Nombre: ________________________ Fecha: _________
A. The imperfect tense. Complete the sentences/questions with the imperfect forms of the verbs in parentheses. (20 p)
1. De niños, mis hermanos y yo __________________ beisbol. (jugar)
2. Mi familia siempre _______________ a las ocho de la noche (cenar)
3. Antes de tener una computadora, yo ______________ a mano (by hand). (escribir)
4. __________ las ocho de la mañana cuando llegamos a Miami. (ser)
B. The preterite and the imperfect. Complete the sentences correctly with the imperfect or preterite of the verbs in parentheses. (20 p)
1. Yo tenía fiebre y tos cuando yo y mi amigo ________________ al consultorio del doctor. (llegar)
2. Cuando eran pequeñas, mis hermanas ________________ a sus clases de música todos los sábados. (ir)
3. Cuando llegamos a la conferencia, ______________ mucha gente. (haber)
4. El doctor _________________ el examen médico y me recetó un antibiótico. (terminar)
C. Constructions with SE. Translate these sentences into Spanish/English. (20 points)
1. Spanish is spoken here. ________________________________________
2. Male and female nurses wanted. ___________________________________
3. You forgot to buy the medicines. ________________________________________
4. I lost the doctor’s prescription. _________________________________________
D. Questions:¿Y tú? Use complete sentences to answer these questions. (35 p)
1. ¿Qué te gustaba hacer cuando eras niña/o? _______________________________________________________
2. ¿Qué hiciste en el verano?
_______________________________________________________
3. ¿Cuándo vas al doctor?
_______________________________________________________
4. ¿Se te olvidó algo hoy?
_______________________________________________________
E. Cultura. Indique si la oración es CIERTA (C) o FALSA (F) de acuerdo a la parte de Cultura de la Lección 8. (5 p)
En Costa Rica los extranjeros pueden recibir servicios médicos gratuitos. __________
Monday, February 14, 2011
Práctica 2 Español 102 Spring 2011
Nombre: ________________________ Fecha: ___________
A. Preterite of stem-changing verbs. Complete the sentences/questions with the conjugation of the verb in parenthesis in the preterite. (30 p)
1. ¿__________________ tú y Timoteo huevos fritos con tostadas? (pidieron-pedimos)
2. Nosotros _______________ en un hotel barato cuando estuvimos en Nashville. (durmieron-dormimos)
3. Yo ______________ a mi mamá desde Louisville en mi auto. (seguí-siguió)
4. ¿Qué le ________________ su abuela cuando llegó a su casa? (sirvió-serviste)
5. (Yo) _____________ la ensalada dos veces. (repetí-repitió)
6. ¿ Qué (ustedes) ___________ comer en el restaurante? (prefirieron-preferimos)
B. Translation. Translate these sentences/questions to English/Spanish(40 p)
1. ¿Comes tanto como tu hermano? ______________________________________________
2. ¿Qué país es menos violento: México o Costa Rica?
__________________________________________________
3. Alex is the youngest in his family. _________________________________________________
4. Nora es la hermana mayor. _________________________________________
5. Estoy comiendo tantas calorías como tú. _____________________________________________
C. Irregular preterites. Complete with the correct forms of the verbs in parentheses. (25 p)
1. Yo _________ la verdad cuando la profesora me hizo las preguntas. (dije-dijiste-dijo)
2. Muchos estudiantes __________________ en After5 el viernes pasado. (estuvimos-estuvieron-estuvisteis)
3. El año pasado _____________ una fiesta con música latina en el campus. (hay-hubo)
4. ¿Deseas traducir esta canción? No, yo ya (already) la _____________ el sábado. (traduje-tradujo-tradujiste)
5. Iván ________________ una comida peruana deliciosa el sábado pasado. (traje-trajiste-trajo)
D. Cultura. Indica si la oración es CIERTA (C) o FALSA (F) de acuerdo a la parte de Cultura de la Lección 8. (5 p)
Los aztecas y mayas usaron el cacao como moneda. _______
A. Preterite of stem-changing verbs. Complete the sentences/questions with the conjugation of the verb in parenthesis in the preterite. (30 p)
1. ¿__________________ tú y Timoteo huevos fritos con tostadas? (pidieron-pedimos)
2. Nosotros _______________ en un hotel barato cuando estuvimos en Nashville. (durmieron-dormimos)
3. Yo ______________ a mi mamá desde Louisville en mi auto. (seguí-siguió)
4. ¿Qué le ________________ su abuela cuando llegó a su casa? (sirvió-serviste)
5. (Yo) _____________ la ensalada dos veces. (repetí-repitió)
6. ¿ Qué (ustedes) ___________ comer en el restaurante? (prefirieron-preferimos)
B. Translation. Translate these sentences/questions to English/Spanish(40 p)
1. ¿Comes tanto como tu hermano? ______________________________________________
2. ¿Qué país es menos violento: México o Costa Rica?
