AP Spanish Summer Homework

Transcripción

1 AP Spanish Summer Homework This Summer Homework assignment is not a punishment or a weeding out of the lesser students. It is in fact, believe it or not, to help you. I don t want your skills that you ve worked so hard for to atrophy over the summer and then delay our progress as we get started next fall (if you were reading closely, you would have realized that sentence is subjunctive in Spanish). After having had some of you in class and met others of you, I know that you are all very competent students and there is no reason to take steps back when I think a minimal amount of work can help you keep a little Spanish in ya over the 2 month break. There are 3 parts, the essay (in English) over the exam itself, the verb packet, and the cultural comparison. Feel free to practice and do extra, I d like to hit the ground, well, walking quickly, in August I can t wait for us to get started! UNO: Ensayo del examen First, you will go to the AP website for the Spanish Language Exam and learn everything you can about the exam: format, scoring, length, date, etc. Then you will me a 150 words minimum composition (in English) or essay that explains what you have learned about the exam. Also, tell me which parts of the test you think will be the hardest for you and how you will strategize to prepare yourself for the course and ultimately for the test. This is worth 40 points. My address is: Stephanie.lester@fayette.kyschools.us The AP Central Website is: DOS: Los verbos For the verb segment of your summer homework, you will complete the verb packet going through all of the tenses in Spanish. Complete and study the packet. u may use 501 Spanish Verbs to help you. Be careful with online resources. I have found some websites that are wrong! Verbix.com is helpful, but not always correct! u can use this packet as a resource all year as we write & speak. TRES: Comparación Cultural u will do 4 presentations on a cultural aspect of a Spanish-speaking country. These cultural comparison presentations are due BEFORE the first day of school, August 13, 2014.

2 REPASO COMPLETO DE TODOS LOS TIEMPOS #1 PRESENTE La acción ocurre ahora (The action is happening now) aprendo las reglas. (I learn the rules-iam learning the rules.) Conjugar: pagar oír saber

3 #2 PRETÉRITO La acción ya terminó. Algo que ya pasó una vez (The action ended. Something that happened one time.) Ayer, yo aprendí las reglas. (Yesterday, I learned the rules.) Generalmente hay tildes en las formas de yo y él. -é,-aste,-ó,-amos,-asteis, -aron -í,-iste-ió,-imos,-isteis,-ieron Los verbos que terminan en aer, -eer, -uir, y oír llevan tildes en todas las formas menos la de ellos. También, la i > y : oí, oíste, oyó, oímos, oyeron Los verbos que terminan en uir no llevan tildes en las formas de tú ni nosotros destruí, destruiste, destruyó, destruimos, destruyeron Estos verbos nunca llevan tildes: dar/ver ir/ ser hacer venir traer andar tener estar querer conducir saber caber poder poner decir

4 Verbos que tienen un cambio ortográfico en la forma de yo solamente Los verbos que terminen en -gar cambian (g->gu) ante la e entregué, entregaste, entregó, entregamos, entregaron -car (c ->qu) saqué, sacaste, sacó, sacamos, sacaron -zar (z->c) gocé, gozaste, gozó, gozamos, gozaron Verbos que terminan en ar y er no tienen cambio en el radical jugué, entendí Los verbos que terminan en ir cambian (e>i ;o>u en la forma de él y ellos) mintió/mintieron, murió/murieron Reír: reí, reíste, rió, reímos, rieron

5 Conjugar: estudiar(yo) salir (él) llegar(yo) dar(yo) ir(nosotros) encontrar(tú) pedir(él) dormir(ella) hacer(él) decir(uds.) conducir(tú) organizar(yo) buscar (yo) ver(ella) ser(yo) volver(nosotros) sentir(ellos) pensar(ellos) estar(nosotros) traer (yo)

6 #3 IMPERFECTO la acción ocurrió más de una vez en el pasado (Action occured more than one time in the past.) Todos los días yo aprendía las reglas (Everyday I learned/was learning the rules.) -aba,-abas,-aba,-ábamos,-abais,,-aban -ía,-ías,-ía,-íamos,- iais-ían Se usa con descripciones de edad, hora, tiempo, fecha, estado mental y físico Conjugar: Los tres verbos irregulares son: ir ser ver ir leer ver ser copiar

7 #4 FUTURO lo que va a pasar (What is going to happen) Mañana, yo aprenderé las reglas. (Tomorrow, I will learn the rules.) Formación: infinitivo + -é, -ás, -á, -emos, -éis, -án Acentos en todas las formas menos la de nosotros Hay verbos irregulares! poner poder salir tener venir decir hacer querer haber saber/caber

8 Conjugar: dormir cuidar perder escribir ir

9 #5 CONDICIONAL lo que pasaría (What would happen) Si yo estudiara, yo aprendería las reglas. (If I studied, I would learn the rules.) infinitivo + -ía, -ías, -ía, -íamos, -íais, -ían Siempre hay tilde en la i Usa las mismas formas irregulares que el futuro Conjugar: cambiar tener conducir estar hacer

10 Los tiempos compuestos #6 El PRESENTE PERFECTO lo que ha pasado (What has happened.) Por fin, yo he aprendido las reglas. (Finally, I have learned the rules.) he, has, ha, hemos, habéis, han + participio pasado Participio pasado: (-ado, -ido, o los irregulares) Hay participios pasados irregulares! decir: escribir: abrir: poner: morir: romper: hacer: ver: cubrir: volver: Imprimir: resolver: Conjugar: ir leer ver ser copiar

11 #7 PLUSCUAMPERFECTO lo que había pasado (What had happened.) year.) ya había aprendido las reglas el año pasado. (I had already learned the rules last había, habías, había, habíamos, habíais, habían + participio pasado Conjugar: ir abrir decir preparar pasar

12 #8 FUTURO PERFECTO lo que habrá pasado (What will have happened) Para el final del año, yo habré aprendido las reglas. (By the end of the year, I will have learned the rules.) habré, habrás, habrá, habremos, habréis, habrán + participio pasado Conjugar: alcanzar romper entender llegar ver

13 #9 CONDICIONAL PERFECTO lo que habría pasado(what would have happened) Si hubiera estudiado, yo habría aprendido las reglas. learned the rules.) (If I had studied, I would have habría, habrías, habría, habríamos, habríais, habrían + participio pasado Conjugar: venir cerrar vender ser oír

14 #10 PRESENTE DE SUBJUNTIVO Sigue expresiones como: Es importante que yo sepa las reglas. (It s important that I learn the rules. Ojalá que..yo aprenda las reglas. Alguien quiere que..yo estudie las reglas. El subjuntivo sigue la palabra que si el primer verbo tiene que ver con: la voluntad: Sugiere que..quiere que..recomienda que..exige que..haga.. necesidad: Es necesario que..es importante que..es preciso que..tenga. emoción/opinion: Se alegra de que..le gusta que.. Es bueno que..estudies. duda/posibilidad: Es dudoso que.. Es posible que.. Es probable que..vaya. Se usa cuando el primer verbo está en el presente o el futuro: La profesora quiere que yo aprenda las reglas.

15 Es preferible que escuches a la profesora. La profesora querrá que memorices la materia. Me gustará que vengas a recibir ayuda extra. Formación: La base es la forma de yo del presente Se quita la o AR: -e,-es,-e,-emos,-éis, -en ER/IR: -a,-as,-a,-amos,-áis,-an Conjugar: estar ver caer saber ser dar ir decir quedarse dormir

16 hacer leer caber jugar seguir #11 IMPERFECTO DE SUBJUNTIVO Sigue expresiones como: Querían que Era importante que (They wanted me to ) La diferencia entre esto y el presente del subjuntivo es que se usa cuando el primer verbo está en el pasado o en el condicional: La profesora quería que yo aprendiera las reglas. Era preferible que hicieras la tarea. Le gustaría que memorizaras la materia. Quisiera que vinieras a recibir ayuda extra. Formación: La base es la forma de ellos del pretérito Se quita -ron Se pone: -ra,-ras,-ra, -ramos,-rais, -ran

17 Conjugar: AR:-ara,-aras,-ara,-áramos,-arais,-aran ER/IR: -iera,-ieras,-iera,-iéramos,-ierais,-ieran estar saber haber andar ser ir venir volver ver leer

18 #12 PERFECTO DE SUBJUNTIVO Sigue expresiones como: Me alegro de que (It makes me happy that has happened.) Es un tiempo compuesto y se usa como se utiliza el presente perfecto (#6) pero cuando se requiere el subjuntivo después de un verbo en el presente: La profesora se alegra de que hayan aprendido las reglas. Me alegro de que hayas hecho la tarea. Se alegra de que yo haya estudiado. Haya, hayas, haya, hayamos, hayáis, hayan + participio pasado Conjugar: ganar poder hacer cumplir terminar ir casarse ver ser copiar

19 #13 PLUSCUAMPERFECTO DEL SUBJUNTIVO Sigue expresiones como: Me alegré de que (I was happy that had happened.) Es un tiempo compuesto que se usa como se utiliza el pluscuamperfecto (#7) pero cuando se requiere el subjuntivo después de un verbo en el pasado o condicional: Se alegró de que hubieran aprendido las reglas. Me alegré de que hubieras hecho la tarea. Se alegró de que yo hubiera estudiado. Hubiera, hubieras, hubiera, hubiéramos, hubierais, hubieran +participio pasado Conjugar: no morir graduarse tener ser ir

20 #14 PROGRESIVO lo que está pasando en este momento (What is happening at this moment.) Estoy aprendiendo las reglas. (I am learning the rules.) Sigo aprendiendo las reglas. Continúo aprendiendo las reglas. Anda buscando un regalo. Estar ( seguir, continuar o andar) + el gerundio (-ando/-iendo) Conjugar: discutir repetir oír dormir mentir

21 #15 IMPERATIVO (tú+) El mandato que se usa cuando se tutea a una persona familiar y quieres que esa persona haga algo (What you want a friend-a tú-to do a command) Aprende las reglas! (Learn the rules!) Haz la tarea! Estudia para el examen! *Formación: Se usa la forma de él del presente a menos que sea una forma irregular Los verbos irregulares son: hacer salir venir ir poner tener decir ser

22 Los verbos reflexivos: Se tiene que poner el pronombre reflexivo enfrente de los mandatos en el negativo: No te sientes en esa silla. No te vayas ahora. Se tiene que poner el pronombre reflexivo al final de los mandatos en el afirmativo y se pone una tilde en la penúltima sílaba del verbo (sin contar los pronombres; o sea porque es una palabra esdrújula-tiene el estrés cuando se pronuncia en la penúltima sílaba): Siéntate en esa silla! Acuéstate temprano! Prepárate para el examen! Mándaselo! No se necesita poner una tilde en los mandatos de solo una sílaba: Vete ahora!

23 Ponte la chaqueta! Hazlo ahora! Excepciones: Sé punctual! Déme su ayuda por favor! Conjugar: Escribir tu nombre aquí Escuchar a la profesora Comer bien Sentarse allí ser bueno en clase saber toda la información hacer el trabajo decirlo en español por favor venir acá darme ayuda por favor ir a la tienda poner el libro en la mesa salir de aquí tener cuidado esperar en la esquina

24 #16 IMPERATIVO (tú-) El mandato que se usa cuando se tutea a una persona familiar y no quieres que haga algo (Telling a friend a tú what not to do negative command) No hagas eso por favor! No fumes en mi carro por favor! No llegues tarde! No te des prisa! Formación: Se usa el subjuntivo No hay que usar tildes. Excepción: No le dé mi número de teléfono! Conjugar: No hablar en español No llegar a tiempo No ir al mercado No tocar eso No decir nada No comenzar todavía No sentirse mal. No volver tarde

25 #17 IMPERATIVO (Ud.+/-) El mandato que se usa cuando se trata a una persona de una manera formal y quieres que esa persona haga o no haga cierta cosa. (Telling an usted what to do or what not to do-formal singular command.) Formación: Se usa el subjuntivo Aprenda Ud. Las reglas! Haga la tarea Siéntese No se siente Ud. allí! Conjugar: Escoger un libro para leer dar su ayuda pagar la cuenta ir a la oficina No moverse caminar más rápido no hablar inglés por favor No volver tarde

26 #18 IMPERATIVO (nosotros +/-) El mandato que se usa cuando quieres decir que tú y otra(s) persona(s) van a hacer algo o que no van a hacerlo. (Let s /Let s not ) Formación: Se usa el subjuntivo Aprendamos las reglas de una vez! Bailemos! No sigamos ese camino! Para los verbos reflexivos: Mandato afirmativo: se quita la s antes de poner el pronombre nos y se pone una tilde en la vocal porque es una palabra esdrújula. (Eso quiere decir que el acento tónico cae en la antepenúltima sílaba) Levantémonos a las seis! Acostémonos temprano! Mandato negativo: Se pone el pronombre nos enfrente y no se necesita poner tilde

27 No nos levantemos tarde! No nos acostemos tarde! Conjugar: ser corteses No ir a la fiesta Seguir las direcciones levantarse no almorzar salir No estudiar acostarse temprano

28 #19 IMPERATIVO (UDS+/-) El mandato que se usa para decirles a otras personas que hagan o que no hagan algo (Telling a group of people to do or not do something.) Formación: Se usa el subjuntivo Aprendan Uds. las reglas por favor! Hagan la tarea! No beban el agua! Cállense por favor! No se asusten! Conjugar: estar a mi casa a las cinco sentarse por favor limpiar sus cuartos pedir tres coca-colas jugar con los niños irse No sentirse mal. No volver tarde

29 TRES: Comparación Cultural Cultural Comparison Project u will do 4 presentations on a cultural aspect of a Spanish-speaking country. These cultural comparison presentations are due BEFORE the first day of school, August 13, To submit your work, you will need to join our class Edmodo! If you already have an account, use that one! If not, create a student account. Then, join our class! Our class code to join the Edmodo group is: 5g3uzp. It is important you join the Edmodo group since we will be using it all year. Label each presentation with your name and Presentation #1, Presentation #2, Presentation #3, and Presentation #4. The purpose of this activity is to help prepare for the cultural presentation portion of the AP exam. Sometimes this section of the test can seem nerve wracking, so you will get to do your first few presentations in the comfort of your own home! u need to think of it in relation to how you can compare your family, city, state, country to that of the Spanish-speaking country you researched. Think of it in terms of what your culture is like and how you can compare that with the cultural aspect of your Spanish-speaking country. ur culture could be as small as your school, your family, the people you go to church with, your friends and their families. It must be something you know well and you must be able to compare. u will not get credit for this portion of the AP exam if you present a list of items in each culture. u must make comparisons. u will be doing four cultural presentations this summer. u will be giving two-minute presentations, but also presentations in a non-traditional format such as a podcast, interview, Point/Counterpoint, etc. See attached list. u can keep the same country, or change it. Some of the topics work better with different Spanishspeaking countries. By the date of the AP exam, the class will have learned about 20 cultural topics and you will have studied four in depth. We will also be studying some cultural aspects of Spanish-speaking countries in class such as immigration, diversity, health care, etc. Requirements: Choose one of the cultural topics below. Research that aspect of your country. Choose a format for your presentation. Prepare a two-minute presentation (in Spanish!). Record your presentation (use whatever method is easiest for your) Upload presentation to the class Edmodo page. Make sure to label with your name & presentation number!

30 Cultural Topics- Choose 4! Organization of the Government How is your Spanish-speaking country s government organized? President, prime minister, king, parliament, local governments? how much power does each one hold? How are the elections run? What are the elected terms? Can citizens choose their government? What is the role of government in your culture/country compared to that in your Spanish-speaking country Importance of learning a language at what age do students start learning a language, how many languages do students typically take in high school; how useful is a second language (or third) after high school or college Immigration what is the immigration policy of the country; how much diversity is in the country; how is diversity reflected in the country s culture Importance of school/school system what is the organization of the school system; how many people go on to college; what is the percentage of jobs that require a college education; how hard is it to get in to college; how much does college cost; how well does secondary education train students for work or college; what opportunities do secondary students have in each country La patrimonia cutural literary, artistic, symbolic, ritualistic what are examples of the country s cultural foundations? Are there important authors who are identified with that culture? For example for the US Literary: Gettysburg address, the Declaration of Independence, authors: Hemingway, Tennessee Williams, Tom Clancy, artistic: Andy Warhol, Symbols: the American flag, the bald eagle, Rituals: putting out carved pumpkins for Halloween, scary movies during October, Charlie Brown Christmas show first week of December, the inauguration of the president, state of the union Importance of politics: How soon before the election do candidates start campaigning? How many candidates run for office in an election? What is the nature of the campaign ads (if any)? Are they radio, TV, newspaper, billboards? Are there run-off elections/primaries? How many political parties are there? How influential is the minority party (not the party of the president/prime minister) Transportation what are the most common means of transportation; what are some factors that would affect the means of transportation in the country; are there plans to implement new types of transportation Work hours worked, days off, paid leave what is the attitude toward work work as much as you can? Get ahead? Pay the bills? How many hours a week do most people work; how much vacation do people get; are there paid leaves (maternity/paternity, sick leave, to care for a sick relative, etc.) How does the amount a society works reflect their attitude toward life/money/family Role of social media; how much is it used; how much has it permeated work, young people, school, as a means to communicate, etc; how does it influence the culture of a society; Rites of passage- are there rites of passage in your society (getting a driver s license, graduating from high school; quinceañera?) How do these influence the culture of the society; do they affect people s buying habits; how are they recognized among friends/family/others

