Me llamo: _____________________________________________________________ Fecha:

______________________ Clase: _____

Final Exam Review Packet: Part II

[Unit 3 & Unit 4]
DIRECCIONES: Complete this packet by the end of the class period for 10 extra credit
points and by Wednesday 12/20/10 for a final grade. The complete packet will be
worth ONE TEST GRADE. Part II is worth 25% of the test grade. You may work in
groups of 3 or less. Use your notes and book to help you finish the packet.

UNIT 3: School/La escuela

Check off each box when you are ready to answer questions for that standard on the
final exam without your notes.
I have it
Standards/Objectives mastere
d!
Exchange, interpret, and present information related to class
3A
schedules including time and period.
SWBAT identify class schedule vocabulary.
SWBAT conjugate and use the verb tener to ask and answer
questions about the classes they take.
SWBAT identify 5 characteristics of a class (divertido, fácil, difícil,
interesante, aburrido).
SWBAT describe a class to answer the question ¿Cómo es la clase de
_____________?
3B Recognize places in the school and school supplies
SWBAT conjugate ESTAR in the present tense.
SWBAT identify vocabulary of ten classroom objects.
SWBAT convert nouns and articles to the plural form.
SWBAT describe objects using indefinite articles (un, una, unos,
unas).
SWBAT describe the objects in a classroom using the expression “Hay
un/una____”
SWBAT describe the position of objects using 5 prepositions (encima
de, debajo de, al lado de, a la derecha de, a la izquierda de).
Exchange and present information related to class
3C
preferences.
SWBAT apply the verb gustar to ask and answer questions about
class likes and dislikes
3 Exchange, interpret, and present information related to
D school-related activities.
SWBAT conjugate AR verbs in the present tense.
SWBAT describe the school activities they participate in.
3E Recite and use ordinal numbers in context.
SWBAT identify ordinal numbers 1-7
SWBAT describe their class schedule.
3F Describe a typical school day in a Spanish-speaking country.
SWBAT describe characteristics of the structure of classes and the
school day in Spanish-speaking countries
SWBAT compare schools days in the US to Spanish-speaking
 countries.
3 Explain a typical school schedule from a Spanish-speaking
G country.
SWBAT identify classes that students in Spanish-speaking countries
take.
UNIT 4: Food/La comida
Check off each box when you are ready to answer questions for that standard on the
final exam without your notes.
I have it
Standards
mastered!
Exchange, interpret, and present information about
4A
food preferences.
SWBAT express food likes and dislikes using gustar and
encantar in singular and plural forms.
SWBAT use the verb preferir in the present tense to describe
food preferences.
SWBAT describe their opinions of food being good or bad
(Estar + bueno/malo/delicioso/horrible).
SWBAT express agreement or disagreement (A mi tambien, a
mi tampoco).
4B Interpret and present information about food groups.
SWBAT identify 10 breakfast and lunch vocabulary words.
SWBAT identify10 dinner vocabulary words.
SWBAT conjugate ER and IR verbs in the present tense.
SWBAT describe daily eating habits using comer and beber.
SWBAT use words of frequency (siempre, a veces, nunca) to
describe eating habits.
Exchange, interpret, and present information about
4C
eating customs.
SWBAT identify categories of the food pyramid.
SWBAT categorize foods into food pyramid categories.
4 Identify and describe eating customs of Spanish-
D speaking countries.
SWBAT identify eating schedules in Spanish-speaking
countries.
SWBAT compare their own eating customs to that of Spanish
speakers.
Identify typical food items and their origins from the
4E
Spanish-speaking countries.
SWBAT identify 10 typical food items of Spanish-speaking
countries
SWBAT categorize typical food items by country of origin.

Unit 3: Definite Articles (el, la, los, las)

HINT: Think about if the word you are describing is masculine or feminine and singular or plural.

