Vocabulario 1 - archies - home

Nombre Clase Fecha
Vocabulario 1
A Read the following questions overheard in a restaurant and indicate whether
the speaker is a) a waitperson or b) a guest.
1. ¿Desea algo de postre?
2. ¿Me trae un flan?
3. ¿Y para tomar?
4. ¿Algo más?
5. ¿Nos trae la cuenta, por favor?
SCORE
CAPÍTULO
PRUEBA
B You are having lunch in a restaurant with your friend and commenting on the
food. Write appropriate responses to your friend. Use the words from the box as
part of your response. Use each expression only once.
de acuerdo ¡ay no! me encantan salada nunca pido
6. ¿Qué tal si pruebas el queso?
______________________________________________________________
7. ¿Qué tal está la sopa de verduras?
______________________________________________________________
8. Aquí preparan muy bien los sándwiches de queso.
______________________________________________________________
9. ¿Vas a pedir un sándwich de atún?
______________________________________________________________
10. ¡Qué ricas están las papas!
______________________________________________________________
SCORE
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Nombre Clase Fecha
PRUEBA: VOCABULARIO 1
C Look at each of the pictures. Then name the food pictured that best matches each
description below.
11. Usas un plato hondo para comer esta comida. __________________________________
12. Es algo que nos gusta tomar frío. ___________________________________
13. A veces es de jamón. _____________________________________________
14. Son calientes y saladas. ___________________________________________
15. Es algo que ponemos en una ensalada. ______________________________
D It’s noon, and you are about to prepare and eat your lunch. Complete the
sentences by choosing the items that you need.
16. Para preparar un sándwich necesito _____ .
a. el agua b. el refresco c. el queso
17. Preparo el jugo con _____ .
a. las frutas b. el frío c. el tenedor
18. Tomo el jugo en un _____ .
a. cuchillo b. vaso c. plato
19. Yo como la sopa con _____ .
a. el vaso b. la cuchara c. el tenedor
20. Limpio la boca (mouth) con _____ .
a. la salsa b. la cuenta c. la servilleta
TOTAL
SCORE
SCORE
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
Gramática 1
A Use one word or phrase from each column to write logical sentences. Use each
phrase only once.
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
B Julio and Felipe are having lunch together. Complete their conversation with
the correct forms of ser or estar.
—Los sándwiches de este restaurante siempre (6) deliciosos.
—Sabes, este sándwich de queso (7) muy bueno. Me gusta.
—A mí me gusta más el atún porque (8) riquísimo.
—¿(9) calientes tus papas fritas?
—No. ¿Dónde (10) el camarero?
CAPÍTULO
PRUEBA
yo servimos estar con mi familia
tú prefiero la cuenta en el restaurante
mi hermana puedes la sopa de papas
nosotros prueba la comida a la 1:00
ustedes piden comer el almuerzo en el patio
SCORE
SCORE
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Nombre Clase Fecha
PRUEBA: GRAMÁTICA 1
C Sandra explains how dinner is served at her house on weekends. Complete her
explanation by writing the correct forms of pedir, servir, and poder.
Los fines de semana, mamá (11) el almuerzo más
tarde. Ella y papá (12) preparar comida deliciosa
para toda la familia, pero a veces ellos (13) ayuda.
Yo (14) los jugos y refrescos para todos. Mi hermano
menor no (15) ayudar porque no sabe servir.
D Use the correct form of each verb to say what’s going on at lunch.
16. tú (pedir jugo de tomate)
17. María (preferir un refresco)
18. mis primos (probar la salsa)
19. nosotros (probar la ensalada de frutas)
20. ustedes (preferir agua)
TOTAL
SCORE
SCORE
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
Aplicación 1
Escuchemos
A Pablo and his sister Ana are eating at a restaurant. Listen to Pablo’s statements.
Then, indicate whether he and Ana a) like or b) dislike each item on the menu.
1. 2. 3. 4. 5.
1.
2.
3.
4.
5.
CAPÍTULO
SCORE /10
Leamos
B Read Aura’s note inviting Alfredo to eat at her house. Then, read the statements
that follow and write a) for cierto or b) for falso.
6. Alfredo y Aura van a comer a las seis de la tarde.
7. Probablemente (probably) es verano.
8. A Aura no le gustan las verduras.
9. Aura va a preparar la salsa para servir con los sándwiches de atún.
10. El postre que va a servir Aura lleva (has) fruta.
PRUEBA
Hola, Alfredo: ¿Quieres venir a mi casa a almorzar mañana? Primero, hay
una deliciosa ensalada. Después, vamos a tomar una sopa de tomate fría.
Es riquísima cuando hace calor. También voy a preparar una salsa de queso
picante para poner en los sándwiches de jamón. Podemos tomar jugo o leche.
¿Y de postre? ¡Claro, un delicioso flan de naranja!
Te veo mañana,
Aura
SCORE
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Nombre Clase Fecha
PRUEBA: APLICACIÓN 1
Escribamos
C Write a polite conversation in a restaurant between a patron and the camarero
(waiter). The waiter asks for the order, and the customer says what he or she
would like. Then the waiter offers dessert and the customer responds. Be sure to
end the conversation with a request for the bill.
TOTAL
SCORE
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
Vocabulario 2
A Julio is looking for something sweet to serve for dessert. Which of these foods are
sweet? Write sí or no for each food.
1. las espinacas
2. la carne
3. el pan dulce
4. el durazno
5. el arroz
B Look at the picture and list five things that Gordon is eating for dinner. Do not
include what he is drinking.
6. ____________________________________
7. ____________________________________
8. ____________________________________
9. ____________________________________
10. ____________________________________
SCORE
SCORE
CAPÍTULO
PRUEBA
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Nombre Clase Fecha
PRUEBA: VOCABULARIO 2
C The Pérez family is getting ready for breakfast. Choose a word from the box to
complete the following sentences about their meal.
refrigerador cereales huevos desayuno horno
11. Me gusta tomar café con pan para el .
12. Yo siempre desayuno leche con .
13. Voy a sacar el jugo del .
14. Tengo que poner el pan en el .
15. A mi papá le gusta comer tocino y dos .
SCORE
D Your cousin María is staying at your house and asking your mother about