__________________________________________________
3. Alex is the youngest in his family. _________________________________________________
4. Nora es la hermana mayor. _________________________________________
5. Estoy comiendo tantas calorías como tú. _____________________________________________
C. Irregular preterites. Complete with the correct forms of the verbs in parentheses. (25 p)
1. Yo _________ la verdad cuando la profesora me hizo las preguntas. (dije-dijiste-dijo)
2. Muchos estudiantes __________________ en After5 el viernes pasado. (estuvimos-estuvieron-estuvisteis)
3. El año pasado _____________ una fiesta con música latina en el campus. (hay-hubo)
4. ¿Deseas traducir esta canción? No, yo ya (already) la _____________ el sábado. (traduje-tradujo-tradujiste)
5. Iván ________________ una comida peruana deliciosa el sábado pasado. (traje-trajiste-trajo)
D. Cultura. Indica si la oración es CIERTA (C) o FALSA (F) de acuerdo a la parte de Cultura de la Lección 8. (5 p)
Los aztecas y mayas usaron el cacao como moneda. _______
Friday, January 21, 2011
Worksheet for SPN 102 Jan 2011
Worksheet Practice for SPN 102: VOCABULARIO and ESTRUCTURAS
LECCIÓN PRELIMINAR: DE COMPRAS-LA RUTINA DIARIA
Vocabulario: Narrate in a paragraph (in a monologue style) the last time you went shopping. You mention why you went shopping, and what you bought. Write at least 6 sentences in your paragraph. Be ready for a solo performance.
6.3. Regular Preterite. Make TWO sentences in the regular preterite with each of these verbs: COMPRAR-ESCRIBIR-VER-JUGAR-VOLVER.
7.3. Preterite of SER/IR. Make THREE sentences with the preterite of SER and THREE with the preterite of IR.
LECCIÓN 8: LA COMIDA
Vocabulario: Narrate in a paragraph (in a monologue style) the last time you went out eating. or had a special dinner. You mention details like the occasion and the people you ate with. You can talk about a holiday dinner as well.
8.1. Stem changing preterite. Make TWO sentences in the regular preterite with each of these verbs: SERVIR-DORMIR-MORIR-SENTIRSE-REPETIR.
8.3. Comparisons. Make TWO sentences with these five phrases: MAS CARO-TAN DELICIOSO COMO-COMES TANTO COMO-MEJOR-MAYOR.
8.4. Superlatives: Make TWO sentences with these four phrases: EL MAS CARO-LA MEJOR-LA MAYOR-LA MAS INTELIGENTE.
9.1. Irregular preterites. Make TWO sentences with these verbs that have irregular preterite forms: TENER-PODER-SABER-ESTAR-QUERER-HACER
LECCIÓN 10: EN EL CONSULTORIO
Vocabulario: Write a short dialogue in which you are the doctor’s office for a health issue (e.g. the flu). Play roles of the doctor and the patient. Give suggestions on what to do.
10.1. The imperfect tense. Make TWO sentences with these verbs in the imperfect tense: CANTAR-BEBER-ESCRIBIR. Make two sentences with these verbs that are irregular in the imperfect: IR-SER-VER.
