation supplemental text: el restaurante

 

Literature Selection:       Jacinto Conteras recibe su paga extraordinaria” por Camilo José

Arrerola

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

 

 

 

Chapter 11:                  ¡Adios distancias! (12 days duration)

Project:                         You will write a ten sentence paragraph in Spanish outlining a theme of your choice. You must choose 10 items to delete from the paragraph exactly like it is done on the AP test. You must have 2 verbs in past tense and at least 2 verbs in subjunctive. The best in class will be given as a practice for AP exam writing fill ins next chapter.

Essay topic:                  Tú eres un profesor o una profesora que piensa dejar su trabajo. Describe por qué quieres dejar la profesión. ¿Qué problemas has tenido últimamente?

 

Skills mastered:             Por vs para, relative pronouns, diminutives, review of ser vs estar and

preterite vs imperfect, sequencing

 

Additional vocabulary:    AP preparation supplemental text: armas, bebidas, cereales

 

Literature Selection:       La venda” por Miguel de Unamuno

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

 

 

 

Chapter 12:                  La imaginación creadora (5 days duration)

Project:                         None

Essay topic:                  Escribe un ensayo (¡de sólo 100 palabras esta vez!) acerca de tus experiencias en la clase de Español AP. ¿Qué te gustó? ¿Qué no te gustó? ¿Qué harías tú diferente si lo pudieras volverla a tomar? (Sé específico.)

 

Skills mastered:             Review and practice for AP exam

 

Additional vocabulary:    AP preparation supplemental text: idioms not covered in former chapters

 

Literature Selection:       Una semana de siete días” por Magali García Ramis

 

Assessments:               2 quizzes, 1 journal entries, 1 formal writing, daily speaking

assessments, 1 formal speaking assessments

 

 

Student Evaluation:

Each chapter contains a series of quizzes, tests, debates, essays, readings, presentations, writing activities, speaking activities and one major project related to the theme of the chapter.

 

1. Daily formative speaking assessments outlined to reflect the exclusive use of the  

Spanish language is evaluated informally in class and formally using language labs.

  • Informal speaking takes place in class by means of debates, presentations, conversations and discussions. The informal speaking is evaluated by teacher using multiple avenues including but not limited to observation and participation.
  • Formal speaking based on varying types of topics and processes are evaluated by teaching using the language labs. Teachers are able to record students speaking in the native language and accurately assess their fluency, content and interpersonal proficiency. Many of the formal speaking assessments are given using the format of the AP exam.

Since the focus of the class is encouraging students to speak exclusively in Spanish, the informal and formal assessments are wonderful tools for evaluation and enrichment.

 

2. Formative writing assessments are given weekly in the forms of emails, journal writing, letters and persuasive essays. These assignments are given to assess fluidity of writing, rich vocabulary, and control of syntax and expression. The writings are always evaluated and given back to the student for revision. Formative writing is a great tool with which to learn how to synthesize information given by an outside source and use that information to create a clear, organized essay that demonstrates excellence in syntax and expression.

 

3. Quizzes assess the ongoing development and acquisition of vocabulary and also provide a way to measure mastery of various grammatical structures. Quizzes may also include short evaluations, multiple choice and short answer regarding reading selections and other course content. These assessments are administered to reflect a mastery of vocabulary and grammatical structures needed to succeed on the AP exam.

 

 

 

4. Essays and readings are assessments directly related to the format of the AP exam. Weekly, topics are given to the students upon which to reflect and write a well organized essay. The topics are taken from the chapter theme or the AP preparation book that accompanies the main text.

 

5. Exams contain a variety of components, including reading, writing, listening, literature and culture. These assessments contain both free-response and fill in the blanks questions about readings, presentations, grammar, and vocabulary. Students are required to make comparisons and synthesize information learned in class. Speaking is also assessed in class before the exam using language labs and is graded according to the rubrics outlined in the AP Spanish Language Exam supplemental textbook. Formal writing is assessed separately as well and converted to a percentage of the overall average. Each concept is practiced and evaluated weekly.

 

6. Projects are assigned per chapter and are based on the theme of the chapter. Projects vary yet always include speaking and writing components both formal and informal that allocate opportunities for student creativity and written as well as presentational practice in the native language.

 

 

 

Listening Comprehension Skills

Audio sources are selected from the internet and the textbooks for the course. Goals will differ depending on audio source but the main focus will be to listen for controlled information and synthesize that information to complete questions or extract details with which to compile in written format.

 

Some examples of what a student will do are as follows.

The student will:

a.       Listen to a ten minute lecture in Spanish and respond correctly to oral/written questions on the material.

b.      Comprehend oral questions and respond appropriately and quickly.

c.       Summarize orally or in writing after viewing a Spanish language film.

d.      Summarize orally or in writing the key points of a lecture given in Spanish.

e.       Respond appropriately to questions based on a brief oral narrative.

f.       Respond spontaneously to a variety of questions posed in class.

g.       Watch the Spanish channel weekly and summarize what was seen in either written or spoken format.

 

Sources: Internet resources (examples listed on last page)

              Text En Contacto and AP supplemental 3rd edition

   Destinos video series

               Spanish channel accessible through county

               Realia as outlined by individual teacher

 

 


Speaking Skills

Students are challenged daily to respond to conversational props in venues such as interviews, advice, storytelling, speeches and interpersonal scenarios. Using observational skills and the language labs, students are recorded and evaluated according to their grammatical accuracy, rich vocabulary, fluency, idiomatic usage and syntax. Students are also regularly called upon to give oral presentations in the form of projects.

The student will:

h.      Speak extemporaneously on given topic using appropriate vocabulary and accurate grammar.

i.        Both initiate and participate in a conversation on everyday topics.

j.        Improvise orally, based on a series of cues.

k.      Make an oral presentation on a prepared topic by teacher using notes

l.        Paraphrase/summarize a reading passage.

m.    Discuss in Spanish the materials read in class.

n.      Participate in a discussion based on an oral presentation.

 

Sources: AP Spanish Language Preparation text

               Project and speaking themes chosen by individual teacher

 

 

 

Reading Skills

Students are exposed weekly to the world of Spanish literature and idioms though current events as outlined on news sites on Internet, magazines and newspapers. Furthermore, students are required to read a story from the accompanying text Abriendo Paso – Literatura each chapter. These selections are authentic and reflect famous authors from varying countries. Students are required to read texts and give oral and/or written summaries of the information.

 

The student will:

o.      develop a familiarity with literary analysis vocabulary

p.      compare and contrast themes

q.      write critically about literature beyond plot and summary

r.        gain confidence in their ability to read in a second language and improve their linguistic skills

s.       students will be required to read a variety of articles on a wide variety of topics

 

Sources:   Abriendo Paso, Lectura

                   En contacto, Literatura

                   Mundo Hispánico

                   People en Español

 

 

Writing Skills

Every week students write an informal essay in a journal entry. These entries are based on topics provided by the teacher and thematic in nature. Journal entries can be free choice or creative writing in nature based on the information discussed in class or viewed/read from an outside source.

 

Every three weeks students write a formal, well organized essay of at least 200 words on a topic outlined in the AP preparation supplemental text. Each formal writing is assessed using the AP rubric and evaluated for its content, organization, rich vocabulary and grammatical accuracy.

 

The student will:

t.        using authentic texts, students will identify main points as well as concrete details and express them in written format

u.      be able to paraphrase in writing, in their own words, details of the story

v.      synthesize audio and textual input to write a well organized essay outlining they key concepts and show comprehension was achieved.

w.     maintain an ongoing dialogue with a Spanish speaker via email

 

Sources: Abriendo Paso, Lectura

               Destinos video series

               Realia as outlined by individual teacher

 

 

 

Internet Resources:

To provide reinforcement and enrichment activities related to grammar, vocabulary and projects throughout the year, the internet is utilized as a source for this AP course. The sites listed below are examples of sites used in this AP course to provide authentic real-time cultural information and access to current events.

 

AP tests are all inclusive which means that the AP course must also be all inclusive. The information needed to effectively teach this course is not only found in the multiple texts listed on the syllabus but also the Internet – a gateway to the Latino world.

 

Colby college websites:

* http://www.colby.edu/lrc/spanish.php

* http://www.colby.edu/personal/b/bknelson/exercises/

* http://www.colby.edu/~bknelson/exercises/

* http://www.espanole.org/

* http://www.eslconnect.com/spanish/spanish.html

* http://www.uni.edu/becker/verbs.html

* http://www.languageguide.org/

 

Grammar exercises:

 

 

News:

 

 

Reference site that leads to different addresses of interest:

 

 

 

 

 

 

 

 

 

Absences and Make-up work: Students will be required to make-up all missed work in cases of EXCUSED absences. It is the responsibility of the STUDENT to find out what was missed. This includes class work, homework, quizzes, tests, handouts. Any test or quiz missed due to an excused absence must be made up on the day the student returns to school, unless it has been an extended absence.

 

Remediation: Students who are having academic difficulty may sign up for after-class or before school help by the teacher or they may ask for a student tutor.

 

Parent-Teacher Communication: Parents or guardians are reminded that there is a PTSA Open House at the beginning of the semester where parents can meet the teacher and familiarize themselves with the course requirements and the learning environment. Parents are also reminded that progress reports are issued during the sixth and twelfth week of each semester. If at any time the parent wishes to communicate with the teacher, he or she may phone the school and leave a message for a return call. The teacher will communicate with the parent if the student is in academic jeopardy or if there is a chronic discipline problem.

 

Expectations regarding classroom

 

Behavior:

            Students should BE:

            1. polite and respectful

            2. honest- NO CHEATING- even on homework!!!

            3. prompt- in the class BEFORE the bell rings!

            4. prepared- have all needed materials EVERYDAY- including the agenda book!

            5. attentive- no sleeping, talking without permission, note passing! Participate!

 

Consequences for tardies and other unacceptable behavior:

1. First offense- verbal warning- during first week of school a verbal warning                                     for tardy will be given to the student. No warnings for tardy after that.

2. Second offense- departmental detention from 2:15-2:45. Teacher will call parent.

3. Third offense- detention with teacher of ONE hour, 2:15-3:15. Student and     teacher will work on a behavior modification plan for the student to be signed by parent.

            4. Forth offense- referral to Assistant Principal.

Note: a student may skip steps and go to a higher consequence based on    offense. Any missed detention will automatically be a referral to the office.

 

Tips for success:

1. STUDY!!!!! EVERYDAY!!!!

2. Bring all materials to class (including paper) EVERYDAY!!!

3. Use these web sites:

            www.PHschool.com

            www.studyspanish.com

4. Take advantage of FREE tutoring with your peers or teachers!

 

 

The teacher reserves the right to make adjustments in course content and/or grading procedures as needed.

 

 

 

 

 

Please contribute a box of Kleenex to class.

 

***********************************************************************

 

Parent and student: Please sign on the lines below and return this portion to teacher.

           

If there are questions, your teacher may be reached at the school after 2:15p.m.

770-963-8041 or email me at Maria_Fernandez@gwinnett.k12.ga.us

 

Student signature: ________________________________________________________

 

Parent signature: _________________________________________________________

 

Parent e-mail:

 

_________________________________________________________

Central Gwinnett High School

 

Spanish IV and V

 

Maria E. Fernandez

 

 

Teacher- Maria E. Fernandez                     

E-mail- Maria_Fernandez@gwinnett.k12.ga.us

Phone Number- (770) 963-8041

 

School Year- 2013-14                                               Tutorial Days- Tues. &Thursday

Textbook- En Español                                          Tutorial Hours- 2: 15- 2: 45 p.m.

