Spanish 2600 Spring Semester 2013 Study Guide for Final Exam
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1 Spanish 2600 Spring Semester 2013 Study Guide for Final Exam A. GENERAL INFORMATION 1. Students must take the exam only during the regularly scheduled time. Refer to your course syllabus for the specific date and time of the exam. 2. This exam will include the following components: (1) Interview, (2) Listening Comprehension, (3) Reading Comprehension, (4) Cultural Information, and (5) Writing. Each of these components is worth 20%. 3. Although the final exam is comprehensive, meaning students must understand the material from Capítulos 1-15 in the textbook (Dos mundos/7 th edition & the online workbook), it focuses more heavily on the material from Capítulos The final exam is 35% of the course grade. Grading in this course is ABCDF. (Refer to the attendance policy on your syllabus to see how it may affect your final grade.) The foreign language requirement for students with Bachelor of Arts majors is the successful completion of Intermediate If you are taking this course CR/NC, you must have a C or above in order to receive credit. B. GENERAL FORMAT OF FINAL EXAM 1. ORAL PRESENTATION AND INTERVIEW (20%) For the final exam, the speaking component will be replaced by the Presentación oral y Entrevista. See Guidelines for the Interview in part C of this study guide. 2. LISTENING COMPREHENSION (20%) To prepare for this part, take advantage of all activities found in the Dos mundos program (textbook and the online Cuaderno de actividades). In particular, review the sections called Actividades auditivas in Capítulos in the CA. In this section of the exam, 4 listening passages will be included from your workbook and/or other sources. Although some of the listening passages may be the same as those found in the workbook, the questions may be modified. The format will include true or false (and correction of the false statements), fill-in-the-blank, short answer, multiple choice and/or one of the other formats found in the Actividades auditivas. 3. READING COMPREHENSION 20%) To prepare for the reading comprehension section of the exam, read and understand all of the passages in the textbook and the workbook (Capítulos 14-15). Students will be tested on two reading passages. Formats to be used in testing reading comprehension skills will include true or false (and correction of the false statements), fill-in-the-blank, short answer, and/or multiple choice. 1
2 4. CULTURAL INFORMATION (20%) The textbook Dos mundos offers a wide variety of readings and cultural materials in every chapter. The cultural information appears particularly in the sections Ventanas culturales, Ventanas al pasado, Enlace a la literatura / a la música / al cine, Lecturas, Vida y cultura, and the section Conozca...!. In the Resumen cultural section in the online workbook, as well as in supplementary exercises in the textbook and workbook, students will find written exercises to verify their knowledge and understanding of Hispanic cultures. The final exam will focus on Capítulos The formats used for testing this part include true or false (and correction of the false statements), fill-in-the-blank, short answer, and/or multiple choice. This section of the exam will be based on the cultural worksheet found in part D of this study guide. The questions on the cultural worksheet will be similar to the ones on the exam, but not necessarily exactly the same as those that appear on the exam. 5. WRITING (20%) In this section of the exam, students will write one short composition of a minimum of 15 sentences based on a given topic. The composition will be evaluated for its grammar, vocabulary, content (for full credit, all of the questions and ideas in the writing prompt must be addressed), length, and organization. To prepare for the composition, take advantage of all the Actividades escritas (written activities found in the CA), other writing exercises (Tareas), and the four composition topics below. The day of the exam, students will be given two of the four topics listed below, and they will write a composition of at least 15 sentences about one of them. Some topics for practice: 1. Mis planes para el futuro. Escriba una composición sobre sus planes para el futuro. Use las siguientes preguntas como guía: Se graduará de la universidad? Estudiará más para obtener otro título? Trabajará? Dónde, o qué tipo de trabajo buscará? Comprará casa? Se casará? Tendrá hijos? Se mudará a otra ciudad o a otro estado? Incluya, por lo menos (at least), tres sugerencias que sean necesarias para tener un futuro feliz. (Por ejemplo, Para tener un futuro feliz, es importante que trabaje mucho. ) No repita un verbo más de dos veces. 2. Describa su boda o la boda de un/a amigo/a o un familiar suyo. Incluya información, por lo menos, sobre cuatro de los siguientes temas: los preparativos para la boda, el vestido de la novia, el lugar donde tuvo lugar la boda, los invitados, la recepción, la comida, el baile, el lugar adonde viajaron para pasar la luna de miel, etc. Incluya también tres consejos sobre el matrimonio que usted le daría a una pareja que desea casarse. (Por ejemplo, Para un buen matrimonio, es necesario que sean sinceros. ) No repita un verbo más de dos veces. 3. Descripción de un/a buen/a amigo/a. Incluya información sobre: la apariencia física, la personalidad, la especialidad o profesión, las características de esa persona que le agradan a usted, algunos defectos de esa persona y las actividades que le gusta hacer con esa persona. Incluya, por lo menos, tres normas que sean necesarias para mantener una buena amistad. (Por ejemplo, Para mantener una buena amistad, es importante que los amigos tengan muchas cosas en común. ) No repita un verbo más de dos veces. 2
