Spanish 3 Study Guide for Final Exam

SPANISH 3 STUDY GUIDE FOR FINAL EXAM

H. ACLUFI FALL 2011

There will be 5 parts on the final, as there have been on your chapter tests:

•Escuchar (Listening)

•Vocabulario (Vocabulary)

•Grammar (Gramática)

•Culture (Cultura)

•Reading (Lectura)

All sections will be multiple choice. You will be given a scantron. You are expected to bring two number two pencils.

The final exams for our class will take place on Wednesday, December 21 (period 2, after break. You will be given two hours to complete the final, though most students will not need the entire time period. Bring something you can do silently after you finish. No phones or other electronic devices will be permitted.

You should review thoroughly your notes, flashcards or study sheets and textbook in preparation for the final, paying attention to the following:

Preliminary chapter

•conjugate all regular verbs in the present, and irregular verbs, including ser, ir, estar; stem changing

verbs such as poder, acostarse and dormirse(ue), querer, despertarse, tener (ie), servir and

vestirse (i); irregulars in the yo form such as conocer, dar and hacer.

• saber and conocer

•different uses of ser and estar

•conjugating reflexive verbs

•use “más ______que” and “menos ______que” to make comparisons, as in “Cecilia tiene más amigas

que yo” and “Hay más estudiantes en mi clase que en tu clase”.

Chapter 1, Lesson1

• know all vocabulary at the end of the chapter (theme: camping and nature)

•use all regular forms of the preterite verbs correctly (with accent marks, where appropriate)

•know spelling irregularities in first person verbs that add a letter “u” to preserve pronounciation: yo

jugué and llegué, not jugé or llegé; or change from c to q as in brincar –brinqué, not brincé; and z

to c changes as in organizar-organicé

• Know cultural information about México: Dr. Atl, Octavio Paz y El laberinto de la soledad, Gael García Bernal, important sites, such as el Distrito Federal, Uxmal and Chichén Itzá, Yucatán, El Parque Ecológico de Chipinque.

Chapter 1, Lesson 2

• know all vocabulary at the end of the chapter (theme: beach vacations, family members)

•know all conjugations for imperfect verbs with correct accentuation), and the irregular verb: ver.

•Know irregular preterite verbs and or families: including -andar- anduv- / decir- dij- ( these forms take –eron in the third person plural, not ieron) /saber- sup-/ querer – quis- /poder – pud-/ poner - pus-. No accents!

•Distinguish use between the preterite and the imperfect

•Cultural information about the novel “Como agua para chocolate” by Laura Esquivel; popular Beach vacation destinations and related places and activities in México, such as Acapulco, la Quebrada, los clavadistas, Tulúm, Cabo San Lucas, Puerto Escondido.

Activities to practice for the final:

1.  Work with a study partner. Choose a verb from column A and a verb tense from column B. Read them aloud, and speed-write all six forms on a white board. Compare answers. Check in your textbook if there are any doubts.

2. 

Verb / Tiempo
andar
buscar
conducir
decir
divertirse
dormir
estar
hacer
irse
jugar
navegar / ofrecer
poder
poner
recoger
refugiarse
salir
servir
tener
traer
venir
ver / Presente
Pretérito
Imperfecto

Check out this link for Interactive practice with the preterite http://www.colby.edu/~bknelson/SLC/preterite.php

Good drill practice here: http://www.colby.edu/~bknelson/SLC/chart_pret.php

3.  Starting with bisabuelo and bisabuela, make a generic family tree on a whiteboard. You can work alone or with a partner. Afterwards, check to see that you have included: bisabuelo/a, abuelo/a, tío/tía, suegro/suegra, cuñado/a, biznieto/a, yerno/nuera, nieto/nieta

4.  Make a three columnn graph with four categories

Bellas Artes (Fine Arts) / Deportes y Recreación / Lugares Históricos

Read the name of a cultural icon from your text to your partner (at chapter beginnings and

throughout the chapter in orange boxes) e.g. Tulúm, and have him or her place it in the correct

column on your board.

5.  Write patterned sentences using the imperfect and the preterite by passing a whiteboard back and

forth between you and your partner. Each person writes one word and then passes the board:

(Person A: no italics, person B italics). It’s fun with three people.

Yo lavaba los platos cuando Drácula entró a la cocina.

Here is a link to a good interactive practice distinguishing the preterite from the imperfect .

http://www.colby.edu/~bknelson/SLC/pret_imp.php

6. Play pictionary or hangman with the vocab at the end of any of the three chapters.