meals. Complete their conversation with an appropriate word or expression
from the box.
almuerzo cenar desayunas hay pan
pescado pongo por favor puedo saca
16. Sra. Méndez ¿Qué ?
María Siempre desayuno café con leche y
tostado.
17. Sra. Méndez ¿Qué quieres hoy de ?
María ¿Qué tal si almorzamos ? Me encanta
el atún.
18. María ¿Qué de cena?
Sra. Méndez Vamos a pollo, bróculi y papas.
19. María ¿ ayudar?
Sra. Méndez Sí, el pollo del horno.
20. María ¿ la mesa?
Sra. Méndez Sí, ponla, .
TOTAL
SCORE
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
Gramática 2
A Answer the following questions about your eating habits in complete sentences.
Start each sentence with “Sí” and replace the direct object with a direct object
pronoun.
1. ¿Comes pescado para la cena?
2. ¿Pides cereales para el desayuno?
3. ¿Vas a poner las manzanas en la mesa?
4. ¿Tomas leche para el almuerzo?
5. ¿Vas a servir el café?
SCORE
B Juliana and Cecilia are cooking arroz con pollo. Choose the correct form of the
verbs in their informal commands to each other.
6. Cecilia, _____ e l a r roz en u n plato.
a. pones b. pon c. poner
7. Por favor, _____ las zanahorias.
a. cortas b. corta c. cortamos
8. Juliana, _____ las verduras y el arroz.
a. mezclas b. mezclamos c. mezcla
9. Por favor, _____ e l ch o colate.
a. calientas b. calienta c. calientes
10. _____ , C ecilia, ¡ahora podemos descansar!
a. Ven b. Viene c. Vienes
SCORE
CAPÍTULO
PRUEBA
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Nombre Clase Fecha
PRUEBA: GRAMÁTICA 2
C Your grandmother is giving you some advice on getting ready to cook. Complete
her advice using the correct affirmative commands.
11. (Ser) preparado(a) antes de empezar.
12. (Hacer) una lista de los ingredientes que necesitas.
13. (Salir) a comprar todo lo que necesitas.
14. (Ir) a la cocina.
15. (Tener) los ingredientes listos (ready).
D Your little sister is helping you in the kitchen. Answer her questions by telling
her to do each of the following things. Use direct object pronouns to replace
the nouns.
16. ¿Saco la fruta?
17. ¿Preparo los pasteles?
18. ¿Corto las naranjas?
19. ¿Abro el refrigerador?
20. ¿Caliento las zanahorias?
TOTAL
SCORE
SCORE
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
Aplicación 2
Escuchemos
A Listen to the following conversation between Beto and his mom. Then decide if
the person is a) offering help, b) describing a meal, or c) giving instructions.
1.
2.
3.
4.
5.
SCORE /10
Leamos
B Read the salad recipe below. Then indicate whether each ingredient a) needs to
be cooked or b) does not need to be cooked.
Ensalada de atún fresco
Primero, pon el atún en un horno caliente por quince minutos. Sácalo y córtalo.
Abre una lata (can) de maíz. Después, corta un tallo (stalk) de bróculi. Mezcla el
maíz y el bróculi con el atún. Corta una zanahoria y cocínala. Cocina un huevo
en agua con sal. Luego, córtalo y ponlo encima del atún. Sirve la ensalada de
atún fría. ¡Buen provecho! (Enjoy your meal!)
6. atún
7. maíz
8. bróculi
9. zanahoria
10. huevo
SCORE
CAPÍTULO
PRUEBA
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Nombre Clase Fecha
PRUEBA: APLICACIÓN 2
Escribamos
C Imagine you are cooking dinner for your parents’ anniversary. Write a conversation
between you and your younger brother in which you tell him what you want to
serve and what he needs to do to help you.
TOTAL
SCORE
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
Lectura
A Read the following article about food and health. Before you start reading, look
at the title and think about this genre and its characteristics. Then answer the two
questions below.
Una dieta saludable
Para tener buena salud (health) necesitamos comer bien. Las verduras son
importantes porque tienen muchas vitaminas. Las frutas también tienen
azúcar (sugar) natural para nuestro cuerpo (body) y algunas, como las naranjas,
tienen vitamina C. Las carnes y los pescados tienen proteínas y la leche y los
quesos tienen mucho calcio (calcium).Debemos comer también maíz y cereales
que tienen fibra (fiber).¡Una vida saludable (healthful life) empieza con una
dieta saludable!
1. Is the main purpose of this genre a) to persuade or b) to inform?
2. Is this genre a) fiction or b) non-fiction?
B Read the following statements and write a) for cierto or b) for falso.
3. The writer is discussing the health benefits of eating well.
4. According to the article, meat contains fat.
5. Our bodies need protein from fruit and cereal.
6. Both fruits and vegetables supply vitamins.
7. A healthful life begins with a healthful diet.
C Answer the following questions.
8. ¿Qué es más saludable, la pizza o el pescado? ¿Por qué?
9. ¿Qué haces para tener buena salud?
SCORE
CAPÍTULO
PRUEBA
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TOTAL
SCORE
SCORE
SCORE
6
/10
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Nombre Clase Fecha
Escritura
PRUEBA
A You have been hired as the manager of a new grocery store. Write a persuasive ad
for your local paper. Mention two food items that you have for each meal of the
day and why people should buy them. Suggest ways in which one of your items
can be prepared, combined with other food items, or served.
B Write a conversation between a brother and sister who are preparing dinner for
their parents. The brother should ask what to do and the sister should answer
with informal commands. Use direct object pronouns in her answers if possible.
TOTAL
SCORE
SCORE
SCORE
CAPÍTULO
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Nombre Clase Fecha
Geocultura
A Match each letter on the map of Mexico with the name of the place or area it
represents.
Gulf of California
PACIFIC OCEAN
N
E W
S
0
0
125
250 Kilometers
125 250Miles
1. Río Bravo del Norte
2. Golfo de México
3. Sierra Madre del Sur
4. Ciudad de México
5. Península de Yucatán
B Read the following statements about Mexico and write a) for cierto or b) for falso.
6. Mexicans celebrate their independence on May 5.
7. La Barranca del Cobre is about the same size as the Grand Canyon
of Arizona.
8. Mexico’s capital is a medium-sized city.
9. The Popocatépetl volcano is still active.
10. Mexico’s currency is the American dollar.
a
MEXICO
e
SCORE
SCORE
CAPÍTULO
PRUEBA
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d
Gulf of
Tehuantepec
c
GUATEMALA
BELIZE
6
b
HONDURAS
/10
/5

