AP Spanish Study Sheet: El Pretérito vs. El Imperfecto
|
|
- Joel Benson
- 7 years ago
- Views:
Transcription
1 Page 1 of 5 Figure It Out! Yo estaba estudiando cuando de repente y sin aviso, mi madre abrió la puerta y entró a mi cuarto. Le pregunté que quería. Ella me dijo que había preparado una merienda para mí. Como yo tenía mucha hambre me la comí rápidamente. Pero yo también tenía sed. Estaba por pedirle agua. Pero antes de que pudiera decir una palabra me dio un vaso de agua. Me lo bebí inmediatamente. Cuando me volví para agradecerle, ya había salido. The previous paragraph about this student's pleasant experience with his or her mother uses two verb tenses. Which ones? What did you notice about the patterns of when one was used and the other not, and vice-versa? Introduction You know how two people will remember the same car crash differently? Well, Spanish has two different past tenses to help them out. And depending on which tense they use, the preterit or the imperfect, their stories will be very different. If one uses the preterit, the crash is done, over with. If they use the imperfect, watch out! The car was still moving, it never fully stopped, and it may still be coming! Read on to find out how to form these tenses and check out more differences between the two. Preterit vs. Imperfect: A Textual Representation Both Spanish and English use the past tense, but Spanish has two different conjugations to demonstrate different aspects. English shows the different aspects using different modals. Most verbs can be conjugated in either tense depending on the meaning. What makes this distinction more challenging in Spanish than in English is that there are six unique conjugations for each verb in both of these past tenses in Spanish while there are usually only one or two in English. For example, in Spanish, there are six unique conjugations for the verb hablar in preterit tense (hablé, hablaste, habló, hablamos, hablasteis, hablaron), while there is just one ("talked") for the English equivalent "to talk." Also, in Spanish, there are five unique conjugations of the verb estar in the imperfect tense (i.e. estaba, estabas, estaba, estábamos, estabais, estaban), while there are just two ("was" and "were") for the English equivalent "to be." So, in order to correctly distinguish between these two past tenses in Spanish you need to make sure that you know how to conjugate any verb in either tense and review when each tense is used. Here we will focus on the second of these two points. Generally speaking, the preterit is used for actions in the past that are seen as completed during a specific period of time. That is, it tells us SPECIFICALLY when an action took place. Use of the preterit tense implies that the past action had a definite beginning and definite end. For example: Ellos comieron por hora y media. (They ate for an hour and a half.) It is also important to realize that the beginning and the end of the completed action may not always be clearly stated. For example:
2 Page 2 of 5 Mi madre cocinó toda la mañana. (My mother cooked during the whole morning.) Generally speaking, the imperfect is used for actions in the past that are NOT seen as completed during a specific period of time. It tells us IN GENERAL when an action took place. Use of the imperfect tense implies that the past action did NOT have a definite beginning or a definite end. For example: Mi abuela hacía la compra todos los días. (My grandmother used to do her shopping every day.) The following table reviews the main uses of both the preterit and the imperfect tenses. MAIN USES OF THE PRETERIT AND IMPERFECT TENSES The PRETERIT is used: The IMPERFECT is used: To describe the situation, give background To state the beginning of a past action. information, or paint the scene in which the narration takes place. To describe how people, things, or conditions To state the end of a past action. were or what they were like. To recount a continuous action that "sets the To narrate past actions that occurred (began stage" which is interrupted by another action and ended) during a specific period of time. (in the preterit) that advances the narration. To narrate past actions that are viewed as To describe an emotional, physical, or single events. mental state or condition. To narrate past actions that were part of a To recount continuous, repeated, or habitual chain of events. actions over an indefinite period of time. To narrate past actions that were repeated a To tell time in the past. specific number of times. To show a change in an emotional, physical, or mental state or condition, but not a To state someone's age in the past. description of it. To anticipate a future action from the point of view of the past. Preterit vs. Imperfect: A Graphical Representation For some, a graphical representation is a better way to remember when to use the preterit and when to use the imperfect. So here is another way to look at the differences between these two past tenses. If you can draw a box and lines, then you can remember when to use the preterit and when to use the imperfect. That way, you'll be well on your way to using these tenses correctly. Remember that when someone uses the preterit or the imperfect, they are telling us something that occurred in past during a specific period of time. That specific period of time can be a moment, an hour, a day, a month, a year, etc. That time can be represented with
3 Page 3 of 5 a box. The following image represents that time period and shows the main differences between these two past tenses This box represents an event or time of reference (i.e. the past) to which a person might refer. It s like the car crash you need to report to the police. Notice that there is time both before and after the crash, but the box represents the event itself. In other words, the box is what you need to write down in the report to the police. Lines 1, 2, and 3 represent the major uses of the preterit. Line 1 illustrates the end of an action that terminated within the time of reference. Line 2 illustrates the beginning of an action that originated within the time of reference. Line 3 illustrates an action that both originated and terminated within the time of reference. So the preterit refers to the beginning, end, or the entirety of an event. In other words, the preterit is used to narrate the past. If you look back at the table entitled "Main Uses of the Preterit and Imperfect Tenses," can you see which line is represented by which uses of the preterit? If you can, then you're well on your way to having a better grasp of the difference between the preterit and the imperfect. The imperfect is slightly different. Line 4 represents the major use of the imperfect tense. Line 4 illustrates an action that neither originated nor terminated within the specific time of reference but continues through it. In other words, the imperfect refers to an event or state during its occurrence, recounts habitual events, recounts events that repeat, or describes a characteristic or state (even time).
4 Page 4 of 5 Preterit vs. Imperfect: Key Words and Phrases Some words and phrases indicate specific time frames, and therefore signal the use of the preterit. Other words and phrases indicate repetitive, vague or non-specific time frames, and therefore signal the use of the imperfect. Some Key Words & Phrases Usually Used with the Preterit Some Key Words & Phrases Usually Used with the Imperfect anoche last night a menudo often ayer yesterday a veces sometimes ayer por la mañana yesterday morning cada día every day ayer por la tarde anteayer yesterday afternoon the day before yesterday cada semana cada mes every week every month de repente suddenly cada año every year durante + (time period) for + (time period) con frecuencia frequently el otro día the other day de vez en cuando from time to time en ese momento at that moment en aquella época at that time entonces then frecuentemente frequently esta mañana this morning generalmente usually esta tarde this afternoon mientras while el (año) pasado last (year) muchas veces many times la (semana) pasada last (week) mucho a lot hace + (time period) (time period) + ago nunca por lo general por un rato siempre tantas veces todas las (semanas) todos los (días) todo el tiempo varias veces never in general for a while always so many times every (week) every (day) all the time several times
5 Page 5 of 5 Note that this list is by no means comprehensive. Many other words and phrases, especially adaptations and extensions of what is listed above, can trigger the use of one past tense over the other.
Plan for: Preliminary Lessons Spanish Señora Franco
Plan for: Preliminary Lessons Spanish Señora Franco Pass Communication Standard 1.1: Interpersonal, 1.2: Interpretive, 1.3: Presentational Culture Standard 2.1, 2.2 Connection Standard 3.1, 3.2 Comparison
More informationCopyright 2016-123TeachMe.com 4ea67 1
Sentence Match Quiz for Category: hacer_make_do_1 1) Nosotros hacemos todo lo posible para proporcionar un buen servicio. - A: We do our best to provide good service. - B: These chores are done each time.
More informationMasconomet Regional High School Curriculum Guide
Masconomet Regional High School Curriculum Guide Course Title: Spanish II CP Course Number: 4311 Department: Foreign Languages Grade Level and Phase: 9 College Prep Length of Course: Year Course Description:
More informationFOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 24, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
More informationSentence Match Quiz for Category: preterite_vs_imperfect_1 Mark the sentence that matches each item below.
Sentence Match Quiz for Category: preterite_vs_imperfect_1 1) Llegó un poco tarde. - A: He arrived a little late. - B: Last week was wonderful. - D: There were at least 120 people in the street. 2) En
More informationAppendix 1. Glossary of Grammatical Terms
Glossary of Grammatical Terms ADJECTIVE A word that describes a noun or pronoun. Demonstrative adjective An adjective that points out a particular noun. Interrogative adjective An adjective used to form
More informationTema 7 GOING TO. Subject+ to be + ( going to ) + (verb) + (object )+ ( place ) + ( time ) Pronoun
Tema 7 GOING TO Going to se usa para expresar planes a futuro. La fórmula para construir oraciones afirmativas usando going to en forma afirmativa es como sigue: Subject+ to be + ( going to ) + (verb)
More informationSPEAK SPANiSH ONE TiDBiT AT A TiME
SPEAK ONE TiDBiT AT A TiME BOOK 1 Did you know that in Spanish we don t have popcorn? Find out why on page 39 These tidbits will help you understand the similarities and differences between English and
More informationQué haces durante el fin de semana? Learning about the present tense
www.radiolingua.com In this edition: talking about what you do at the weekend and learning about the present tense Lesson 41 Notes Qué haces durante el fin de semana? Learning about the present tense Programme
More informationSir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish
Sir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish 1 Year 10 Year 11 Topics Covered/ Areas of Focus: Leisure - Free Time and the Media Free time activities Shopping, money, fashion
More informationBOOKS/ RESOURCES. Span1 CONTENT SKILLS BUILDING TO PBA COMMON CORE SKILLS UNIT 1
Span1 CONTENT SKILLS BUILDING TO PBA COMMON CORE SKILLS UNIT 1 Cómo te llamas? Self Identifications Ask for and give names Ask for tell where someone is from Ask for and state age Greet people and say
More informationThe New Forest Small School
The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging
More informationKelly Anne Stahl Backward Design Lesson Plan
Kelly Anne Stahl Backward Design Lesson Plan Stage 1: Desired Results - Established Goals o What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design
More informationSpanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015
1 Spanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015 U: Unidos etext: Electronic Textbook (See MySpanishLab at http://myspanishlab.com/) Audio for the activities in the hardcopy of the Classroom
More informationHow To Speak Spain
February 17th, 2007 In this edition: visiting the restaurant and ordering food Lesson 17 Notes CoffeeBreakSpanish.com Tiene una mesa para cuatro? Lesson 17 Programme Notes Welcome to Coffee Break Spanish,
More informationSpanish writing. Exemplar student marked work. At AQA, we provide Modern Foreign Language teachers with the support you need.
Spanish writing Exemplar student marked work At AQA, we provide Modern Foreign Language teachers with the support you need. In addition to the material in this document, you can access via e-aqa Secure
More informationLanguage B Spanish. Grade 6. Grade/Phase/ Unit 6th Grade Phase 1-2 Unit 1. Time Frame
Language B Spanish Language B Aims and Objectives Gr. 6-10 (See MYP Guide) Assessment Criteria (See MYP Guide) PHASE 1-2 PHASE 2-4 PHASE 4-5 Grade 6 Grade/Phase/ Unit 6th Grade Unit 1 6th Grade Unit 2
More information0530 SPANISH (FOREIGN LANGUAGE)
CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 0530 SPANISH (FOREIGN LANGUAGE) 0530/22 Paper 2 (Reading and
More informationSPANISH MOOD SELECTION: Probablemente Subjunctive, Posiblemente Indicative
SPANISH MOOD SELECTION: Probablemente, Posiblemente Hilary Miller April 26, 2013 Spanish Mood Selection According to Spanish textbooks: = doubt, indicative = reality/certainty Es probable que/es posible
More informationKnowledge. Subject Knowledge Audit - Spanish Meta-linguistic challenges full some none
Knowledge Subject Knowledge Audit - Spanish Meta-linguistic challenges full some none Draw up a list of useful Proper nouns in Spanish eg la Península Ibérica, el Reino Unido, la Comunidad Europea, Don
More informationThe Mighty Echar One verb, how many meanings?!
The Mighty Echar One verb, how many meanings?! www.notesinspanish.com Ben Curtis and Marina Diez 1 www.notesinspanish.com Somewhere south of the Retiro Park, Madrid Hola! Just how many things can one verb
More informationExemplar for Internal Achievement Standard. Spanish Level 1
Exemplar for Internal Achievement Standard Spanish Level 1 This exemplar supports assessment against: Achievement Standard 90910 Interact using spoken Spanish to communicate personal information, ideas
More informationUnit 2. This is my job
Unit 2. This is my job Exercise 1 a. Look at the photos and match them with the correct words from the box: An architect - an artist - a bank clerk - a dentist - a doctor - an electrician an engineer -
More informationTeacher: Course Name: Spanish I Year. World Language Department Saugus High School Saugus Public Schools
Week 1 Week 2 Capítulo Preliminar 1. Intro to Spanish speaking world/nombres en Espanol 2. Frases útiles/ los cognados 3. El Alfabeto 4. Los Colores 5. Los números (0-30) and 1.3 Students present information,
More information90 HOURS PROGRAMME LEVEL A1
90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise
More informationBexley City School World Language Program Overview
Bexley City School World Language Program Overview Communication express needs, feelings, and opinions. provide and obtain information. understand spoken and written language. function in authentic situations.
More informationYear 10/13 Preparation to AS examination. Spanish tradition La romeria del Rocio reading comprehension.
Subject SPANISH ADVANCED Year 10/13 Preparation to AS examination Week Unit Title Aims 1 My world My country, My family and Genealogical tree. Vocabulary: relatives Spanish tradition La romeria del Rocio
More informationEugenia Vomvoridi-Ivanović University of South Florida
Eugenia Vomvoridi-Ivanović University of South Florida Question to ponder What kinds of experiences would allow bilingual Latina/o pre-service teachers To build on the unique strengths they bring into
More informationdemonstrates competence in
AP SPANISH LANGUAGE 2012 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION/TOPIC DEVELOPMENT LANGUAGE USE 5 excellence 4 command 3 competence 2 Suggests lack of competence 1 lack
More informationStages of Family Recovery
Stages of Family Recovery FACILITATOR S GUIDE To the Facilitator Before showing either the DVD or the video, take time to review this guide, which provides background information on the topic of families
More informationAP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES
AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
More informationSideways Spanish Transcript. Why Spanish Verb Charts Cause Failure and How to Fix It so Anyone at Any Age Can Speak Spanish
Marcus Santamaria presents Sideways Spanish Transcript Why Spanish Verb Charts Cause Failure and How to Fix It so Anyone at Any Age Can Speak Spanish For the audio lesson go to http://www.sidewaysspanish.com
More informationHow To Speak Spain
LECCIÓN 4: LA SALUD Y EL BIENESTAR E S PA Ñ O L I I I TERMINO DE LA UNIDAD: 10 DE ABRIL PRÁCTICA Explicación de los mandatos. Por and para are both translated as for, but they are not interchangeable.
More informationFOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 26, 2011 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
More informationWork & Education What school/college is like. Pressures and problems. Looking for and getting a job. Advantages and disadvantages of different jobs.
REVISION SPANISH GCSE Topics Lifestyle Healthy and unhealthy lifestyles and their consequences. Relationships with family and friends. Future plans regarding marriage/partnership. Social issues and equality.
More informationEntrenamiento a Embajadores Ambassador training
Entrenamiento a Embajadores Ambassador training Quiénes somos? Who we are? Levanta la mano si Please raise your hand if a. b. c. d. e. f. g. h. Hablas español You speak spanish Hablas Inglés You speak
More informationBSD Spanish 1 Scope and Sequence August 2011
BSD Spanish 1 Scope and Sequence August 2011 Greetings & Introductions What happens in the school day Numbers Time Naming parts of the body How do I greet and take leave of people? How do I introduce others
More informationS PA N I S H C L A S S G R A M M A R I N T R O D U C T I O N C D E C - C H A M B E R O F S T U D I E S & BU S I N E S S C O N N E C T I O N S LLC.
S PA N I S H C L A S S G R A M M A R I N T R O D U C T I O N C D E C - C H A M B E R O F S T U D I E S & BU S I N E S S C O N N E C T I O N S LLC. W W W. C D E C A M A R A D E E S T U D I O S. C O M A
More informationCurso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS
Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS Objetivos de Habilidades: inglés El objetivo de la prueba es comprobar que el alumno ha adquirido un nivel B1 (dentro
More informationAdlai E. Stevenson High School Course Description
Adlai E. Stevenson High School Course Description Division: World Languages Course Number: SPA201, SPA202 Course Title: Spanish 2 Course Description: Students continue to develop listening, speaking, reading,
More informationS P A N I S H G R A M M A R T I P S
S P A N I S H G R A M M A R T I P S One of the main impulses behind the earworms approach is to really get your brain used to the linguistic patterns, even the melody, of the target language. We do this
More informationSpanish 3 Course Summary Department: World Languages. Semester 1
Spanish 3 Course Summary Department: World Languages Semester 1 Learning Objective #1 Students will increase their Spanish bank to 1400 words and be able to use them in speaking, writing, listening and
More informationGENERAL OVERVIEW STATEMENT OF THE PROBLEM LITERATURE REVIEW METHODOLOGY FINDINGS RESEARCH AND PEDAGOGICAL IMPLICATIONS LIMITATIONS CONCLUSIONS
GENERAL OVERVIEW STATEMENT OF THE PROBLEM 1 LITERATURE REVIEW 2 METHODOLOGY 3 FINDINGS 4 RESEARCH AND PEDAGOGICAL IMPLICATIONS 5 LIMITATIONS 6 CONCLUSIONS 7 STATEMENT OF THE PROBLEM United Nations Development
More informationSPAN 100, Sections 7, 8, and 10 PLAN DEL CURSO PRIMAVERA 2012
SPAN 100, Sections 7, 8, and 10 PLAN DEL CURSO PRIMAVERA 2012 Instructor: Mr. Gutiérrez. Email: bxg207@psu.edu. Office: 40 Burrowes Building, C. 11. Office Hours: MWF 4-5 or by appointment. Office Phone:
More informationVoices of Recent Latina Immigrants and Refugees:Effects of Budget Cuts on Their Settlement Experiences
Voices of Recent Latina Immigrants and Refugees:Effects of Budget Cuts on Their Settlement Experiences by Neita Kay Israelite, Faculty of Education, York University Arlene Herman, Department of Sociology,
More informationStudy Skills. Photos of Salamanca Dialogs with pictures Chats DVD
Spanish curriculum (3rd Foreign Language) Grade 10 4 lessons a week Textbook : Encuentros 1, Edición 3000 (Cornelsen) Additional materials: Books, Newspapers, Comics, Pictures, Songs, Movies, News, Sketches
More informationEspañol Elemental. Repaso por el examen parcial Capítulos 3B, 4A, 4B, 5A. Fechas del Examen- Speaking- Essay and Short Answer- Listening and reading-
Point breakdown 13 Speaking 10 Listening 20 Reading 42- Essay (2 questions x 21 points each) 15- Short Answer (5 questions x 3 points each) Español Elemental Repaso por el examen parcial Capítulos 3B,
More informationThe Tiger Chronicles Volume 1 Issue 9
The Tiger Chronicles Volume 1 Issue 9 HARMONY SCIENCE ACADEMY JANUARY 28, 2014 Upcoming Events: Jan. 26 Jan. 30 National School Choice Week Feb. 7 STEM Festival Feb. 2 Feb. 6 STEM Week We are delighted
More informationSpanish IA Grade Levels 9 12
Spanish IA Grade Levels 9 12 Spanish IA addresses the following: vocabulary, grammar, pronunciation, reading, and writing in Spanish basic conversational skills alphabet and numbers common greetings and
More informationGCSE Spanish. Scheme of Work
GCSE Spanish Scheme of Work It is important to have a Scheme of Work in place in order to guarantee that the specification is covered fully by the teacher or teachers charged with the delivery of the course.
More informationSUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP!
SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! To truly learn a language you have to use it as much as possible. The AP Exam focuses on the four communication skills: speaking,
More informationSpanish Curriculum - Course Objectives and Descriptions
Spanish Curriculum - Course Objectives and Descriptions Our small group classes of 4 to 12 students provide a lot of exciting opportunities to practice your conversation skills. We offer 14 skill levels
More informationComposición 2: Narración Tema: Una experiencia inolvidable
Composición 2: Narración Tema: Una experiencia inolvidable Introduction Through your second composition, you ll continue to draw upon your personal world as a source of ideas for communicating ideas through
More informationTEST-TAKING STRATEGIES FOR READING
TEST-TAKING STRATEGIES FOR READING For students who have enrolled in this class shortly before taking the reading proficiency exam, here are some helpful test-taking strategies you can use: 1. Always read
More informationYour summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures.
Bienvenidos a la clase de Español Honores! THS 2013-2014 Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures. REQUIRED
More informationHola Hello Adiós Bye. Gracias Thank you De nada. Con mucho gusto. Muchas gracias. Hasta luego Until later Hasta mañana Until tomorrow
Hola Hello Adiós Bye Gracias Thank you De nada You re welcome Of nothing Muchas gracias Thank you very much Con mucho gusto You re very welcome With much pleasure Hasta luego Until later Hasta mañana Until
More informationFOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Tuesday, June 22, 2010 1:15 to 4:15 p.m., only SCORING KEY Updated information
More informationVerbs + INFINITIVE (to + verb) Verb + noun/pronoun + Infinitive
Verbs + INFINITIVE (to + verb) I. Advise Beg Encourage Invite Persuade Remind Volunteer Afford Care Expect Learn Plan See Wait Agree Choose Fail Manage Prepare Struggle Want Appear Claim Help Mean Pretend
More informationWe will include a small token of our appreciation for your participation in this study with the survey.
NHES-1L(CS) I am pleased to inform you that the has selected your household to participate in the 2012 National Household Education Survey, which we are conducting on behalf of the U.S. Department of Education.
More informationFOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 28, 2009 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
More information1 Objetivos didácticos_unit 1 2 Objetivos didácticos_unit 2
1 Objetivos didácticos_unit 1 1.1 Listado de fórmulas de saludo y de presentación 1.2 Formar sustantivos para hablar de profesiones 1.3 Hablar de profesiones 1.4 Formar adjetivos de nacionalidad 1.5 Adjetivos
More informationFOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Friday, June 17, 2005 1:15 to 4:15 p.m., only SCORING KEY Any clarifications
More informationSPANISH III CP STUDENTS WILL BE ABLE TO:
Masconomet Regional High School Curriculum Guide Course Title: Spanish III CP Course Number: 4321 Department: Foreign Language Grade Level and Phase: 10 College Prep Length of Course: Year See also Spanish
More information0678 FOREIGN LANGUAGE SPANISH (US)
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0678 FOREIGN LANGUAGE
More informationStratford School Academy 2014-2015 Schemes of Learning: MFL Year 9 Spanish
Number of weeks (between 6&8) Content of the unit : La salud Module 3 Assumed prior learning (tested at the beginning of the unit) HT3 / HT4 6 weeks (coverage) + 1/2 weeks end of module assessment (revision,
More informationThe following points should be addressed when preparing course outlines.
Course Outlines The following points should be addressed when preparing course outlines. Name of the course: For example, Algebra I Honors SPANISH IV V HONORS, YEAR 1 Course description: In two to three
More informationStudent Performance Q&A: 2001 AP Spanish Language Section II. Part A-1. Paragraph Completion and Discrete Sentence Fill-Ins
Student Performance Q&A: 2001 AP Spanish Language Section II The following comments are provided by the Chief Faculty Consultant regarding the 2001 free-response questions for AP Spanish Language. They
More informationPROFICIENCY TARGET FOR END OF INSTRUCTION, SPANISH I
PROFICIENCY TARGET FOR END OF INSTRUCTION, SPANISH I NOVICE-MID Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated
More informationSTAGE 2 ASSESSMENT EVIDENCE
Title: Exprésate! Subject/Course: Spanish II Topic: Familiares y amigos Chapter 1 Grades: 8 th 12 th Designer(s): Spanish teachers STAGE 1 DESIRED RESULTS Content Standard(s) Communication: A.1.2.1, A.1.2.3,
More informationResumen de Entrevista: Asociación de Agentes de Aduana del Puerto de Manzanillo
Resumen de Entrevista: Asociación de Agentes de Aduana del Puerto de Manzanillo 1. To your knowledge, to what extent do customs brokers run into operative inconveniences when it comes to collecting payment
More informationSpanish Reflexive Verbs and Daily Routines
English- Spanish Helpful Handouts For English Speakers Who Want To Learn Spanish Page 1 of 5 Spanish Reflexive Verbs and Daily Routines Reflexive constructions consist of a reflexive pronoun and a verb.
More informationLEARNING MASTERS. Explore the Northeast
LEARNING MASTERS Explore the Northeast Explore the Northeast BUILD BACKGROUND Reading Expeditions: Language, Literacy & Vocabulary Five Regions Map Use the information on page 4 of Explore the Northeast
More informationSpanish III Honors Summer Assignment
Spanish III Honors Summer Assignment Práctica Español durante el verano! Disfrútalo, mejóralo, y documéntalo! Exposure to foreign language outside of the classroom is critical. The purpose of this assignment
More informationCopyright 2016-123TeachMe.com d7419 1
Sentence Match Quiz for Category: adverbs_place_1 1) Está muy cerca. - A: It's very near. - B: Does the pain get better if you lean forward? - C: There is where I saw him. - D: The city that you can see
More informationAP SPANISH LITERATURE 2009 SCORING GUIDELINES
AP SPANISH LITERATURE 2009 SCORING GUIDELINES Question 1: Poetry Analysis 9 Demonstrates Superiority A very well-developed essay that clearly and thoroughly analyzes the vision of la higuera presented
More informationA Cross-Curricular Common Core Project: MyPlate.gov in the Spanish Classroom Sweetwater High School Sweetwater, Tennessee
A Cross-Curricular Common Core Project: MyPlate.gov in the Spanish Classroom Sweetwater High School Sweetwater, Tennessee Cross-Curricular Participation O The MyPlate.gov project was used in the Spanish
More informationCopyright 2016-123TeachMe.com 242ea 1
Sentence Match Quiz for Category: por_vs_para_1 1) Son las habitaciones accesibles para discapacitados? - A: Are the rooms handicapped accessible? - B: You must fill out this form in order to get work
More informationUNIVERSITY OF CALIFORNIA Employee feedback on the DORN On-site pain treatment Program
UNIVERSITY OF CALIFORNIA Employee feedback on the DORN On-site pain treatment Program Life changing!! Great job!! Jason was wonderful to work with. He really knows what hi s doing. Thank you! Great job!!
More informationFOR TEACHERS ONLY The University of the State of New York
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, June 22, 2011 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
More informationWhy does show off mean? Why do young people show off? What do you do to attract the attention of a girl/boy you like? Essential Question(s):
Colección 1 Viva la juventud! September Colección 1 Viva la juventud! October What are the differences between an autobiography and a biography? What are the differences between facts and opinions? Have
More informationYASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I
YASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I Course Code : SOFL 041 Course Title : Spanish I Academic Year : 2010-2011 Semester : Winter Course Language : Spanish Course Material
More informationNew Paltz Central School District. Spanish 2. Cómo está? Vs. Cómo es? Tenses: Present
UNIT 1: Personal Identification a. Biographical Information 1. Name 2. Age 3. Nationality 4. Address and Phone number 5. Place and date of birth 6. Family b. Physical Characteristics 1. Height and weight
More informationControl of a variety of structures and idioms; occasional errors may occur, but
AP SPANISH LANGUAGE 2012 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
More informationSales Management Main Features
Sales Management Main Features Optional Subject (4 th Businesss Administration) Second Semester 4,5 ECTS Language: English Professor: Noelia Sánchez Casado e-mail: noelia.sanchez@upct.es Objectives Description
More informationTable of Contents. Lesson 2: The Daily Path To Good Oral Health... 9 Identifies the number of teeth for their age and how to take good care of them.
Third Edition Table of Contents Pre-Test...v Lesson 1: The Daily Path To Good Health... 1 Some of the main behaviors for good health involve eating three healthy meals, eating healthy snacks, getting exercise
More informationAP SPANISH LANGUAGE 2013 PRESENTATIONAL WRITING SCORING GUIDELINES
AP SPANISH LANGUAGE 2013 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
More informationNew words to remember
Finanza Toolbox Materials Credit Cards, Debit Cards and ATM Cards New words to remember charging minimum payment credit limit interest PIN check register What is a Credit Card? A credit card is a thin
More informationSPANISH ESSENTIAL CURRICULUM
UNIT 1 UNIT OVERVIEW: Students will meet the curricular goals and objectives by: Responding to and initiating greetings and farewells Spelling and providing names Describing people and their personalities
More informationContact: Facebook/ Skype: senoraperez / www.senoraperez.blogspot.com Email: pereza@fultonschools.org
Rationale for Summer Assignments Students enrolled in Advanced Placement Spanish are required to complete the summer assignment prior to the start of class in September. The assignments integrate the use
More informationNational Quali cations EXEMPLAR PAPER ONLY
FOR OFFICIAL USE H National Quali cations EXEMPLAR PAPER ONLY EP4/H/03 Mark Spanish Listening and Writing Date Not applicable Duration 1 hour *EP4H03* Fill in these boxes and read what is printed below.
More informationLesson 08. Notes. Me gusta la música. Lesson 08. December 09, 2006. I like... te gusta tu trabajo? do you like your job? (inf)
December 09, 2006 Lesson 08 Notes In this edition: talking about your likes and dislikes. Me gusta la música. Lesson 08 Programme Notes Welcome to Coffee Break Spanish, the podcast aimed at independent
More informationWIN TIPS #1. Cómo asegurar el éxito de tu startup
WIN TIPS #1 Cómo asegurar el éxito de tu startup AUTORES: Magdalena Peyroux is la actual CMO de GanaClientes.com. Cuenta con una dilatada experiencia como inbound marketer y ha dirigido las operaciones
More informationAsk your child what he or she is learning to say in Spanish at school. Encourage your child to act as if he or she is your teacher.
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
More informationTEACHER GUIDE STRATEGIES ACHIEVE READING SUCCESS. CURRICULUM ASSOCIATES, Inc. STARS SERIES E SPANISH EDITION
TEACHER GUIDE STARS SERIES E SPANISH EDITION STRATEGIES TO ACHIEVE READING SUCCESS PROPORCIONA ACTIVIDADES DE ENSEÑANZA PARA 12 ESTRATEGIAS DE LECTURA USA UN SISTEMA DE VARIOS PASOS PARA LOGRAR ÉXITO EN
More informationMark Scheme (Results) Summer 2010
Scheme (Results) Summer 2010 GCE GCE Spanish: Unit 4 Research, Understanding and Written Response in Spanish (6SP04/01) Edexcel Limited. Registered in England and Wales No. 4496 50 7 Registered Office:
More information