Textbook price- $ 55.32

                            

 

Course Description:

The AP Spanish Language Course is a rigorous course designed to be roughly equivalent to a mid-advanced level college Spanish course. This course will be conducted completely in Spanish and focus on grammar, composition, and conversation, as well as test-taking skills leading to preparation for the AP Spanish Language Examination. Students taking this course will continue to develop their proficiency by repeatedly practicing the target language in the areas of listening, speaking, reading, writing, and cultural knowledge through interaction in Spanish with the teacher and peers.

 

Course content may reflect intellectual interests shared by the students and teacher (the arts, literature, sports, etc.) Materials will include authentic audio and video recordings, film and written material including newspapers and magazines. Extensive training in the organization and writing of compositions will be emphasized.

 

Course Outline:

The goals of the AP Spanish Language courses are as follows:

  1. The ability to understand spoken language both formally and in conversation,
  2. The ability to speak with accuracy and fluency using appropriate pronunciation and intonation.
  3. The acquisition of vocabulary and grasp of structure that enables students to read newspaper and magazine articles as well as literature, with ease and accuracy.
  4. The ability to express ideas accurately and fluently in writing.
  5. Support opinions and develop persuasive arguments.
  6. Use the target language as a mean to explore career opportunities.
  7. Produce a variety of writings.

 

In order to achieve these goals, our schools use the following adopted resources:

* En Contacto: Gramática; Authors: Gill, Wegmann, Méndez-Faith

   (Publisher by Thomson/Heinle – 2003; 7th edition)

* AP Spanish, Preparing for the Language Examination, third edition

* En Contacto: Literatura

* Abriendo Paso: Lectura (Heinle&Heinle;1995)

* Various reading and listening materials: literary, informative, journalistic, authentic

   documents, films, music, recordings, newspapers, etc.

 

A strong command of grammar is essential for communicative functions. En Contacto: Gramática provides students a very thorough grammar review and practice. The teacher offers explanations in class when needed and students work regularly on activities at home. This text also integrates relative vocabulary each chapter. Each chapter test includes audio and visual opportunities for students to develop their tour key proficiencies – reading, writing, listening and speaking.

 

En Contacto: Literatura provides students with frequent opportunities to integrate the four language skills through reading authentic materials. Each story is related to the concepts of each chapter outlined in the accompanying text En Contacto: Gramática.

 

Abriendo Paso: Lectura provides students with opportunities to integrate the four language skills through reading authentic stories by renowned authors.

 

AP Spanish, Preparing for the Language Exam is an essential supplement that provides extensive vocabulary and grammar practice similar to the actual format of the AP Spanish Language exam. This text is used to extend knowledge of not only the test

itself, but of vocabulary and reading comprehension. This text provides frequent opportunities to write a variety of compositions in Spanish.

 

Course Instructional Plan:

 

Fall Semester: (Thematic vocabulary from AP preparation book used throughout semester)

 

Chapter 1:                   Diversiones y Fiestas (12 days duration)

           

Project:                         Complete the composition on page 25 de En Contacto. Must be

handwritten and checked for grammar and fluidity by 2 other people in

AP class.                     

 

Essay topic:                  ¿Qué piensas que vas a “recibir” de esta clase? ¿Cuáles son tus pensamientos acerca de esta clase ahora? ¿Piensas que será difícil? ¿Por qué (no)? ¿Qué piensas que vas a aprender en la clase? ¿Piensas que será una clase divertida o sólo mucho trabajo?

 

Skills mastered:             Present tense, personal a, nouns/articles, reflexives

 

Additional vocabulary:    AP preparation supplemental text: El Cuerpo

 

Literature Selection:       “El décimo” por Emilio Pardo Bazán

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 2:                   Vejez y Juventud (15 days duration)

           

Project:                         Complete activity 2-33 on page 58 of En Contacto. The project is to

create a presentation of what your web site would look like IF you posted

a page with information about your family. The project can be on paper

or a copy made from a computer. It must be in color and labeled in detail

answering all questions listed with the activity. You may use your own

family or a made-up one.

 

Essay topic:                  ¿Cuáles son algunas cosas que quisieras hacer después de graduarte

del colegio?¿Cuál es lo mejor y lo peor del colegio en general y de

tu escuela en particular?

 

Skills mastered:             Preterite tense, irregular verbs in preterite tense, Imperfect tense,

Choosing between preterite and imperfect, Hace+time expressions

 

Additional vocabulary:    AP preparation supplemental text: La Familia

 

Literature Selection:       “Nosotros, no” por José Bernardo Adolph

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

Chapter 3:                   La Presencia Latina (13 days duration)

           

Project:                         Complete activity 3-36 on page 87 of En Contacto. You will interview a

Hispanic person and record their answers to the questions given. Once

the interview is complete, compile it into a report. Rubric for grading the

report will be given to you in class.

 

Essay topic:                  ¿Quién era tu mejor amigo en la escuela primaria? ¿Qué hacían juntos?

                                    ¿Todavía son amigos? ¿Por qué? o ¿Por qué no?

 

Skills mastered:             Adjectives, Ser vs Estar, Future and Conditional tenses, Present

Subjunctive tense, Use of the Subjunctive

 

Additional vocabulary:    AP preparation supplemental text: Las Caracteristicas Personales

 

Literature Selection:       “El árbol de oro” por Ana María Matutue, “Tres hombres junto al rio” por

Renee Marquez

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 4:                   Hombres y Mujeres (13 days duration)

           

Project:                         Make a video for a new student at Central Gwinnett High School advising

him/her what to do in order to achieve a well-rounded life at the school.

Be sure to use at least 8 different expressions: 2 adverbial expressions,

2 adjective expressions and 4 expressions of emotions. You may work

with a partner for this project.

 

Essay topic:                  Escríbele una carta a “Querida Abby”. Describe con muchos detalles tu problema o cuestión.

 

Skills mastered:             Subjunctive vs the indicative, adjectives and noun clauses in the

subjunctive, adverbial clauses in the subjunctive

 

Additional vocabulary:    AP preparation supplemental text: La Ropa

 

Literature Selection:       “Jaque mate en dos jugadas” por W. I. Eisen

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 5:                   Vivir y Aprender (17 days duration)

           

Project:                         Using advanced search techniques find at least five quotes in Spanish that describe proverbs about education similar to the quotes in this chapter. Copy the quote citing the URL for each web site on which you found the quote. Then, translate the quote, describe in Spanish what you think it means and email that information to the teacher’s school address. If you do not have access to email at home, please see me about the procedure to use.

 

 

Essay topic:                  Vas a recibir la carta “Querida Abby” de otro estudiante. Debes

responder, ayudando a la persona. Sé simpático (o lo más posible).

 

Skills mastered:             All perfect tenses including future and conditional perfect, sequencing.

 

Additional vocabulary:    AP preparation supplemental text: Profesiones y Oficios

 

Literature Selection:       “Casa tomada” por Julio Cortázar, Fábulas: “Tio Coyote y Tio Conejo”

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 6:                   De Viaje (10 days duration)

           

Project:                         Make a travel brochure in Spanish using Microsoft Publisher outlining a

favorite vacation spot in a hispanic country of your choice. Be sure to

incluye the following in your brochure: country, capital, population,

weather, 3 most popular tourtist sites, 5 activities outlined in a simple

itinerary that spans 2 days.

 

Essay topic:                  ¿Cómo sería un día o fin de semana ideal para ti? ¿Qué harías? ¿Adónde irías? ¿Con quién(es) estarías?

 

Skills mastered:             Present and Pluperfect Subjunctive, If clauses, sequencing

 

Additional vocabulary:    AP preparation supplemental text: árboles y aves

 

Literature Selection:       “Espuma y nada más” por Hernando Téllez, “El ahogado más hermoso

del mundo” por Gabriel Garcia Marquez

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

 

 

Course Instructional Plan:

 

Spring Semester: (Thematic vocabulary AND Idiomatic expressions from AP preparation book used throughout semester)

 

Chapter 7:                   Gustos y Preferencias (13 days duration)

Project:                         Find a partner in the class and the two of you pick a famous Spanish dance and research it. Using your research, you will present to the class the origin of the dance you chose (i.e. – how did it come into existence) and you will give a demonstration/teaching of the dance moves to the class. Be sure to bring accompanying music for dance before the due date to be approved by teacher.

Essay topic:                  ¿Cuáles son algunas cuestiones que existen entre los adolescentes hoy

en día?¿Qué se puede hacer para resolver los problemas? ¿Qué

problemas tienes tú como un adolescente? ¿Son tus problemas iguales

que los de otros adolescentes de nuestro país o comunidad?

 

 

Skills mastered:             Verbs like gustar, affirmative/negative words, demonstrative adjectives,

possessives

 

Additional vocabulary:    AP preparation supplemental text: Peces y Moluscos

 

Literature Selection:       “Emma Zunz” por Jorge Luis Borges

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

Chapter 8:                   Dimensiones Culturales (14 days duration)

Project:                         You will draw 5 advertisements on one page and indicate what the advertisement is for by using the impersonal se construction. It must be colored, there must be 5 separate advertisements and each advertisement must have at least 1 sentence describing it using the impersonal se. A worksheet outlining examples will be given to you in class when impersonal se is covered. Project is due the day after the test.

Essay topic:                  ¿Quién es tu héroe? ¿Por qué es tu héroe?

 

Skills mastered:             Reflexives vs non reflexives, reflexives with commands, reciprocal

reflexives, impersonal se, passive se, comparatives and superlatives

 

Additional vocabulary:    AP preparation supplemental text: el tiempo

 

Literature Selection:       “Dos Caras” por Sabine Ulibarrí

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

 

 

Chapter 9:                   Un Planeta para Todos (14 days duration)

Project:                         You will write 2 poems as directed in activity 9-33 on p. 252 de En Contacto. The poems must follow the outline given, be placed on construction paper, colored/decorated well and it must outline two different seasons. Project is due the day after the test.

Essay topic:                  Describe un sueño tuyo (o mejor, pesadilla). ¿Qué te pasó en el sueño? ¿Por qué recuerdas el sueño? ¿Te gustó o no?

 

Skills mastered:             Lo + adjective, adverbs, use of the infinitive, gerunds and the verb

acabar de

 

Additional vocabulary:    AP preparation supplemental text: Hortalizas y legumbres

 

Literature Selection:       Al colegio (Estampa)” por Carmen Laforet

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

 

 

Chapter 10:                  La imagen y los negocios (15 days duration)

 

Project:                         Create a portfolio of investments. Pick a person (you or a family

member or a made up person) and create a list 1 month’s expenses for the following: rent, food, debts, extra expenses for medical and personal. Then, list savings account amount and income per month. Once that is complete, compile it into an excel spreadsheet and look on the Internet for 3 possible investments for your money taking into account your budget and monthly spending. They will be real investment options and you must give 3 reasons why for each investment. The end product will be a spreadsheet of expenses along with a colorful and organized advertisement (and reasons why to invest) for the three different investment options.

 

Essay topic:                  Has encontrado a tu media naranja. ¿Cómo y dónde se conocieron? ¿Van a casarse? ¿Qué problemas han tenido? (Será inventado, ¿no?)