Nombre Clase Fecha
PRUEBA: GEOCULTURA
C Solve the following crossword puzzle about Mexico and its culture by writing
the word that fits each of the clues below. Use unaccented capital letters.
14
11. A place in the state of Chiapas with waterfalls.
12. A city known for its Spanish colonial architecture.
13. Mexico’s famous muralist painter.
14. A sauce made with chocolate and chiles.
13
15. The name of an ancient Mayan city on the Yucatan peninsula.
15
CAPÍTULO
6
SCORE /5
D Your friend wants to go to Mexico for Spring Break to see the archeological sites.
Mention three sites he or she could visit and why they are important.
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TOTAL
SCORE
12
/30

ANSWER KEY: PRUEBAS
Vocabulario 1
A. (5 points)
1. a 2. b 3. a 4. a 5. b
B. (10 points)
Answers will vary.
6. ¡Ay no! No me gusta.
7. Está un poco salada.
8. No estoy de acuerdo.
9. Yo nunca pido atún.
10. Sí, me encantan las papas.
C. (10 points)
11. la sopa
12. el jugo de naranja
13. el sándwich
14. las papas fritas
15. el tomate
D. (5 points)
16. c 17. a 18. b 19. b 20. c
Gramática 1
A. (5 points)
Answers will vary. Possible answers:
1. Yo prefiero estar con mi familia.
2. Tú puedes comer el almuerzo en
el patio.
3. Mi hermana prueba la sopa de papas.
4. Nosotros servimos la comida a la 1:00.
5. Ustedes piden la cuenta en el
restaurante.
B. (10 points)
6. son
7. está
8. es
9. Están
10. está
CAPÍTULO
6
C. (10 points)
11. sirve
12. pueden
13. piden
14. sirvo
15. puede
D. (10 points)
16. Tú pides jugo de tomate.
17. María prefiere un refresco.
18. Mis primos prueban la salsa.
19. Nosotros probamos la ensalada
de frutas.
20. Ustedes prefieren agua.
Aplicación 1
A. Escuchemos (10 points)
1. a 2. a 3. b 4. a 5. b
B. Leamos (10 points)
6. b 7. a 8. b 9. b 10. a
C. Escribamos (15 points)
Answers will vary. Possible answer:
Camarero: ¿Qué desean ustedes?
Señor Lara: Quisiera la sopa de
verduras y un jugo de tomate.
Señora Lara: Yo quiero una ensalada
de atún y agua.
Camarero: ¿Desea algo de postre?
Señora Lara: Sí. ¿Me trae un flan?
Camarero: ¿Algo más?
Señor Lara: ¿Nos trae la cuenta,
por favor?
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ANSWER KEY: PRUEBAS
Vocabulario 2
A. (5 points)
1. no 2. no 3. sí 4.sí 5. no
B. (5 points)
Answers will vary. Possible answers:
6. maíz
7. pollo
8. pescado
9. huevo
10. pan / pan dulce
C. (10 points)
11. desayuno
12. cereales
13. refrigerador
14. horno
15. huevos
D. (10 points)
16. desayunas, pan
17. almuerzo, pescado
18. hay, cenar
19. Puedo, saca
20. Pongo, por favor
Gramática 2
A. (10 points)
1. Sí, lo como.
2. Sí, los pido.
3. Sí, las voy a poner. / Sí, voy a
ponerlas.
4. Sí, la tomo.
5. Sí, lo voy a servir. / Sí, voy a servirlo.
B. (5 points)
6. b 7. b 8. c 9. b 10. a
C. (10 points)
11. Sé
12. Haz
13. Sal
14. Ve
15. Ten
D. (10 points)
16. Sí, sácala.
17. Sí, prepáralos.
18. Sí, córtalas.
19. Sí, ábrelo.
20. Sí, caliéntalas.
CAPÍTULO
6
Aplicación 2
A. Escuchemos (10 points)
1. b 2. a 3. c 4.a 5. c
B. Leamos (10 points)
6. a 7. b 8. b 9. a 10. a
C. Escribamos (15 points)
Answers will vary. Possible answer:
Miguel, quiero servir carne con
espinacas y maíz. Para el postre, voy
a preparar una ensalada de frutas. Saca
la carne del refrigerador y ponla en el
horno. Lava las espinacas y el maíz.
Ponlos en un plato y caliéntalos en el
microondas.
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ANSWER KEY: PRUEBAS
Lectura
A. (10 points)
1. b 2. b
B. (15 points)
3. a 4. b 5. b 6. a 7. a
C. (10 points)
Answers will vary.
Escritura
A. (15 points)
Answers will vary. Possible answer:
Ven al mercado Paquito. Tenemos
comidas deliciosas. Para el desayuno,
cereales y jugos. Para el almuerzo,
queso y atún. Para la comida, arroz
y pollo. Cómpralos porque son ricos.
Prepara los cereales con leche y fruta.
B. (20 points)
Answers will vary. Possible answer:
Marcos: ¿Necesitas ayuda?
Juana: Sí. Saca el pollo y ponlo en
el horno.
Marcos: ¿Quieres preparar bróculi?
Juana: Sí. Lávalo y córtalo por favor.
Marcos: ¿Qué vamos a tomar?
Juana: Prepara un jugo de naranja.
Marcos: ¿Pongo la mesa?
Juana: Sí. Ponla, por favor.
CAPÍTULO
6
Geocultura
A. (10 points)
1. a 2. c 3. e 4. d 5. b
B. (5 points)
6. b 7. b 8. b 9. a 10. b
C. (5 points)
11. Agua Azul
12. Taxco
13. Diego Rivera
14. mole poblano
15.Tulum
D. (10 points)
Answers will vary. Possible answer:
Teotihuacán is an ancient city built
before the arrival of the Spaniards.
It is located near Mexico City.
Tulum is one of the archeological