¿Tengo _____ cuadernos? Sí, aquí están, con ______ lápices y bolígrafos. Y tengo ______ libros
de historia y español. También tengo ______ papeles para ______ clases de ingles y geografía.
¿Qué más? Tengo ______ calculadora y ______ computadora. Tengo encontrar _______
computadora.
Write the endings for regular –AR, -ER, and –IR verbs.

-AR Verbs -ER Verbs -IR Verbs

+ + + + + +

+ X + X + X

+ + + + + +

Unit 3: School supplies: Write the Spanish word for the items below.

1. ____________________ 2. ____________________

3. ____________________ 4. ____________________

5. ____________________ 6. ____________________

7. ____________________ 8. ____________________

9. ____________________ 10. ____________________

una tiza un cuaderno

una pizarra una calculadora
un lápiz una mochila
una borrador un libro
un bolígrafo un papel
Unit 3: Indefinite Articles (un, una, unos, unas)
Complete the conversation by filling in the blanks with the indefinite article. Remember indefinite
articles mean a, an, or some (el, la, los, las all mean the). HINT: Think about if the word you are
describing is masculine or feminine and singular or plural.

Amanda: Jeremy, ¿qué quieres comprar para las clases?

Jeremy: Quiero______ cuadernos, _____ libros, y ______
mochila. ¿Y tú?
Amanda: Para mi clase de español, quiero ______ cuaderno y
_____diccionario de español. Quiero _______calculadora y ______ borradores para
la clase de matemáticas.
Jeremy: ¡Qué buena idea! Quiero ______ calculadora también,
_____ lápices y _____ bolígrafos.

Unit 3: ¿Cuánto? and Mucho

Pick the appropriate form of mucho or ¿cuánto? from the box below that matches the noun (thing)
in the sentence.
1. ¿________________ computadoras hay en el cuarto? (cuánto)

2. ¿________________ cuadernos hay? (cuánto)

3. ¿________________ papel hay en el escritorio? (cuánto)

4. Tienes ______________ cuadernos. (mucho)

5. Hay _______________ escritorios en la clase. (mucho)

A. cuánto B. cuánta C. cuántos D. cuántas

E. mucho AB. mucha AC. muchos AD. muchas

Unit 3: Conjugating –AR verbs

Conjugate the following -ar verbs in the present tense.
1. Ellos / hablar: ____________________ 7. Ella / bailar: ____________________
2. Nosotros / lavar: __________________ 8. Nosotros / cantar: _______________
3. Yo / dibujar: _____________________ 9. Tú / sacar: ____________________
4. Nosotros / usar : __________________ 10. Yo / descansar: ________________
5. Tú / mirar: ______________________ 11. Ellas / pintar: __________________
6. Él / nadar : ______________________ 12. Ellos / caminar: ________________
Unit 3 & 4: Subject pronoun substitution
yo
WHEN TALKING ABOUT….
tú
1. María _______________
él
2. Javier y yo _______________ ella
ellos
3. Enrique y Pedro _______________
ellas
4. Paco _______________ nosotros
usted
ustedes
vosotros
5. Elena y Francisca _______________
6. Eduardo y Graciela _______________
WHEN TALKING TO…

7. Mr. Brown _______________

8. Mayor Dixon _______________
9. Miguel (your friend) _______________
10. A group of your friends in Spain _______________
Unit 4: Conjugating –ER and –IR verbs

1. Ellos / aprender:
______________________
2. Nosotros / beber:
____________________ 9. Tú / correr: _________________________
3. Yo / comer: 10. Yo / vivir: _______________________
_______________________ 11. Usted / aprender: ______________________
4. Nosotros / leer: 12. Ellos / leer: ______________________
___________________ 13. Vosotros / escribir: _____________________
5. Tú / leer: 14. Nosotros / recibir: ____________________
______________________ 15. In what two forms do –ER and –IR verbs have
6. Él / beber : different endings?
________________________ _______________________________
7. Ella / escribir:
_______________________
8. Nosotros / recibir:
___________________

Unit 4: Food Pyramid

Label the food pyramid in
Fats, Oils,
Spanish: Sweets

Dairy Meats, Poultry,

Fish

Vegeta
bles Fruit

Bread,
Cereal
Which food category do the following foods belong to?
1. el jamón ___________
2. el queso ___________
3. la manzana ___________
4. el bistec ___________ a. las frutas
b. los
5. la ensalada ___________ cereales
6. los huevos ___________ c. las
carnes
7. el pollo ___________ d. las
8. el plátano ___________ verduras

9. el pastel ___________

Unit 3: La escuela

José: ¿Cómo es la clase de español?