 

Skills mastered:             Past participle as adjective, passive voice, commands (including

vosotros), commands with pronouns, review of direct and indirect object

pronouns, sequencing

 

Additional vocabulary:    AP preparation supplemental text: el restaurante

 

Literature Selection:       Jacinto Conteras recibe su paga extraordinaria” por Camilo José

Arrerola

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

---------------------------------------------------------------------------------------------------------------------------------

 

 

 

Chapter 11:                  ¡Adios distancias! (12 days duration)

Project:                         You will write a ten sentence paragraph in Spanish outlining a theme of your choice. You must choose 10 items to delete from the paragraph exactly like it is done on the AP test. You must have 2 verbs in past tense and at least 2 verbs in subjunctive. The best in class will be given as a practice for AP exam writing fill ins next chapter.

Essay topic:                  Tú eres un profesor o una profesora que piensa dejar su trabajo. Describe por qué quieres dejar la profesión. ¿Qué problemas has tenido últimamente?

 

Skills mastered:             Por vs para, relative pronouns, diminutives, review of ser vs estar and

preterite vs imperfect, sequencing

 

Additional vocabulary:    AP preparation supplemental text: armas, bebidas, cereales

 

Literature Selection:       La venda” por Miguel de Unamuno

 

Assessments:               Included but not limited to: 2 quizzes, 2 journal entries, 1 formal writing,

                                    daily speaking assessments, informal and formal debates, 2 formal

speaking assessments, 1 test

 

 

 

 

Chapter 12:                  La imaginación creadora (5 days duration)

Project:                         None

Essay topic:                  Escribe un ensayo (¡de sólo 100 palabras esta vez!) acerca de tus experiencias en la clase de Español AP. ¿Qué te gustó? ¿Qué no te gustó? ¿Qué harías tú diferente si lo pudieras volverla a tomar? (Sé específico.)

 

Skills mastered:             Review and practice for AP exam

 

Additional vocabulary:    AP preparation supplemental text: idioms not covered in former chapters

 

Literature Selection:       Una semana de siete días” por Magali García Ramis

 

Assessments:               2 quizzes, 1 journal entries, 1 formal writing, daily speaking

assessments, 1 formal speaking assessments

 

 

Student Evaluation:

Each chapter contains a series of quizzes, tests, debates, essays, readings, presentations, writing activities, speaking activities and one major project related to the theme of the chapter.

 

1. Daily formative speaking assessments outlined to reflect the exclusive use of the  

Spanish language is evaluated informally in class and formally using language labs.

  • Informal speaking takes place in class by means of debates, presentations, conversations and discussions. The informal speaking is evaluated by teacher using multiple avenues including but not limited to observation and participation.
  • Formal speaking based on varying types of topics and processes are evaluated by teaching using the language labs. Teachers are able to record students speaking in the native language and accurately assess their fluency, content and interpersonal proficiency. Many of the formal speaking assessments are given using the format of the AP exam.

Since the focus of the class is encouraging students to speak exclusively in Spanish, the informal and formal assessments are wonderful tools for evaluation and enrichment.

 

2. Formative writing assessments are given weekly in the forms of emails, journal writing, letters and persuasive essays. These assignments are given to assess fluidity of writing, rich vocabulary, and control of syntax and expression. The writings are always evaluated and given back to the student for revision. Formative writing is a great tool with which to learn how to synthesize information given by an outside source and use that information to create a clear, organized essay that demonstrates excellence in syntax and expression.

 

3. Quizzes assess the ongoing development and acquisition of vocabulary and also provide a way to measure mastery of various grammatical structures. Quizzes may also include short evaluations, multiple choice and short answer regarding reading selections and other course content. These assessments are administered to reflect a mastery of vocabulary and grammatical structures needed to succeed on the AP exam.

 

 

 

4. Essays and readings are assessments directly related to the format of the AP exam. Weekly, topics are given to the students upon which to reflect and write a well organized essay. The topics are taken from the chapter theme or the AP preparation book that accompanies the main text.

 

5. Exams contain a variety of components, including reading, writing, listening, literature and culture. These assessments contain both free-response and fill in the blanks questions about readings, presentations, grammar, and vocabulary. Students are required to make comparisons and synthesize information learned in class. Speaking is also assessed in class before the exam using language labs and is graded according to the rubrics outlined in the AP Spanish Language Exam supplemental textbook. Formal writing is assessed separately as well and converted to a percentage of the overall average. Each concept is practiced and evaluated weekly.

 

6. Projects are assigned per chapter and are based on the theme of the chapter. Projects vary yet always include speaking and writing components both formal and informal that allocate opportunities for student creativity and written as well as presentational practice in the native language.

 

 

 

Listening Comprehension Skills

Audio sources are selected from the internet and the textbooks for the course. Goals will differ depending on audio source but the main focus will be to listen for controlled information and synthesize that information to complete questions or extract details with which to compile in written format.

 

Some examples of what a student will do are as follows.

The student will:

a.       Listen to a ten minute lecture in Spanish and respond correctly to oral/written questions on the material.

b.      Comprehend oral questions and respond appropriately and quickly.

c.       Summarize orally or in writing after viewing a Spanish language film.

d.      Summarize orally or in writing the key points of a lecture given in Spanish.

e.       Respond appropriately to questions based on a brief oral narrative.

f.       Respond spontaneously to a variety of questions posed in class.

g.       Watch the Spanish channel weekly and summarize what was seen in either written or spoken format.

 

Sources: Internet resources (examples listed on last page)

              Text En Contacto and AP supplemental 3rd edition

   Destinos video series

               Spanish channel accessible through county

               Realia as outlined by individual teacher

 

 


Speaking Skills

Students are challenged daily to respond to conversational props in venues such as interviews, advice, storytelling, speeches and interpersonal scenarios. Using observational skills and the language labs, students are recorded and evaluated according to their grammatical accuracy, rich vocabulary, fluency, idiomatic usage and syntax. Students are also regularly called upon to give oral presentations in the form of projects.

The student will:

h.      Speak extemporaneously on given topic using appropriate vocabulary and accurate grammar.

i.        Both initiate and participate in a conversation on everyday topics.

j.        Improvise orally, based on a series of cues.

k.      Make an oral presentation on a prepared topic by teacher using notes

l.        Paraphrase/summarize a reading passage.

m.    Discuss in Spanish the materials read in class.

n.      Participate in a discussion based on an oral presentation.

 

Sources: AP Spanish Language Preparation text

               Project and speaking themes chosen by individual teacher

 

 

 

Reading Skills

Students are exposed weekly to the world of Spanish literature and idioms though current events as outlined on news sites on Internet, magazines and newspapers. Furthermore, students are required to read a story from the accompanying text Abriendo Paso – Literatura each chapter. These selections are authentic and reflect famous authors from varying countries. Students are required to read texts and give oral and/or written summaries of the information.

 

The student will:

o.      develop a familiarity with literary analysis vocabulary

p.      compare and contrast themes

q.      write critically about literature beyond plot and summary

r.        gain confidence in their ability to read in a second language and improve their linguistic skills

s.       students will be required to read a variety of articles on a wide variety of topics

 

Sources:   Abriendo Paso, Lectura

                   En contacto, Literatura

                   Mundo Hispánico

                   People en Español

 

 

Writing Skills

Every week students write an informal essay in a journal entry. These entries are based on topics provided by the teacher and thematic in nature. Journal entries can be free choice or creative writing in nature based on the information discussed in class or viewed/read from an outside source.

 

Every three weeks students write a formal, well organized essay of at least 200 words on a topic outlined in the AP preparation supplemental text. Each formal writing is assessed using the AP rubric and evaluated for its content, organization, rich vocabulary and grammatical accuracy.

 

The student will:

t.        using authentic texts, students will identify main points as well as concrete details and express them in written format

u.      be able to paraphrase in writing, in their own words, details of the story

v.      synthesize audio and textual input to write a well organized essay outlining they key concepts and show comprehension was achieved.

w.     maintain an ongoing dialogue with a Spanish speaker via email

 

Sources: Abriendo Paso, Lectura

               Destinos video series

               Realia as outlined by individual teacher

 

 

 

Internet Resources:

To provide reinforcement and enrichment activities related to grammar, vocabulary and projects throughout the year, the internet is utilized as a source for this AP course. The sites listed below are examples of sites used in this AP course to provide authentic real-time cultural information and access to current events.

 

AP tests are all inclusive which means that the AP course must also be all inclusive. The information needed to effectively teach this course is not only found in the multiple texts listed on the syllabus but also the Internet – a gateway to the Latino world.

 

Colby college websites:

* http://www.colby.edu/lrc/spanish.php

* http://www.colby.edu/personal/b/bknelson/exercises/

* http://www.colby.edu/~bknelson/exercises/

* http://www.espanole.org/

* http://www.eslconnect.com/spanish/spanish.html

* http://www.uni.edu/becker/verbs.html

* http://www.languageguide.org/

 

Grammar exercises:

 

 

News:

 

 

Reference site that leads to different addresses of interest:

 

 

 

 

 

 

 

 

 

Absences and Make-up work: Students will be required to make-up all missed work in cases of EXCUSED absences. It is the responsibility of the STUDENT to find out what was missed. This includes class work, homework, quizzes, tests, handouts. Any test or quiz missed due to an excused absence must be made up on the day the student returns to school, unless it has been an extended absence.

 

Remediation: Students who are having academic difficulty may sign up for after-class or before school help by the teacher or they may ask for a student tutor.

 

Parent-Teacher Communication: Parents or guardians are reminded that there is a PTSA Open House at the beginning of the semester where parents can meet the teacher and familiarize themselves with the course requirements and the learning environment. Parents are also reminded that progress reports are issued during the sixth and twelfth week of each semester. If at any time the parent wishes to communicate with the teacher, he or she may phone the school and leave a message for a return call. The teacher will communicate with the parent if the student is in academic jeopardy or if there is a chronic discipline problem.

 

Expectations regarding classroom

 

Behavior:

            Students should BE:

            1. polite and respectful

            2. honest- NO CHEATING- even on homework!!!

            3. prompt- in the class BEFORE the bell rings!

            4. prepared- have all needed materials EVERYDAY- including the agenda book!

            5. attentive- no sleeping, talking without permission, note passing! Participate!

 

Consequences for tardies and other unacceptable behavior:

1. First offense- verbal warning- during first week of school a verbal warning                                     for tardy will be given to the student. No warnings for tardy after that.

2. Second offense- departmental detention from 2:15-2:45. Teacher will call parent.

3. Third offense- detention with teacher of ONE hour, 2:15-3:15. Student and     teacher will work on a behavior modification plan for the student to be signed by parent.

            4. Forth offense- referral to Assistant Principal.

Note: a student may skip steps and go to a higher consequence based on    offense. Any missed detention will automatically be a referral to the office.

 

Tips for success:

1. STUDY!!!!! EVERYDAY!!!!

2. Bring all materials to class (including paper) EVERYDAY!!!

3. Use these web sites:

            www.PHschool.com

            www.studyspanish.com

4. Take advantage of FREE tutoring with your peers or teachers!

 

 

The teacher reserves the right to make adjustments in course content and/or grading procedures as needed.

 

 

 

 

 

Please contribute a box of Kleenex to class.

 

***********************************************************************

 

Parent and student: Please sign on the lines below and return this portion to teacher.

           

If there are questions, your teacher may be reached at the school after 2:15p.m.

