Spanish II Concepts



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:

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|Describe yourself and others (physical characteristics, personality) |

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|School related activities (classes, activities, classroom vocabulary) |

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|After school activities (sports, clubs) |

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|Getting ready for the day and special events (daily routine, clothing) |

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| Shopping (stores, cost of items) |

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|Holidays (names of holidays, foods, traditions) |

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|Activities in the past/ When we were children (childhood, games, toys) |

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|Getting around the city (places, directions, location) |

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|Emergencies and disasters (types of natural disasters, people who help, news, actions) |

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|Accidents (types of accidents, body parts, words for injuries, hospital) |

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|Food and Cooking (how to cook, foods, kitchen items, outdoor cooking) |

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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 |

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|VIVIR |

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|o-ue stem change: DORMIR |

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|e-ie stem change: EMPEZAR |

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|i-e stem change: PEDIR |

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|IR |

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|DAR |

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Ser vs. Estar

Both mean what? _____________________________

When do we use ser? _____________________________________________________________

|SER |

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When do we use estar? ____________________________________________________________

|ESTAR |

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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

|something |nothing |

|somebody |nobody |

|some |none |

|always |never |

|also |neither |

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: |

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| VERB: |

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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 |

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|VIVIR |

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|JUGAR |

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|EGARRla/ s/Uds.rt for possession. |

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|happening |

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|ch other |

|other |

|seMPEZAR |

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|BUSCAR |

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|IR |

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|DAR |

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|TENER |

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|PODER |

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|DECIR |

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|HACER |

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|SER |

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|ESTAR |

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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 |

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|VIVIR |

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|THESE ARE THE ONLY THREE IRREGULARS IN THE IMPERFECT! |

|IR |

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|SER |

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|VER |

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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 |

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Imperfect progressive – used to talk about ongoing actions in the past

Use estar in the imperfect + participle (ie. comiendo)

|CONJUGATE ESTAR IN THE IMPERFECT |

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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?

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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.

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