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Spanish 4 – Midterm 2013-2014
If you are unable to attend the exam period for ANY reason – you must contact the teacher
BEFORE the exam. Failure to do so can result in an “F”. Any unexcused absences will result
in a ZERO with no chance of make-up.
The midterm will cover all of the following topics from ‘Conexiones’ in addition to any provided
teacher’s materials throughout the semester.
A. DESTINOS, Episodes 1-11,
B. GEOGRAPHY-Spanish speaking countries (& regions) – location and weather.
C. GRAMMAR
Conexiones & Teacher provided materials
1. Gender of nouns
PW- pp. 1-3
(including the use of definite & indefinite articles)
2. a. present tense of regular verbs
b. present tense of stem-changing verbs
c. present tense or irregular verbs
PW- pp. 9-12
PW- pp 13-17
PW- 18-19
3. Preterit tense all verbs
TB pp. 16 – 24
4. Imperfect tense all verbs
TB pp. 25 – 28
5. Preterit vs. Imperfect –
including verbs that change meaning in the preterit
TB pp. 34 & 38
6. Ser, estar & haber
TB p. 55 – 57
7. El Futuro
8. Las Formas del Subjuntivo (no los usos)
TB pp. 60-61
TB pp. 72-73
9. Direct, indirect and double object pronouns
TB p. 103 - 109
10. Reflexive verbs including reciprocal actions
TB p. 130-132
D. VOCABULARY
Selected vocabulary from Chapters 1 (1-1, 1-2); 2 (2-1, 2-1) & 3 (3-1)
Chapter 1 (1-1, 1-2)
Chapter 2 (2-1, 2-2)
Chapter 3 (3-1)
The structure of the exam is as follows:
TB- pp. 13, 31
TB- pp. 49, 67
TB p.
89
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I.
II.
III.
IV.
V.
VI.
VII.
VIII.
Listening
Reading Comprehension
Grammar
Vocabulary
Geography
“Destinos”
Writing (1 essay -15 sentences- double spaced)
Speaking
Study Tips:
Listening: this section will be multiple choice. Study the vocabulary for Chapters 1 (1-1, 1-2); 2 (2-1,
2-1) & 3 (3-1)
Reading Comprehension: this section will be multiple choice. Study the vocabulary as listed above,
and the homework assignments as well as the classroom work you have completed in your workbook.
For extra reading comprehension practice do the following exercises in the workbook:
Chapter 1
Chapter 2
Chapter 3
Act # 1-14 / 1-16
Act # 2-15 / 3-17
Act # 3-16 & 3-17
PW- pp.47, 48
PW- pp. 67, 70
PW- pp. 91, 94
Grammar: This section will be multiple choice. Review the homework assignments you have done in
your workbook & all worksheets
Vocabulary: this section will be multiple choice. Study the vocabulary as listed above, and the
homework assignments you have done in your workbook & all worksheets.
Destinos: study the notes you took in class (Episodes 1 -11). If you have missed any episodes, be
sure to view them.
You may also want to see Review Episodes: Episode 6 and Episode 11. You can view the episodes
at:
www.learner.org
Geography: Teacher provided materials, PowerPoint presentation (Spanish speaking countries –
Regions of Spain (location and weather)
Escribir: you will have to write an essay using one of the following tenses or combination of them:
a. preterit & imperfect (including verbs that change meaning in the preterit);
b. ser, estar & haber.
Practice these at www.conjuguemos.com, www.studyspanish.com, and teacher provided websites
posted on the internet
Speaking:
a. preterit & imperfect (including verbs that change meaning in the preterit);
b. ser, estar & haber.
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You may take a few minutes to jot down key words you would like to use but you CANNOT write
down any complete sentences or conjugated verbs.
The speaking portion of the exam will be in the Lab
Period 7 (room # 2049) on THURSDAY JANUARY 2nd
Period 6 (room # 2047) on FRIDAY JANUARY 3rd
You will be pared up with another student to complete a dialog. Each of you will have to choose a
different topic for the prompt then you will have a conversation. For the past tense; EACH OF YOU
will need to use the preterit tense and the imperfect tense at least 4 times each.
Each of you must say at least a total of 8 complete sentences in Spanish. Your answer must be
logical, but the information does not have to be exact. You will be graded on your ability to respond,
not on your recall of details.
The following are examples (the actual questions will be different but about the same topics)



What did you do over vacation?
Who was Raquel Rodríguez and why did she go to Spain?
Describe a memorable event you experienced as a child (cannot be a vacation)
Additional Websites
Use this site http://www.prenhall.com/conexiones/ to access the review exercises for each chapter &
practice various listening activities.
Use this site for various grammar drills and review exercises:
http://www.colby.edu/~bknelson/exercises/index.html
Review grammar topics on www.studyspanish.com.
Scroll down to find the Speaking practice worksheet
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ESTUDIANTE A
NOMBRE:
FECHA:
ESPAÑOL 4A
PRÁCTICA PARA HABLAR
EL Pretérito y el imperfecto & LOS VERBOS REFLEXIVOS
PARTE 1: Tú y tu compañero(a) van a tener una conversación sobre un evento importante en la
historia. Una persona va a ser el/la testigo y otra persona va a ser el/la periodista entrevistando al/ a
la testigo. Escoge uno de los eventos. Tú vas a hablar primero. Imagina que eres un/una testigo,
cuéntale a tu compañero(a) lo que viste e hiciste. Tu compañero(a) va a ser un/una periodista y te
va hacer preguntas importantes sobre el evento para saber más información. Tú debes contestar sus
preguntas. Usa el pretérito y el imperfecto.