770-963-8041 or email me at Maria_Fernandez@gwinnett.k12.ga.us

 

Student signature: ________________________________________________________

 

Parent signature: _________________________________________________________

 

Parent e-mail:

 

_________________________________________________________


AP Fall Review Websites (Maria Fernandez) 12/1/2010

Spanish 3

 

http://www.studyspanish.com/verbs/lessons/formcomm.htm

 

http://www.studyspanish.com/verbs/lessons/informcomm.htm

 

http://www.studyspanish.com/verbs/lessons/irregtucomm.htm

 

http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi?option=1&title=21&type=B&conjugations=20&subjects=1

 

http://users.ipfw.edu/jehle/courses/COMMANDS.HTM

 

http://users.ipfw.edu/jehle/courses/SUBJNOUN.HTM

 

start-programs- idioms software-grammar tutor- do numbers 35-41

 

go to mind quiz chapter 3

 

AP Spanish 4

 

http://www.studyspanish.com/verbs/lessons/future.htm

 

http://www.studyspanish.com/verbs/lessons/conditional.htm

 

http://users.ipfw.edu/jehle/courses/condic.htm

 

http://users.ipfw.edu/jehle/courses/FUTURE.HTM

 

start-programs- idioms software-grammar tutor- do numbers 64-68, 95,96


AP IV and Sp 3 review for AP exam (Maria Fernandez) 5/4/2011

Repaso Rápido de Gramática - Español III Honors y Gifted

I.  El Presente del Subjuntivo:

A.  Me sorprende de que tú no tengas mucho en común con mi hermano.

B.  Temo que ellos _____________ (ser) egoístas.

C.  __________________________________________________________________________________

I'm happy that you don't criticize your little sister.

In expressions of doubt/uncertainty.

A.  No hay nadie en esta escuela que pueda leer los símbolos de los mayas.

B.  Ella busca un novio que _______________ (ser) guapo e inteligente.

C.  __________________________________________________________________________________

Do you know someone who has a picture of las Líneas de Nazca?

 

II.  El Presente Perfecto del Subjuntivo:

A.  No creo que él haya tenido experiencia.

B.  Dudo que los arqueólogos ______________________________ (encontrar) evidencia de extraterrestres.

C.  __________________________________________________________________________________

I hope that they have studied for the final exam.

 

III.  El Imperfecto del Subjuntivo:

A.  No podíamos creer que la gente pudiera navegar por la ciudad.

B.  Si yo _________________ (tener) mucho dinero, construiría una casa en España.

C.  __________________________________________________________________________________

They hoped that he took pictures of the beautiful tower.

 

IV.  El Futuro Simple:

A.  En diez años, Uds. tendrán más de veintiséis años.

B.  ¿Quiénes ___________________ (venir) a la fiesta?

C.  __________________________________________________________________________________

In the future, Marta will be a translator.

 

V.  El Condicional: 

A.  Si pudiera, él tendría una fiesta cada día.

B.  Me _____________________ (encantar) ir contigo al cine. 

C.  __________________________________________________________________________________

If she could, she would run will the bulls in Pamplona. 

 

VI.  El Presente Perfecto

A.  Mi profesora me ha escrito una carta de recomendación.

B.  Sr. Pérez no _________________________ (reparar) la bicicleta todavía.

C.  __________________________________________________________________________________

What countries have you visited?

VII.  El Futuro Perfecto

A.  Dentro de cinco años, habremos aprendido mucho sobre la genética.

B.  Para el año 2020, Uds. ya ________________________ (graduarse) de la universidad.

C.  _______________________________________________________________________________________

In 50 years, I will have had six grandchildren.

 

VIII.  El Pluscuamperfecto

A.  Antes de venir a la clase, ya habían completado la tarea.

B.  Cuando llegué a la oficina, la gerente ya ___________________________ leído mi solictud de empleo.

C.  __________________________________________________________________________________

Before the race, he had already stretched.

Repaso para el Examen Final - Primavera Español III G/H

  

Capítulos 5 y 6:

I.  ¿Qué significan estas palabras?:

 

1.  el/la repartidor(a) -

2.  el/la gerente -

3.  el/la jefe(a) -

4.  la solicitud de empleo -

5.  las referencias -

6.  *juntar fondos -

7.  *sembrar -

8.  repartir -

9.  conocimientos -

10.  habilidades -

11.  requisitos -

12.  beneficiar -

13.  solicitar - 

14.   curar -

15.  el/la arquitecto(a) -

16.  el/la peluquero(a) -

17.  el/la redactor(a) -

18.  el/la traductor(a) -

19.  el/la abogado(a) -

20.  así que -

21.  por lo tanto -

22.  de hoy en adelante -

23.  además de -

 

II.  La Gramática: Para completar el diálogo, pon los verbos en la forma correcta del futuro

 

¿Qué hora _________ (ser), Sara? 

No sé exactamente, ________ (ser) las seis.  ¿Las seis? 

¡Ay de mí!  La fiesta ______________ (empezar) a las siete.  ¿Cuántas personas _______________ (venir)? 

_______________ (venir) más o menos veinte.  ¿Qué _____________ (comer) nosotros?

_________________ chorizo, queso, pan, aceitunas...todas las tapas típicas. 

 

Capítulo 7:

I.  ¿Qué significan estas palabras?:

 

1.  alto -

2.  ancho -

3.  tonelada -

4.  medir -

5.  pesar -

6.  excavar -

7.  función -

8.  teoría -

9.  fenómena -

10.  sombra -

11.  extraño -

12.  nave espacial

13.  misterio -

14.  habitante -

15.  eclipse -

16.  mito -

  

II.  La Gramática:  Indica si las frases abajo requieren el subjuntivo o el indicativo.

•1.      Es cierto que...                                      subjuntivo                indicativo

•2.      Es importante que...                              subjuntivo                indicativo

•3.      Es dudoso que...                                   subjuntivo                indicativo

•4.      Es probable que...                                  subjuntivo                indicativo

•5.      Creo que...                                             subjuntivo                indicativo

•6.      Estoy seguro que...                                subjuntivo                indicativo

•7.      Es posible que...                                    subjuntivo                indicativo

•8.      Me alegro de que...                               subjuntivo                indicativo

•9.      No creo que...                                        subjuntivo                indicativo

•10.  Sé que....                                               subjuntivo                indicativo

11. Dudo que...                                           subjuntivo                indicativo

•11.  No dudo que...                                      subjuntivo                indicativo

•12.  Ojalá que...                                            subjuntivo                indicativo

•13.  No hay nadie que...                               subjuntivo                indicativo

•14.  Me alegro de que...                               subjuntivo                indicativo

•15.  Siento que...                                          subjuntivo                indicativo

•16.  Es improbable que...                              subjuntivo                 indicativo

•17.  Es improbable que...                              subjuntivo                indicativo

 

Más prácticaEscoge la forma correcta del verbo en paréntesis.

  1. Es importante que (llegamos/lleguemos) a tiempo.
  2. Estoy seguro que las gitanas (bailen/bailan) bien el flamenco.
  3. Me molesta que mis amigos no (guarden/guardan) los secretos.
  4. Me alegro de que tú (hayas llenado/ha llenado) la solicitud de empleo.
  5. No dudo que los aztecas (entendieron/hayan entendido) bien el calendario.
  6. Siento que no (hayas podido/has podido) visitar la catedral.
  7. Sé que (vamos/vayamos) a visitar Sevilla y Granada.
  8. No hay nadie que (entiende/entienda) el profesor Trujillo.
  9. Es dudoso que los arqueólogos (encuentren/encuentran) algo nuevo tan pronto.
  10. Necesito una recepcionista que (habla/hable) español.
  11. Quería que mis estudiantes (estudiaran/estudiaron) para el examen de capítulo 8.
  12. Los españoles querían que los indígenas de México (adoptaron/adoptaran) la religión cristiana.

Capítulo 8

I.  ¿Qué significan estas palabras?:

 

1.  idioma -  ___________________________ ¿es masculino o femenina?

2.  azulejo -

3.  encuentro -

4.  judiós -

5.  musulmanes -

6.  cristianos -

7.  asimilar -

8.  integrarse -

9.  ocupar -

10.  expulasr -

11.  antepasados -

12.  resultados -

13.  grupos étnicos -

14.  imperio -

15.  poder -

16.  reto -

17.  herencia -

18.  luchar -

19.  batalla

20.  raza

 

II.  La Gramática:  Completa el diálogo con la forma correcta del condicional.

 

Si tuvieras la oportunidad visitar a cualquier país, ¿adónde ______________ (ir)?

Bueno, yo __________________ (visitar) Espana con mi amigo.  Nosotros ______________ (ver) los castillos de Castilla y León, y ________________ (comer) la comida típica.  ¿Y tú?

Si pudiera, yo _________________ (ir) a las Islas Canarías.  ________________ (Nadar) en el mar y ________________ (tomar) el sol.

 

La Cultura:

 

1.  *¿Qué es el examen de ciudadanía?  Quién tiene que aprobarlo? 

 

2.  ¿Los aztecas piensan que la Luna tiene sombras.  ¿Por qué?

 

3.  ¿Quiénes usaban el número cero?

 

4.  *¿Qué es El Castillo?  Fue descubierta por los arqueólogos en 1842?   (Capítulo 7)

 

5.  ¿Qué son los moai?

 

6.  ¿Cuántos calendarios tenían los mayas y los aztecas?

 

7.  ¿Qué es el quetzal?

 

8.  En el cuento, La Pobreza, ¿por qué no puede trabajar la Muerte?


AP Spanish IV Grammar and Chapter Review for Final Exam (Maria Fernandez) 12/7/2009
Open Form in Browser

Honors Spanish 3 Fall Review Packet (Maria Fernandez) 12/1/2010
Español III: Repaso

 

 

REPASO Capítulo 1

HABLAR _to talk__

 

Presente                                            Pretérito                                 Imperfecto

 

Hablo

hablamos

  

Hablé

Hablamos

  

Hablaba

hablabamos

Hablas

     X

  

Hablaste

       X

  

Hablabas

      X

Habla

hablan

  

Habló

hablaron

  

Hablaba

hablaban

 

 

COMER -to eat

 

Presente                                            Pretérito                                 Imperfecto

 

Como

comimos

  

Comí

Comimos

  

Comía

comíamos

Comes

     X

  

Comiste

       X

  

Comías

      X

Come

Comen

  

Comió

Comieron

  

Comía

comían

 

VIVIR -to live

 

Presente                                            Pretérito                                 Imperfecto

 

Vivo

Vivimos

  

Viví

Vivimos

  

Vivía

vivíamos

Vives

     X

  

Viviste

       X

  

Vivías

      X

Vive

Viven

  

Vivió

vivieron

  

Vivía

vivían

 

 

 

LOS VERBOS CON EL CAMBIO ORTOGRÁFICO  e ® y

 

 

Verbs ending in a double vowel such as destruir, caer, etc. have a spelling change in the preterite.  The i becomes a y in the third person singular and plural forms:

  

destruí

destruimos

destruiste

     X

destruyó

destruyeron

  

                        Define and conjugate the following verbs into the preterite tense

Leer: ___________                         creer: ___________                                    oír: __________

  

  

  

  

  

  

  

  

  

     X

  

  

       X

  

  

      X

        

  

  

  

  

  

  

  

LOS VERBOS IRREGULARES EN EL PRETÉRITO

 

            Some verbs are just irregular.  So, you have to memorize them!!!  Define the following irregular verbs and fill in the missing conjugations in the preterite tense.

  

tener: ___________                             andar: ___________                     poder: ___________

tuve

  

  

  

  

  

  

pudimos

  

     X

  

anduviste

       X

  

  

      X

        

tuvieron

  

  

  

  

pudo

  

 

  

poner  : ___________                     saber  : ___________                     venir: ________

  

  

  

supe

  

  

  

vinimos

pusiste

     X

  

  

       X

  

  

      X

        

  

  

  

supieron

  

  

  

  

decir  : ___________                       traer: ___________            

 

  

  

  

  

  

  

     X

  

trajiste

       X

        

dijeron

  

  

  

  

  

  

  

  

  

PRETERITE VERBS WITH STEM CHANGES:

Define the following stem changes and fill in the missing conjugations into the preterite tense. (pg. 33)

  

pedir   __________              sentir  __________              dormir  __________

 

pe

  

  

sentí

sentimos

  

dormí

dormimos

pediste

     X

  

  

       X

  

  

      X

pidió

  

  

  

sintieron

  

durmió

  

sugerir: __________                                   vestirse  __________         

 

suge

  

  

  

  

  

     X

  

  

       X

sugirió

  

  

  

Se vistieron

 

 

  

IMPERFECT VERB CONJUGATION

  Conjugate the following regular verbs into the imperfect.

 

estar   __________                    tener  __________                    vivir   __________

 

  

  

  

  

  

  

  

  

  

     X

  

  

       X

  

  

      X

  

  

  

  

  

  

  

  

 

Conjugate the following irregular verbs into the imperfect

ir          __________                   ser  __________                         ver   __________

 

  

  

  

  

  

  

  

  

  

     X

  

  

       X

  

  

      X

  

  

  

  

  

  

  

  

 

NOTE:  ir and -ir are not the same thing "ir" is the verb "to go" and is irregular in the imperfect tense.  -ir is a verb that ENDS in the letters ir.  In the imperfect tense these verbs take the regular endings.

 

VOCABULARY:  Without using your book, see how many of these words you remember: (20)

Note:  the verbs may or may not be conjugated.  Remember that "hablar" should be defined as "to Talk," but "hablé" should be defined as "I talked."

  


  1. me acerqué
  2. dejaste de
  3. el desierto
  4. cayó granizo
  5. tuvo lugar
  6. al amanecer
  7. al principio
  8. asustar
  9. darse cuenta de
  10.  duro
  11.  estoy orgulloso de
  12.  lo pasaste bien
  13.  lo pasé mal
  14.  alcanzar la meta
  15.  me inscribí
  16.  hice un esfuerzo
  17. desafortundamente
  18. obtuve
  19. vencer
  20. perderse
  21. perder
  22.  la entrega de premios

  

  

  

  

  

  

REPASO Capítulo 2

WHEN TO USE THE IMPERFECT TENSE/PRETERITE:

 

El Pretérito

El Imperfecto

Use the preterite to tell about past actions that happened and are completed.

Ej.:  El sábado, la clase empezó a las 10 de la mañana.

Use the imperfect to tell about habitual actions in the past.

Ej.:  Cuando era niná, tomaba clases de escultura.

Use the preterite to give a sequence of actions in the past. 

Ej.:  Cuando llegamos, la profesora sacó su pintura y sus pinceles y empezó a pintar.

Use the imperfect to give background details such as time, location, weather, mood, age, and physical and mental descriptions.

Ej.:  Eran las dos de la tarde.  Estábamos en el parque.  Era un día de otoño.  Todos estábamos muy contentos.

 

Use the imperfect when two or more actions are taking place simultaneously in the past.

Ej.:  Mientras los niños pintaban, el profesor observaba las pinturas.

 

Use the preterite and imperfect together when an action (preterite) interrupts another that is taking place in the past (imperfect).

Ej:  Estábamos en el taller cuando el profesor entró.

  

Decide si se usa a) pretérito  b) imperfecto

1.         ____  completed action in the past

2.         ____  habitual action in the past

3.         ____  description in the past

4.         ____  beginning/ending of an action in the past

5.         ____  habits or customary past actions, as the equivalent of used to

6.         ____  series of completed actions

7.         ____  to indicate a set length of time:  "por un año" (the action is viewed as completed.)

 

Fill in the blank with the appropriate form of the verb (preterite/imperfect):

Había una vez un guerrero valiente que  ______________ (se llamó/se llamaba) Popocatéptl.  Él ______________ (estuvo/estaba) locamente enamorado de la hermosa princesa Ixtacíhuaatl.  Ellos ______________ (tuvieron/tenían) grandes planes para casarse y vivir felices.  Un día, el emperador  ______________ (llamó/llamaba) a todos sus guerreros y les ______________ (dijo/decía) que eligieran al más victorioso, le daría la mano de su hija.  Un guerrero enemigo de Popocatéptl que también  ______________ (quiso/quería) a Ixtaccíhuatl, ______________ (volvió/volvía) y le  ______________ (explicó/explicaba) al Emperador que Popocatéptl había muerto.  La princesa, llena de tristeza, ______________ (se murió/se moría) durante las bodas con el guerrero enemigo.  En ese momento ______________ (apareció/aparecía) Popocatéptl y cuando ______________ (vio/veía) a su amada muerta, la  ______________ (levantó/levantaba) en sus brazos y la ______________ (llevó/llevaba) a las montañas más altas.  La ______________ (puso/ponía) en un lecho de flores y se arrodilló a sus pies.  Después de un tiempo, los dioses y los ________________ (cambiaron/cambiaban) en volcanes.

 

Complete the preterite or Imperfect of each infinitivo:

•1.    Cuando (yo/bajar) ______________ del taxi, el portero del hotel (tomar) ______________ mis maletas y me (saludar) ______________ amablemente.

•2.    El hotel (ser) v un edificio grande y blanco y (tener) ______________ preciosos jardines alrededor.

•3.    Mi habitación (estar) ______________ en el tercer piso.  Mi primera impresión (ser) ______________ negativa, porque (tener) ______________ muebles muy antiguos y las paredes (estar) ______________ pintadas de rojo.

•4.    (Yo/Estar) ______________ muy cansado y (sentir) ______________ enormes deseos de tirarme en la cama, pero como (ser) ______________ temprano, (decidir) ______________ sentarme antes un rato en la terraza del café.

 

SER/ESTAR + PARTICIPIO PASADO = is/am + ed etc.

To form the past participle just remove the verb ending and add -ado to ar verbs and  -ido to -er and -ir verbs.

 

hablar = hablado   = spoken          comer = comido= eaten      vivir = vivido = lived

 

There are 10 irregular verbs listed don page 79 of your textbook.  Please write and define their meaning below.  The first one is done for you.

 


____abierto_______ = open

________________  =

________________  =

________________  =

________________  =

________________  =

________________  =

________________  =

________________  =

________________  =


The past participle is often used with the verb ser or estar to describe conditions that are a result of a previous action.  In those cases, the past participle agrees with the subject in gender and number.

 

La ciudad está contaminada.  = The city is contaminated.

 

(Notice that the past participle ends in an "a" because "city" is feminine and singular.)  Please change the infinitive forms of the verbs in the following sentences into the past participle form.

 

Práctica:                                   ESTAR  +  PARTICIPIO PASADO

  

•1.            Alguien tiene que cerrar todas las ventanas que están  _________  (abrir), porque el viento va a llevar todos nuestros dibujos.

 

•2.            Mis tres esculturas para nuestro proyecto final ya están __________ (hacer), pero todavía tengo que escribir el informe.

 

•3.            A veces Carlos está muy __________ (inspirar) cuando pinta, pero hoy se sienta muy creativo.

 

•4.            Para mí, el gran misterio que nunca va a ser ____________ (resolver) es el origen de los ideas de los grandes artistas.

 

•5.            En sus pinturas, la influencia mexicana frecuentemente está ___________ (mezclar) con los estudios del arte japonés.

 

•6.            Hace tres semanas que compré esta nueva pintura de mi artista famosa, pero acabo de leer en el periódico que ella está  ____________ (morir) desde 1983.

 

•7.            ¿Conoces a las dos chicas que están bien ________________ (vestir).  Ellas van a estar sentadas para el retrato.

 

•8.            Juan, pienso que estás _______________ (invitar) a la exhibición de arte, pero debes preguntarle a Ana.

 

•9.            Nosotros estamos _______________ (preparar) con nuestros pinceles y pinturas, y es la hora de empezar.

 

•10.          Vi que tu estatua está  _____________ (romper).  ¿Sabes quién lo hizo?

  

  

Más práctica: In the blank, write the correct form of estar and the past participle. Number 1 is completed for you.

•1.            Mi mamá puso la mesa.  Ahora la mesa ___está puesta__.

 

•2.            Tuve que trabajar mucho para resolver el problema. Ahora, el problema  ________________.

 

•3.            Ya hice las preparaciones. Ahora, las preparaciones ________________.

 

•4.            El ladrón rompió las ventanas. Ahora, las ventanas ________________.

 

•5.            El niño abrió la puerta. Ahora, la puerta ________________.

 

•6.            Escribieron los documentos en latín. Ahora, los documentos ________________ en latín.

 

 

SER VERSUS ESTAR

When do you use ser and estar?  Complete the memory cues below.

 

  Ser: D                                               Estar:  P

         O                                                            L

         N                                                            A

         T                                                 C

                                                                        E

ser (presente indicativo)=

 

estar (presente indicativo) =

yo

Nosotros

 

 

yo

nosotros

 

vosotros

 

vosotros

él, ella, ud.

ellos, ellas, uds.

 

Él, ella, Ud.

ellos, ellas, Uds.

 

 

Completen las frases con la forma correcta de ser o estar.

•1.            Paco y Ana _________________ de España.

•2.            Tú  _________________ feliz.

•3.            ________________ las tres y media.

•4.            Mar de Plata _________ una costa en Argentina.

•5.            Usted  ___________ médico.

•6.            ¿Qué hora ________?

•7.            Yo _____________________ comiendo pizza.

•8.            Ustedes ________________ americanas.

•9.            Las verduras _____________ saludables. (en general)

•10.         ¿Dónde _________________ mis patines?

 

VERBS WITH DIFFERENTE MEANINGS IN THE PRETERITE/IMPERFECT TENSES (p. 90):

Explain briefly in each box the meaning of the following verbs.  Remember, they have a different meaning based on whether they are conjugated into the preterite or imperfect tense.

 

verbo

imperfecto

Pretérito

saber

 

 

 

conocer

 

 

 

querer

 

           

 

no querer

 

 

 

poder

 

 

 

 

VOCABULARY:  Without using your book, see how many of these words you remember: (24) (Once you have tried to remember them on your own, you may use your book to double check yourself.)