Bernardo: _____________________________________________________

Carmen: ¿ __________________________________________________ ?
Jenifer: Yo tengo muchas mochilas.
Match the correct food in Spanish on the left with its English translation on the right.

_______ 1. sopa A. eggs F. ham

_______ 2. jamón B. toast G. cake
_______ 3. pan tostado C. soup H. rice
_______ 4. carne D. coffee I. hot dog
_______ 5. pastel E. meat J. apple

Have/ Want/ Desire/ Eat/ Drink

SPAN  ENG
1. Ellos comen el tocino y los aguas.
____________________________________________________________
2. Usted quiere unos huevos.
____________________________________________________________
3. Yo bebo dos refrescos.
____________________________________________________________

ENG  SPAN
4. He drinks an orange juice.
_____________________________________________________________
 5. They (boys) have the steak.
_____________________________________________________________
6. I prefer ham and vegetables.
_____________________________________________________________

Circle the correct form of encantar or gustar from the parentheses:

1. A sus sobrinos les ( encanta / encantan ) el chocolate, la sopa y el refresco.
2. No me (gusta / gustan ) la ensalada de pollo.
3. A ti te ( encanta / encantan ) tres pasteles.
Fill in the blank with the correct form of encantar:
1. A mi primo _______ _________________ la leche.
2. A mi ______ _______________ el pan y el café.
3. A los abuelos no ______ _____________ las bebidas calientes.

Unit 3: Ordinal numbers

Match the following ordinal numbers:
1. Segundo(a) ___________
2. séptimo(a) ___________ a. first
b. second
3. tercer/tercero(a) ___________
c. third
4. primer/primero(a) ___________ d. fourth
e. fifth
5. cuarto(a) ___________
f. sixth
6. sexto(a) ___________ g. seventh
7. quinto ___________
Unit 3 & 4 questions
Answer the questions in SPANISH COMPLETE SENTENCES. You need to know what
these questions mean!

1. ¿Cúal es tu clase favorito?

_____________________________________________________________________________________
2. ¿Tienes la clase de inglés?
_____________________________________________________________________________________
3. ¿Cómo es la clase de español?
_________________________________________________________________________________
4. ¿Cuál es tu primera clase?
_____________________________________________________________________________________
5. ¿Qué comes para el desayuno?
________________________________________________________________________________
6. ¿Qué quieres comer para el almuerzo?
_______________________________________________________________________
7. ¿Qué prefieres comer para la cena?
__________________________________________________________________________
8. ¿Qué bebes para el desayuno?
________________________________________________________________________________
9. ¿Cómo es el bistec?
_______________________________________________________________________________________
_____
10. ¿Tienes sed?
_______________________________________________________________________________________
___________
11. ¿Tienes hambre?
_______________________________________________________________________________________
______
12. ¿Qué te gusta comer?
_______________________________________________________________________________________
__
Unit 4: Frecuency
Answer the following questions based on Jose’s lunch menu for the week below.
lunes martes miércoles jueves viernes
El bistec Los huevos El bistec El pollo Las papas fritas
Las papas fritas La manzana La manzana Las papas fritas La galleta

1. El _______________ come las papas fritas.

a. siempre c. nunca
b. a veces d. todos los días
2. El nunca come ________________.
a. ensalada c. papas fritas
b. el tocino d. bistec
Unit 4: Food Pyramid
Label the food pyramid in Spanish: