AP español

lengua y cultura

libro de recursos

enlaces útiles: • AP Spanish language and culture class web page

• https://apstudent.collegeboard.org/apcourse/ap­spanish­language • grammar reference http://www.bowdoin.edu/~eyepes/newgr/gramguid.htm

• grammar video guide https://www.youtube.com/channel/UC3I2scc15jBct61vlxt3zcw

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LOS ASPECTOS CLAVES PARA TENER ÉXITO EN LA CLASE DE ESPAÑOL AP: LENGUAJE Y CULTURA Acciones imprescindibles : Comunicarse diariamente en español: Busquen oportunidades para usar la lengua dentro y fuera de la

escuela

Leer, ver y escuchar una variedad de textos auténticos/originales en español para interpretar la lengua natural y común , y para adquirir un vocabulario más rico y diverso

Comparar y contrastar los elementos culturales y temáticos de las fuentes investigadas Acceder mapas, tablas y gráficos con el fin de analizar las estadísticas y otros datos relacionados con los

temas y contextos explorados Sintetizar e integrar las fuentes escritas, visuales y auditivas en vez de resumirlas al redactar ensayos

persuasivos y todo tipo de presentaciones

Prestar más atención al desarrollo de composiciones con tesis, tres párrafos de desarrollo, y una conclusión con ideas/opiniones personales

Establecer la costumbre de organizar los recursos que les doy para aprovecharlos regularmente y para

estar bien preparados para el examen en mayo Aprovecharse de los recursos útiles ofrecidos por la red para practicar Escuchar y leer regularmente las noticias en español Aprender a interpretar y aplicar los baremos (guías de calificación) del College Board

Evitar los anglicismos y errores comunes entre los angloparlantes

Actitudes imprescindibles : La dedicación necesaria para perfeccionar la gramática, aprender de los errores pasados y evitarlos

El deseo de mejorar siempre… aunque tengan mucho éxito y muy buenas notas …siempre existe la posibilidad

de aprender

Una actitud positiva hacia la participación oral y una dedicación completa a comunicarse en español El poder de creer en sí mismo y declarar: ¡Sí, yo puedo hacerlo! La confianza en sus habilidades de comunicar con fluidez en los tres modos: interpretativo, interpersonal

y presentacional La dedicación de pronunciar como hispanohablante: requiere mucha práctica y perseverancia

Una mente abierta y dispuesta para comprender la cultura de las comunidades hispanohablantes del mundo

con sus costumbres, sus historias, sus creencias, sus inquietudes, sus problemas, sus gobiernos, sus logros, etc.

El deseo de llegar a comprender no sólo los productos y prácticas de las culturas hispanohablantes del

mundo, sino de llegar a una comprensión profunda de sus perspectivas, de sus creencias y actitudes ; y de compararlas con las de su comunidad

La decisión de seguir mis sugerencias y recomendaciones La actitud de «tocar el cielo» y de «soñar a lo grande»

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APslc

TAREA DE AP ROJO CON ANOTACIONES - leer, escuchar, leer/escuchar Instrucciones para todas las lecturas, selecciones de escuchar y escuchar/leer de este curso. Si no sigues este proceso, resultará difícil participar en las discusiones y mejorar tu comprensión LEER Para cada lectura, vas a hacer una lectura con anotaciones . Mientras lees la selección:

1. Escribe el número de la pregunta en el texto para mostrar la evidencia. 2. Al lado del número, indica (subraya, marca con color) la evidencia para

cada respuesta a cada pregunta. 3. También puedes hacer un comentario breve al lado con tus propias

palabras. 4. Subraya o marca las partes que no comprendes y escribe ?? También

puedes escribir una/s pregunta/s que tienes en el margen.

ESCUCHAR Para cada selección de escuchar, debes tomar apuntes para mostrar la evidencia del proceso de escuchar. Escribe o marca evidencia para apoyar tus respuestas. ESCUCHAR/LEER Sigue una combinación de las estrategias para escuchar y leer. Toma apuntes y haz anotaciones para ayudarte a contestar correctamente y señalar la evidencia de tus respuestas. También indica preguntas que tienes con respecto a las selecciones.

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Strategies | SECTION II: Free Response The Free Response section of the AP* Spanish Language and Culture Exam focuses on your Interpersonal and Presentational Communication Skills. Use the following strategies. 1. Understand the format The Free Response section represents 50% of your overall grade on the exam. You will encounter 4 sections during approximately 85 minutes:

2. Pay attention to the context and register Before responding, make sure you understand the context and decide which linguistic register to use.

Email Replies require formal language. Persuasive Essays require formal language and have a set structure, with a thesis statement or introduction, a development or argument, and

a conclusion. Conversations vary according to the person you are addressing (e.g. classmate or teacher, known or unknown person, young person or

adult). Oral presentations use formal language, as they require you to present information as if to a group.

3. Understand the sources Read the sources provided carefully. Understand their purpose and think about how you will use them in your responses. Make connections between sources if the activity has more than one. Refer to the sources properly in your writing or presentation. 4. Plan ahead While a free response activity will often require some ability to improvise, in all instances, you will need to plan your responses and presentations.

Make outlines when appropriate. Think about what you know about the activity topic. Consider the time allotted for your response.