  


  1. la cerámica
  2. la letra
  3. parecerse (a)
  4. abstracto
  5. el autorretrato
  6. la naturaleza muerta
  7. destacar(se)
  8. la interpretación
  9. a través de
  10.  el siglo
  11.  el taller
  12.  volverse
  13.  el gesto
  14.  el escenario
  15.  el espectáculo
  16.  pararse
  17. mostrar
  18. parada
  19. realizar
  20. la reseña
  21. el compás
  22.  sonar (a)
  23. los sentimientos
  24. el movimiento

 

REPASO Pequeño de Capítulos 3 y 4:

  

MANDATOS

A.  Conjugación de los mandatos

   * Affirmative tú commands: find the ________ form in the present tense

                        hablar: habla                                    comer: come             escribir: escribe

 

   * Negative tú commands:

•1.    find the __________ form in the present tense

•2.    drop the ____

•3.    Add opposite _______________

hablar: no hables                 comer: no comas      escribir: no escribas

 

   * Affirmative and negative Ud./Uds. commands:

•1.    find the __________ form in the present tense

•2.    drop the ____

•3.    Add opposite _______________

Ud.      hablar: no hable       comer: no coma        escribir: no escriba

Uds.   hablar: no hable       comer: no coman     escribir: no escriban

  

B. ¿Es un mandato de tú afirmativo, tú negativo, Ud., o Uds.?

1.  Escúchame. -

2.  No comes eso. -

3.  Levántate. -

4.  Digan la verdad. -

5.  No la coma, por favor. -

6.  No llegues tarde. -

7.  Sea amable, por favor. -

8.  No hables tanto. -

9.  Háganlos ahora.  -

10.  Ven aquí.  -

EL SUBJUNTIVO (pp. 132, 135, 137 en el texto)

A. Conjugación del subjuntivo:

•1.    find the __________ form in the present tense

•2.    drop the ____

•3.    Add opposite _______________

hablar: hable                        comer: coma             escribir: escriba

 hables                       comas                          escribas

 hable                         coma                            escriba

 hablemos                 comamos                     escribamos

 hablen                      coman                          escriban

B. EL USO. Fill in the acrostic below.

U

W

E

I

R

D

O

S

C. Práctica: El Subjuntivo.  Escribe la forma correcta del verbo del subjuntivo, indicativo o infinitivo.

  

  1. Es importante que tú ______________________ (comer) comida saludable.

 

  1. Es necesario que nosotros _____________________ (dormir) ocho horas.

 

  1. Es verdad que mis padres  _____________________ (llegar) pronto.

 

  1. Quiero que Uds. ____________________ (hacer) cinta por treinta minutos.

 

  1. Me alegro de que nosotros _____________________ (sacar) buenas notas.

 

  1. Te sugiero que _____________________ (ir) al doctor.  Tienes una tos muy fuerte.

 

  1. Es importante que tú ___________________ (tener) confianza en ti misma.

 

  1. Creo que mis amigos _____________________ (tener) la tarea de hoy.

 

  1. Ojalá que yo _____________________ (venir) a la fiesta.

 

  1. Pienso que nosotros _____________________ (ir) al concierto mañana.

 

  1. Es bueno que tú _____________________ (decir) la verdad.

 

VOCABULARY (capítulo 3):  Without using your book, see how many of these words you remember: (20) (Once you have tried to remember them on your own, you may use your book to double check yourself.)

  


  1. fiebre
  2. pecho
  3. corazón
  4. grados centígrados
  5. fuerte
  6. nutritivo
  7. edad
  8. hierro
  9. estatura
  10. nivel
  11. consejos
  12. oídos
  13. equilibrados
  14. comida basura
  15. entrenador
  16. estrirarse
  17. hacer abdominales
  18. aumentar
  19. consejos
  20. saltar la comida
  21. alimentos saludables
  22. relajarse

  

VOCABULARY (capítulo 4):  Without using your book, see how many of these words you remember: (20) (Once you have tried to remember them on your own, you may use your book to double check yourself.)

  


  1. egoísta
  2. chismoso
  3. celoso
  4. vanidoso
  5. generoso
  6. divertido
  7. cariñoso
  8. considerado
  9. comprensivo
  10. la amistad
  11. estar equivocado
  12. guardar un secreto
  13. confiar
  14. desconfiar
  15. hacer las paces
  16. pensar en si mismo
  17. tener la culpa
  18. cambiar de opinion

 

 

 

 


por y para power point (Maria Fernandez) 1/24/2013
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Spanish 3 and Native Speakers Review Packet for exam #2 (Maria Fernandez) 5/10/2011

Repaso Rápido de Gramática - Español III Honors y Gifted

I.  El Presente del Subjuntivo:

A.  Me sorprende de que tú no tengas mucho en común con mi hermano.

B.  Temo que ellos _____________ (ser) egoístas.

C.  __________________________________________________________________________________

I'm happy that you don't criticize your little sister.

In expressions of doubt/uncertainty.

A.  No hay nadie en esta escuela que pueda leer los símbolos de los mayas.

B.  Ella busca un novio que _______________ (ser) guapo e inteligente.

C.  __________________________________________________________________________________

Do you know someone who has a picture of las Líneas de Nazca?

 

II.  El Presente Perfecto del Subjuntivo:

A.  No creo que él haya tenido experiencia.

B.  Dudo que los arqueólogos ______________________________ (encontrar) evidencia de extraterrestres.

C.  __________________________________________________________________________________

I hope that they have studied for the final exam.

 

III.  El Imperfecto del Subjuntivo:

A.  No podíamos creer que la gente pudiera navegar por la ciudad.

B.  Si yo _________________ (tener) mucho dinero, construiría una casa en España.

C.  __________________________________________________________________________________

They hoped that he took pictures of the beautiful tower.

 

IV.  El Futuro Simple:

A.  En diez años, Uds. tendrán más de veintiséis años.

B.  ¿Quiénes ___________________ (venir) a la fiesta?

C.  __________________________________________________________________________________

In the future, Marta will be a translator.

 

V.  El Condicional: 

A.  Si pudiera, él tendría una fiesta cada día.

B.  Me _____________________ (encantar) ir contigo al cine. 

C.  __________________________________________________________________________________

If she could, she would run will the bulls in Pamplona. 

 

VI.  El Presente Perfecto

A.  Mi profesora me ha escrito una carta de recomendación.

B.  Sr. Pérez no _________________________ (reparar) la bicicleta todavía.

C.  __________________________________________________________________________________

What countries have you visited?

VII.  El Futuro Perfecto

A.  Dentro de cinco años, habremos aprendido mucho sobre la genética.

B.  Para el año 2020, Uds. ya ________________________ (graduarse) de la universidad.

C.  _______________________________________________________________________________________

In 50 years, I will have had six grandchildren.

 

VIII.  El Pluscuamperfecto

A.  Antes de venir a la clase, ya habían completado la tarea.

B.  Cuando llegué a la oficina, la gerente ya ___________________________ leído mi solictud de empleo.

C.  __________________________________________________________________________________

Before the race, he had already stretched.

Repaso para el Examen Final - Primavera Español III G/H

  

Capítulos 5 y 6:

I.  ¿Qué significan estas palabras?:

 

1.  el/la repartidor(a) -

2.  el/la gerente -

3.  el/la jefe(a) -

4.  la solicitud de empleo -

5.  las referencias -

6.  *juntar fondos -

7.  *sembrar -

8.  repartir -

9.  conocimientos -

10.  habilidades -

11.  requisitos -

12.  beneficiar -

13.  solicitar - 

14.   curar -

15.  el/la arquitecto(a) -

16.  el/la peluquero(a) -

17.  el/la redactor(a) -

18.  el/la traductor(a) -

19.  el/la abogado(a) -

20.  así que -

21.  por lo tanto -

22.  de hoy en adelante -

23.  además de -

 

II.  La Gramática: Para completar el diálogo, pon los verbos en la forma correcta del futuro

 

¿Qué hora _________ (ser), Sara? 

No sé exactamente, ________ (ser) las seis.  ¿Las seis? 

¡Ay de mí!  La fiesta ______________ (empezar) a las siete.  ¿Cuántas personas _______________ (venir)? 

_______________ (venir) más o menos veinte.  ¿Qué _____________ (comer) nosotros?

_________________ chorizo, queso, pan, aceitunas...todas las tapas típicas. 

 

Capítulo 7:

I.  ¿Qué significan estas palabras?:

 

1.  alto -

2.  ancho -

3.  tonelada -

4.  medir -

5.  pesar -

6.  excavar -

7.  función -

8.  teoría -

9.  fenómena -

10.  sombra -

11.  extraño -

12.  nave espacial

13.  misterio -

14.  habitante -

15.  eclipse -

16.  mito -

  

II.  La Gramática:  Indica si las frases abajo requieren el subjuntivo o el indicativo.

•1.      Es cierto que...                                      subjuntivo                indicativo

•2.      Es importante que...                              subjuntivo                indicativo

•3.      Es dudoso que...                                   subjuntivo                indicativo

•4.      Es probable que...                                  subjuntivo                indicativo

•5.      Creo que...                                             subjuntivo                indicativo

•6.      Estoy seguro que...                                subjuntivo                indicativo

•7.      Es posible que...                                    subjuntivo                indicativo

•8.      Me alegro de que...                               subjuntivo                indicativo

•9.      No creo que...                                        subjuntivo                indicativo

•10.  Sé que....                                               subjuntivo                indicativo

11. Dudo que...                                           subjuntivo                indicativo

•11.  No dudo que...                                      subjuntivo                indicativo

•12.  Ojalá que...                                            subjuntivo                indicativo

•13.  No hay nadie que...                               subjuntivo                indicativo

•14.  Me alegro de que...                               subjuntivo                indicativo

•15.  Siento que...                                          subjuntivo                indicativo

•16.  Es improbable que...                              subjuntivo                 indicativo

•17.  Es improbable que...                              subjuntivo                indicativo

 

Más prácticaEscoge la forma correcta del verbo en paréntesis.

  1. Es importante que (llegamos/lleguemos) a tiempo.
  2. Estoy seguro que las gitanas (bailen/bailan) bien el flamenco.
  3. Me molesta que mis amigos no (guarden/guardan) los secretos.
  4. Me alegro de que tú (hayas llenado/ha llenado) la solicitud de empleo.
  5. No dudo que los aztecas (entendieron/hayan entendido) bien el calendario.
  6. Siento que no (hayas podido/has podido) visitar la catedral.
  7. Sé que (vamos/vayamos) a visitar Sevilla y Granada.
  8. No hay nadie que (entiende/entienda) el profesor Trujillo.
  9. Es dudoso que los arqueólogos (encuentren/encuentran) algo nuevo tan pronto.
  10. Necesito una recepcionista que (habla/hable) español.
  11. Quería que mis estudiantes (estudiaran/estudiaron) para el examen de capítulo 8.
  12. Los españoles querían que los indígenas de México (adoptaron/adoptaran) la religión cristiana.

Capítulo 8

I.  ¿Qué significan estas palabras?:

 

1.  idioma -  ___________________________ ¿es masculino o femenina?

2.  azulejo -

3.  encuentro -

4.  judiós -

5.  musulmanes -

6.  cristianos -

7.  asimilar -

8.  integrarse -

9.  ocupar -

10.  expulasr -

11.  antepasados -

12.  resultados -

13.  grupos étnicos -

14.  imperio -

15.  poder -

16.  reto -

17.  herencia -

18.  luchar -

19.  batalla

20.  raza

 

II.  La Gramática:  Completa el diálogo con la forma correcta del condicional.

 

Si tuvieras la oportunidad visitar a cualquier país, ¿adónde ______________ (ir)?

Bueno, yo __________________ (visitar) Espana con mi amigo.  Nosotros ______________ (ver) los castillos de Castilla y León, y ________________ (comer) la comida típica.  ¿Y tú?

Si pudiera, yo _________________ (ir) a las Islas Canarías.  ________________ (Nadar) en el mar y ________________ (tomar) el sol.

 

La Cultura:

 

1.  *¿Qué es el examen de ciudadanía?  Quién tiene que aprobarlo? 

 

2.  ¿Los aztecas piensan que la Luna tiene sombras.  ¿Por qué?

 

3.  ¿Quiénes usaban el número cero?

 

4.  *¿Qué es El Castillo?  Fue descubierta por los arqueólogos en 1842?   (Capítulo 7)

 

5.  ¿Qué son los moai?

 

6.  ¿Cuántos calendarios tenían los mayas y los aztecas?

 

7.  ¿Qué es el quetzal?

