Fort Bend Independent School District Credit by Examination - Spanish

Transcripción

1 Fort Bend Independent School District Credit by Examination - Spanish SPANISH I, II AND III April 2009 To the Student: This Credit by Examination (CBE) for Spanish I, II, and III gives you the opportunity to demonstrate both your mastery of the Texas Essential Knowledge and Skills (TEKS) as outlined by the Texas Education Agency (TEA) and your general reading, writing, listening and speaking proficiency in Spanish. The results of your test will count as course and grade credit on your permanent transcript in Fort Bend Independent School District. You must have had some documented formal instruction in Spanish in order to be eligible to sit for this exam. This examination consists of five sections: Listening, Speaking, Vocabulary and Structure, Reading and Writing. Section I, Listening, tests your listening and comprehension ability. Section II, asks you either to answer certain questions in Spanish, describe a picture of series of pictures in Spanish, or respond in a certain situation in Spanish. Section III, Vocabulary and Structure, tests your knowledge of Spanish vocabulary and syntactic structures. Section IV, Reading, asks you to read at the sentence, paragraph, and discourse levels. Section V, Writing, requires you to respond to questions in Spanish and to write an essay on a given topic.. Carefully review the topics outlined below for each level and vocabulary associated with these concepts. Sample test questions are included in this letter to familiarize you with the testing formats. The examination is based on the Texas Essential Knowledge and Skills for this subject and the proficiency levels are from Novice-Mid to Intermediate-High as defined by American Council on the Teaching of Foreign Languages (ACTFL). A Spanish textbook, Realidades Levels 1-3, from your local school is the best source for review for all levels. Once again, the sample exam aims to give you a model of the types of questions to be on your examination, and is not intended to serve as a review sheet. Spanish I CBE Overview The Spanish I Credit by Exam tests to the proficiency range from Novice-Low to Novice-Mid, based on the ACTFL scale. Students at these levels are expected to be able to read short sentences and write lists and short messages. The following is a list of learner objectives that you should be able to do and will want to review as you prepare for the Spanish I CBE: Performance Objectives: Student should demonstrate an ability to: 1. Use basic expressions of courtesy, such as greetings for different times of the day, ask about another person s health and respond in kind

2 Vocabulary: Greetings and good-byes, courtesy vocabulary Structure of Language: Estar, Question Words 2. Ask for and give personal information, such as name, age, nationality, address and current place where one lives, grade level, location, telephone number and other personal information. Vocabulary: Nationalities, Numbers through 100, School Vocabulary, Months, Structure of Language: Noun/adjective agreement, Nationality, Numbers, Ser 3. Express likes and dislikes which include activities, foods, classes, hobbies. Vocabulary: Common Activities, Food, School Vocabulary Structure of Language: Gustar/Encantar and other verbs like it, Regular AR, ER and IR verbs in the infinitive form 4. Describe herself, family and friends in terms of physical characteristics, personality, profession, likes and dislikes. Vocabulary: Descriptive Adjectives, Professions, Activities/Pastimes, Family Structure of Language: Noun/Adjective agreement, gustar/encantar, possessive adjectives 5. Communicate about locations in the community, where they go to shop, for entertainment, school, and any other daily activities and how they get there. Vocabulary: Places around town, School, Activities, Transportation Structure of Language: Ir a + infinitive, Ir, Estar, Ser 6. Extend, accept and decline invitations to participate in leisure activities both inside and outside of school. Vocabulary: Leisure Activities, Places, Expressions of acceptance and refusal Structure of Language: Te gustaría?, Expressing obligation using tener que; Haber ( Qué hay en la clase?) 7. Describe family relationships, talk about family celebrations. Express possession in regards to personal items and relationships. Vocabulary: Family, Possessive Adjectives Structure of Language: Possessive Adjectives, Noun/Adjective Agreement 8. Talk about school schedules and classes. Vocabulary: School and classroom Structure of Language: Possessive Adjectives, Comenzar, Empezar 9. Ask for and give directions, talk about location of objects, people and places. Vocabulary: Places, Prepositions of location, Expressions of courtesy Structure of Language: Estar, Question Words, Polite and Familiar Commands 10. Discuss food, health and exercise choices. Vocabulary: Food and exercise, healthy vs. unhealthy lifestyle choices Structure of Language: AR, ER, IR verbs, Question words, Preferir 11. Describe food for each of the three daily meals Vocabulary: Food 2