5. Use your prior knowledge Always look for opportunities to use knowledge you have acquired about the Spanish­speaking world or about the topic in general. 6. Stay on topic Make sure that your written or oral responses and your conversational exchanges address the topic. As you look for opportunities to use your prior knowledge, be careful not to veer from the conversational path or to introduce topics not included in the prompt; this may be interpreted as an incorrect understanding of the activity. 7. Focus on the language Remember: the point of these activities is to demonstrate your knowledge and command of the Spanish language. Focus on the most appropriate language to express your ideas and on using correct grammar structures. 8. Vary your vocabulary Always strive to use a variety of phrases, words, and expressions. Use different sentence structures and idiomatic expressions, even if they are equivalent or synonymous. Employing a broad and diverse vocabulary is likely to improve your results. 9. Revise and correct Always revise and edit your writing for grammar, spelling, and punctuation. Always correct any errors you notice you have made when speaking by going back and rephrasing your response. 10. Be clear and precise Make sure you write in complete sentences and paragraphs that express your ideas clearly. Speak in an audible voice and enunciate your words carefully.

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Strategies | PART A: Email Reply You can improve your performance on the exam by using the following strategies.

1. Understand the format As the directions state: "You will write a reply to an email message. You have 15 minutes to read the message and write your reply." Your reply should contain at least 125–150 words in order to answer the email effectively. 2. Budget your time wisely. Make sure you leave yourself enough time to compose a comprehensive reply. 3. Use the formal register The directions explicitly state that your reply should use a formal form of address. Be sure to write your email using the Usted form and use appropriately formal expressions for your greeting and your closing. 4. Determine the task As you read the email, identify the questions you are being asked and underline them. As you formulate your reply, make sure you re­read the questions to see that you've covered everything. 5. Mark up the page. Avoid having to reread parts of the email: underline or circle key words or sections that prompt you for information you need to answer or provide, or for which you need to ask for more details. This helps conserve time and guides your thought process. 6. Respond to the questions Focus your reply on responding to the questions you are being asked. Make sure your answers are complete and comprehensible. 7. Request more details It is a requirement of this format that you request more details about something mentioned in the message. Remember to engage with the email by asking for more details and eliciting further information about something mentioned. 8. Pay attention to cultural references Include cultural references mentioned in the email in your reply, as appropriate. 9. Vary your vocabulary Try not to repeat words or expressions; look for appropriate synonyms and alternate ways of saying things to prove you have a broad vocabulary. Avoid overly­used words. 10. Use complex language Raise your level of communication by using a variety of structures. Include compound sentences and complex structures rather than sticking to basic language. 11. Watch your verb tenses Be consistent in your use of verb tenses. You will want to show a range of verb tenses if appropriate, but be careful to maintain consistency. If you are writing in the present tense, stay in the present tense. Alternating between past and present tenses can make your writing confusing. 12. Use what you know Incorporate what you know —historical and/or cultural information—if it applies in order to demonstrate your knowledge. 13. Be accurate Check your writing for grammar, punctuation, spelling, and accentuation errors. You will be graded on both your ideas and the quality of your expression. 14. Make sure your message is complete Be sure to include all the elements requested in the directions: "Your reply should include a greeting and a closing and should respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message." 15. Check your work Once you finish writing, re­read your response to make sure you have answered all the questions and asked for further information. Pay attention to the following:

Eliminate repetition. Be concise. Eliminate weak verbs. Is your reasoning logical? Does your writing flow well? Have you used appropriate transitions? Is your email clear and cohesive?

16. Memorize the direction lines.

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Strategies | PART D: Cultural Comparison presentational speaking You can improve your performance on the exam by using the following strategies.

1. Understand the format You will be required to give an oral presentation. In your presentation, you will make a cultural comparison between your own community and a specific area of the Spanish­speaking world. 2. Pace yourself You will have 4 minutes to prepare the presentation and 2 minutes to record it. Establish a process for completing the task within the time allotted by doing practice activities, and stick to your process when you take the exam. 3. Know the objectives You are expected to plan and produce a presentation in which you demonstrate an understanding of target culture communities. You are expected to compare your observations of those communities with your own experiences. 4. Use the prompt to formulate a response The prompt will describe the topic and give you a general framework for your presentation. Make use of the language provided in the prompt as you determine how to respond. 5. Jot down notes Once you understand the prompt, jot down notes about what you will say about the target culture and your own. Quickly writing down your ideas will help you focus, make connections, and call forth new ideas. You may want to make lists or use a Venn diagram to keep your ideas organized. 6. Use your personal knowledge Think about what you know about the topic from personal experience.

Determine how the topic relates to your own cultural experience. Write down a few ideas. Determine with which area (country, region) of the Spanish­speaking world you have the greatest familiarity and how the

topic relates to it. Write down a few notes.

7. Use your acquired knowledge You may want to refer to knowledge you have acquired through readings, films and videos, lectures, social networks, the Internet, and other resources.

You do not need to cite specific sources, but the information you draw upon must be accurate. Use knowledge of which you are certain and can recall correctly.

8. Choose your format Your presentation should have a logical and coherent structure. Decide which of the following formats you will use:

Point­by­point comparison : You discuss one similarity and/or difference at a time and bring in examples from both the target culture and your own for each one.

Subject­by­subject comparison : You speak at length about one cultural experience first, using supporting details from that culture only, then you speak at length about the other cultural experience.

9. Make an outline Outline your introduction, examples, and conclusion. 10. Be specific Demonstrate knowledge of the area of the Spanish­speaking world on which you plan to focus by providing details .

Think about geographic, historical, artistic, or political aspects of your culture that relate to the topic. Write down illustrative examples.

Think about geographic, historical, artistic, or political aspects of the Spanish­speaking world that relate to the topic. Write down illustrative examples.