sites on the Yucatan Peninsula. It has
Mayan ruins.
Bonampak is an ancient site of
the Maya civilization in Chiapas.
It has Mayan murals preserved in
an ancient temple.
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SCRIPTS
Aplicación 1
Escuchemos
A. 1. En este restaurante sirven un queso muy rico.
2. Mi hermana prefiere comer una ensalada.
3. Ana y yo nunca pedimos el jamón.
4. Para tomar, quiero un vaso de leche.
5. Uy.Los tomates están muy salados.
Aplicación 2
Escuchemos
A. 1. Mamá: Vamos a cenar arroz con pollo, zanahorias, espinacas y un flan.
2. Beto: ¿Necesitas ayuda para hacer el flan?
3. Mamá: No,gracias, pero puedes ayudarme con las verduras.
4. Beto: Claro que sí. ¿Las saco del refrigerador?
5. Mamá: Sí, sácalas y cocínalas con el arroz.
CAPÍTULO
6
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Nombre Clase Fecha
¡A comer!
Escuchemos
A Listen to the sentences that have to do with different meals. Then decide whether
the person is talking about a) desayuno, b) almuerzo, or c) cena.
1.
2.
3.
4.
SCORE /8
B Listen to this conversation. For each question or statement decide whether the
person is a) saying what food is normally like, b) saying what the food tastes like,
or c) ordering food.
5.
6.
7.
8.
SCORE
CAPÍTULO
EXAMEN
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Nombre Clase Fecha
EXAMEN
Leamos
C Read Ana’s explanation of how to prepare her favorite dish. Then choose the
most logical answers to the questions below.
Para preparar una ensalada de frutas vas a necesitar un plato hondo y un
cuchillo. Primero, corta una naranja y ponla en el plato. Luego, lava un durazno y
una manzana. Córtalos y mézclalos con la naranja. Después, pon un poco de jugo
de naranja encima. Pruébala. ¡Qué rica!
9. ¿Para qué necesitas el cuchillo?
a. para cortar b. para mezclar
10. ¿Cuántas frutas usas para la ensalada?
a. dos b. tres
11. ¿Dónde pones el jugo?
a. en el plato hondo b. en un vaso
12. ¿Qué vas a probar?
a. la ensalada de frutas b. el jugo de naranja
SCORE
D Vanesa is planning tonight’s dinner. Read her description of what she wants to
serve, and then indicate whether each of the statements below is a) cierto or
b) falso.
Esta noche tengo mucha hambre. Vamos a cenar sopa de arroz, pescado, papas
fritas y también una ensalada de verduras. Quisiera un flan delicioso con salsa
de chocolate. Para tomar me encantan los refrescos y también quiero agua.
Con el postre voy a servir café con leche.
13. Vanesa necesita platos hondos para su cena.
14. Vanesa va a cocinar las papas en el microondas.
15. A Vanesa no le gustan los refrescos.
16. Vanesa va a poner cuchillos en la mesa para el postre.
SCORE
CAPÍTULO
6
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Nombre Clase Fecha
EXAMEN
Cultura
E Spanish-speaking countries have a rich and varied heritage when it comes to
foods. Match each description below with the most appropriate choice from
the box.
17. If asked to share la cena with friends
in Mexico, this is what you might expect.
18. In Mexico, family members come home
from work and school to eat this.
19. Mexico claims this as its own and has the
earliest varieties at its Museum of Anthropology.
20. Chiles en nogada is a dish typically eaten at this time of year.
CAPÍTULO
6
a. corn
b. Christmas
c. a light supper
d. a full lunch
SCORE /8
Vocabulario
F Complete the following sentences with the most logical word.
21. Nosotros sacamos la leche fría del .
22. Mezclamos las verduras con una .
23. Calentamos la comida en el .
24. Servimos el arroz con pollo en un .
25. Comemos el arroz con un .
26. Tomamos agua en un .
27. Limpiamos nuestros dedos (fingers) con una .
SCORE
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/7

Nombre Clase Fecha
EXAMEN
G Say what the following people are going to order based on what they want or like.
28. Me gusta tomar algo caliente para el desayuno.
29. Son deliciosos con tocino para el desayuno.
30. A mí me encanta el pan con jamón.
31. Voy a tomarlo porque me gusta la fruta y tengo sed.
32. Me gusta almorzar pescado frío.
33. Quiero comer una verdura anaranjada (orange).
34. Me gusta desayunarlos fríos con leche.
35. Quiero probar este pan para el desayuno.
H Andrés is not a very good cook. Everything he made today turned out wrong,
except the salad. Describe each of his dishes in a complete sentence.
36. la sopa
37. la salsa
38. las papas fritas
39. la carne
40. la ensalada
SCORE
SCORE
CAPÍTULO
6
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/8
/5