3 Structure of Language: Preferir and other stem-changing verbs, Regular and irregular verbs traer and other verbs whose yo form ends in GO. 12. Shop for clothes, pointing out objects, asking for prices, description of articles of clothing, likes and dislikes, preferences. Vocabulary: Clothing Structure of Language: Question words, descriptive adjectives, gustar/encantar, preferir, demonstrative adjectives 13. Talk about chores that must done around the home. Describe neighborhood, rooms of the home. Vocabulary: Rooms of the house, Basic Chores, Neighborhood Structure of Language: Hay, Estar, Ser 14. Make comparisons between two objects and between one object and more than one other object. Structure of Language: Comparatives and Superlatives 15. Express an understanding of cultural perspectives on such things as education, leisure activities, families, food, clothing, shopping, and celebrations. Spanish II CBE Overview The Spanish II Credit by Exam tests to the proficiency range from Novice-Mid to Novice High. Students within this proficiency range are expected to be able to read paragraphs and write postcards, notes, and simple sentences. The following is a list of objectives that you should able to accomplish and will want to review as you prepare for the Spanish II CBE: Performance Objectives: Student should demonstrate the ability to: 1. Describe himself, his friends and family, in terms of physical characteristics personality traits, likes and dislikes, age, nationality and profession. Vocabulary: family, descriptive adjectives, adjectives of nationality, professions Structure of Language: gustar/encantar, tener años, noun/adjective agreement, possessive adjectives and pronouns 2. Talk about classes, likes and dislikes, school schedule, daily routines. Vocabulary: School (classroom, class schedules), personal hygiene, daily activities Structure of Language: Gustar/Encantar, Regular AR, ER and IR verbs in the present tense 3. Describe events in the present and past tense, events that have been going on for a certain length of time and that occurred a certain amount of time ago. Talk about childhood activities and memories. Vocabulary: Hace que + present tense/hace que + past tense Structure of Language: Preterite and Imperfect tenses 4. Shop for clothing and other daily use items Vocabulary: Clothing, Food, Pharmacy Items, Sporting goods, Computers 3

4 Structure of Language: Commands, Subjunctive, Demonstrative Adjectives and Pronouns, Direct and Indirect Object Pronouns 5. Give directions and talk about places around the neighborhood/town where you live. Express indirect wishes and emotions about events that occur. Vocabulary: Places Structure of Language: Present Subjunctive, Polite and Familiar Commands 6. Function in travel situations such as making travel reservations, communicating with someone at the front desk at a hotel, ordering food. Vocabulary: Hotel, Airport, Restaurant Vocabulary Structure of Language: Subjunctive vs. Indicative, Familiar and Polite Commands, Direct and Indirect Object Pronouns 7. Talk about future plans including professional goals and things you would do in certain situations. Vocabulary: Professions, Classes Structure of Language: Future and Conditional Tenses 8. Express an understanding of cultural perspectives on such things as education, leisure activities, families, food, clothing, shopping, and celebrations. Spanish III CBE Overview The Spanish III Credit by Exam tests to the proficiency range from Novice High to Intermediate-Mid. Students at these levels are expected to be able to read simple articles in Spanish, write short communications, simple compositions, brief descriptions, and requests for information in loosely connected texts that are based on personal preferences, daily routines, common events, and other topics related to personal experiences and immediate surroundings. Students should also be able to meet all practical writing needs such as taking notes, writing uncomplicated letters, simple summaries, and compositions related to school experiences, and topics of general interest. This examination is designed to assess your ability to read and write in Spanish. Performance Objectives: Student should demonstrate the ability to: 1. Carry out all of the performance Objectives for Spanish I and II 2. Talk and write about summer vacation in the past tense, focusing on places visited, description of nature, and impressions Vocabulary: Lugares (campo, montaña, playa, etc.), actividades en la naturaleza, Países y nacionalidades, El tiempo Structure of language: Pretérito e imperfecto (verbos regulares, irregulars, con cambio de raíz y de ortografía), Ser y estar (con descripciones de lugares), Los sustantivos y sus modificantes (adjetivos, artículos definidos e indefinidos) 3. Discuss travel in foreign countries: advantages and disadvantages, landmarks, cultures, and cultural misunderstandings, Discuss the importance of tourism in better knowing and respecting our world, Discuss and give solutions to minimize the effects of pollution 4