11. Compare and contrast Remember: the point of the presentation is to make a cultural comparison. Connect your ideas and your examples across the two cultures.

Look for common aspects between the two cultures. Write them down. Look for differences between the two cultures. Write them down.

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12. Be concise A cultural comparison should demonstrate your knowledge of the Spanish­speaking world, but does not require you to provide a great variety of information.

From your outline, eliminate information you cannot connect clearly across cultures. It is better to focus on fewer but clearly compared or contrasted aspects of the two cultures than to provide extra information

for each independently.

13. Speak coherently Use transitional phrases and cohesive devices to add fluency to your presentation.

Think ahead to the comparison or contrasting vocabulary you will use as you present the information. Words and phrases like De otro lado , Por otra parte , También , Al contrario , Al igual que , etc., will help you connect the

information across cultures.

14. Vary your vocabulary Use a variety of words and expressions when presenting information to your class. 15. Raise your level of communication

Concentrate on using rich vocabulary and culturally appropriate idiomatic expressions. Avoid overuse of elementary, common vocabulary. "Reach outside the box" to impress the listener or scorer. Use a variety of structures, including compound sentences , rather than sticking to only safe elementary structures.

16. Correct your errors If you notice you have made an error as you speak, correct it. 17. Use a loud and clear voice Make sure to always enunciate clearly, speak in an audible voice, and pronounce each word as accurately as possible. 18. Memorize the direction lines.

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APslc EBR Nombre ____________________________________________ Presentational Speaking: Cultural Comparison

Introducción: Voy a comparar _______________________ y _____________________ para _______________________________________ [copia palabras claves de la pregunta ]en las comunidades de ______________________________ y ______________________________.

¿Qué sabes de la región hispanohablante? Lluvia de ideas (¿qué? ¿cómo? ¿por qué?)

¿Qué sabes de tu comunidad? Lluvia de ideas (¿qué? ¿cómo? ¿por qué?)

Semejanzas

Diferencias

Conclusión (Conéctala con las palabras claves en la pregunta original.)

PALABRAS PARA EXPRESAR SEMEJANZAS PALABRAS PARA EXPRESAR DIFERENCIAS PALABRAS PARA CONECTAR IDEAS

• una semejanza ‐ a similarity • semejante ‐ similar • similar ‐ similar • igual ‐ identical, the same • lo mismo ‐ the same thing • Tanto en España como en mi comunidad, ... ‐ Both in Spain and in my community, … • En ambas culturas,... ‐ In both cultures, … • De la misma manera, … ‐ In the same way, … • Los peruanos valoran…, y nosotros, también . ‐ Peruvians value … and we do, too.

• una diferencia ‐ a difference • diferente ‐ different • A diferencia de en Costa Rica, en los Estados Unidos … ‐ Unlike in costa Rica, in the United States… • Mientras que en México,... en los Estados Unidos … ‐ Whereas in Mexico, … in the United States … • No … sino … ‐ Not …, but rather ...

• sin embargo ‐ however • n o obstante ‐ nevertheless • a pesar de las diferencias ‐ in spite of the differences adaptado del bosquejo de Ann H. Mar, Alamo Heights High School

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Strategies | PART C: Conversation You can improve your performance on the exam by using the following strategies. 1. Understand the format You will be asked to participate in a conversation. You will read a brief introduction and an outline of the conversation. You will then have 20 seconds to record your part in each conversational exchange.

2. Get ready to speak You will have 1 minute to preview the conversation. You will then have:

5 opportunities to speak. You must respond to what the other person says.

20 seconds per response. You must fill the whole 20 seconds.

3. Read the Tema curricular and the introduction Make sure you have a clear understanding of who will be talking and what the conversation will be about.

Underline or circle key words and jot down ideas to help guide and focus your thought process once the conversation begins.

Pay attention to cultural references and respond or comment as appropriate.

4. Preview the outline The outline will give you specific details about what your role in the conversation will be. As you read the prompts, start to visualize the conversation.

Where and when is the conversation taking place?

With whom are you speaking, and what is your relationship to him or her?

5. Use prior knowledge Your prior knowledge of the topic and of any vocabulary associated with it will help you speak with greater fluidity and accuracy. 6. Determine the appropriate register The introductory text will provide the key to which register you should use. Make sure you understand the context of the conversation and with whom you will be talking.

A conversation with a teacher, an unknown adult, or an authority figure will require a more formal register.

A conversation with a friend, classmate, or someone your own age allows for a more informal register.

7. Learn the prompts Become familiar with prompting verbs so you can respond as directed. Common terms are:

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8. Listen carefully As the conversation begins, listen carefully to each prompt, statement, or question. Even if you don't understand every word, make sure you get the general idea so you can formulate appropriate responses. 9. Speak for at least 20 seconds Make sure to fill the time allotted for each one of your exchanges.

Using "filler" phrases and words is normal in conversation in any language.

You can repeat or rephrase something you have said before, if appropriate.

In order to clarify your understanding, you can paraphrase, or repeat in different words, what the other person has said or asked.

10. Respond to every prompt Always say something when prompted. Do not allow long pauses in your responses or leave any "blanks." 11. Learn how to stall Make sure to memorize language to indicate you are thinking, such as Déjeme pensarlo un momento , or other language used for stalling. 12. Answer completely Respond as fully as possible in accordance with the prompt provided. Make sure to answer the question and to comment or react to what is said. 13. Vary your language Use a variety of words and expressions when responding to prompts, even if those expressions are equivalent or have similar meanings. Variety reflects fluency.

