Spanish 2A Practice Exam: Grammar and Vocabulary, Study notes of Spanish

Download Spanish 2A Practice Exam: Grammar and Vocabulary and more Study notes Spanish in PDF only on Docsity! SPAN 2A Spanish, Level II, First Semester #PR-6517, BK-6518 (v.2.0) 8/18 To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for Spanish 2A. WHAT TO BRING  several sharpened No. 2 pencils  You must bring a recording device for audiocassette tape or digital sound media. Please contact your proctor for the correct device needed. For digital recordings, your device must have sound-recording software already installed and able to record in .wav or .mp3 format.  You must also bring one blank audiocassette tape (full size only), CD-R or CD-RW (full size only), or a small USB flash drive (depending on the proctor’s requirements) on which to save your recording. ABOUT THE EXAM The exam will consist of four parts. Parts I and III will be answered on a bubble answer sheet; Part II will be answered on a paper answer sheet (provided with the exam); and Part IV will be recorded on your own recording medium (see “What to Bring” above). You will have three hours to complete the exam.  Part I, Grammar, Linguistics, and Vocabulary, consists of 100 multiple-choice questions based on the review beginning on page 2 of this letter.  In Part II, Writing, (1) you will be required to write reasonable questions in Spanish for five answers. You will need to use correct Spanish question punctuation. (2) You will be required to answer five questions in complete sentences in Spanish. Your grade will based on vocabulary, spelling, and punctuation.  Part III, Listening Comprehension, will require you to listen to a recording of Spanish and answer 42 multiple-choice questions (on the bubble sheet) about the recording. These recordings will be based on vocabulary and grammar relating to concepts and themes listed in the review outline that follows.  In Part IV, Oral Production, you will read and record a selection (provided in the exam) and two compositions—one in the past tense and one in the future tense—which you will write during the course of the exam. These compositions will be based on a theme that you will be given in the exam and will consist of about eight sentences each. 2 The examination is based on the Texas Essential Knowledge and Skills for this subject. Since questions are not taken from any one source, you can prepare by reviewing any of the state- adopted textbooks that are used at your school. The textbook used with our Spanish 2A course is ¡Buen viaje! by Glencoe-McGraw-Hill Companies (2005). The practice exam included in this document will give you a model of the types of questions that will be asked on your examination. It is not a duplicate of the actual examination. It is provided to illustrate the format of the exam, not to serve as a review sheet. Good luck on your examination! 5 SPAN 2A Practice Exam True/False Indicate whether the sentence or statement is true or false. _____ 1. Las computadoras y las calculadoras tienen ranuras. _____ 2. Estás comprando fresas, melocotones, y zanahorias. Estás en la carnicería. _____ 3. El león y el tigre son dos animales salvajes de la misma familia que el gato. _____ 4. La mayoría de los jóvenes que se hospedan en un albergue juvenil son personas de más de cincuenta años. _____ 5. La tortilla es la base de muchos platos caribes. _____ 6. En España, la gente come muchos mariscos y pescados. Multiple Choice Write the letter of the word that will complete each sentence with the correct preterite form of the verb in parentheses. _____ 7. Mi tío Claudio __________ (estar) en la ciudad ayer. A. estaba B. está C. estuvo D. estuve _____ 8. Yo __________ (tener) que terminar la tarea para la clase de matemáticas. A. tengo B. tuve C. tenía D. tení _____ 9. Mis hermanos me __________ (decir) que no podía ir con ellos al cine. A. dijeron B. decían C. dicen D. digan 6 _____ 10. Ronaldo y Felix se __________ (poner) sus camisas nuevas para la fiesta. A. ponieron B. ponen C. podrían D. pusieron _____ 11. Nosotros nos __________ (poner) nuestros trajes de baño para ir a nadar. A. ponimos B. pusimos C. ponemos D. ponerimos _____ 12. Ellos __________ (andar) por el centro comercial. A. andan B. anduvieron C. andimos D. andieron Write the letter of the word that will complete each sentence with the correct form of the stem- changing verb in parentheses in the present tense. _____ 13. La clase de música __________ (empezar) a las nueve de la mañana. A. empeza B. empieza C. empeiza D. empezaba _____ 14. Matilde me __________ (decir) que siempre va de compras los sábados. A. dice B. deci C. digo D. dicen _____ 15. Los jugadores practican todos los días y __________ (jugar) muy bien. A. jugan B. jugaron C. juegan D. juegamos 7 Write the letter of the word that will complete each sentence with the correct imperfect tense form of the verb in parentheses. _____ 16. Cuando el niño Ermilo era niño, él__________ (vivir) en Florida. A. vivaba B. vivo C. vivía D. vivi _____ 17. El verano pasado nunca me __________ (gustar) levantarme muy temprano. A. gustar B. gustaba C. gusta D. gusto _____ 18. Mi madre y yo __________ (ir) de compras en el bus todos los sábados. A. íbamos B. iban C. vamos D. íamos Write the letter of the word that will complete the sentence with the appropriate preterite or imperfect form of the verb in parentheses. _____ 19. Mi padre __________ (leyó, leía) un libro anoche. A. leyó B. leía _____ 20. Alguien __________ (golpeó, golpeaba) en la puerta. A. golpeó B. golpeaba _____ 21. Yo __________ (hablar) con mi novio por teléfono todos los días. A. hablé B. hablaba 10 _____ 34. ¿Te vas a comprar el nuevo auto que nos mostraste anoche? No, no creo que __________ voy a comprar. Es muy caro. A. me lo B. me nos C. te lo D. me la Write the letter of the word that will complete the sentence correctly. _____ 35. Hay una persona en el asiento. Está A. reservado. B. libre. C. ocupado. D. All of the above. _____ 36. El pasajero sale hoy y vuelve mañana. Compra un billete A. de ida y vuelta. B. en segunda clase. C. sencillo. D. en la sala de espera. _____ 37. Cuando pongo la mesa, pongo __________ a la derecha del plato. A. el cuchillo y la cuchara B. el tenedor y la servilleta C. el vaso y la pimienta D. la cucharita y el tenedor _____ 38. Cuando tengo hambre A. voy al restaurante. B. quiero comer. C. pido algo. D. All of the above. _____ 39. __________ no es un tipo de carne. A. El aceite B. La ternera C. El cerdo D. El lechón 11 _____ 40. La señora Vargas, por favor. A. ¿Está Manuel? B. ¿De parte de quién, por favor? C. Está sonando. D. Oye el tono. _____ 41. Para entrar los datos en el ordenador, uso A. el disco. B. el auricular. C. el teclado. D. la impresora. _____ 42. Una blusa puede tener __________ cortas o largas. A. cinturones B. mangas C. botones D. tacones _____ 43. Cuando hace frío, uno lleva A. tacones. B. abrigo. C. sandalias. D. reloj. _____ 44. Uno lleva __________ en las orejas. A. los botones B. los aretes C. los relojes D. los dedos _____ 45. Mi padre busca el periódico y un lápiz. Va a A. llenar un crucigrama. B. jugar al ajedrez. C. caminar por la senda. D. coleccionar sellos. _____ 46. Susana es muy lista. Siempre gana cuando juega al ajedrez. Es una A. noria. B. coleccionista. C. campeona. D. ficha. 12 _____ 47. En la cama doble no hay A. sábanas. B. almohadas. C. una frazada. D. una recepción. _____ 48. Si vas a visitar un lugar o una ciudad popular, es importante __________ un cuarto antes de llegar a un hotel. A. abandonar B. limpiar C. reservar D. bajar _____ 49. El huésped reserva un cuarto __________ para una sola persona. A. manta B. abandonado C. doble D. sencillo _____ 50. En el hotel la camarera __________ las toallas diariamente. A. hace B. limpia C. cambia D. baja 15 (A) In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters. (B) In the interpretive mode of communication, students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, and audiovisual materials. (C) In the presentational mode of communication, students present orally or in writing information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to presenting to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper. (3) The use of age-level appropriate and culturally authentic resources is imperative to support the teaching of the essential knowledge and skills for languages other than English (LOTE). The use of culturally authentic resources in world language study enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities. (4) Students recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar, syntax, register, appropriate discourse level, and text type. (5) Students in Level II are expected to reach a proficiency level of Novice High to Intermediate Low, as defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners. (A) Students at the Novice High proficiency level express meaning in simple, predictable contexts through the use of learned and recombined phrases and short sentences. Novice High students are best able to understand sentence-length information within highly contextualized situations and sources. Novice High students may generally be understood by sympathetic listeners and readers accustomed to dealing