Post on 01-Jun-2020
Nombre: _____________________________________ Fecha: __________________ Clase: ________
SPANISH III KNOWLEDGE AND SKILLS REVIEW This packet includes information that the curriculum says you should have learned in Spanish Level I and II. However all classes are different so you may not have covered everything. This packet is designed to activate your existing Spanish knowledge and get you thinking about what you already know. It also helps me know where you are starting out. You already know a lot Let’s see how much! Do not worry if you don’t know everything
*Remember that your Spanish learning builds year upon year. Therefore you are responsible for both what was taught in Spanish I and in Spanish II as you enter Spanish III.
First, this is a list of the Spanish I vocabulary and grammar you should already know. Check off those you are comfortable with. If there is a lot that seems unfamiliar to you, please see me for a Spanish I practice packet. It is your responsibility to study these items again if you cannot recall them.
Vocabulary Grammar: Spanish-speaking countries (capitals, geography, history) Gender of nouns (definite & indefinite articles)
The alphabet and pronunciation Learn to ask and answer questions to obtain information
Greetings Negation
Colors Subject pronouns
Numbers 0 – 1 million Adjective / noun agreement; placement of adjectives
Telling Time Subject / verb agreement
Calendar / Seasons / Weather Present tense of regular, stem changing and irregular verbs
Adjectives Ser vs. Estar
School (materials, activities, classes) Conjugated verbs followed by an infinitive
Celebrations & Holidays Present progressive
Food Using numbers to tell time and to purchase items
House Possessive adjectives
Store Comparatives and Superlatives
Restaurant Demonstrative adjectives
Emotions Direct object pronouns
Likes / dislikes
Family / pets
Health / body
The bottom line here is that you should have a lot of vocabulary knowledge from Spanish I. You also should be able to talk simply in the present tense about the above topics. Present tense includes: I eat (Yo como), I am eating (Yo estoy comiendo), I am going to eat (Yo voy a comer).
The following is a more in-depth review of the skills and knowledge you should have from Spanish II. These standards are in addition to what is above for Spanish I. Vocabulary - Write down as many words as you can think of for each topic below:
Describe yourself and others (physical characteristics, personality)
School related activities (classes, activities, classroom vocabulary) After school activities (sports, clubs) Getting ready for the day and special events (daily routine, clothing) Shopping (stores, cost of items) Holidays (names of holidays, foods, traditions)
Activities in the past/ When we were children (childhood, games, toys) Getting around the city (places, directions, location)
Emergencies and disasters (types of natural disasters, people who help, news, actions) Accidents (types of accidents, body parts, words for injuries, hospital) Food and Cooking (how to cook, foods, kitchen items, outdoor cooking)
Grammar For this section fill in what is requested for each grammar item or answer the question asked. Do not worry if some things are unfamiliar, you may not have gotten to learn them in Spanish I or II.
Present tense regular, irregular and stem-changing verbs Conjugate these verbs and write what they mean:
COMER
yo nosotros
tú ellos/ellas/Uds.
él/ella/Ud.
HABLAR
VIVIR
o-ue stem change: DORMIR
e-ie stem change: EMPEZAR
i-e stem change: PEDIR
IR
DAR
Ser vs. Estar Both mean what? _____________________________ When do we use ser? _____________________________________________________________
SER
When do we use estar? ____________________________________________________________
ESTAR
Present progressive – to say you are doing something (right now) Use estar (present tense) + participle (-ando, -iendo) I am eating. ______________ _________________________ You are studying. _____________ _______________________ She is playing. _____________ _______________________ We are talking. ______________ ______________________ They are cooking. ________________ _______________________
Affirmative/negative words
Making comparisons
more less
better worse
older younger
as many as much
Write the sentence in Spanish: Maria is taller than Juan. ___________________________________ Juan has as many books as Maria. _______________________________________________ Tomás is as smart as Teresa. ______________________________________ Reflexives and reciprocal actions *Remember these are verbs about things you do to yourself or each other For example: get a bath, brush your hair, hug, greet each other Reflexives have two parts – what pronouns go in front of the verb for I, you, he, we, they?
I we
you they
he/she
Give me 2 conjugated examples of reflexives:
VERB:
VERB:
something nothing
somebody nobody
some none
always never
also neither
Saber vs. Conocer Both mean what? ____________________________________ What do you use saber to say? ________________________________________________________ What’s the yo form of saber? _________________ What do you use conocer to say? _____________________________________________________ What’s the yo form of conocer? _____________________________________ Hace + Time Expressions – to tell how long something has been happening I’ve played soccer for 5 years. _____________________________________ It’s been 2 months that I’ve studied Spanish. _______________________________ Possessive adjectives – to tell who something belongs to Fill in the chart for possession.
my/mine our/s
your/s their/s
his/her/s
Put these in Spanish. My book ______________ ____________________ Her shirt ______________ ____________________ Our car ______________ ____________________ Demonstrative adjectives – to say which item you are talking about Fill in whether each is “this”, “that”, “that (over there)”
eso esa
esto esta
aquel aquella
Direct object pronouns – replacing a noun with a pronoun For example: Instead of the book, saying “it” – Fill in the pronouns
me us
you them/you all
him/her/You/it
The preterite of regular, irregular and stem-changing verbs Conjugate these verbs in the past/preterite:
COMER
yo nosotros
tú ellos/-as/Uds
él/ella/Ud
HABLAR
VIVIR
JUGAR
EMPEZAR
BUSCAR
IR
DAR
TENER
PODER
DECIR
HACER
SER
ESTAR
The imperfect of regular verbs and irregular verbs Conjugate these verbs in the imperfect:
ALL BUT 3 VERBS ARE CONJUGATED USING THESE REGULAR ENDINGS
COMER
yo nosotros
tú ellos/ellas/Uds.
