SPANISH III KNOWLEDGE AND SKILLS REVIEW · What are these irregular affirmative tú commands? decir salir hacer ser ir tener poner venir Negative tú commands – telling someone

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.