10.2. The preterite and the imperfect. Make one sentence in the imperfect (use previous ones if desired) and then use the preterite in the same sentence (to describe what action interrupted the ongoing activity), or in another sentence (to narrate the specific events that occurred).
10.3. Constructions with SE. Make ONE SENTENCE with these SE as an impersonal construction: SE HABLA, SE VENDE- SE BUSCA. Complete these sentences with SE for unplanned events: SE me quedaron…, SE le olvidó…, SE nos perdió…..
10.4. Adverbs. Make ONE sentence with the adverb form of these adjectives: SUAVE-GRADUAL-BASICO-PERFECTO
LECCIÓN 11: LA TECNOLOGÍA
Vocabulario: Write a short dialogue to ask someone’s use of cell phones, internet, media, and technology.
11.1. Familiar commands. Write ONE affirmative familiar command with these six verbs: HABLAR-PRENDER-HACER-IR-DECIR-TENER. Then make a negative command with these commands.
11.2. Por y Para. Make four sentences with POR and four for PARA.
11.3. Reciprocal Reflexives: Make ONE sentence with the following reciprocal reflexives: SALUDARSE-BESARSE-AYUDARSE-CONOCERSE
LECCIÓN 12: LA VIVIENDA
Vocabulario: Write a short dialogue to ask someone to take care of your house. Give her commands. Negotiate the price.
12.1. Relative pronouns: que, quien(es), lo que. Make two sentences with each relative pronoun.
12.2. Formal commands. Write four formal commands giving to a person who is taking care of your house.
12.3. The present subjunctive. You are giving advice to your students/kids on some behaviors. Make one sentence using the present subjunctive using these expressions and verbs: Es bueno que…, Es importante que…, Es malo que…, Es urgente que…, Es mejor…, Es necesario…; Verbos: HABLAR-COMER-HACER-TENER-DORMIR (regular); IR-ESTAR-SER (irregular).
LECCIÓN 14: EN LA CIUDAD/EL BIENESTAR
Vocabulario: Write a short dialogue in which you ask for directions to get to a place in town (e.g. the post office) to a person you don’t know. (e.g. a person you meet in the street).
14.2. Nosotros commands. Write one Nosotros command with these verbs: IR-ESCRIBIR-SALIR-SENTARSE-CRUZAR
14.3. The future: Make a sentence in the future form of these verbs: ESTUDIAR-GRADUARSE-IR-JUGAR-CRUZAR and one sentence with these irregular verbs in the future: HACER-PODER-DECIR-SABER-TENER.
15.1. The conditional: Make questions in the conditional tense of these verbs: VISITAR-COMER (regular); SALIR-HACER-PODER (irregular)
15.2. Present Perfect: Write one sentence in the present perfect with these past participles: TRABAJADO-LEIDO-CONOCIDO-BAJADO-COMIDO-VIVIDO.
LECCIÓN PRELIMINAR: DE COMPRAS-LA RUTINA DIARIA
Vocabulario: Narrate in a paragraph (in a monologue style) the last time you went shopping. You mention why you went shopping, and what you bought. Write at least 6 sentences in your paragraph. Be ready for a solo performance.
6.3. Regular Preterite. Make TWO sentences in the regular preterite with each of these verbs: COMPRAR-ESCRIBIR-VER-JUGAR-VOLVER.
7.3. Preterite of SER/IR. Make THREE sentences with the preterite of SER and THREE with the preterite of IR.
LECCIÓN 8: LA COMIDA
Vocabulario: Narrate in a paragraph (in a monologue style) the last time you went out eating. or had a special dinner. You mention details like the occasion and the people you ate with. You can talk about a holiday dinner as well.
8.1. Stem changing preterite. Make TWO sentences in the regular preterite with each of these verbs: SERVIR-DORMIR-MORIR-SENTIRSE-REPETIR.
8.3. Comparisons. Make TWO sentences with these five phrases: MAS CARO-TAN DELICIOSO COMO-COMES TANTO COMO-MEJOR-MAYOR.
8.4. Superlatives: Make TWO sentences with these four phrases: EL MAS CARO-LA MEJOR-LA MAYOR-LA MAS INTELIGENTE.
9.1. Irregular preterites. Make TWO sentences with these verbs that have irregular preterite forms: TENER-PODER-SABER-ESTAR-QUERER-HACER
LECCIÓN 10: EN EL CONSULTORIO
Vocabulario: Write a short dialogue in which you are the doctor’s office for a health issue (e.g. the flu). Play roles of the doctor and the patient. Give suggestions on what to do.
10.1. The imperfect tense. Make TWO sentences with these verbs in the imperfect tense: CANTAR-BEBER-ESCRIBIR. Make two sentences with these verbs that are irregular in the imperfect: IR-SER-VER.
10.2. The preterite and the imperfect. Make one sentence in the imperfect (use previous ones if desired) and then use the preterite in the same sentence (to describe what action interrupted the ongoing activity), or in another sentence (to narrate the specific events that occurred).
10.3. Constructions with SE. Make ONE SENTENCE with these SE as an impersonal construction: SE HABLA, SE VENDE- SE BUSCA. Complete these sentences with SE for unplanned events: SE me quedaron…, SE le olvidó…, SE nos perdió…..
10.4. Adverbs. Make ONE sentence with the adverb form of these adjectives: SUAVE-GRADUAL-BASICO-PERFECTO
LECCIÓN 11: LA TECNOLOGÍA
Vocabulario: Write a short dialogue to ask someone’s use of cell phones, internet, media, and technology.
11.1. Familiar commands. Write ONE affirmative familiar command with these six verbs: HABLAR-PRENDER-HACER-IR-DECIR-TENER. Then make a negative command with these commands.
11.2. Por y Para. Make four sentences with POR and four for PARA.
11.3. Reciprocal Reflexives: Make ONE sentence with the following reciprocal reflexives: SALUDARSE-BESARSE-AYUDARSE-CONOCERSE
LECCIÓN 12: LA VIVIENDA
Vocabulario: Write a short dialogue to ask someone to take care of your house. Give her commands. Negotiate the price.
12.1. Relative pronouns: que, quien(es), lo que. Make two sentences with each relative pronoun.
12.2. Formal commands. Write four formal commands giving to a person who is taking care of your house.
12.3. The present subjunctive. You are giving advice to your students/kids on some behaviors. Make one sentence using the present subjunctive using these expressions and verbs: Es bueno que…, Es importante que…, Es malo que…, Es urgente que…, Es mejor…, Es necesario…; Verbos: HABLAR-COMER-HACER-TENER-DORMIR (regular); IR-ESTAR-SER (irregular).
LECCIÓN 14: EN LA CIUDAD/EL BIENESTAR
Vocabulario: Write a short dialogue in which you ask for directions to get to a place in town (e.g. the post office) to a person you don’t know. (e.g. a person you meet in the street).
14.2. Nosotros commands. Write one Nosotros command with these verbs: IR-ESCRIBIR-SALIR-SENTARSE-CRUZAR
14.3. The future: Make a sentence in the future form of these verbs: ESTUDIAR-GRADUARSE-IR-JUGAR-CRUZAR and one sentence with these irregular verbs in the future: HACER-PODER-DECIR-SABER-TENER.
15.1. The conditional: Make questions in the conditional tense of these verbs: VISITAR-COMER (regular); SALIR-HACER-PODER (irregular)
15.2. Present Perfect: Write one sentence in the present perfect with these past participles: TRABAJADO-LEIDO-CONOCIDO-BAJADO-COMIDO-VIVIDO.
Worksheet for SPN 101 Jan 2011
Viernes/Friday Ene/Jan 21, 2011
SPN 101 Re-focusing on ESTRUCTURAS AND VOCABULARIO
LECCIÓN 1: HOLA ¿QUÉ TAL?
Vocabulario: Make a short dialogue asking someone’s name, wellness, origin, and expressing pleasure to meet him/her.
1.1 Nouns and Articles. Make a short dialogue to ask how many objects (choose two of them) there are in your room/house/classroom.
1.2. Present tense of SER. Make a short paragraph to describe you and some member of your family using ser.
1.3. Telling Time: Write the time asking ¿Qué hora es?, and ¿A qué hora es la clase de…?
1.4. Numbers 1-100: ¿Cuánto es 20 más 30? ¿Cuánto es 71 menos 8? Write at least four questions and answers with numbers.
LECCIÓN 2: LA UNIVERSIDAD
Vocabulario: Write a short description of your university life: what you are studying at school and what classes s/he is taking during the week. Be ready to perform it one MINUTE.
2.1. Present Tense of –AR verbs. Make five sentences with these verbs estudiar-trabajar-viajar-escuchar-hablar.
2.2. Question words: Make sentences with: Dónde, Cómo, Cuánto, Por qué, Quién.
2.3. Present Tense of ESTAR. Make a short paragraph where you are now, and how you are feeling. Do the same description with a member of your family.
LECCIÓN 3: LA FAMILIA
Vocabulario: Make a short dialogue about your family: Include questions such as these ones: ¿Cuántas personas hay en tu familia? ¿Cómo se llama tu papa? ¿Cuántos hermanos tienes?
3.1. Descriptive adjectives. Describe two members of your family. Use a picture if possible.
3.2. Present Tense of –ER and –IR verbs: Make sentences with these verbs: comer-aprender-comprender-lee-repetir-escribir.
3.3. Present Tense of Tener. Write five sentences with the conjugations of TENER with different subjects/pronouns.
LECCIÓN 4: LOS PASATIEMPOS
Vocabulario: Write a short dialogue to ask someone’s favorite pastimes and when they practice them.
4.1. Present Tense of IR. Write five sentences with the conjugations of IR with different subjects/pronouns. Focus on pastimes.
4.2. Stem changing e-ie: empezar, pensar, querer; o-ue: volver, dormir. Make two sentences for each verb.
4.3. Stem e-i: repetir, decir. Make two sentences with each verb.
4.4. Verbs with irregular Yo forms. Write three sentences with Yo forms of these verbs.
LECCIÓN 5: LAS VACACIONES
Vocabulario: Write a short dialogue to ask someone’s vacation. Ask questions such as: ¿Dónde vas de vacaciones? ¿Con quién vas a ir?
5.1. Estar with emotions and conditions. Ask how someone is doing. Answer with an adjective.
5.2. Present Progressive. Ask someone what he/she is doing. Answer with the present progressive.
5.3. Ser and Estar. Make four sentences using ser and estar.
5.4. Direct Object Pronouns. Make two questions and use in a direct object pronoun in your answer.
LECCION 6: DE COMPRAS
Vocabulario: Write a short dialogue to ask someone where she/he goes shopping clothes (ropa). Ask when was the last time s/he went: ¿Cuándo fue la última vez que fuiste de compras?
6.1. Saber and Conocer. Make three sentences with SABER and three with CONOCER.
6.3. Preterite tense of regular verbs: Write five sentences in the past with these verbs: cerrar-volver-jugar-buscar-empezar.
7.3. Preterite of SER and IR: Write three sentences with the preterite of SER and three with IR.
7.4. Verbs like Gustar: Write three sentences with GUSTAR-ENCANTAR-DISGUSTAR.
SPN 101 Re-focusing on ESTRUCTURAS AND VOCABULARIO
LECCIÓN 1: HOLA ¿QUÉ TAL?
Vocabulario: Make a short dialogue asking someone’s name, wellness, origin, and expressing pleasure to meet him/her.
1.1 Nouns and Articles. Make a short dialogue to ask how many objects (choose two of them) there are in your room/house/classroom.