Nombre Clase Fecha
EXAMEN
Gramática
I Use the correct form of the verbs in the box to complete Marta’s description of a
visit to a restaurant. Use each verb only once.
Cuando nosotros (41) en el restaurante, Daniel
siempre (42) sándwiches de jamón. Mamá no
(43) comer jamón porque es muy salado. A veces yo
(44) la ensalada, pero (45)
una sopa. El camarero siempre nos (46) quesos, que
(47) deliciosos.
J Use direct object pronouns to say who is going to help make breakfast today.
48. ¿Quién prepara el tocino?
49. ¿Quién calienta el agua?
50. ¿Quién corta las naranjas?
51. ¿Quién sirve la fruta?
52. ¿Quién va a limpiar la mesa?
53. ¿Quién va a lavar los platos?
K Use commands to tell your sister to do the following things.
54. ir a la cocina
55. ser cuidadosa (careful)
56. abrir el refrigerador
57. sacar los pasteles
58. calentar la sopa
59. preparar las papas
60. cortar el pan
CAPÍTULO
6
probar ser servir pedir preferir estar poder
SCORE
SCORE
SCORE
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/6
/7

Nombre Clase Fecha
EXAMEN
CAPÍTULO
6
Escribamos
L Your best friend’s mom is having a birthday and your friend wants to cook
breakfast for her. She’s never cooked and asks you for advice. Write a conversation
in which you plan the menu and tell her how to prepare the meal.
SCORE /10
M Write a conversation between a guest in a restaurant and the camarero(a)
(waiter/waitress).The guest asks how a certain dish is. Then the waiter takes the
order, suggests trying something else, and offers something to drink. The waiter
asks if there will be anything else, and the guest politely answers no.
TOTAL
SCORE
SCORE
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/10
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Nombre Clase Fecha
Score Sheet: Examen
Circle the letter that matches the most appropriate response.
Escuchemos
A
1. a b c
2. a b c
3. a b c
4. a b c
SCORE
Leamos Cultura
C
D
E
9. a b
10. a b
11. a b
12. a b
SCORE
/8
/8
Vocabulario
F
21.
22.
23.
24.
25.
26.
27.
SCORE
/7
B
5. a b c
6. a b c
7. a b c
8. a b c
SCORE
13. a b
14. a b
15. a b
16. a b
SCORE
G
28.
29.
30.
31.
32.
33.
34.
35.
SCORE
17. a b c d
18. a b c d
19. a b c d
20. a b c d
CAPÍTULO
6
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/8
/8
/8
H
SCORE
36.
37.
38.
39.
40.
SCORE
/8
/5

Nombre Clase Fecha
SCORE SHEET: EXAMEN
Gramática
I
41.
42.
43.
44.
45.
46.
47.
SCORE
Escribamos
L
SCORE
M
SCORE
/7
/10
/10
J
48.
49.
50.
51.
52.
53.
SCORE
CAPÍTULO
6
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/6
K
54.
55.
56.
57.
58.
59.
60.
SCORE
TOTAL
SCORE
/7
/100

Answer Key: Examen
Circle the letter that matches the most appropriate response.
Escuchemos
A
1. a b c
2. a b c
3. a b c
4. a b c
SCORE
B
5. a b c
6. a b c
7. a b c
8. a b c
Leamos Cultura
C
D
E
9. a b
10. a b
11. a b
12. a b
SCORE
/8
/8
Vocabulario
F
21.
22.
23.
24.
25.
26.
27. servilleta
refrigerador
cuchara
horno / microondas
plato
tenedor
vaso
SCORE
/7
SCORE
13. a b
14. a b
15. a b
16. a b
SCORE
SCORE
17. a b c d
18. a b c d
19. a b c d
20. a b c d
CAPÍTULO
6
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/8
/8
Answers will vary.
G Possible answers:
28. el café / chocolate
29. los huevos
30. el sándwich
31. el jugo de naranja
32. el atún
33. la zanahoria
34. los cereales
35. pan dulce
/8
SCORE
SCORE
/8
Answers will vary.
H Possible answers:
36. La sopa está fría.
37. La salsa no está
picante.
38. Las papas fritas
están saladas.
39. La carne está muy
picante.
40. La ensalada está
riquísima.
/5

ANSWER KEY: EXAMEN
Gramática
I
41.
42.
43.
44.
45.
46.
47. son
estamos
pide
puede
pruebo
prefiero
sirve
SCORE
Escribamos
L Answers will vary. Possible answer:rs will vary. Possible answer:
—El cumpleaños de mi mamá es el sábado y quiero preparar el desayuno.
Necesito ayuda.
—¿Qué vas a servir?
—Quiero servir huevos con tocino y pan tostado.
—Va a ser difícil. ¿Por qué no sirves cereales y fruta?
—¿Qué hago?
/7
—Pon los cereales en un plato hondo y sírvelos con leche. Lava las frutas,
córtalas y ponlas en un plato. Sirve todo con un vaso de jugo.
M Answers will vary. Possible answer:will
SCORE /10
vary. Possible answers:
Camarero: ¿Qué desea usted?
Mirta: ¿Qué tal está la carne frita?
Camarero: Está riquísima. La preparan muy bien.
Mirta: Quisiera carne frita y una ensalada.
Camarero: ¿Qué tal si prueba el arroz?
Mirta: No, gracias.
Camarero: ¿Y para tomar?
Mirta: Agua, por favor.
Camarero: Sí, señorita. ¿Algo más?
Mirta: No, gracias.
Answers will vary.
J Possible answers:
48. Yo lo preparo.
49. Pedro la calienta.
50. María las corta.
51. Papá la sirve.
52. Mamá la va a limpiar /
va a limpiarla.
53. Mi hermano los va a
lavar / va a lavarlos.
SCORE
/6
K
54.
55.
56.
57.
58.
59.
60.
SCORE
CAPÍTULO
6
Ve a la cocina.
Sé cuidadosa.
Abre el refrigerador.
Saca los pasteles.
Calienta la sopa.
Prepara las papas.
Corta el pan.
TOTAL
SCORE
/7
SCORE
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/10
/100

SCRIPTS
Examen
Escuchemos
A. 1. Por favor saca la carne del refrigerador y ponla en el horno a las cinco.
2. ¿Qué tal si pedimos un sándwich de atún y un jugo?
3. Nunca pido café con leche. Prefiero los cereales con frutas.
4. Quisiera una sopa, bróculi, arroz con pollo y luego un flan.
B. 5. ¿Qué desea usted? La sopa de verduras está muy buena.
6. No,gracias. Las verduras son horribles.
7. Quisiera un sándwich de jamón.
8. Qué bueno. Los sándwiches están riquísimos.
CAPÍTULO
6
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Nombre Clase Fecha
¡A comer!
Interview
A Respond to the following questions in Spanish.
1. ¿Qué desayunas los fines de semana?
2. ¿Qué quieres hoy de almuerzo?
3. ¿Qué tal si pruebas la sopa de la cafetería?
4. ¿Qué deseas cenar esta noche?
5. ¿Tú pones la mesa a veces? ¿Cómo la pones?
Role-Play
B Act out the following situation.
You and your friend are at an elegant restaurant for dinner. The server greets you
politely and then asks for your orders, including something to drink. You both
order dinner and something to drink. The server returns to see whether you want
anything else. One person orders dessert and the other orders coffee. Finally you
request the check and thank the server.
SPEAKING RUBRIC
CAPÍTULO
6
EXAMEN ORAL
COMPREHENSION (POOR) 1 2 3 4 (EXCELLENT)
(ability to understand aural
cues and respond appropriately)
COMPREHENSIBILITY (POOR) 1 2 3 4 (EXCELLENT)
(ability to communicate ideas
and be understood)
ACCURACY (POOR) 1 2 3 4 (EXCELLENT)
(ability to use structures and
vocabulary correctly)
FLUENCY (POOR) 1 2 3 4 (EXCELLENT)
(ability to communicate clearly
and smoothly)
EFFORT (POOR) 1 2 3 4 (EXCELLENT)
(inclusion of details beyond the
minimum requirements)
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Nombre Clase Fecha
¡A comer!
Use the drawings to tell what is happening.
1 2
3 4
CAPÍTULO
PICTURE SEQUENCES
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6

¡A comer!
Written Activity
TASK Students write instructions on how to plan a complete meal. They also make
an illustration to further clarify their directions.
PURPOSE describing foods; talking about a meal; giving instructions
ACTIVITY Have students write a paragraph describing how to plan a meal. Ask
them to include a menu with at least three dishes and describe each one. They do
not need to give recipes but should list in order the steps necessary to prepare the
meal, including preparation of ingredients, cooking the various foods, and presenting
final dishes on the table. They may create a labeled illustration that shows either a
step in the process or a final dish.
MATERIALS writing paper, a pen or pencil, colored pencils or markers, magazines,
scissors, and glue
Oral Activity
TASK Students role-play a scene in which a student has lunch at a friend’s house,
the guest offers to help, and the two comment on the food.
PURPOSE offering help; making polite requests; commenting on food
ACTIVITY Have students work in pairs to role-play the following scene. A student
goes to his friend’s house for lunch. The guest offers to help prepare lunch. While
eating, the guest asks for something to drink and a napkin. The two friends comment
on how the food is.
MATERIALS (optional) audio or video recording equipment
CAPÍTULO
6
PORTFOLIO SUGGESTIONS
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¡A comer!
Vocabulario 1/Gramática 1
ORAL ASSESSMENT Have students role-play a conversation between an adult
neighbor who is sick in bed and a teenager who offers to bring the neighbor some
lunch. The teenager asks what the neighbor wants to eat and drink and also offers
dessert. The neighbor asks for a light lunch and beverage, and requests a spoon and
a napkin.
WRITTEN ASSESSMENT Have students write a restaurant review. Ask them to say
how well or badly the food is prepared. Have them mention one dish that they find
particularly good and why they like it, as well as one dish they do not like and what
is wrong with it.
Vocabulario 2/Gramática 2
ORAL ASSESSMENT Have students work in pairs to create a scene in which a
teenager is going to make breakfast for him- or herself and a younger sibling. The
teenager asks what the sibling wants. The sibling chooses the menu and offers to
help. The older brother or sister gives orders saying what to get from the refrigerator
and what to set on the table.
WRITTEN ASSESSMENT Have students write a list of questions and answers. The
questions ask whether the person should perform various tasks in the kitchen, such
as cutting, heating, or warming foods, taking them from the refrigerator, and putting
them in the oven or on the table. Answers should begin with Sí and the name of the
food should be replaced with a pronoun.
Repaso
CAPÍTULO
6
PERFORMANCE ASSESSMENT
ORAL ASSESSMENT Have students describe their typical weekday breakfast, lunch,
and dinner menu. They should say which of these meals they like best and why.
Then they should mention something that they do not like to eat and why.
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Rubric for Evaluating Written and Oral Tests and Assignments
WRITING RUBRIC
CONTENT (POOR) 1 2 3 4 (EXCELLENT)
(inclusion of all required
information)
COMPREHENSIBILITY (POOR) 1 2 3 4 (EXCELLENT)
(ability to communicate
ideas)
ACCURACY (POOR) 1 2 3 4 (EXCELLENT)
(ability to use structures and
vocabulary correctly)
ORGANIZATION (POOR) 1 2 3 4 (EXCELLENT)
(ability to organize
information)
EFFORT (POOR) 1 2 3 4 (EXCELLENT)
(inclusion of details beyond the
minimum requirements)
SPEAKING RUBRIC
COMPREHENSION (POOR) 1 2 3 4 (EXCELLENT)
(ability to understand verbal
cues and respond appropriately)
COMPREHENSIBILITY (POOR) 1 2 3 4 (EXCELLENT)
(ability to communicate ideas
and be understood)
ACCURACY (POOR) 1 2 3 4 (EXCELLENT)
(ability to use structures and
vocabulary correctly)
FLUENCY (POOR) 1 2 3 4 (EXCELLENT)
(ability to communicate clearly
and smoothly)
EFFORT (POOR) 1 2 3 4 (EXCELLENT)
(inclusion of details beyond the
minimum requirements)
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Oral Rubric A • Presentational Communication
Use the following criteria to evaluate oral assignments in which only one student
is speaking.
4
3
2
1
Content Comprehensibility Accuracy Fluency
Complete
Speaker
consistently uses
the appropriate
structures and
vocabulary
necessary to
communicate.
Generally
complete
Speaker
usually uses the
appropriate
structures and
vocabulary
necessary to
communicate.
Somewhat
complete
Speaker
sometimes uses
the appropriate
structures and
vocabulary
necessary to
communicate.
Incomplete
Speaker uses
few of the
appropriate
structures and
vocabulary
necessary to
communicate.
Comprehensible
Listener
understands
all of what the
speaker is trying
to communicate.
Usually
comprehensible
Listener
understands
most of what the
speaker is trying
to communicate.
Sometimes
comprehensible
Listener
understands
less than half of
what the speaker
is trying to
communicate.
Seldom
comprehensible
Listener
understands
little of what
the speaker
is trying to
communicate.
Accurate
Speaker uses
language
correctly,
including
grammar and
word order.
Usually
accurate
Speaker usually
uses language
correctly,
including
grammar and
word order.
Sometimes
accurate
Speaker
sometimes
uses language
correctly.
Seldom
accurate
Speaker seldom
uses language
correctly.
Fluent
Speaker speaks
clearly without
hesitation.
Pronunciation
and intonation
seem natural.
Moderately
fluent
Speaker has
few problems
with hesitation,
pronunciation,
and intonation.
Somewhat
fluent
Speaker has
some problems
with hesitation,
pronunciation,
and intonation.
Not fluent
Speaker hesitates
frequently and
struggles with
pronunciation
and intonation.
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Oral Rubric B • Interpersonal Communication
Use the following criteria to evaluate oral assignments in which two or more students
are speaking.
4
3
2
1
Content Comprehension Comprehensibility Accuracy Fluency
Complete
Speaker
consistently
uses the
appropriate
structures
and
vocabulary
necessary to
communicate.
Generally
complete
Speaker
usually
uses the
appropriate
structures and
vocabulary
necessary to
communicate.
Somewhat
complete
Speaker
sometimes
uses the
appropriate
structures and
vocabulary
necessary to
communicate.
Incomplete
Speaker
uses few
of the
appropriate
structures and
vocabulary
necessary to
communicate.
Total
comprehension
Speaker
understands
all of what
is said to him
or her.
General
comprehension
Speaker
understands
most of what
is said to him
or her.
Moderate
comprehension
Speaker
understands
some of what
is said to him
or her.
Little
comprehension
Speaker
understands
little of what
is said to him
or her.
Comprehensible
Listener
understands
all of what
the speaker
is trying to
communicate.
Usually
comprehensible
Listener
understands
most of what
the speaker
is trying to
communicate.
Sometimes
comprehensible
Listener
understands
less than half
of what the
speaker is
trying to
communicate.
Seldom
comprehensible
Listener
understands
little of what
the speaker
is trying to
communicate.
Accurate
Speaker uses
language
correctly,
including
grammar and
word order.
Usually
accurate
Speaker
usually uses
language
correctly,
including
grammar and
word order.
Sometimes
accurate
Speaker
sometimes
uses language
correctly.
Seldom
accurate
Speaker
seldom uses
language
correctly.
Fluent
Speaker
speaks clearly
without
hesitation.
Pronunciation
and intonation
seem natural.
Moderately
fluent
Speaker
has few
problems with
hesitation,
pronunciation,
and intonation.
Somewhat
fluent
Speaker
has some
problems with
hesitation,
pronunciation,
and intonation.
Not fluent
Speaker
hesitates
frequently and
struggles with
pronunciation
and intonation.
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Nombre Clase Fecha
Oral Progress Report
OVERALL IMPRESSION
Excellent Good Satisfactory Unsatisfactory
Some particularly good aspects of this item are _____________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Some areas that could be improved are _____________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
To improve your speaking, I recommend ___________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Additional Comments _____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Written Rubric A
Use the following criteria to evaluate written assignments.
Content
Comprehensibility
Accuracy
Organization
Effort
4 3 2 1
Complete Generally Somewhat Incomplete
complete complete
Writer uses
the appropriate
functions and
vocabulary for
the topic.
Comprehensible Usually Sometimes Seldom
comprehensible comprehensible comprehensible
Reader can
understand
all of what
the writer is
trying to
communicate.
Accurate Usually Sometimes Seldom
accurate accurate accurate
Writer uses
grammar, spelling,
word order, and
punctuation
correctly.
Well-organized Generally Somewhat Poorly
well-organized organized organized
Presentation
is logical and
effective.
Excellent Good Moderate Minimal
effort effort effort effort
Writer exceeds
the requirements
of the assignment
and has put care
and effort into
the process.
Writer usually
uses the
appropriate
functions and
vocabulary for
the topic.
Reader can
understand
most of what
the writer
is trying to
communicate.
Writer usually
uses grammar,
spelling, word
order and
punctuation
correctly.
Presentation is
generally logical
and effective
with a few
minor problems.
Writer fulfills
all of the
requirements of
the assignment.
Writer uses
few of the
appropriate
functions and
vocabulary for
the topic.
Reader can
understand less
than half of
what the writer
is trying to
communicate.
Writer has some
problems with
language usage.
Presentation
is somewhat
illogical and
confusing
in places.
Writer fulfills
some of the
requirements of
the assignment.
Writer uses
none of the
appropriate
functions and
vocabulary
for the topic.
Reader can
understand
little of what
the writer
is trying to
communicate.
Writer makes
a significant
number of
errors in
language usage.
Presentation
lacks logical
order and
organization.
Writer fulfills
few of the
requirements
of the
assignment.
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Nombre Clase Fecha
Written Progress Report
OVERALL IMPRESSION
Excellent Good Satisfactory Unsatisfactory
Some particularly good aspects of this item are _____________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Some areas that could be improved are ______________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
To improve your written work, I recommend ________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Additional Comments _________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Copyright © by Holt, Rinehart and Winston. All rights reserved. 364

Nombre Clase Fecha
Peer-Editing Rubric
Chapter _________
I. Content: Look for the following elements in your partner’s composition. Put a
check next to each category when you finish it.
1. _____ Vo c a bu l a r y Does the composition use enough new vocabulary from the chapter?
Underline all the new vocabulary words you find from this chapter.
What additional words do you suggest that your partner try to use?
2. _____ O r g a n i z a t i on Is the composition organized and easy to follow?
Can you find an introduction and a conclusion?
3. _____ Com pre h en s i bility Is the composition clear and easy to understand? Is there a
specific part that was hard to understand? Did you understand
the author’s meaning?
Draw a box around any sections that were particularly hard to
understand.
4. _____ Ta r g e t Fu n c t i on s Ask your teacher what functions and grammar you should focus
and Grammar on for this chapter and list them below.
Focus: _________________ _________________________
II. Proofreader’s checklist: Circle any errors you find in your partner’s composition,
so that your partner can correct his or her errors. See the chart for some examples.
incorrect form of the verb
Adjective–noun agreement
Subject–verb agreement
Spelling
Article
Transition words
(if they apply to chapter)
Accents/Punctuation
III. Explain your content and grammar suggestions to your partner. Answer any
questions about your comments.
Peer Editor’s signature: _________________________________________________________ Date: ______________________ ______
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Nombre Clase Fecha
Documentation of Group Work
Item ___________________________________________________________________________________________ Chapter __________________ _________
Group Members: _____________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Description of Item: ________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Personal Contribution: ______________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Please rate your personal contribution to the group’s work.
Excellent Good Satisfactory Unsatisfactory
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Nombre Clase Fecha
Student’s Portfolio Checklist
To the Student This form should be used to keep track of the materials you are
including in your portfolio. It is important that you keep this list up-to-date so that
your portfolio will be complete at the end of the assessment period. As you build your
portfolio, try to include pieces of your work that demonstrate progress in your ability
to speak and write in Spanish.
Item #1
Item #2
Item #3
Item #4
Item #5
Item #6
Item #7
Item #8
Item #9
Item #10
Item #11
Item #12
Date Date Placed
Type of Item Completed in Portfolio
Holt Spanish 1 Assessment Program
Copyright © by Holt, Rinehart and Winston. All rights reserved. 367

Nombre Clase Fecha
Teacher’s Portfolio Checklist
To the Teacher This form should be used to keep track of the materials you expect
your students to keep in their portfolios for the semester. Encourage students to
keep their lists up-to-date so that their portfolios will be complete at the end of
the assessment period.
Item #1
Item #2
Item #3
Item #4
Item #5
Item #6
Item #7
Item #8
Item #9
Item #10
Item #11
Item #12
Date Date Due
Type of Item Assigned in Portfolio
Holt Spanish 1 Assessment Program
Copyright © by Holt, Rinehart and Winston. All rights reserved. 368

Nombre Clase Fecha
Portfolio Self-Evaluation
To the Student Your portfolio consists of selections of your written and oral work.
You should consider all the items in your portfolio as you evaluate your progress. Read
the statements below and mark a box to the right of each statement to show how well
you think your portfolio demonstrates your skills and abilities in Spanish.
Strongly Strongly
Agree Agree Disagree Disagree
1. My portfolio contains all of the required
items.
_____________________________________________________________________________________
2. My portfolio provides evidence of my
progress in speaking and writing Spanish.
_____________________________________________________________________________________
3. The items in my portfolio demonstrate
that I can communicate my ideas in Spanish.
_____________________________________________________________________________________
4. The items in my portfolio demonstrate
accurate use of Spanish.
_____________________________________________________________________________________
5. The items in my portfolio show that I
understand and can use a wide variety
of vocabulary.
_____________________________________________________________________________________
6. When creating the items in my portfolio, I
tried to use what I have learned in new ways.
_____________________________________________________________________________________
7. The items in my portfolio provide an
accurate picture of my skills and abilities
in Spanish.
The item I like best in my portfolio is _______________________________________________
because (please give at least three reasons) __________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
I find my portfolio to be (check one):
Excellent Good Satisfactory Unsatisfactory
Holt Spanish 1 Assessment Program
Copyright © by Holt, Rinehart and Winston. All rights reserved. 369

Nombre Clase Fecha
Portfolio Evaluation
To the Student I have reviewed the items in your portfolio and want to share with
you my reactions to your work.
Teacher’s signature: _________________________________________ Date: ________________
Strongly Strongly
Agree Agree Disagree Disagree
1. Your portfolio contains all the required
items.
_____________________________________________________________________________________
2. Your portfolio provides evidence of your
progress in speaking and writing Spanish.
_____________________________________________________________________________________
3. The items in your portfolio demonstrate that
you can communicate your ideas in Spanish.
_____________________________________________________________________________________
4. The items in your portfolio demonstrate
accurate use of Spanish.
_____________________________________________________________________________________
5. The items in your portfolio show that you
understand and can use a wide variety
of Spanish vocabulary.
_____________________________________________________________________________________
6. The items in your portfolio demonstrate
that you have tried to use what you have
learned in new ways.
_____________________________________________________________________________________
7. The items in your portfolio provide
an accurate picture of your skills and
abilities in Spanish.
The item I like best in your portfolio is ______________________________________________
because _____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
One area in which you seem to need improvement is ________________________________
_____________________________________________________________________________________
For your next portfolio collection, I would like to suggest ____________________________
_____________________________________________________________________________________
I find your portfolio to be (check one):
Excellent Good Satisfactory Unsatisfactory
Holt Spanish 1 Assessment Program
Copyright © by Holt, Rinehart and Winston. All rights reserved. 370