31 address Driving, ages, requirements is driving important in society; is it valued; how many people (percentage) have a car; how necessary is a car; how does having a car influence/matter to youth or to a certain group of people Food/food habits that influence your daily life how important is fast food to people s daily eating habits; how much fast food is available; do families generally eat together; are there important days where people traditionally eat together; who does the food shopping; how often; what types of places do people go to buy food How do we protect the environment is recycling important; what about water usage are there certain habits people have regarding water usage brushing teeth/shower vs bath, watering; how do communities handle recycling; how wide spread is it; are people conscious about recycling? Family structure how important are extended family members; do people get together often with extended family members; are family celebrations important; how long to children usually live at home; how do families take care of aging grand parents; does the time stores, etc. close affect family members Holidays (not religious)/traditions what are some national holidays; how are they celebrated; why are they important; The role of TV how often do people watch TV; what do they watch; do TV shows influence the culture; do they start trends - examples Health care system; how important is health care; what is the health care system; what percentage of Role of the movies how do movies affect culture; how much are movies talked about; who goes to see movies; what is the target audience for the movies; how do movie ratings reflect societal values; are there any movies or lines from movies that become cultural references or recognized by most people The effect of the media how important are newspapers, news shows, online news, fake news shows, etc.; how much do people pay attention to the media; are the media influential; are they spokesmen for the people; do they influence the government or people in power; do they affect any change at all The role that sports plays how important are sports in school; at what age to children start playing sports; what are the major sports in the country; how does that reflect the attitude of the people; does it influence what people buy; how much are sports part of the conversation; are there rivalries between fans of different teams; how does that affect culture or society; how much money is in sports; are there a lot of famous players in every sport; how are they regarded in society Vacation; where do people go on vacation; how far do they travel; how often do they go on vacation; how often do they leave home weekends? Only school breaks; where do they go visit family, visit sites; cabin; how does the amount of vacation reflect the attitude people have towards work, relaxation, stress Music how important is music; how many music shows are there; what kinds of radio stations are there; where do people get there music; how do they listen to it; are there awards shows; are there talent shows on TV how many; are there a lot of different kinds of music Cultural diversity how important is it to your community compared to that of a community in a Spanish-speaking country. Art and music as a representation of the culture of a country

32 people have or don t have health care; what does the availability of health care say about the values of the country A scientific discovery/invention that has improved people s lives what is it; how does it influence how people work, study, communicate, etc.; The role of religion in that culture what are the major religions; percentage of people per religion; how does religion affect the culture; are there catholic high schools or other types of religious high schools; how does the religion affect decisions by the government and laws. Housing and how it reflects cultural diversity in a Spanish-speaking culture

33 Formats for Presentations (Choose a different format for each presentation): ONLY 2 PRESENTATIONS MAY BE DONE IN PAIRS/GROUPS! 1. Current events story reflecting a cultural topic- pretend you are the anchor of a tv news program doing a piece on a cultural topic. Create a video in which you discuss that topic. 2. Podcast talking about a cultural topic pretend you are a radio/television reporter discussing that aspect of your culture. 3. A video showing a cultural topic in your neighborhood/contrasting with that of Spanish-speaking culture 4. A telephone conversation between two students each one from a different country. (2 of you- 4 minute presentation) 5. A debate (2 of you- 4 minute presentation) 6. Panel of experts (2 minutes for each student participating) 7. u are visiting a Spanish-speaking country and are a guest speaker in a geography class. Explain to the class one aspect of your culture 8. Role Play: Two old people talking about their favorite sports teams/players (2 of you- 4 minute presentation) 9. Two people sitting in an airplane talking about vacation/family/sports (2 of you- 4 minute presentation) 10. Create a game infusing it with culture: the electrician you need is on vacation for a month; positive and negative aspects for each culture. US against 11. Journalist interviews people from both countries (3 of you- 6 minute presentation) 12. Museum curator of the future explaining works of art/cultural aspects of the past 13. Talk show host interviewing a celebrity who is talking about.the questions the host asks will be from the point of view of his country and will show a contrast between the two cultures. (2 of you- 4 minute presentation) 14. Make a documentary about a cultural aspect of the culture. 15. Write and illustrate a children s book about two different countries and one of their sports: fans, teams, gear, importance, stars, salaries, role model, etc. 16. Movie/TV/Music critic describing 17. Travel brochure/parody 18. CNN guest host of Point/Counter Point where you discuss a cultural aspect of a Spanish-speaking country. (2 minutes per student involved

34 Presentational Speaking: Cultural Comparison 5: STRONG performance in Presentational Speaking Effective treatment of topic within the context of the task Clearly compares the student s own community with the target culture, including supporting details and relevant examples Demonstrates understanding of the target culture, despite a few minor inaccuracies Organized presentation; effective use of transitional elements or cohesive devices Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility Varied and appropriate vocabulary and idiomatic language Accuracy and variety in grammar, syntax, and usage, with few errors Mostly consistent use of register appropriate for the presentation Pronunciation, intonation, and pacing make the response comprehensible; errors do not impede comprehensibility Clarification or self-correction (if present) improves comprehensibility 4: GOOD performance in Presentational Speaking Generally effective treatment of topic within the context of the task Compares the student s own community with the target culture, including some supporting details and mostly relevant examples Demonstrates some understanding of the target culture, despite minor inaccuracies Organized presentation; some effective use of transitional elements or cohesive devices Fully understandable, with some errors which do not impede comprehensibility Varied and generally appropriate vocabulary and idiomatic language General control of grammar, syntax, and usage Generally consistent use of register appropriate for the presentation, except for occasional shifts Pronunciation, intonation, and pacing make the response mostly comprehensible; errors do not impede comprehensibility Clarification or self-correction (if present) usually improves comprehensibility 3: FAIR performance in Presentational Speaking Suitable treatment of topic within the context of the task Compares the student s own community with the target culture, including a few supporting details and examples Demonstrates a basic understanding of the target culture, despite inaccuracies Some organization; limited use of transitional elements or cohesive devices Generally understandable, with errors that may impede comprehensibility Appropriate but basic vocabulary and idiomatic language Some control of grammar, syntax, and usage Use of register may be inappropriate for the presentation with several shifts Pronunciation, intonation, and pacing make the response generally comprehensible; errors occasionally impede comprehensibility Clarification or self-correction (if present) sometimes improves comprehensibility 2: WEAK performance in Presentational Speaking Unsuitable treatment of topic within the context of the task Presents information about the student s own community and the target culture, but may not compare them; consists mostly of statements with no development Demonstrates a limited understanding of the target culture; may include several inaccuracies Limited organization; ineffective use of transitional elements or cohesive devices Partially understandable, with errors that force interpretation and cause confusion for the listener Limited vocabulary and idiomatic language Limited control of grammar, syntax, and usage Use of register is generally inappropriate for the presentation Pronunciation, intonation, and pacing make the response difficult to comprehend at times; errors impede comprehensibility Clarification or self-correction (if present) usually does not improve comprehensibility 1: POOR performance in Presentational Speaking Almost no treatment of topic within the context of the task Presents information only about the student s own community or only about the target culture, and may not include examples Demonstrates minimal understanding of the target culture; generally inaccurate Little or no organization; absence of transitional elements and cohesive devices Barely understandable, with frequent or significant errors that impede comprehensibility Very few vocabulary resources Little or no control of grammar, syntax, and usage Minimal or no attention to register Pronunciation, intonation, and pacing make the response difficult to comprehend; errors impede comprehensibility Clarification or self-correction (if present) does not improve comprehensibility