1.2. Present tense of SER. Make a short paragraph to describe you and some member of your family using ser.
1.3. Telling Time: Write the time asking ¿Qué hora es?, and ¿A qué hora es la clase de…?
1.4. Numbers 1-100: ¿Cuánto es 20 más 30? ¿Cuánto es 71 menos 8? Write at least four questions and answers with numbers.
LECCIÓN 2: LA UNIVERSIDAD
Vocabulario: Write a short description of your university life: what you are studying at school and what classes s/he is taking during the week. Be ready to perform it one MINUTE.
2.1. Present Tense of –AR verbs. Make five sentences with these verbs estudiar-trabajar-viajar-escuchar-hablar.
2.2. Question words: Make sentences with: Dónde, Cómo, Cuánto, Por qué, Quién.
2.3. Present Tense of ESTAR. Make a short paragraph where you are now, and how you are feeling. Do the same description with a member of your family.
LECCIÓN 3: LA FAMILIA
Vocabulario: Make a short dialogue about your family: Include questions such as these ones: ¿Cuántas personas hay en tu familia? ¿Cómo se llama tu papa? ¿Cuántos hermanos tienes?
3.1. Descriptive adjectives. Describe two members of your family. Use a picture if possible.
3.2. Present Tense of –ER and –IR verbs: Make sentences with these verbs: comer-aprender-comprender-lee-repetir-escribir.
3.3. Present Tense of Tener. Write five sentences with the conjugations of TENER with different subjects/pronouns.
LECCIÓN 4: LOS PASATIEMPOS
Vocabulario: Write a short dialogue to ask someone’s favorite pastimes and when they practice them.
4.1. Present Tense of IR. Write five sentences with the conjugations of IR with different subjects/pronouns. Focus on pastimes.
4.2. Stem changing e-ie: empezar, pensar, querer; o-ue: volver, dormir. Make two sentences for each verb.
4.3. Stem e-i: repetir, decir. Make two sentences with each verb.
4.4. Verbs with irregular Yo forms. Write three sentences with Yo forms of these verbs.
LECCIÓN 5: LAS VACACIONES
Vocabulario: Write a short dialogue to ask someone’s vacation. Ask questions such as: ¿Dónde vas de vacaciones? ¿Con quién vas a ir?
5.1. Estar with emotions and conditions. Ask how someone is doing. Answer with an adjective.
5.2. Present Progressive. Ask someone what he/she is doing. Answer with the present progressive.
5.3. Ser and Estar. Make four sentences using ser and estar.
5.4. Direct Object Pronouns. Make two questions and use in a direct object pronoun in your answer.
LECCION 6: DE COMPRAS
Vocabulario: Write a short dialogue to ask someone where she/he goes shopping clothes (ropa). Ask when was the last time s/he went: ¿Cuándo fue la última vez que fuiste de compras?
6.1. Saber and Conocer. Make three sentences with SABER and three with CONOCER.
6.3. Preterite tense of regular verbs: Write five sentences in the past with these verbs: cerrar-volver-jugar-buscar-empezar.
7.3. Preterite of SER and IR: Write three sentences with the preterite of SER and three with IR.
7.4. Verbs like Gustar: Write three sentences with GUSTAR-ENCANTAR-DISGUSTAR.
Monday, November 29, 2010
Guidelines Final Oral Exam SPN 102 F10
Guidelines and Topics for Final Oral Exam SPN 102
29 de Noviembre, 2010
You will have ten minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for your interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: Su pasado reciente. Dígame qué hizo la semana pasada o recientemente. Describa lo que hizo. ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving? ¿Qué hizo el fin de semana? ¿Fuiste a algún lugar especial? ¿Con quién fuiste?
Tema 2: Su niñez. Dígame algunos eventos importantes de su niñez. Describa lo que hacía de niña/o. Algunas preguntas: ¿Qué juegos jugaba? ¿Dónde iba? ¿Qué le gustaba hacer? ¿Por qué? ¿Qué tipo de memorias tiene?
Tema 3: Su futuro. Dígame qué planes tiene para su futuro cercano o lejano. Algunas preguntas: ¿Qué planes tiene para Navidad? ¿Qué va a hacer? ¿Cuándo se graduará? ¿Dónde le gustaría estar en 10 años?