5 Vocabulary: la contaminación, los recursos naturales, verbos en contexto, animales e insectos, medio ambiente Structure of Language: The subjunctive: definition, overview of use, conjugations (regular verbs), Compare subjunctive to commands (negative tú, affirmative and negative usted and ustedes), Conjunctions used with the indicative and the subjunctive, Pronombres relativos (que, quien, lo que) 4. Interpret mysteries of archaeology and suggest explanations for them, Discuss ancient civilizations and their influence on our society Vocabulary: Descubrimientos, Mitos y leyendas, Fenómenos inexplicables, el universo, Describir objetos Structure of Language: El subjuntivo: el presente (regulares, irregulares, con cambios de raíz y de ortografía), Conjunciones: pero y sino 5. Discuss different types of art and their importance of artistic expression, Express your opinion about a dance, music or theatre expression Vocabulary: Formas y géneros de arte, Profesiones artísticas, Para describir una obra de arte, Sobre la música y la danza, sobre la actuación Structure of Language: Los usos del pretérito y del imperfecto, Estar + participio, Ser and estar, Verbos con significados diferentes en pretérito e imperfecto, Pronombres relativos 6. Empathize with people with medical conditions or injuries, Discuss the importance of having healthy bodies and the necessity to go to the doctor for check-ups and for treatment, Explain the specifics of different sports and their importance in keeping a healthy body Vocabulary: Partes del cuerpo, Síntomas y medicinas; problemas médicos, Una visita al medico y al dentista, En el hospital, Para estar en forma; ejercicios físicos, deportes Structure of Language: Los mandatos afirmativos y negativos con tú, usted, ustedes, nosotros y vosotros, El uso del subjuntivo en cláusulas nominales: emociones y sentimientos, expresiones de duda, El subjuntivo después de un pronombre relativo 7. Discuss food stores and shopping for food in different Hispanic countries and compare to the U.S., Reflect on personal eating habits, Develop an understanding of healthy eating and how it helps prolong the quality of life Express opinions about daily life activities, school courses and other basic topics. Vocabulary: Comida y nutrición, Poner y quitar la mesa, Tiendas de comestibles, En el restaurante; como pedir y pagar Structure of Language: Los mandatos afirmativos y negativos con tú, usted, ustedes, nosotros y vosotros, El uso del subjuntivo en cláusulas nominales: emociones y sentimientos, expresiones de duda, Los pronombres: sujetos y preposicionales, de complemento directo e indirecto (y la posición de los dos), El uso de los verbos gustar y encantar en contexto 8. Discuss and reflect upon family relationships and friendships, Describe your family and friends and reflect upon their importance to you 5

6 Vocabulary: Sustantivos y verbos en relación con la amistad, Adjetivos de descripción, Verbos de emoción Structure of Language: Subjuntivo con verbos de emoción, Pronombres posesivos, Conjunciones por y para 9. Reflect upon your future, focusing on further education and future profession, Discuss the advantages of having education and compare education in the U.S. and Hispanic countries Vocabulary: Profesiones y oficios; para la entrevista, Cualidades y características relacionadas con el trabajo, La comunidad sustantivos y verbos Structure of Language: Futuro (simple, perfecto), Presente perfecto pluscuamperfecto, Los adjetivos y los pronombres demostrativos, Complementos directos e indirectos 10. Present your point of view regarding rights and responsibilities guaranteed by the Constitution in the US and compare to Hispanic countries Vocabulary: Derechos y responsabilidades de los ciudadanos u otras personas, En el hogar, en la escuela, Adjetivos y expresiones relacionadas con derechos y deberes Structure of Language: La voz pasiva, Presente e imperfecto del subjuntivo, Pluscuamperfecto del subjuntivo, Condicional perfecto 11. Describe and interpret (current) events in different areas of interest (culture in general--politics, sports, entertainment, science) Vocabulary - En una ciudad hispana; como pedir y dar direcciones, Hablar de construcciones, eventos diarios (media), Eventos deportivos en países Hispanos y en los EE.UU., La ropa; las tiendas de ropa y zapaterías; como describir ropa, Ropa correspondiente para diferentes eventos artístico y deportivos Structure of Langauge: El imperfecto del subjuntivo con si, Subjuntivo: Cláusulas condicionales, El presente perfecto del subjuntivo, Las comparaciones, El superlativo Sample Credit by Examination Items for Spanish I, II, III Structure of Language/Vocabulary: Select the most appropriate answer. All levels will be similar to the following level I items: 1. Cómo estás? a. Soy de Texas. b. Estoy en mi clase de español. c. Soy estudiante. d. Estoy bien, gracias. 2. el tenis profesional. Es muy aburrido! a. No me gusta b. Me encanta 6

7 c. Me gusta d. Me gustan Reading: Read the following selection and respond to the questions that follow: All levels will be similar to the following level I items. The reading selections for each level will be progressively longer and involve more vocabulary, appropriate to the level and proficiency expected: Hola! Estoy aquí en Costa Rica con mi familia para visitar a mis abuelos. Salimos de Houston hace una semana y estamos aquí por una semana más. Anoche mi abuelo y yo compramos unos boletos para ver una comedia en el Teatro Nacional en San José. Ayer salí de la ciudad a las seis de la mañana para montar a caballo por las montañas. Vi un lago magnífico y un volcán activo. No me gustó mi caballo porque no corrió mucho. Pero el parque nacional fue muy impresionante. Hasta pronto! Miguel 1. Por qué fueron Miguel y su familia a Costa Rica? a. Para ver un volcán activo b. Para visitar a familia. c. Para montar a caballo. d. Para estudiar español. 2. Quiénes fueron al teatro? a. Miguel y la familia b. Miguel y sus primos c. Miguel y su abuela d. Miguel y su abuelo Listening: Select the most appropriate answer. All levels will be similar to the following level I items although some variety in the format may occur at the higher levels. Items are not repeated at the third year level. Listen as people discuss the present they bought for Cristina s quinceañera celebration in Mexico City. As you listen, identify how much each gift costs. On the grid below, select the price that each person paid for the gifts pictures. You will hear each set of statements twice. Items will not necessarily be mentioned in the order that they are listed here. 1. a. 600 pesos b. 6,000 pesos 7

8 c. 700 pesos d. 7,000 pesos 2. a. 35 pesos b. 350 pesos c. $25 d. $260 Script for the above: Dialogue: Ana: Tomás: Ana: Tomás: Ana: Tomás: Ana: Fuiste a la quinceañanera de Cristina, no? Pues, sí, yo te vi allí, no te acuerdas? Ah, sí, claro que me acuerdo. Qué le diste como regalo? Bueno, quería darle un CD, pero mi madre le compró unos guantes. Yo vi esos guantes. Me gustaron mucho. Cuánto pagó tu mamá por ellos? Yo creo que pagó veinticinco dolares. Nos dejaron pagar con dinero americano en el almacén.y tú, cuánto pagaste por ese perfume tan rico que le diste? Pagué casi todo mi sueldo de una semana, unos 700 pesos. Speaking At all levels, students may be asked to either respond to personal questions, participate in a situational dialogue, describe a picture or any combination of the three tasks, at the appropriate level of proficiency. Writing At all levels, students may be asked either to write a letter, , or other type of written communication on any of the topics listed. Students may also be asked to respond to simple personal questions or questions about a reading selection, in complete sentences and in Spanish. 8