OutlineOutline

Part I Speaking 1. Strategies2. Sample DialogueVolunteer for the dialogue… This is

when you call!

Part II Listening Comprehension1. Strategies2. Example

Part I Speaking 1. Strategies2. Sample DialogueVolunteer for the dialogue… This is

when you call!

Part II Listening Comprehension1. Strategies2. Example

OutlineOutline

Part III Reading Comprehension1. Strategies

2. Examples of each section

Part III Reading Comprehension1. Strategies

2. Examples of each section

OutlineOutline

Part IV Writing1. The Rubric… What is expected?

2. Strategies

3. Student Samples

4. Grammar… With what do you need help?

Part IV Writing1. The Rubric… What is expected?

2. Strategies

3. Student Samples

4. Grammar… With what do you need help?

Comprehensive Examination in Spanish

Comprehensive Examination in Spanish

Part I: Speaking 24 credits

Part II: Listening Comprehension 30 credits

Part III: Reading Comprehension 30 credits

Part IV: Writing 16 credits

Part I: Speaking 24 credits

Part II: Listening Comprehension 30 credits

Part III: Reading Comprehension 30 credits

Part IV: Writing 16 credits

Oral Dialogue Part I StrategiesOral Dialogue Part I Strategies

1. Do not give just yes/no responses

2. Do not restate all or essential parts of what the teacher has just said.

3. “Hello” and “How are you?” may serve to initiate a conversation but can not qualify for credit.

1. Do not give just yes/no responses

2. Do not restate all or essential parts of what the teacher has just said.

3. “Hello” and “How are you?” may serve to initiate a conversation but can not qualify for credit.

1. Each utterance must be a Checkpoint B idea. This can be achieved by adding… but, because, or by adding a question after your simple response.

2. Do not go to the main point immediately. Put yourself in the situation and expand the conversation.

1. Each utterance must be a Checkpoint B idea. This can be achieved by adding… but, because, or by adding a question after your simple response.

2. Do not go to the main point immediately. Put yourself in the situation and expand the conversation.

Oral Dialogue Part I StrategiesOral Dialogue Part I Strategies

What is Checkpoint B?What is Checkpoint B?

- Speaker can initiate and sustain a conversation.

- Speaker can use common verb tenses… present, past and future.

- Speaker can use word order accurately.

- Speaker can be understood by a native who is used to dealing with foreigners

- Speaker can demonstrate a wide range of vocabulary to expand the topic.

- Speaker can give more than one simple utterance.

- Speaker can initiate and sustain a conversation.

- Speaker can use common verb tenses… present, past and future.

- Speaker can use word order accurately.

- Speaker can be understood by a native who is used to dealing with foreigners

- Speaker can demonstrate a wide range of vocabulary to expand the topic.

- Speaker can give more than one simple utterance.

Ejemplos...Ejemplos...

Teacher: ¿Quieres ir de compras?

Student:

Teacher: ¿Quieres ir de compras?

Student:

• Me gustaría ir pero tengo otros planes• Me gustaría ir pero tengo otros planes

• Está bien. ¿Cuándo deseas ir?• Está bien. ¿Cuándo deseas ir?

• Es una buena idea porque necesito una nueva camisa• Es una buena idea porque necesito una nueva camisa

Student Dialogue SampleStudent Dialogue Sample

(Student Initiates)

I am a security guard at a major tourist

attraction in Argentina.

You have become

separated from your group. You start the

conversation.

(Student Initiates)

I am a security guard at a major tourist

attraction in Argentina.

You have become

separated from your group. You start the

conversation.

Useful ExpressionsUseful Expressions

No te preocupe

Es una lástima…

Quisiera o Me gustaría

Claro que sí

¿Puede Ud. ayudarme?

No te preocupe

Es una lástima…

Quisiera o Me gustaría

Claro que sí

¿Puede Ud. ayudarme?

Useful ExpressionsUseful Expressions

Espero que sí.

Lo siento.

Me equivoco.

Perdóname

No me importa.

Vale.

Espero que sí.

Lo siento.

Me equivoco.

Perdóname

No me importa.

Vale.

Yes, I hope.

I am sorry.

I am wrong.

Excuse me.

I don’t care.

Okay.

Yes, I hope.

I am sorry.

I am wrong.

Excuse me.

I don’t care.

Okay.