29 de Noviembre, 2010
You will have ten minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for your interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: Su pasado reciente. Dígame qué hizo la semana pasada o recientemente. Describa lo que hizo. ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving? ¿Qué hizo el fin de semana? ¿Fuiste a algún lugar especial? ¿Con quién fuiste?
Tema 2: Su niñez. Dígame algunos eventos importantes de su niñez. Describa lo que hacía de niña/o. Algunas preguntas: ¿Qué juegos jugaba? ¿Dónde iba? ¿Qué le gustaba hacer? ¿Por qué? ¿Qué tipo de memorias tiene?
Tema 3: Su futuro. Dígame qué planes tiene para su futuro cercano o lejano. Algunas preguntas: ¿Qué planes tiene para Navidad? ¿Qué va a hacer? ¿Cuándo se graduará? ¿Dónde le gustaría estar en 10 años?
FINAL ORAL EXAMINATIONS – SPN 101 Fall 2010
Guidelines and Topics: Final Oral Interview
You will have five minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for the interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: La universidad. Dígame acerca de sus estudios universitarios. Algunas preguntas: ¿Qué estudia aquí en la universidad? ¿Qué clases toma en la semana? ¿Cuáles son sus cursos favoritos? ¿Cuál es su clase favorita? ¿Por qué?
Tema 2: La familia. Dígame de su familia. Algunas preguntas: ¿Cuántas personas hay en su familia? ¿Dónde viven? ¿Con quién vive usted? ¿Cuándo visita a sus padres? ¿Cómo se llaman sus padres?
Tema 3: Los pasatiempos. Dígame de sus pasatiempos. Algunas preguntas: ¿Qué hace en su tiempo libre? ¿Cuál es su deporte o pasatiempo favorito? ¿Por qué? ¿Qué hace con sus amigos o con su familia? ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving?
You will have five minutes to have an oral interview with the instructor. Please prepare your questions for the following topics. We will pick ONE topic for the interview. Your answers will be assessed following the same criteria for your oral skit: relevance (30), creativity (40), and Spanish language performance (50).
Tema 1: La universidad. Dígame acerca de sus estudios universitarios. Algunas preguntas: ¿Qué estudia aquí en la universidad? ¿Qué clases toma en la semana? ¿Cuáles son sus cursos favoritos? ¿Cuál es su clase favorita? ¿Por qué?
Tema 2: La familia. Dígame de su familia. Algunas preguntas: ¿Cuántas personas hay en su familia? ¿Dónde viven? ¿Con quién vive usted? ¿Cuándo visita a sus padres? ¿Cómo se llaman sus padres?
Tema 3: Los pasatiempos. Dígame de sus pasatiempos. Algunas preguntas: ¿Qué hace en su tiempo libre? ¿Cuál es su deporte o pasatiempo favorito? ¿Por qué? ¿Qué hace con sus amigos o con su familia? ¿Qué hiciste el sábado pasado? ¿Qué hiciste para Thanksgiving?
Tuesday, November 2, 2010
GUIDELINES FOR FINAL ORAL EXAM F10
Please bring a hard copy of your script in Spanish and English the day of the Oral Exam.
As part of your FINAL ORAL EXAMININATION, you and your partner will perform a small interaction/dialogue the last week of classes. This performance aims to make you practice your acting and easiness with a topic/topics with Spanish language and culture. You and your classmate/s will create a dialogue/interaction/interchange that focuses on a specific situation/situations focused on the objectives of one/two or various lessons covered in SPN 101-102. You are required to include SIX QUESTIONS/ANSWERS/SENTENCES (connected with the GRAMMAR ESTRUCTURAS) practiced during the semester in your final script.
What is the format for a Performance script?
Imagine a situation in which you are having problems in communication. Imagine the situation to be happening here in the US. Therefore adopt different roles (one person who speaks more English and a person who speaks more Spanish interacting in a gathering, party, class, store, doctor’s room, social services office, prison, courtroom, etc). Imagine the person to be from a country familiar to you (you researched one already; the country of your amigo, co-worker). Write a small description of the situation and the characters. Be sure that the dialogue has a flow. You are required to write a very RELEVANT, CREATIVE, and EDGY script for your performance. Imagine this performance will be posted on YouTube and you can win a PRIZE for IT. If necessary, you are also encouraged to provide some notes (in English) for situation changes, characters’ new identities and emotions, or the like to provide a sense of the interaction and why some scenes change during the performance.
What is the format of your actual PERFORMANCE?
Students are required to REHEARSE their lines prior to their final performance. In the actual oral exam, you will act out, perform, enact your momentary new identities/roles as it were a REAL-LIFE SITUATION/INTERACTION. Imagine yourself as a potential ACTOR. Your intonation, voice, and use of props are closely associated with the RELEVANCY, CREATIVITY and EDGYNESS of your performance. You won’t be able to read any lines from your script.
How are PERFORMANCES graded?
Area Total points Needs help Very Good Outstanding
RELEVANCE of performance to question/ task/ assignment. Background sections are helpful. 10 15 20
CREATIVITY Students created a difference with their performance; they acted in unique way and caught the audience’s attention. 20 25 30
SPANISH LANGUAGE PERFORMANCE
Students act, pronounce and enunciate clearly and use their acting and bodies to convey their meanings clearly. They improvise their lines if they forgot the scripts and achieved their communication goal. 30 35 40
SCRIPT QUALITY: Edited, clear sentences, accent marks, and handed in on time. 4 7 10
As part of your FINAL ORAL EXAMININATION, you and your partner will perform a small interaction/dialogue the last week of classes. This performance aims to make you practice your acting and easiness with a topic/topics with Spanish language and culture. You and your classmate/s will create a dialogue/interaction/interchange that focuses on a specific situation/situations focused on the objectives of one/two or various lessons covered in SPN 101-102. You are required to include SIX QUESTIONS/ANSWERS/SENTENCES (connected with the GRAMMAR ESTRUCTURAS) practiced during the semester in your final script.
What is the format for a Performance script?
Imagine a situation in which you are having problems in communication. Imagine the situation to be happening here in the US. Therefore adopt different roles (one person who speaks more English and a person who speaks more Spanish interacting in a gathering, party, class, store, doctor’s room, social services office, prison, courtroom, etc). Imagine the person to be from a country familiar to you (you researched one already; the country of your amigo, co-worker). Write a small description of the situation and the characters. Be sure that the dialogue has a flow. You are required to write a very RELEVANT, CREATIVE, and EDGY script for your performance. Imagine this performance will be posted on YouTube and you can win a PRIZE for IT. If necessary, you are also encouraged to provide some notes (in English) for situation changes, characters’ new identities and emotions, or the like to provide a sense of the interaction and why some scenes change during the performance.
What is the format of your actual PERFORMANCE?
Students are required to REHEARSE their lines prior to their final performance. In the actual oral exam, you will act out, perform, enact your momentary new identities/roles as it were a REAL-LIFE SITUATION/INTERACTION. Imagine yourself as a potential ACTOR. Your intonation, voice, and use of props are closely associated with the RELEVANCY, CREATIVITY and EDGYNESS of your performance. You won’t be able to read any lines from your script.
How are PERFORMANCES graded?
Area Total points Needs help Very Good Outstanding
RELEVANCE of performance to question/ task/ assignment. Background sections are helpful. 10 15 20
CREATIVITY Students created a difference with their performance; they acted in unique way and caught the audience’s attention. 20 25 30
SPANISH LANGUAGE PERFORMANCE
Students act, pronounce and enunciate clearly and use their acting and bodies to convey their meanings clearly. They improvise their lines if they forgot the scripts and achieved their communication goal. 30 35 40
SCRIPT QUALITY: Edited, clear sentences, accent marks, and handed in on time. 4 7 10
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