 

8.  En el cuento, La Pobreza, ¿por qué no puede trabajar la Muerte?


Spanish 3 Grammar and Chapter Review for Final Exam (Maria Fernandez) 12/7/2009

Spanish 3 Syllabus (Maria Fernandez) 8/3/2013
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Open Form in Browser

Central Gwinnett High School

High School Course Syllabus

 

            Course Title.... Spanish III-Honors                        Term......................... Fall, 2013
            Teacher
............. Profesora Fernandez                                    room #....................... 8213

 

Email Address

Teacher Web Page

Maria_Fernandez@gwinnett.k12.ga.us

Teacher Support

(Help sessions etc.)

Help sessions are available before and after school on Tuesdays and Thursdays in Room 8215

Course Description (Published in the Choice Book)

This course provides native speakers an opportunity to maintain oral competency in the Spanish language and to acquire a more sophisticated level of competency in reading and writing. Students also gain a deeper understanding of the native culture and cultures of other Spanish-speaking countries.

Prerequisite:

Course Curriculum Content

The entire list of Academic, Knowledge and Skills for each of the following curriculum strands in this course can be accessed through the district web address at www.gwinnett.k12.ga.us

AKS Strands

Units/Topics

  1. Interpersonal Communication                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
  2. Interpretive Communication
  3. Presentational Communication
  4. Culture
  5. Connections, Comparisons and Communities

 

1.       Unforgettable Days

2.       How do you express yourself?

3.       What do you do to stay in shape?

4.       How do you get along with others?

Instructional Materials and Supplies

Published Materials

Instructional Supplies

Pearson Prentice Hall: Realidades 3

Pearson Prentice Hall: Realidades 3 Workbook

1)      Notebook, paper, pens and pencils

2)      Wipes for cleaning language lab headsets

 

Evaluation and Grading

Assignments

Grade Weights

Grading Scale

Class work , Homework, Lab Activities

Special Projects

Unit Tests

Quizzes

Final Exam

Class Assessments                      35%

Summative Assessments           45%

Final Exam                                  20%

A:       90 and above

B:       80 – 89

C:       74 – 79

D:       70 – 73
F:        69 or below

Other Information

Expectations for Academic Success

Additional Requirements/Resources

1)          Participate actively in class

2)          Speak and write Spanish daily

3)          Listen to and read Spanish daily

4)          Ask questions

5)          Review each day’s lesson carefully

6)          Continuously increase speaking in the target language

·          Tutoring Available

·          Helpful Resources to Practice Language

·          Language Lab Procedures


Spanish3 Chapter 3 (Maria Fernandez) 10/18/2013
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Tutoring Schedule for F.L. (Maria Fernandez) 8/6/2013
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Verb Tense Packet Review (Maria Fernandez) 2/7/2011
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Verb Tense Review (Maria Fernandez) 11/18/2010

 

PRESENT TENSE REVIEW

Regular verbs

hablar: hablo hablas habla hablamos habláis hablan

comer: como comes come comemos coméis comen

vivir: vivo vives vive vivimos vivís viven

Irregular verbs

caer: caigo caes cae caemos caéis caen

conocer: conozco conoces conoce conocemos conocéis conocen

dar: doy das da damos dais dan

decir: digo dices dice decimos decís dicen

estar: estoy estás está estamos estáis están

hacer: hago haces hace hacemos hacéis hacen

ir: voy vas va vamos vais van

oír: oigo oyes oye oímos oís oyen

poner: pongo pones pone ponemos ponéis ponen

saber: sé sabes sabe sabemos sabéis saben

salir: salgo sales sale salimos salís salen

ser: soy eres es somos sois son

tener: tengo tienes tiene tenemos tenéis tienen

traer: traigo traes trae traemos traéis traen

venir: vengo vienes viene venimos venís vienen

ver: veo ves ve vemos veis ven

Stem-changing verbs

pensar: pienso piensas piensa pensamos pensáis piensan

poder: puedo puedes puede podemos podéis pueden

servir: sirvo sirves sirve servimos servís sirven

Reflexive verbs

lavarse: me lavo te lavas se lava nos lavamos os laváis se lavan

Verbs with spelling changes:

-cer/-cir: conduzco conduces conduce conducimos conducís conducen

-ger/-ger: recojo recoges recoge recogemos recogéis recogen

-guir: sigo sigues sigue seguimos seguís siguen

-uir: construyo construyes construye construimos construís construyen

-iar: esquío esquías esquía esquiamos esquiáis esquían

-uar: continúo continúas continúa continuamos continuáis continúan 2

PRESENT PROGRESSIVE TENSE REVIEW

The present progressive is the present tense of estar and a present participle. It translates to "to be doing."

estar: estoy estás está estamos estáis están

Regular verbs

hablar: hablando

comer: comiendo

vivir: viviendo

Irregular verbs

There are no irregular present participles.

Stem-changing -ar, -er verbs: Do not stem-change in the present participle.

Stem-changing -ir verbs: e-ie and e-i verbs change e-i; o-ue verbs change o-u.

preferir: prefiriendo

dormir: durmiendo

pedir: pidiendo

decir: diciendo

venir: viniendo

Reflexive verbs: Pronouns may be placed before the conjugated form of estar or attached to end of present participle.

Verbs with spelling changes

caer: cayendo

creer: creyendo

leer: leyendo

oír: oyendo

traer: trayendo

PAST PROGRESSIVE TENSE REVIEW

The past progressive is the imperfect tense of estar and a present participle. It translates to "was/were doing."

estar: estaba estabas estaba estábamos estabais estaban 3

PRESENT PERFECT REVIEW

The present perfect is the present tense of the verb haber and a past participle. It translates to "to have done."

haber: he has ha hemos habéis han

Regular verbs

hablar: hablado

comer: comido

vivir: vivido

Irregular verbs

abrir: abierto

cubrir: cubierto

decir: dicho

escribir: escrito

hacer: hecho

ir: ido

morir: muerto

poner: puesto

romper: roto

volver: vuelto

ver: visto

Stem-changing verbs: Do not stem-change in the past participle.

Reflexive verbs: The reflexive pronoun is placed before the form of haber only. It may not be attached to a past participle.

Verbs that need accents

caer: caído

creer: creído

leer: leído

oír: oído

reír: reído

traer: traído

PAST PERFECT REVIEW

The past perfect is the imperfect tense of the verb haber and a past participle. It translates to "had done."

haber: había habías había habíamos habíais habían 4

FUTURE TENSE REVIEW

The future tense is formed by placing endings on an infinitive; that is, -ar/-er/-ir are not removed. All verbs (-ar/-er/-ir) have the same endings. The future tense translates to "will."

Regular verbs

hablar: hablaré hablarás hablará hablaremos hablaréis hablarán

comer: comeré comerás comerá comeremos comeréis comerán

vivir: viviré vivirás vivirá viviremos viviréis vivirán

Irregular verbs

caber: cabr-

decir: dir-

haber: habr-

hacer: har-

poder: podr-

poner: pondr-

querer: querr-

saber: sabr-

salir: saldr-

tener: tendr-

valer: valdr-

venir: vendr-

Stem-changing verbs: Do not stem-change in the future tense.

Reflexive verbs: Reflexive pronouns are placed before the verb in the future tense.

FUTURE PERFECT REVIEW

The future perfect is the future tense of the verb haber and a past participle. It translates to "will have done."

haber: habré habrás habrá habremos habréis habrá n 5

CONDITIONAL TENSE REVIEW

The conditional tense is formed by placing endings on an infinitive; that is, -ar/

-er/-ir are not removed. All verbs (-ar/-er/-ir) have the same endings. The conditional tense translates to "would."

Regular verbs

hablar: hablaría hablarías hablaría hablaríamos hablaríais hablarían

comer: comería comerías comería comeríamos comeríais comerían

vivir: viviría vivirías viviría viviríamos viviríais vivirían

Irregular verbs

caber: cabr-

decir: dir-

haber: habr-

hacer: har-

poder: podr-

poner: pondr-

querer: querr-

saber: sabr-

salir: saldr-

tener: tendr-

valer: valdr-

venir: vendr-

Stem-changing verbs: Do not stem-change in the conditional tense.

Reflexive verbs: Reflexive pronouns are placed before the verb in the conditional tense.

CONDITIONAL PERFECT REVIEW

The conditional perfect is the conditional tense of the verb haber and a past participle. It translates to "would have done."

haber: habría habrías habría habríamos habríais habrían 6

INFORMAL (TÚ) COMMANDS

1. To form a positive command, take the third person singular form of the verb.

2. To form a negative command, take the yo form of the verb and drop the -o,

then add the opposite second-person singular ending. For -ar verbs add -es. For

-er, -ir verbs add -as. The subject (tú) is placed after the command. Pronouns are

attached to the end of positive commands and before negative commands.

Regular verbs

hablar: habla no hables

comer: come no comas

vivir: vive no vivas

PRONOUN PLACEMENT

• For positive commands, reflexive, indirect, and direct object pronouns are attached to the end.

• When attaching a pronoun or two pronouns to the end, an accent is needed on the second-to-last syllable of the command itself. There is no accent, however, if it is one pronoun attached to a single syllable command.

• For negative commands, reflexive, indirect, and direct object pronouns are placed before the command.

Irregular verbs

decir: di no digas

hacer: haz no hagas

ir: ve no vayas

poner: pon no pongas

salir: sal no salgas

ser: sé no seas

tener: ten no tengas

venir: ven no vengas

Verbs with irregular yo forms:

caer: cae no caigas

conocer: conoce no conozcas

oír: oye no oigas

saber: sabe no sepas

traer: trae no traigas

ver: ve no veas

Stem-changing verbs: Do their normal stem changes.

pensar: piensa no pienses

volver: vuelve no vuelvas

servir: sirve no sirvas

Verbs with spelling changes:

-car: busca no busques -ger/-ger: recoge no recojas

-gar: paga no pagues -guir: sigue no sigas

-zar: cruza no cruces -uir: construye no construyas

-iar: esquía no esquíes -ducir: conduce no conduzcas

-uar: continúa no continúes 7

FORMAL COMMANDS

1. For positive and negative commands, take the "yo" form of the verb and drop the -o.

2. Add the opposite ending. For an -ar verb add -e/-en. For an -er/-ir verb add -a/-an.

3. The subject (Ud. or Uds.) is placed after the command. Pronouns are attached to

the end of positive commands and before negative commands.

Regular verbs

hablar: hable hablen

comer: coma coman

vivir: viva vivan

PRONOUN PLACEMENT

• For positive commands, reflexive, indirect, and direct object pronouns are attached to the end.

• When attaching a pronoun or two pronouns to the end, an accent is needed on the second-to-last syllable of the command itself. There is no accent, however, if it is one pronoun attached to a single syllable command.

• For negative commands, reflexive, indirect, and direct object pronouns are placed before the command.

Irregular verbs

dar: dé den

estar: esté estén

ir: vaya vayan

saber: sepa sepan

ser: sea sean

Verbs with irregular yo forms:

caer: caiga

conocer: conozca

decir: diga

hacer: haga

oír: oiga

poner: ponga

salir: salga

tener: tenga

traer: traiga

venir: venga

ver: vea

Stem-changing verbs: Do their normal stem changes.

pensar: piense

volver: vuelva

servir: sirva

Verbs with spelling changes:

-car: busque -ger/-ger: recoja -iar: esquíe

-gar: pague -guir: siga -uar: continúe

-zar: cruce -uir: construya

-ducir: conduzca 8

NOSOTROS COMMANDS

1. For positive and negative commands, take the "yo" form of the verb and drop the -o.

2. Add the opposite ending. For an -ar verb add -emos. For an -er/-ir verb add -amos.

3. Nosotros commands translate to "let's" do something. The expression ir a + infinitive

can also be used.