Concentrate on using rich vocabulary and culturally appropriate idiomatic expressions.

Avoid overuse of elementary, common vocabulary. "Reach outside the box" to impress the listener or scorer .

14. Correct your errors If you notice you have made an error as you speak, correct it by rephrasing your response. 15. Clarify your meaning In a conversation, it is acceptable to repeat an idea in order to clarify its meaning. If you are trying to communicate a complex idea, you can express it more than once in different ways to ensure understanding. 16. Focus on language The purpose of this activity is to demonstrate your knowledge and command of the language, not your knowledge of a specific topic.

In your responses, you are free to tell fictional stories or state as factual events that never happened. Be creative.

Make sure that, whatever the content of your reply, you use proper grammar, an appropriate register, and adequate modes of address.

17. Stay on topic Do not push the conversation in a different direction or introduce unprompted topics. Staying on topic will demonstrate your understanding. 18. Use a loud and clear voice The point of participating in a conversation is to be heard and understood. Make sure to always enunciate clearly and to speak in an audible voice. 19. Practice recording yourself Don't be caught off­guard. Use activities in this book to practice recording your part in the conversations. 20. Memorize the direction lines.

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Strategies | PART B: Persuasive Essay You can improve your performance on the exam by using the following strategies. 1. Understand the format You will write a persuasive essay based on three sources: an article, a table or graphic, and an audio recording. The sources may present different points of view on the same topic. You will need to read and listen to these sources to develop your argument. 2. Pace yourself You will have 55 minutes to complete this task, broken down approximately as follows:

Print sources: 6 minutes to read the Tema curricular and Tema del ensayo (the prompt), to read Source 1, and to study Source 2

Audio source: Up to 9 minutes to listen to the audio source twice

Plan and write: 40 minutes to plan and write your persuasive essay, addressing the Tema del ensayo (the prompt)

Read and Listen 3. Prepare to read Before tackling Source 1, underline or jot down key phrases in the Tema curricular and the Tema del ensayo to help you focus. Do the same with the Introducción that precedes each of the 3 sources. 4. Use your prior knowledge Think about what you may have learned previously about the topic in formal or informal situations. Relying on what you know will help you understand the sources and build a coherent essay. 5. Identify each source's point of view on the essay topic

An informational article or audio presentation may have a more objective tone. Look for data and examples that support a point of view.

In an opinion piece, look for arguments with which you may agree or disagree.

In a table or graph, look for data, trends over time, and comparisons between different categories represented (e.g. countries, age groups, genders)

6. Take notes As you read and listen, underline and take notes on information that may provide evidence or examples to support your writing. You will have access to the print sources and your notes during the entire 40­minute writing period. Plan your writing 7. Develop your thesis After considering the points of view presented by the sources, determine what position you will take on the Tema del ensayo . Support your thesis with evidence from the sources, adding your own analysis. 8. Write an outline A persuasive essay will require a thesis, an argument, and a conclusion. The outline should include these three elements.

Your thesis should take a position on the topic.

Your argument should incorporate information you have gathered from the sources. You will have time to edit and refine as you write.

Your conclusion should restate your initial thesis in light of the data and evidence you have presented.

9. Use all three sources You MUST use all three sources in your essay —this is crucial for a high score. Provide examples from the viewpoints presented in all the sources.

Include opinions expressed in the sources with which you agree or disagree.

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Justify your agreements and disagreements using evidence from the sources.

10. Synthesize the sources Where appropriate, synthesize information and draw conclusions that incorporate multiple sources.

Compare and contrast the sources.

Find points of agreement between the sources.

Find evidence in one source that may support statements made in others.

Write 11. Write in complete paragraphs Paragraphs in a persuasive essay are not independent informational statements, but steps in the development of an argument towards the conclusion.

Use the first paragraph to state your viewpoint on the topic and your thesis.

Use 2–4 paragraphs to develop your argument in a logical and coherent manner. Each paragraph should build on previous information.

Use the last paragraph to summarize the topic and state your conclusion.

12. Refer to the sources Show understanding of the sources, but add your own perspective and use your own words.

Be discriminatory in which information you choose to cite; choose information that helps support your viewpoint.

Pick out interesting details. Avoid vague or general references.

If you cite a source directly, keep it brief and use quotation marks « ».

13. Use your own words A persuasive essay is a formal piece of writing. Make sure that you use the appropriate register and vocabulary. 14. Raise your level of communication Use complex structures, rich vocabulary , and culturally appropriate idiomatic expressions rather than sticking to basic language. Use different verb tenses and both indicative and subjunctive moods. 15. Write fluidly . Use transitional phrases and cohesive devices to add fluency to your presentation, especially when moving from one point to another. Review and Revise 16. Review flow Check for proper transitions between sentences and paragraphs. Make sure your sentences are complete and your paragraphs express complete ideas. 17. Edit and revise Leave time to edit your work.

Check for common errors, such as ser vs. estar , por vs. para , preterite vs. imperfect , verb forms, personal a , correct use of articles and pronouns, and noun/adjective agreement.

Review and edit your essay for proper spelling and punctuation.