él/ella/Ud.
HABLAR
VIVIR
THESE ARE THE ONLY THREE IRREGULARS IN THE IMPERFECT!
IR
SER
VER
Uses of the preterite versus the imperfect Fill in the chart with the different uses for preterite versus imperfect, you can include key words that help you remember which to use.
PRETERITE IMPERFECT
Imperfect progressive – used to talk about ongoing actions in the past Use estar in the imperfect + participle (ie. comiendo)
CONJUGATE ESTAR IN THE IMPERFECT
Put these sentences into Spanish using the preterite and imperfect. I was sleeping when the phone rang. ___________________________________________________ We were walking when Juan tripped. ___________________________________________________ They were shouting when the fire started. _______________________________________________ Commands – telling people to do something *Remember this is not to be used with should or need or have to. These are direct commands (DO IT!!) Affirmative tú commands – telling someone you know to do something How do you form it? What verb form do you use? ________________________________________________________________________________ Talk! _____________________ Listen! ____________________
What are these irregular affirmative tú commands?
decir salir
hacer ser
ir tener
poner venir
Negative tú commands – telling someone you know NOT to do something Ud/Uds commands – telling someone you don’t know well or a group of people to do or not do things These are all formed following the same rule: Start with what verb form? ____________________________ Drop what? __________________________________ Add what for tú? ____________________________________ Add what for Ud.? ____________________________________ Add what for Uds.? ____________________________________ To make the command negative, you add what word? _____________________________ Examples: Don’t talk (tú)! ________________________________ Don’t leave (Uds.)! ________________________________ Listen! (Ud) _____________________________________ Irregular command forms – the same for tú/Ud./Uds. Fill in the commands for these irregular verbs:
DAR IR
tú tú
Ud. Ud.
Uds. Uds.
SER ESTAR
tú tú
Ud. Ud.
Uds. Uds.
Write 5 sentences describing yourself and your family. Write 5 sentences about what you like to do outside of school. Write 5 sentences about what you did last weekend. Write 5 sentences about how you were as a child. Write 5 commands about what to do or not do in school.
Essential Skills – the five C’s
I am providing you this information so that you can see the types of activities and skills expected of you as you begin this level III course. Please read each item and rate yourself on a scale of 0-5 as to how comfortable you are doing those things. This is only a reference point for you and myself
Communication Listening and speaking
1. Ask and/or respond to questions, statements, and commands about common social situations, classroom procedures, school activities, and daily routines using familiar vocabulary.
2. Use repetition and recitation to practice intonation and pronunciation of newly acquired vocabulary items.
3. Give and follow simple instructions or commands to participate in familiar situations. 4. Acquire new vocabulary in order to describe objects, people, activities, and events in context. 5. Comprehend the main idea of extended conversations using contexts clues and cognates. 6. Express emotions, preferences, and opinions about people, events, and everyday activities. 7. Comprehend and/or respond to short messages and conversations when listening to peers, familiar
adults, and providers of public services in face-to-face interactions.
Reading 8. Read and demonstrate comprehension of authentic materials within given topics. 9. Read selected vocabulary words and sentences aloud in chorus and individually.
Writing 10. Write simple paragraphs. 11. Write familiar vocabulary from dictation. 12. Write in the target language to convey a message or to exchange information using appropriate level
vocabulary.
Culture 1. Recognize important holidays of the target cultures. 2. Describe some of the daily activities of the people of the target language and how this is reflected in
their culture and language. 3. Use maps to locate target language countries and navigate public transportation systems. 4. Learn and participate in songs, rhymes, dances and games that are level appropriate.
Connections
1. Make connections with CORE subjects through appropriate grade level content. 2. Use newspapers, magazines, television and the internet to obtain information about the target
language and cultures.
Comparisons 1. Compare and contrast cultural practices from one culture to another. 2. Use cognates to compare languages using level appropriate vocabulary. 3. Compare and contrast one language to another. 4. Recognize idioms and other unique features of the target language. 5. Utilizing previously studied comparisons, demonstrate the use of self-correction in language study.
Communities 1. Identify and visit local communities where the target language is spoken. 2. Use language in real-world situations, such as, supermarkets, travel agencies, etc. both within and
beyond the school setting. 3. Use safe internet sites where the target language is used. 4. Participate in school and community situations related to the target language and culture.