Regular verbs

PRONOUN PLACEMENT

• For positive commands, indirect and direct object pronouns are attached to the end.

• When attaching a pronoun or two pronouns to the end, an accent is needed on the second-to-last syllable of the command itself. There is no accent, however, if it is one pronoun attached to a single syllable command.

• For negative commands, indirect and direct object pronouns are placed before the command.

hablar: hablemos

comer: comamos

vivir: vivamos

Irregular verbs

ir: vamos no vayamos

saber: sepamos

ser: seamos

Verbs with irregular yo forms:

caer: caigamos conocer: conozcamos

decir: digamos hacer: hagamos

oír: oigamos poner: pongamos

salir: salgamos tener: tengamos

traer: traigamos venir: vengamos

ver: veamos

Stem-changing verbs: Do not stem change -ar/-er; -ir verbs change e-i, o-u.

pensar: pensemos

volver: volvamos

servir: sirvamos

dormir: durmamos

Reflexive verbs: Remove final -s before adding "nos" to end of positive command.

ir: vámonos no nos vayamos

lavarse: lavémonos no nos lavemos

Verbs with spelling changes:

-car: busquemos -ger/-ger: recoja mos -iar: esquiemos

-gar: paguemos -guir: sigamos -uar: continuemos

-zar: crucemos -uir: construyamos -ducir: conduzcamos 9

PRESENT SUBJUNCTIVE: USES

The subjunctive is used with certain verbs; generally speaking, it is an expression of doubt. The general pattern for a sentence in the subjunctive is:

Subject 1 + trigger verb + que + subject 2 + verb in subjunctive.

There must always be a change in subject, except when using expressions of doubt. If there is no change in subject, the infinitive is used.

Uses of the subjunctive:

1. Noun clauses (WEIRDO)

a. Want: desear, esperar, insistir en, necesitar, querer, ojalá, preferir

b. Emotion: alegrar(se), asustar, estar + feeling, gustar, sentir, temer, tener miedo

c. Impersonal expressions: es importante, es bueno, etc.

d. Request: aconsejar, pedir, recomendar, rogar, sugerir, suplicar

e. Doubt: dudar, no creer, negar, no es verdad, no es cierto, no estar/ser seguro

(indicative-no dudar, creer, no negar, es verdad, es cierto, estar/ser seguro)

f. Order: decir, exigir, mandar, ordenar, permitir, prohibir

2. Adjective clauses

a. There is doubt as to whether a person or thing exists.

b. EX: ¿Hay alguien aquí que hable alemán?

EX: No conozco a nadie que hable alemán.

3. Adverb clauses

a. The subjunctive is always used after the following conjunctions when there is a

change in subject.

antes de que = before

sin que = without

para que (a fin de que) = so that

con tal que = provided that

a menos que = unless

en caso de que = in case

b. The subjunctive is used with the following conjunctions only when there is doubt

as to whether the action will take place. If the future tense or an indirect or

direct command is in the first clause, the subjunctive will follow. If a routine

action or an action in the past is in the first clause, the indicative will follow.

cuando = when después (de) que = after

en cuanto = as soon as tan pronto como = as soon as

mientras = while hasta que = until

aunque = although 10

PRESENT SUBJUNCTIVE: FORMATION

Take the "yo" form of the verb and drop the -o, then add the opposite ending.

Regular verbs

hablar: hable hables hable hablemos habléis hablen

comer: coma comas coma comamos comáis coman

vivir: viva vivas viva vivamos viváis vivan

Irregular verbs

dar: dé des dé demos deis den

estar: esté estés esté estemos estéis estén

ir: vaya vayas vaya vayamos vayáis vayan

saber: sepa sepas sepa sepamos sepáis sepan

ser: sea seas sea seamos seáis sean

Verbs with irregular yo forms:

caer: caiga caigas caiga caigamos caigáis caigan

conocer: conozca conozcas conozca conozcamos conozcáis conozcan

decir: diga digas diga digamos digáis digan

hacer: haga hagas haga hagamos hagáis hagan

oír: oiga oigas oiga oigamos oigáis oigan

poner: ponga pongas ponga pongamos pongáis pongan

salir: salga salgas salga salgamos salgáis salgan

tener: tenga tengas tenga tengamos tengáis tengan

traer: traiga traigas traiga traigamos traigáis traigan

venir: venga vengas venga vengamos vengáis vengan

ver: vea veas vea veamos veáis vean

Stem-changing -ar/-er verbs: Do their normal stem changes except in the nosotros.

pensar: piense pienses piense pensemos penséis piensen

volver: vuelva vuelvas vuelva volvamos volváis vuelvan

Stem-changing -ir verbs: In the nosotros, e-i, o-u.

sentir: sienta sientas sienta sntamos sintáis sientan

dormir: duerma duermas duerma drmamos durmáis duerman

servir: sirva sirvas sirva srvamos sirváis sirvan

Verbs with spelling changes: The spelling change occurs in all forms of the verb.

-car: busque -ger/-gir: recoja -iar: esquíe

-gar: pague -guir: siga -uar: continúe

-zar: cruce -uir: construya -ducir: conduzca 11

IMPERFECT SUBJUNCTIVE: USES AND FORMATION

The imperfect subjunctive is used for the same reasons as the present subjunctive, except it is not used with the conjunctions cuando, después (de) que, en cuanto, hasta que, luego que, mientras, and tan pronto como. The imperfect is used with "como si" and with conditional tense clauses.

To form the imperfect subjunctive, take the third person plural form of the verb in the preterite tense and drop the -on. Then add -a, -as, -a -´amos, -ais, -an.

Regular verbs

hablar: hablara hablaras hablara habláramos hablarais hablaran

comer: comiera comieras comiera comiéramos comierais comieran

vivir: viviera vivieras viviera viviéramos vivierais vivieran

Irregular verbs

andar: anduviera anduvieras anduviera anduviéramos anduvierais anduvieron

caber: cupiera cupieras cupiera cupiéramos cupierais cupieron

dar: diera dieras diera diéramos dierais dieron

decir: dijera dijeras dijera dijéramos dijerais dijeron

estar: estuviera estuvieras estuviera estuviéramos estuvierais estuvieron

haber: hubiera hubieras hubiera hubiéramos hubierais hubieron

hacer: hiciera hicieras hiciera hiciéramos hicierais hicieron

ir: fuera fueras fuera fuéramos fuerais fueron

poder: pudiera pudieras pudiera pudiéramos pudierais pudieron

poner: pusiera pusieras pusiera pusiéramos pusierais pusieron

querer: quisiera quisieras quisiera quisiéramos quisierais quisieron

saber: supiera supieras supiera supiéramos supierais supieron

ser: fuera fueras fuera fuéramos fuerais fueron

tener: tuviera tuvieras tuviera tuviéramos tuvierais tuvieron

traer: trajera trajeras trajera trajéramos trajerais trajeron

venir: viniera vinieras viniera viniéramos vinierais vinieron

ver: viera vieras viera viéramos vierais vieron

Stem-changing -ar/-er verbs: Do not stem change.

Stem-changing -ir verbs: Change e-i, o-u in all forms

sentir: sintiera sintieras sintiera sintiéramos sintierais sintieron

dormir: durmiera durmieras durmiera durmiéramos durmierais durmieron

servir: sirviera sirvieras sirviera sirviéramos sirvierais sirvieron

Verbs that change i-y in third person preterite: (caer, creer, leer, oír, -uir)

caer: cayera cayeras cayera cayéramos cayerais cayeran 12

PRESENT PERFECT SUBJUNCTIVE

The present perfect subjunctive is the present subjunctive tense of the verb haber and a past participle. It translates to "have done" and is used where the present subjunctive is needed.

haber: haya hayas haya hayamos hayáis hayan

EX: I hope you all have listened well.

Espero que Uds. hayan escuchado bien.

PAST PERFECT SUBJUNCTIVE

The past perfect subjunctive is the imperfect subjunctive tense of the verb haber and a past participle. It translates to "had done" and is used where the imperfect subjunctive is needed.

haber: hubiera hubieras hubiera hubiéramos hubierais hubieran

EX: I didn't believe that Juan had done his homework.

Yo no creía que Juan hubiera hecho su tarea.

THE VERB "HAY"

The verb "hay" comes from the verb haber and means "there is" or "there are." Here are the various forms of hay.

Present tense: hay there is/are

Preterite tense: hubo there was/were; occurred

Imperfect tense: había there was/were

Future tense: habrá there will be

Conditional tense: habría there would be

Present subjunctive: haya there is/are

Imperfect subjunctive: hubiera there was/were 13

IMPERFECT TENSE REVIEW

The imperfect tense shows ongoing or repeated action in the past. It can be translated as "was/were" or "used to."

Regular verbs:

hablar comer escribir

yo hablaba comía escribía

tú hablabas comías escribías

él/ella/Ud. hablaba comía escribía

nosotros hablábamos comíamos escribíamos

vosotros hablabais comíais escribíais

ellos/ellas/Uds. hablaban comían escribían

ir ser ver

yo iba era veía

tú ibas eras veías

él/ella/Ud. iba era veía

nosotros íbamos éramos veíamos

vosotros ibais erais veíais

ellos/ellas/Uds. iban eran veían

PRETERITE VS. IMPERFECT

The is used for action in the past that:

1. is a one-time action

2. has a definite beginning and end

3. is a narration (what happened)

4. is the interrupting action (cuando)

Some phrases that indicate the preterite are: un día, una vez, el año pasado, hace un mes, el lunes, el tres de abril, a las ocho, ayer, anteayer, anoche, dos veces.

The is used for action in the past that:

1. is an ongoing action (was/were)

2. is a repeated action (used to)

3. has no definite beginning or end

4. tells time/date/age/feelings/descriptions

5. is the interrupted activity (cuando)

Some phrases that indicate the imperfect are: todos los días, a menudo, a veces, siempre, cada día, los lunes, generalmente, mientras, de vez en cuando, muchas veces,

frecuentemente 14

EL PRETÉRITO

Verbos Regulares:

hablar comer escribir

yo hablé comí escribí

tú hablaste comiste escribiste

él/ella/Ud. habló comió escribió

nosotros hablamos comimos escribimos

vosotros hablasteis comisteis escribisteis

ellos/ellas/Uds. hablaron comieron escribieron

Verbos Irregulares:

-car/-gar/-zar

buscar - yo busqué

jugar - yo jugué

almorzar - yo almorcé

i-y verbs

leí leímos

leíste leísteis

leyó leyeron

*caer, creer, oír

ir/ser

fui fuimos

fuiste fuisteis

fue fueron

dar

di dimos

diste disteis

dio dieron

*ver has the same conjugation

walked andar: anduv-

was, were/became estar: estuv-

got, received tener: tuv-

fit caber: cup- -e

had (helping) haber: hub- -iste

managed/failed poder: pud- -o

put, placed poner: pus- -imos

found out/learned saber: sup- -isteis

tried/refused querer: quis- -ieron

made, did hacer: hic- (hizo) °-eron

came venir: vin-

said, told decir: dij-°

brought traer: traj-°

drove conducir: conduj-°

stem-changing -ir verbs

pedí pedimos

pediste pedisteis

pidió pidieron

stem-changing -ir verbs

dormí dormimos

dormiste dormisteis

durmió durmieron


Web Page (Maria Fernandez) 8/29/2011
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