Nombre: Fecha: Clase:

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1 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 Spanish-speaking countries (capitals, geography, history) The alphabet and pronunciation Greetings Colors Numbers 0 1 million Telling Time Calendar / Seasons / Weather Adjectives School (materials, activities, classes) Celebrations & Holidays Food House Store Restaurant Emotions Likes / dislikes Family / pets Health / body Grammar: Gender of nouns (definite & indefinite articles) Learn to ask and answer questions to obtain information Negation Subject pronouns Adjective / noun agreement; placement of adjectives Subject / verb agreement Present tense of regular, stem changing and irregular verbs Ser vs. Estar Conjugated verbs followed by an infinitive Present progressive Using numbers to tell time and to purchase items Possessive adjectives Comparatives and Superlatives Demonstrative adjectives Direct object pronouns 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).

2 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)

3 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)

4 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 tú nosotros ellos/ellas/uds. él/ella/ud. HABLAR VIVIR o-ue stem change: DORMIR e-ie stem change: EMPEZAR i-e stem change: PEDIR

5 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.

6 Affirmative/negative words something somebody some always also Making comparisons more better older as many nothing nobody none never neither less worse younger 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 you we they he/she Give me 2 conjugated examples of reflexives: VERB: VERB:

7 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 your/s our/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 esto aquel esa esta aquella Direct object pronouns replacing a noun with a pronoun For example: Instead of the book, saying it Fill in the pronouns me you us them/you all him/her/you/it

8 The preterite of regular, irregular and stem-changing verbs Conjugate these verbs in the past/preterite: COMER yo tú nosotros ellos/-as/uds él/ella/ud HABLAR VIVIR JUGAR EMPEZAR BUSCAR IR

9 DAR TENER PODER DECIR HACER SER ESTAR

10 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 tú nosotros ellos/ellas/uds. él/ella/ud. HABLAR VIVIR THESE ARE THE ONLY THREE IRREGULARS IN THE IMPERFECT! IR SER VER

11 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!

12 What are these irregular affirmative tú commands? decir hacer ir poner salir ser tener 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: tú Ud. Uds. tú Ud. Uds. DAR SER tú Ud. Uds. tú Ud. Uds. IR ESTAR

13 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.

14 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.