18. Memorize the direction lines.

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Organizador de ensayos persuasivos (Presentational Writing)

Introducción ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________. __________________________________________________________________________________________________________________________

Tésis ________________________________________________________________________________________________________ Párrafo 1 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Transición ________________________________________________________________________________________________________

Párrafo 2 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Transición ________________________________________________________________________________________________________ Párrafo 3 ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Transición ________________________________________________________________________________________________________ Conclusión ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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APslc • conversación interpersonal EBR nombre ________________________________________________

5: STRONG performance in Interpersonal Speaking (EBR 4)

Maintains the exchange with a series of responses that is clearly appropriate within the context of the task Provides required information (e.g., responses to questions, statement and support of opinion) with frequent elaboration 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 conversation Pronunciation, intonation and pacing make the response comprehensible; errors do not impede comprehensibility Clarification or self­correction (if present) improves comprehensibility

4: GOOD performance in Interpersonal Speaking (EBR 3)

Maintains the exchange with a series of responses that is generally appropriate within the context of the task Provides required information (e.g., responses to questions, statement and support of opinion) with some elaboration 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 conversation, except for occasional shifts Pronunciation, intonation and pacing make the response mostly comprehensible; errors do not impede comprehensibility Clarification or self­correction (if present) usually improves comprehensibility

3: FAIR performance in Interpersonal Speaking (EBR 2)

Maintains the exchange with a series of responses that is somewhat appropriate within the context of the task Provides required information (e.g., responses to questions, statement and support of opinion) 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 conversation with several shifts Pronunciation , intonation and pacing make the response generally comprehensible; errors occasionally impede

comprehensibility Clarification or self­correction (if present) sometimes improves comprehensibility

2: WEAK performance in Interpersonal Speaking (EBR 1)

Partially maintains the exchange with a series of responses that is minimally appropriate within the context of the task Provides some required information (e.g., responses to questions, statement and support of opinion) 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 conversation Pronunciation , intonation and pacing make the response difficult to comprehend at times; errors impede comprehensibility Clarification or self­correction (if present) usually does not improve comprehensibility

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ MORE PRACTICE IS NEEDED IN THE FOLLOWING AREAS: • subject/verb agreemt • noun/adj agreemt • ser/estar • register (in/formal) • elaboration of ideas • gender/use of articles • subjunctive/indicative • preterite/imperfect • fluency • variety of/appropriate vocab • si sentences • relative pronouns • impersonal se • pronunciation • native, idiomatic • dop/iop • tense appropriate for context expressions (vs English­like)

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APslc • presentación formal oral ­ cultural comparison EBR nombre ________________________________________________

5: STRONG performance in Presentational Speaking (EBR 4)

Effective treatment of topic within the context of the task* Clearly compares the student's own community with the target culture , incl 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, usage; 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 self­correction (if present) improves comprehensibility

4: GOOD performance in Presentational Speaking (EBR 3)

Generally effective treatment of topic within the context of the task* Compares student's own community with the target culture , incl some supporting details & 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 self­correction (if present) usually improves comprehensibility

3: FAIR performance in Presentational Speaking (EBR 2)

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, pacing make response generally comprehensible; errors occasionally impede comprehensibility Clarification or self­correction (if present) sometimes improves comprehensibility

2: WEAK performance in Presentational Speaking (EBR 1)

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 self­correction (if present) usually does not improve comprehensibility

* All required written and visual components. Clear focus on "big picture" and personal takeaways. Creative elements and delivery add to audience impact.

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APslc • escritura interpersonal EBR nombre ________________________________________________

5: STRONG performance in Interpersonal Writing (EBR 4)

Maintains the exchange with a response that is clearly appropriate within the context of the task Provides required information (e.g., responses to questions, request for details) with frequent elaboration 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 situation; control of cultural conventions appropriate for formal

correspondence (e.g., greeting, closing), despite occasional errors Variety of simple and compound sentences, and some complex sentences

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 4: GOOD performance in Interpersonal Writing (EBR 3)

Maintains the exchange with a response that is generally appropriate within the context of the task Provides required information (e.g., responses to questions, request for details) with some elaboration 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 situation, except for occasional shifts ; basic control of cultural

conventions appropriate for formal correspondence (e.g., greeting, closing) Simple, compound and a few complex sentences

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 3: FAIR performance in Interpersonal Writing (EBR 2)

Maintains the exchange with a response that is somewhat appropriate but basic within the context of the task Provides required information (e.g., responses to questions, request for details) 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 situation with several shifts ; partial control of conventions for formal

correspondence (e.g., greeting, closing) although these may lack cultural appropriateness Simple and a few compound sentences

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 2: WEAK performance in Interpersonal Writing (EBR 1)

Partially maintains the exchange with a response that is minimally appropriate within the context of the task Provides some required information (e.g., responses to questions, request for details) Partially understandable, with errors that force interpretation and cause confusion for the reader Limited vocabulary and idiomatic language Limited control of grammar, syntax and usage Use of register is generally inappropriate for the situation ; includes some conventions for formal correspondence (e.g.,

greeting, closing) with inaccuracies Simple sentences and phrases

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ 1: POOR performance in Interpersonal Writing 7 ­ 6

Unsuccessfully attempts to maintain the exchange by providing a response that is inappropriate within the context of the task Provides little required information (e.g., responses to questions, request for details) 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; includes significantly inaccurate or no conventions for formal correspondence (e.g.,

greeting, closing)

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APslc • conversación interpersonal EBR nombre ________________________________________________

5: STRONG performance in Interpersonal Speaking (EBR 4)

Maintains the exchange with a series of responses that is clearly appropriate within the context of the task Provides required information (e.g., responses to questions, statement and support of opinion) with frequent elaboration 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 conversation Pronunciation, intonation and pacing make the response comprehensible; errors do not impede comprehensibility Clarification or self­correction (if present) improves comprehensibility