with language learners. Novice High students are consistently successful when performing Novice-level tasks. Novice High students show evidence of Intermediate Low proficiency but lack consistency. (B) Students at the Intermediate Low proficiency level express meaning in straightforward and personal contexts by combining and recombining what they know, what they read, and what they hear in short statements and sentences. Intermediate Low students are able to understand some information from simple connected statements in oral or written sources. Intermediate Low students are generally understood by sympathetic listeners and readers accustomed to dealing with language learners. Intermediate Low students are inconsistently successful when performing Intermediate- level tasks. 16 (C) By the end of Level II, students of logographic languages should perform on a Novice Mid to Novice High proficiency level for reading and writing. In listening and speaking, students of logographic languages should perform on a Novice High to Intermediate Low proficiency level. Students at the Novice Mid proficiency level express meaning in highly predictable contexts through the use of memorized and recalled words and phrases. Novice Mid students are best able to understand aural cognates, borrowed words, and high-frequency, highly contextualized words and phrases with repetition. Novice Mid students may be difficult to understand by the most sympathetic listeners and readers accustomed to dealing with language learners. Novice Mid students are inconsistently successful when performing Novice-level tasks. (D) Students who have fully or partially acquired the skills required at each proficiency level through home or other immersion experiences are known as heritage speakers. Heritage speakers may be allowed to accelerate based on their ability to demonstrate a proficiency in the Texas essential knowledge and skills for LOTE across all modes of communication at the prescribed proficiency level. (6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (c) Knowledge and skills. (1) Interpersonal communication: speaking and writing. The student negotiates meaning through the spoken and written exchange of information in rehearsed and unrehearsed situations in a variety of contexts. The student uses a mixture of short statements and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) ask and respond to questions about everyday life with simple elaboration in spoken and written conversation; (B) express and exchange personal opinions or preferences with simple supporting statements in spoken and written conversation; (C) ask and tell others what they need to, should, or must do with simple supporting reasons in spoken and written conversation; (D) articulate requests, offer alternatives, and develop plans with simple supporting statements in spoken and written conversation; (E) interact and react in spoken conversation using culturally appropriate expressions, register, and gestures; and (F) interact and react in writing using culturally appropriate expressions, register, and style. (2) Interpretive communication: reading and listening. The student comprehends simple connected statements from culturally authentic print, digital, audio, and audiovisual materials 17 as appropriate within contextualized situations and sources. The student uses the interpretive mode in communication with appropriate and applicable grammatical structures and processes at the specified proficiency levels. The student is expected to: (A) demonstrate an understanding of culturally authentic print, digital, audio, and audiovisual materials in everyday contexts; (B) identify the main idea, theme, and supporting details from fiction and nonfiction texts and audio and audiovisual materials; (C) infer meaning of unfamiliar words or phrases in highly contextualized texts, audio, and audiovisual materials; and (D) identify cultural practices from authentic print, digital, audio, and audiovisual materials. (3) Presentational communication: speaking and writing. The student presents information orally and in writing using a mixture of phrases and sentences with appropriate and applicable grammar structures and processes at the specified proficiency levels. The student is expected to: (A) express and support an opinion or preference orally and in writing with supporting statements; and (B) describe people, objects, and situations orally and in writing using a series of sequenced sentences with essential details and simple elaboration. Source: The provisions of this §114.40 adopted to be effective July 15, 2014, 39 TexReg 5385.