Useful ExpressionsUseful Expressions

¿Puede ayudarme?

Estoy agradecido.

Ud. es muy servicial.

Tengo ganas de…

¿Puede ayudarme?

Estoy agradecido.

Ud. es muy servicial.

Tengo ganas de…

Can you help me?

I am thankful.

You are very helpful.

I feel like...

Can you help me?

I am thankful.

You are very helpful.

I feel like...

Useful ExpressionsUseful Expressions

Fue un placer.

No hay de qué.

Estoy seguro.

No te preocupes.

Es una lástima.

Es una buena idea.

Estoy de acuerdo.

Me gustaría/Quisiera

Fue un placer.

No hay de qué.

Estoy seguro.

No te preocupes.

Es una lástima.

Es una buena idea.

Estoy de acuerdo.

Me gustaría/Quisiera

It was a pleasure.

You are welcome.

I am sure.

Don’t worry.

It is a pity.

It is a good idea.

I agree.

I would like...

It was a pleasure.

You are welcome.

I am sure.

Don’t worry.

It is a pity.

It is a good idea.

I agree.

I would like...

Dialogue Sample 1Dialogue Sample 1

(Teacher initiates)

I am your friend. We are planning a party.

We will talk about what each of us will do

to prepare for it. I will start the

conversation.

(Teacher initiates)

I am your friend. We are planning a party.

We will talk about what each of us will do

to prepare for it. I will start the

conversation.

Dialogue Sample 2Dialogue Sample 2

(Teacher initiates)

I am your host parent in Mexico. We

are talking about your plans for the

future. I will start the conversation.

(Teacher initiates)

I am your host parent in Mexico. We

are talking about your plans for the

future. I will start the conversation.

Dialogue Sample 3Dialogue Sample 3

(Student initiates)

I am your friend. We are planning a

day at the beach. You start the

conversation.

(Student initiates)

I am your friend. We are planning a

day at the beach. You start the

conversation.

Dialogue Sample 4Dialogue Sample 4

(Student Initiates)

I am your teacher in Costa Rica.

You have a report that is due

tomorrow, but you need additional

time to complete the assignment.

You start the conversation.

(Student Initiates)

I am your teacher in Costa Rica.

You have a report that is due

tomorrow, but you need additional

time to complete the assignment.

You start the conversation.

Dialogue Sample 5Dialogue Sample 5

(Student Initiates)

I am in a repair shop in Peru. You

call me because something needs to

be repaired. You start the

conversation.

(Student Initiates)

I am in a repair shop in Peru. You

call me because something needs to

be repaired. You start the

conversation.

Dialogue Sample 6Dialogue Sample 6

(Teacher Initiates)

I am a travel agent in Puerto Rico.

We are going to discuss your plans

for a short trip. I will start the

conversation.

(Teacher Initiates)

I am a travel agent in Puerto Rico.

We are going to discuss your plans

for a short trip. I will start the

conversation.

Part II Listening ComprehensionPart II Listening Comprehension

15 passages - 1 question per passage

1-9 questions in English

10-15 questions in Spanish

All questions are preceded by a sentence given in English.

15 passages - 1 question per passage

1-9 questions in English

10-15 questions in Spanish

All questions are preceded by a sentence given in English.

Strategies for Listening ComprehensionStrategies for Listening Comprehension

Do not read questions or answers while the teacher is reading the paragraph.

Deduce the answer by focusing on key words used in context which will lead you to the correct answer.

Eliminate the answers that you do not hear.

Do not focus on dates and names.

Do not read questions or answers while the teacher is reading the paragraph.

Deduce the answer by focusing on key words used in context which will lead you to the correct answer.

Eliminate the answers that you do not hear.

Do not focus on dates and names.

Strategies for Listening ComprehensionStrategies for Listening Comprehension

Do not try to translate as the teacher is reading.

Never leave a blank answer… give it your best guess.

Never change an answer once you have moved from this question.

Do not try to translate as the teacher is reading.

Never leave a blank answer… give it your best guess.

Never change an answer once you have moved from this question.

Listening Comprehension 1Listening Comprehension 1

What is this person going to do?

1. go back to the hotel

2. return to the subway station

3. provide more information at the police station

4. show two forms of identification

What is this person going to do?

1. go back to the hotel

2. return to the subway station

3. provide more information at the police station

4. show two forms of identification

Listening Comprehension 2Listening Comprehension 2

¿Qué quiere enseñarles a sus hijas esta madre?

1. la importancia de obedecer las leyes de la sociedad

2. la importancia de escribir composiciones en inglés

3. la importancia de conocer la historia de España y de México

4. la importancia de aprender su lengua ancestral, el español

¿Qué quiere enseñarles a sus hijas esta madre?

1. la importancia de obedecer las leyes de la sociedad

2. la importancia de escribir composiciones en inglés

3. la importancia de conocer la historia de España y de México

4. la importancia de aprender su lengua ancestral, el español

High Frequency Regents VocabularyHigh Frequency Regents Vocabulary

el premio -

la encuesta -

la entrevista -

aumentar-

quejarse-

los derechos-

el propósito -

el tema -

el premio -

la encuesta -

la entrevista -

aumentar-

quejarse-

los derechos-

el propósito -

el tema -

la boda -

la carrera -

diario -

el diario -

la prensa -

la oferta -

la huelga -

la gira -

la boda -

la carrera -

diario -

el diario -

la prensa -

la oferta -

la huelga -

la gira -

¿De qué se trata? - What’s it about? ¿De qué se trata? - What’s it about?

el tamaño -la talla -la obra -sencillo -gratis -el lugar -el hogar -la venta -de venta -

el tamaño -la talla -la obra -sencillo -gratis -el lugar -el hogar -la venta -de venta -

la tarifa -

el gobierno -

real -

actual -

inaugurar -

desarrollar -

nacer -

los gastos -

el dueño -

la tarifa -

el gobierno -

real -

actual -

inaugurar -

desarrollar -

nacer -

los gastos -

el dueño -

¿Cuál es el propósito? What is the purpose?¿Cuál es el propósito? What is the purpose?

grabar -

sano–

solicitar -

la solicitud –

el alimento -

grabar -

sano–

solicitar -

la solicitud –

el alimento -

ahorrar -

tener éxito -

los impuestos –

el príncipe -

la princesa –

ahorrar -

tener éxito -

los impuestos –

el príncipe -

la princesa –

Part III Reading Comprehension Part III Reading Comprehension

Part A - Long Paragraph - 5 multiple choice questions in Spanish- Literal questions.

Part B - Authentic materials -1 multiple choice question in English per reading.

Part C - Long passage with 5 multiple choice questions in English - Intuitive questions.

Part A - Long Paragraph - 5 multiple choice questions in Spanish- Literal questions.

Part B - Authentic materials -1 multiple choice question in English per reading.

Part C - Long passage with 5 multiple choice questions in English - Intuitive questions.

•Read through the passage completely to find the main idea.

•Read a second time with the intent to find the answer to the specific question.

•Do not assume that words in the reading are repeated in the answer.

•Read through the passage completely to find the main idea.

•Read a second time with the intent to find the answer to the specific question.

•Do not assume that words in the reading are repeated in the answer.

Part III Reading Comprehension Part III Reading Comprehension

•Relate the main idea with vocabulary that you already know and deduce the meaning of other words by how they are used in the paragraph.

•Look for cognates and root words to assist you in finding the answer.

•Relate the main idea with vocabulary that you already know and deduce the meaning of other words by how they are used in the paragraph.

•Look for cognates and root words to assist you in finding the answer.

Part III Reading Comprehension Part III Reading Comprehension

Part III Reading Comprehension Part III Reading Comprehension

Focus on “tone” and theme of the writing. Look for supporting details.

Think of the intention of the writer… not just the literal meaning of the passage.

Focus on “tone” and theme of the writing. Look for supporting details.

Think of the intention of the writer… not just the literal meaning of the passage.

Reading Comprehension 1Reading Comprehension 1

¿Dónde ha vivido Vicente Fox por la mayor parte de su vida?

1. en la ciudad de México

2. en el campo de Guanajuato

3. en los Estados Unidos

4. en unos países diferentes

¿Dónde ha vivido Vicente Fox por la mayor parte de su vida?

1. en la ciudad de México

2. en el campo de Guanajuato

3. en los Estados Unidos

4. en unos países diferentes

Reading Comprehension 2Reading Comprehension 2

Según el artículo, ¿qué clase de hombre es Vicente Fox?

1. pesimista y tradicional

2. quieto y tímido

3. altivo y distante

4. honrado y trabajador

Según el artículo, ¿qué clase de hombre es Vicente Fox?

1. pesimista y tradicional

2. quieto y tímido

3. altivo y distante

4. honrado y trabajador

Reading… Authentic DocumentsReading… Authentic Documents

This information is directed to individuals who want to…

1. choose a name for a pet

2. purchase pet supplies

3. give pets as gifts

4. enter an animal in a pet contest

This information is directed to individuals who want to…

1. choose a name for a pet

2. purchase pet supplies

3. give pets as gifts

4. enter an animal in a pet contest

Writing - Part IVWriting - Part IV

Select two of the three possible tasksTwo narratives- letter, journal, reviewPicture prompt - Tell a story, not a description.

Each writing must contain 100 or more words to earn full credit for length.

As before, no dialogue will be given credit.

Select two of the three possible tasksTwo narratives- letter, journal, reviewPicture prompt - Tell a story, not a description.

Each writing must contain 100 or more words to earn full credit for length.

As before, no dialogue will be given credit.

Writing StrategiesWriting Strategies

Avoid exaggeration and humor.

Make sure all information relates to purpose.

Make sure your writing is Checkpoint B level.

Do not cut yourself short - plan to write 110 to 115!

Avoid exaggeration and humor.

Make sure all information relates to purpose.

Make sure your writing is Checkpoint B level.

Do not cut yourself short - plan to write 110 to 115!

What is Checkpoint B?What is Checkpoint B?

Writing sample reflects more complex content… What have you learned after levels 1 and 2?

Writing sample expresses ideas in the present, the past and the future comprehensibly to a native speaker used to dealing with foreigners.

Writing sample demonstrates correct sequencing of thoughts.

Writing sample reflects more complex content… What have you learned after levels 1 and 2?

Writing sample expresses ideas in the present, the past and the future comprehensibly to a native speaker used to dealing with foreigners.

Writing sample demonstrates correct sequencing of thoughts.

Writing Task 1Writing Task 1

You are writing an article for your Spanish class newspaper about one or mores aspects of your school that you would like to change. You may wish to include:

You are writing an article for your Spanish class newspaper about one or mores aspects of your school that you would like to change. You may wish to include:

•Be sure to organize your ideas and thoughts in a proper and logical sequence of events.

•A good writing sample has an introductory statement, a middle and a concluding statement.

•Be sure to organize your ideas and thoughts in a proper and logical sequence of events.

•A good writing sample has an introductory statement, a middle and a concluding statement.

Writing Task 2Writing Task 2

In Spanish, write a story about the situation shown in the picture below. It must be a story relating to the picture, not a description of the picture. Do not write a dialogue.

In Spanish, write a story about the situation shown in the picture below. It must be a story relating to the picture, not a description of the picture. Do not write a dialogue.

Transitional words…

antes (before)primero (first)al principio (at the beginning)entonces (then)luego (then, later)más tarde (later)próximo (next)sin embargo (however)finalmente (finally)en resumen (in summary)

Transitional words…

antes (before)primero (first)al principio (at the beginning)entonces (then)luego (then, later)más tarde (later)próximo (next)sin embargo (however)finalmente (finally)en resumen (in summary)

Writing sample reflects more complex content… What have you learned after levels 1 and 2?

Writing sample expresses ideas in the present, the past and the future comprehensibly to a native speaker used to dealing with foreigners.

Writing sample demonstrates correct sequencing of thoughts.

Writing sample reflects more complex content… What have you learned after levels 1 and 2?

Writing sample expresses ideas in the present, the past and the future comprehensibly to a native speaker used to dealing with foreigners.

Writing sample demonstrates correct sequencing of thoughts.

What is Checkpoint B?What is Checkpoint B?

Cosas que hacer antes del examenCosas que hacer antes del examen

Read Spanish, listen to Spanish, or watch Spanish television!

Speak Spanish with someone!

Study Regents vocabulary and expressions!

Don’t “cram” grammar!

Be rested, alert and patient!

Say to yourself… I am prepared!

Read Spanish, listen to Spanish, or watch Spanish television!

Speak Spanish with someone!

Study Regents vocabulary and expressions!

Don’t “cram” grammar!

Be rested, alert and patient!

Say to yourself… I am prepared!