3 4. La diversidad cultural. Escriba una composición sobre la diversidad cultural. Use las siguientes preguntas como guía: Cree usted que hay aspectos positivos de la diversidad cultural? Hay también aspectos negativos? Explique cuáles son los aspectos positivos y negativos de la diversidad cultural de este país. Piense, por ejemplo, en la diversidad cultural de su ciudad, sus amigos, sus compañeros de clase, su música favorita, sus restaurantes favoritos, etc. Incluya, por lo menos, tres recomendaciones para mejorar la diversidad cultural de una ciudad o demostrar la aceptación de la diversidad cultural. (Por ejemplo, Para mejorar la diversidad cultural, es importante que haya bastante diversidad en los restaurantes étnicos ). No repita un verbo más de dos veces. C. ORAL PRESENTATION AND INTERVIEW (Presentación oral y Entrevista) General Guidelines In Intermediate Spanish courses, the oral presentation and interview is used to assess a student s ability to speak and understand Spanish. It involves a presentation and a one-on-one interview with the instructor that takes place in the instructor s office or classroom during the last week of classes. A sign-up sheet will be passed around before the last week of classes. This is a component of the Final Exam and is worth 20%. The total amount of time allowed for the presentation and interview is 10 minutes. The OI will consist of four main parts. 1. Warm-up. The OI begins with a brief warm-up conversation in Spanish (responding to greetings, and polite social questions) to help students relax and think in the language before they begin with their presentation. This portion should not last more than a minute 2. Presentation (10%). The presentation should be about a trip you have taken in recent years and it should include the following information: name of the place where you went, means of transportation to get there, place where you stayed and length of time you stayed there, some activities you did there, items you (or someone accompanying you) bought while visiting the place, and other details you may want to add. Also, tell your instructor whether or not you recommend that s/he visit the place and why (For example, (No) le recomiendo que visite... porque... ). For full points, students must address all of the topics and speak only in Spanish. Students are not allowed to read or to refer to notes. Visual aids can be used only if they are appropriate to support the presentation and do not have any words on them. This part should last about three minutes. 3. Questions & Answers (10%). The purpose of this portion of the OI is to check on the student s ability to function at this course level of proficiency. In this part, students are asked to answer questions (a minimum of 5) using a variety of verb tenses. Most questions are directly related to material studied in the course and to items the student talked about in the presentation. To prepare for this section, you should review the Actividades comunicativas and Entrevistas in Dos mundos. This part should last about two minutes. 4. Termination of OI. This portion serves to end the interview in a natural and pleasant way, as most authentic conversations normally end. Grading of OI. The OI will be graded based on the following categories: Comprehensibility, Content of information, Fluency and Pronunciation, Accuracy of Language (particularly Vocabulary and Grammar), and Ability to Understand and Answer the Questions. 3
4 D. CULTURAL INFORMATION La quinceañera ( Ojo!, p. 490) 1. En el mundo hispano, cómo se llama la joven que cumple quince años? 2. La fiesta de los quince años también se conoce como la fiesta. 3. Las son las muchachas que acompañan a la quinceañera y a los son los muchachos. 4. Quién baila el primer vals con la quinceañera? 5. Qué representa la celebración de la quinceañera en el mundo hispano? Los refranes (p ) 1. El refrán equivalente en inglés del refrán español Aunque la mona se vista de seda, mona se queda es. 2. Cuál es el refrán equivalente de Call a spade a spade en español? 3. En la cultura hispana, el día de mala suerte es el. 4. Estar entre la espada y la pared significa tener un. 5. El equivalente en español del refrán inglés To each its own es. La presencia hispana (p. 523) 1. Qué buscaba el colonizador español Juan Ponce de León en el territorio que hoy conocemos como el estado de Florida? 2. Cuál es la capital de origen hispano, más antigua de los EE.UU.? 3. Mencione tres estados estadounidenses que México tuvo que ceder a los EE.UU. mediante el Tratado de Guadalupe Hidalgo en Además de los mexicanos, mencione otros dos grupos de hispanos que residen en los EE. UU. 5. Según la lectura, cuáles son algunas razones por las cuales los hispanos vienen a los EE. UU.? 6. Mencione dos o tres motivos que le llevaron a usted a estudiar el idioma español como lengua extranjera. 4
5 El eclipse por Augusto Monterroso (pp ) 1. Cuál es la cultura indígena que se describe en El eclipse? 2. Qué desconocía Fray Bartolomé sobre los indígenas? 3. Qué dijeron los indígenas en su consejo? 4. En este cuento, quién engaña a quién y por qué? Picasso y Guernica (p. 552) 1. Cuál es el nombre del estilo de arte geometrizado originado por Pablo Picasso? 2. Cómo se llama la famosa pintura de Picasso en contra de los crímenes del fascismo? 3. Mencione dos épocas en la vida artística de Picasso. 5
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