4: GOOD performance in Interpersonal Speaking (EBR 3)

Maintains the exchange with a series of responses that is generally appropriate within the context of the task Provides required information (e.g., responses to questions, statement and support of opinion) with some elaboration 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 conversation, except for occasional shifts Pronunciation, intonation and pacing make the response mostly comprehensible; errors do not impede comprehensibility Clarification or self­correction (if present) usually improves comprehensibility

3: FAIR performance in Interpersonal Speaking (EBR 2)

Maintains the exchange with a series of responses that is somewhat appropriate within the context of the task Provides required information (e.g., responses to questions, statement and support of opinion) 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 conversation with several shifts Pronunciation , intonation and pacing make the response generally comprehensible; errors occasionally impede

comprehensibility Clarification or self­correction (if present) sometimes improves comprehensibility

2: WEAK performance in Interpersonal Speaking (EBR 1)

Partially maintains the exchange with a series of responses that is minimally appropriate within the context of the task Provides some required information (e.g., responses to questions, statement and support of opinion) 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 conversation Pronunciation , intonation and pacing make the response difficult to comprehend at times; errors impede comprehensibility Clarification or self­correction (if present) usually does not improve comprehensibility

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ MORE PRACTICE IS NEEDED IN THE FOLLOWING AREAS: • subject/verb agreemt • noun/adj agreemt • ser/estar • register (in/formal) • elaboration of ideas • gender/use of articles • subjunctive/indicative • preterite/imperfect • fluency • variety of/appropriate vocab • si sentences • relative pronouns • impersonal se • pronunciation • native, idiomatic • dop/iop • tense appropriate for context expressions (vs English­like)

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EL PRETÉRITO REGULAR CAR, GAR, ZAR IR Y SER VER Y DAR

AR ER/IR é í aste iste ó ió amos imos asteis isteis aron ieron

Sólo forma de yo CAR ­> qué GAR­> gué

ZAR ­> cé Ejemplos:

sacar ­> saqué tocar ­> toqué jugar ­> jugué pagar ­> pagué almorzar ­> almorcé

¡NO ACENTOS! fui fuiste fue

fuimos fuisteis fueron

vi viste vio

vimos visteis vieron

di diste dio dimos disteis dieron

­IR STEM CHANGERS (CAMBIO RADICAL) “J” CHANGERS LOS VERBOS

LOCOS “Y” CHANGERS

Must stem change in preterite tense in él & ellos forms: (e ­> i) (o ­> u)

TRADUCIR traduje tradujiste traduj o

tradujimos tradujisteois tradujeron

conducir producir introducir

TRAER traje trajiste trajo

trajimos trajisteis traj eron

decir

RAÍZ IRREGULAR hacer ­> hic (él

hizo) tener ­> tuv

andar ­> anduv estar ­> estuv venir ­> vin querer ­> quis poder ­> pud saber ­> sup caber ­> cup

terminaciones e imos iste isteis o ieron

(i ­> y en él y ellos) OÍR

o í o í mos o í ste o í steis o y ó o y eron

caerse, creer, leer, creer, poseer (acentos en todas las formas menos ellos)

VERBOS COMO HUIR

hu í huimos huiste huisteis hu y ó hu y eron

(acentos sólo en yo y él)

SENTIR sentí sentiste s i ntió sentimos sentisteis s i ntieron mentir, preferir, advertir, preferir, divertirse, sentirse

PEDIR pedí pediste p i dió pedimos pedisteis p i dieron repetir, medir, conseguir, seguir, vestirse, reírse, despedirse

DORMIR dormí dormiste d u rmió dormimos dormisteis d u rmieron morir dormirse morirse

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SUBJUNTIVO incertidumbre, a condición de algo, hipotético

INDICATIVO certidumbre, hecho, habitual, ya ocurrió

T TAN PRONTO COMO*

AS SOON AS Comeré una merienda tan pronto como llegue

a casa. I will eat a snack as soon as I get home.

AS SOON AS Siempre como una merienda tan pronto como

llego a casa. I always eat a snack as soon as I get home.

H HASTA QUE UNTIL

No dormiré hasta que termine mi tarea. I won't sleep until I finish my homework.

UNTIL No duermo hasta que termino mi tarea. I don't sleep until I finish my homework.

E EN CUANTO*

AS SOON AS Buscaré a mis amigos en cuanto llegue a la

escuela. I will look for my friends as soon as I get to school..

AS SOON AS Todos los días busco a mis amigos en cuanto

llego a la escuela. Every day I look for my friends as soon as I get to

school..

C CUANDO WHEN

Te llamaré cuando llegue a casa. I'll call you when I get home.

WHEN Siempre te llamo cuando llego a casa.

I always call you when I get home.

D DESPUÉS DE QUE

AFTER Después de que termine mi tarea saldré con

mis amigos. After I finish my homework, I'll go out with my

friends.

AFTER Después de que termino mi tarea salgo con mis

amigos. After I finish my homework, I go out with my

friends. * sinónimo

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AP – los pronombres relativos http://studyspanish.com/lessons/relprorev.htm

QUE -- con objetos

-- después de una preposcicón

a. QUE con objetos modelo: Perdí el libro que tú me prestaste. modelo: La independencia, que se logró en 1776, se celebra cada año. b. preposición (de, en, a causa de, para, etc.) + QUE (o CUAL) modelo: La película de la que (de la cual) te hablé está ya en video. modelo: El coche del que (del cual) te hablé no usa gasolina. -> La preposición siempre tiene que ir antes del pronombre relativo , NO al final de la frase.

QUE -- con personas (as subject of

clause)

QUIEN(ES) -- con personas (with commas or after a preposition)

a. QUE con personas We use QUE when the subject of the verb in a relative clause is referring to persons . modelo: Las personas que ayudan en la comunidad cambian la vida de mucha gente. The people who help in the community change the lives of many people. b. QUIEN(ES) con personas We use quien o quienes in a relative clause that is separated from the rest of the sentence by commas . modelo: El autor, quien había escrito muchos libros, habló en la conferencia. The author, who had written many books , spoke at the conference. c. preposición (a, para, por, de, contra, etc.) + QUIEN(ES) modelo: Los voluntarios con quienes trabajé viven en mi barrio. The volunteers with whom I worked live in my neighborhood.

EL QUE/ LA QUE LOS QUE/ LAS QUE -- the one(s) who/ that...

modelo: Juanito dijo, “De todos mis profesores, el que más me gusta es mi profesor de español.” :-)) Juanito said, “out of all my teachers, the one that I like the most is my Spanish teacher.

LO QUE -- what, that which

TODO LO QUE -- all

that/everything

LO QUE refers to an idea that is not stated but is understood and means “what” or “that which”. modelo: No comprendo lo que me estás diciendo. I don’t understand what you’re telling me. modelo: Lo que te dije es verdad. What I told you is true. modelo: Esto es todo lo que ella tenía. This is everything/all that she had.

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LO CUAL -- which (referring to idea previously

stated)

EL CUAL/LA CUAL LOS

CUALES/LAS CUALES -- which

a. LO CUAL is used to refer to an idea previously stated and means which -- fact, idea. We use a comma before LO CUAL. modelo: Muchos jóvenes deciden ir a estudiar a una universidad fuera de su estado, lo cual les dará mucha independencia de sus padres. b. Usamos el cual, la cual, los cuales, las cuales cuando se refiere a un antecendente específico . modelo: Me trajo muchos regalos, los cuales eran muy interesantes. He brought me a lot of gifts which were very interesting.

CUYO/A CUYOS/AS

-- whose

CUYO/A/S are adjectives that mean “whose”. They are placed in front of the noun that they modify and must agree with that noun in gender and number . modelo: Ésa es la autora cuyos cuentos han recibido muchos premios internacionales. That is the author whose stories have received many international awards.

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APslc esp y yo EBR Nombre:___________________________________ Fecha:_________________

Conexiones entre culturas: el español y yo EBR Essenal quesons:

­ What opportunies are there to pursue entertainment, volunteerism, and personal interests in Spanish in our community? ­ How can we use technology to safely parcipate in Spanish‐language communies outside the classroom? ­ How can I, as a bilingual or mullingual person, engage in lifelong language learning in an interconnected world?

Instrucciones : Español y yo te da la oportunidad para parcipar en la cultura hispanohablante a un nivel personal e individualizado. Durante cada semestre parciparás en excursiones y seleccionarás acvidades individuales diferentes (A o B). Durante el año no se deben reper acvidades. Cuando parcipas en una acvidad, completa el organizador y escribe un párrafo de presentaonal wring. incluye documentos de evidencia (por ejemplo: una foto de haciendo la acvidad, un recibo, un folleto, un sio web, etc.) y haz una invesgación según indicado para cada acvidad.

¿Qué importancia enen las diferentes práccas culturales en tu comunidad?

Opción A: ‐ Ir a una taquería, dulcería, panadería, o una paletería ‐ Asisr a un evento cultural (un desfile, una quinceañera, una feria, el Instuto Cervantes, el Chicago Lano Film Fesval, etc.) ‐ Ir de compras en un supermercado lano (por ejemplo: La Rosita, Carnicerías Jiménez ) y comprar y probar una comida nueva ‐ Invesgar , preparar y servir una comida de un país hispanohablante (hay que incluir la receta como parte de tu evidencia) ‐ Visitar un país hispanohablante (con la escuela o durante el año escolar) EVIDENCIA PARA OPCIÓN A: • selfie y/o video (enlace de YouTube mandado al profesor) de haciendo la acvidad • tu propia invesgación con enlaces que usaste de la red (e.g. explicar la importancia/el significado de un ingrediente, una comida, una receta, un plato, un evento cultural, una excursión)

¿Qué opinión enen las personas de tu comunidad con respecto a la importancia de aprender otras lenguas?

Opción B: ‐ Entrevistar a un/a hispanohablante acerca de un tema cultural específico ‐ Entrevistar a una persona que uliza el español como una parte de su trabajo ‐ Trabajar como voluntario en una organización que apoya la comunidad hispanohablante ‐ Ser miembro acvo del “Spanish club” por un term ENTERO EVIDENCIA PARA OPCIÓN B: • selfie y/o vídeo (enlace de YouTube mandado al profesor) de haciendo la acvidad (e.g. video de la entrevista) • tu propia invesgación con enlaces que usaste de la red (e.g. profundizar algo que aprendiste a través de tu entrevista, viaje, trabajo voluntario)

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Presentational Writing: Cultural Comparison ‐ español y yo EBR Introducción: Voy a comparar _______________________ y _____________________ para _______________________________________ [copia palabras claves de la pregunta ]en las comunidades de ______________________________ y ______________________________.

¿Qué aprendiste de la región hispanohablante? Lluvia de ideas (¿qué? ¿cómo? ¿por qué?)

¿Qué sabes de tu comunidad? Lluvia de ideas (¿qué? ¿cómo? ¿por qué?)

Semejanzas

Diferencias

Conclusión (Conéctala con las palabras claves en la pregunta original.)

PALABRAS PARA EXPRESAR SEMEJANZAS PALABRAS PARA EXPRESAR DIFERENCIAS PALABRAS PARA CONECTAR IDEAS

• una semejanza ‐ a similarity • semejante ‐ similar • similar ‐ similar • igual ‐ identical, the same • lo mismo ‐ the same thing • Tanto en España como en mi comunidad, ... ‐ Both in Spain and in my community, … • En ambas culturas,... ‐ In both cultures, … • De la misma manera, … ‐ In the same way, … • Los peruanos valoran…, y nosotros, también . ‐ Peruvians value … and we do, too.

• una diferencia ‐ a difference • diferente ‐ different • A diferencia de en Costa Rica, en los Estados Unidos … ‐ Unlike in costa Rica, in the United States… • Mientras que en México,... en los Estados Unidos … ‐ Whereas in Mexico, … in the United States … • No … sino … ‐ Not …, but rather ...

• sin embargo ‐ however • n o obstante ‐ nevertheless • a pesar de las diferencias ‐ in spite of the differences

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Presentational Writing: Cultural Comparison ‐ español y yo EBR Copia la pregunta esencial para tu actividad. _________________________________________________________________________________________________________________________________________________ Escribe un párrafo de presentational writing para contestar la pregunta y comparar la comunidad hispanohablante con tu comunidad.

_________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

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APslc • presentational writing ESPAÑOL Y YO EBR Nombre _______________________________ 5: STRONG performance in Presentational Writing (EBR 4)

Effective treatment of topic within the context of the task Clearly compares the student's own community with the target culture , incl 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, usage; few errors Develops paragraph­length discourse with a variety of simple and compound sentences, and some complex sentences

Mostly consistent use of register appropriate for the presentation

4: GOOD performance in Presentational Writing (EBR 3)

Generally effective treatment of topic within the context of the task Compares student's own community with the target culture , incl some supporting details & 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 Develops mostly paragraph­length discourse with simple, compound and a few complex sentences Generally consistent use of register appropriate for the presentation, except for occasional shifts

3: FAIR performance in Presentational Writing (EBR 2)

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 Uses strings of mostly simple sentences, with a few compound sentences Use of register may be inappropriate for the presentation with several shifts

2: WEAK performance in Presentational Writing (EBR 1)

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 Uses strings of simple sentences and phrases Use of register is generally inappropriate for the presentation

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CONSEJOS PARA UN AÑO EXITOSO (DE SUS COMPAÑEROS DE AP DEL AÑO PASADO)

CONSEJOS ­ ESPAÑOL Y YO: • Un consejo es a hacer los actividades con amigos. Es una manera a tener un buen tiempo mientras están aprendiendo. • Hacer el proyecto con tu familia o amigos porque es divertido para comer o ir juntos a una tienda. También, diviértete haciendo esto porque algunos de los temas son divertidos para aprender sobre. • No esperar al minuto final para hacer el proyecto. Necesita tiempo para hacer bien el proyecto • Es importante que termines tempano porque existe menos estrés. Tambien, si pudiera planear sus actividades durante la empieza del semestre, podría tener menos estrés con algunas de las columnas. • Don't put each project off until the end of the term. I picked activities that I was interested in and were very interesting which made the entire experience very good. Also I really liked trying new things that I didn't know were in my community. • No omitas una tarea de El Español y Yo. Deben hacerlo todos 6 semanas. El internet le ayudará mucho. • Español y yo es un proyecto muy bueno y interesante y puede conectarse con la vida de español. Me encanta probar comida de países hispanohablantes. Este proyecto es la mejor manera para vivir en un mundo de español y inglés juntos. • Toma muchos fotos y evidencia durante las actividades para que pueda completar el proyecto final más facilmente al fin del año. • No deben tener miedo de hablar español afuera de la clase. Los hispanohablantes probablemente serían felices ver que tengas un interés en su lenguaje y cultura y les ayudarán. Entonces, no tengan miedo y pregunten y hablen mucho! OTROS CONSEJOS: • Leer/escuchar cosas afuera de clase. • Siempre hacer tarea y estudiar para los exámenes. • La clase no es tan difícil si hacen la tarea, toman los exámenes seriamentes, y participan mucho para practicar. • Don't worry too much it's actually fun when you just apply yourself to it. • Sí necesitas ayuda, hablará con señora o ir al ILC para aprender más. • Mi consejo que yo recomiendo es que los estudiantes no se preocupen porque los maestros preparan mucho para el examen de AP. • Los estudiantes futuros deben hacer todo de su tarea y participar en clase porque es todo que necesitan hacer para recibir un A y un 5. • Vocabulario es muy útil y es bueno estudiar las palabras que no son en las listas también. • Pienso que es importante a usar español en su vida como escuchar o leer o hablar porque estas destrezas son escenciales en el examen de AP. Escuchar y cantarlas canciones españoles son prácticos buenos a hacer. • Siempre tratar participar. No es solamente para los puntos y una nota pero para subir sus nivels de hablar y un avance de vocabulario. • My advice is to speak Spanish as often as they can. Even if they're not good at speaking at the beginning of the year, they can become completely fluent if they constantly practice. Listen to Spanish radio, read Spanish books, do anything to get yourself immersed in the Spanish language because it'll really help you in the long run.

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