1. Cuando las Medias Rojas ganaron la serie mundial después de 80 años.
2. Cuando el huracán Sandy devastó Connecticut.
3. La ceremonia de apertura de los Juegos Olímpicos de Londres
4. El comienzo del segundo milenio (la media noche de 1999)
vocabulario
Verbos en el infinitivo
PARTE 2: Ahora vas a escuchar lo que tu compañero dice sobre su evento importante.
Después de escuchar o mientras escuchas a tu compañero(a), debes hacerle preguntas
para saber más información sobre su evento importante. Usa el pretérito y el imperfecto.
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ESTUDIANTE B
NOMBRE:
FECHA:
ESPAÑOL 4A
PRÁCTICA PARA HABLAR
EL Pretérito y el imperfecto & LOS VERBOS REFLEXIVOS
PARTE 1: Tú y tu compañero(a) van a tener una conversación sobre un evento importante en la
historia. Una persona va a ser el/la testigo y otra persona va a ser el/la periodista entrevistando al
testigo. Escoge un día diferente y piensa en lo que vas a decir.
Tu compañero (a) va a hablar primero. Escucha con atención lo que dice. Después de (o
mientras escuchas) escuchar a tu compañero(a), debes hacerle preguntas para saber
más información sobre el evento. Tú debes ser el/la periodista. Usa el pretérito y el imperfecto.
1. Cuando las Medias Rojas ganaron la serie mundial después de 80 años.
2. Cuando el huracán Sandy devastó a Connecticut.
3. La ceremonia de apertura de los Juegos Olímpicos de Londres
4. El comienzo del segundo milenio (la media noche de 1999)
PARTE 2: Ahora te toca hablara ti. Imagina que eres un/una testigo, cuéntale a tu compañero(a)
lo que viste e hiciste. Tu compañero(a) va a ser un/una periodista y te va hacer preguntas
importantes sobre el evento para saber más información. Tú debes contestar sus preguntas. Usa el
pretérito y el imperfecto.
vocabulario
Verbos en el infinitivo
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Presentational Mode Rubric Intermediate Learner
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Language Function
Language tasks the student is
able to handle in a consistent,
comfortable, sustained, and
spontaneous manner
Text Type
Quantity and organization of
language discourse (continuum:
word - phrase - sentence connected sentences paragraph
Impact
Depth of presentation and
attention to audience
Vocabulary
Comprehensibility
Who can understand this
person’s message? How
sympathetic must the
listener/reader be? Does it need
to be the teacher or could a
native speaker understand the
message? How independent of
the teaching situation is the
presentation?
Language Control
Accuracy, form, degree of
fluency
Exceeds Expectations
Language expands toward
narration and description that
includes connectedness,
cohesiveness, and different time
frames
3
Meets Expectations
2
Meets Expectations
WEAK
1
Does Not Meet
Expectations
0
Does Not Demonstrate
Knowledge To Succeed
Creates with language; ability to
express own meaning expands in
quantity and quality.
Creates with language, able to
express own meaning in a
basic way.
Mostly memorized language
with some attempts to create.
All memorized language with no
attempts to create.
Mostly connected sentences and
some paragraph-like discourse.
Strings of sentences; some
connected sentence-level discourse
(with cohesive devices), some may
be complex (multi-clause)
sentences
Simple sentences and some
strings of sentences.
Simple sentences and
memorized phrases.
Fewer than half of required
sentences, utterances are
disjointed, incomplete thoughts.
Provides continuity to a
presentation.
Provides continuity to a
presentation.
Provides continuity to a
presentation.
Focuses on successful task
completion.
Unfocused on task completion.
Makes choices of a phrase, image,
or content to maintain the attention
of the audience.
Begins to make choices of a phrase,
image, or content to maintain the
attention of the audience.
Begins to make choices of a
phrase, image, or content to
maintain the attention of the
audience.
Uses gestures or visuals to
maintain audience’s attention
and/or interest as appropriate
to purpose.
Vocabulary provides information
and limited explanation.
Vocabulary is sufficient to provide
information and limited
explanation.
Generally understood by those
unaccustomed to the
speaking/writing of language
learners.
Vocabulary is sufficient to
provide information and
limited explanation.
Generally understood by
those accustomed to the
speaking/writing of language
learners.
Vocabulary conveys basic
information.
Inadequate vocabulary to convey
basic information
Understood with occasional
straining by those accustomed
to the speaking/writing of
language learners.
Incomprehensible by those
accustomed to the
speaking/writing of language
learners.
Most accurate with connected
sentence-level discourse in present
time.
Most accurate when
producing simple sentences in
present time.
Mostly accurate use of
memorized language and/or,
phrases.
Mostly inaccurate use of
memorized language and/or
phrases.
Accuracy decreases as
language becomes more
complex.
Accuracy decreases when
creating, when trying to
express own meaning.
Accuracy is less than 50 percent,
even though memorized phrases
are used.
Although there may be some
confusion about the message,
generally understood by those
unaccustomed to the
speaking/writing of language
learners.
Most accurate with connected
discourse in present time.
Accuracy decreases when narrating
and describing in time frames other
than present.
Accuracy decreases as language
becomes more complex.
Does not use gestures or visuals
to maintain audience’s attention
or interest.
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