NUESTRA CULTURA HISPÁNICA! - MINISTRY OF EDUCATION SECONDARY ENGAGEMENT PROGRAMME GRADE 10 SPANISH TERM 3
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MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
GRADE 10
SPANISH
TERM 3
¡NUESTRA CULTURA HISPÁNICA!
1
Table of Content
Pages
-Week # 1: General Responses to Situations - La Invitación
- Usando La hora específica y El lugar)
- General CSEC situations
-Week # 2: Nuestra Salud - Revision on talking about feelings of discomfort
- Dialogue Completion
-Translation exercises
-Week #3: Dialogue Writing - Revision on ‘Los Deportes’
-Translation and Comprehension exercises
- General Dialogue (CSEC Standard) -
Week #4: Letter Writing - Revision on ‘Direct and Indirect Object Pronouns’
- Use of descriptive adjective
- General Letter Writing
- Week # 5: General Questions (Oral Component) - Home and Family – En casa y la Familia
- Travel – El viaje
- School and career – La Escuela y la carrera
2
MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 1 Lesson: One
Topic: General Responses to Situations
Sub-topic: La invitación (Accepting and declining invitations)
Content
In paper two, section one, situations are given to complete in Spanish. Accepting and declining
invitations is one main focus in this area. Here are a few phrases and sentences that can be used
to complete these situations.
-These are different ways you can ask someone to go out with you.
Asking for an invitation
¿Te gustaría ir al concierto conmigo? - Would you go to the concert with me?
¿Te gustaría ir a la playa conmigo? - Would you go to the beach with me?
¿Puedes ir a la fiesta de cumpleaños conmigo? - Can you go to the birthday party with me?
¿Puedo asistir también a la graduación? - Can I attend the graduation also?
¿Le gustaría ir a ver el partido conmigo al estadio? - Would like to go and see the game with me
at the stadium?
Accepting invitations
¡Por supuesto! - Sure!/Of course/Sure thing!
¡Claro! - Sure!
¡Cierto! - Sure!
¡sí! - Yes!
¡Naturalmente! - Certainly!
¡Cómo no! - Of course!
3
¡Por qué no! -Why not!
Me gustaría, gracias. - I would like to, thank you.
Declining invitations
Lo siento pero no puedo porque … - I am sorry but i can’t because…
Lo siento mucho pero tengo que … - I am really sorry but I have to …
No puedo ir hoy, lo siento. - I can’t go today, sorry.
Reasons for not going
¿Por qué? - Why?
-Talk about sickness
-Porque estoy enfermo/a - because I am sick.
-Porque no me siento bien, tengo fiebre. - because I am not feeling well, I have a fever.
-Porque tengo migraña. - I have a migraine.
-Porque tengo que estudiar para un examen mañana. - because I have to study for an exam
tomorrow.
-Porque tengo que quedarme en casa con mis hermanos. - because I have to stay home with my
siblings.
-Porque tengo que ayudar a mis padres con algunas tareas. - because I have to help my parents
with some chores.
-Any other reasons are accepted.
4
Actividad # 1
Respond to the following situations in Spanish using the content from above.
1. You want to go to a Rock concert in the city tonight. You call our best friend to go with
you.
(a) What did you ask him/her?
___________________________________________________________________
(b) What is his/her response?
___________________________________________________________________
2. You ask your parents’ permission to go to visit your aunt who lives in the Bahamas.
(a) How do you ask them this?
___________________________________________________________________
(b) Tell them what you promise to do?
___________________________________________________________________
3. Your best friend has two tickets to go to the football game at the National Stadium.
(a) What do you ask him/her?
____________________________________________________________________
(b) What is his/her response?
____________________________________________________________________
4. Your brother is very excited to go and visit the scenes in Guatemala, but he realizes that
you are not feeling well.
(a) What does he ask?
___________________________________________________________________
(b) Tell him that you have a terrible flu, high fever and a headache.
___________________________________________________________________
5. Your parents are planning to go out for dinner after a long time. Your cousin asks you to
go to the mall to buy an outfit for his/her graduation.
(a) How does he/she ask you to go with him/her?
_____________________________________________________________________
(b) Tell him/her your reason for not going.
_____________________________________________________________________
6. Tell your dad that you are really sorry that you can’t go with him at the office today
because you have a cold and fever.
_______________________________________________________________________
La invitación (Usando La hora específica y El lugar)
7. Tell your grandmother that you want to visit the library to do some studies. How you ask
her for permission.
5
MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 1 Lesson: Two
Topic: General Responses to Situations
Sub-topic: La invitación (Usando La hora específica y El lugar)
Content
La Hora
It is very important to focus on using time in your sentence. We normally use ‘a las’ to represent
‘at’ and it comes right after the hour. ‘A la una’ is used for 1 o’ clock.
Por Ejemplo
1. Voy al centro comercial a las cinco en punto.
-I am going to the mall at 5:00 on the dot.
2. Tenemos una cita con el médico a las siete de esta mañana.
-We have an appointment with the doctor at 7:00 this morning.
Los lugares para una invitación
Una fiesta – A party
Una fiesta de cumpleaños – A birthday party
6
Un concierto – A Concert
Un concierto de Rock – A Rock concert
Un juego – A game
Una competencia/un concurso – A competition
Un viaje – A trip
Una reunión – A meeting
Una vacación – A vacation
Una boda – A wedding
Phrases used for invitation
Estoy invitandote a mi ... – I am inviting you to my ...
Estoy invitandote y su familia a mi ... – I am inviting you and your family to my ...
Estoy encantado/a/content/a para invitarte a mi .. – I am happy to invite you to my ...
Me alegro si puedes venir al concierto conmigo ... – I am happy if you can come to the concert
with me...
7
Actividad # 2
Using the information from above, respond to the following situations in Spanish.
1. While you are at the gym, you get a text message from your friend with information
about the time and venue for the meeting you had arranged. Write the text message you
received.
______________________________________________________________________
______________________________________________________________________
2. Your aunt sends you an e-mail inviting you to a concert. Write a note declining the
invitation with a good reason.
______________________________________________________________________
______________________________________________________________________
3. You are unable to attend a family function with your entire family circle. Write an e-mail
to your grandparents you sent apologizing for not being able to do so.
_______________________________________________________________________
_______________________________________________________________________
4. Your best friend has sent you her wedding invitation showing the time and place of the
ceremony. What does the invitation say?
_______________________________________________________________________
_______________________________________________________________________
5. Your best football team is going to play tonight at the National Stadium. Invite your
friend telling him/her the time and place for the exciting game.
________________________________________________________________________
________________________________________________________________________
6. You have a pool party in your backyard this weekend. You decided to send out invitation
cards stating time and place to your close neighbours and friends. What do you write?
________________________________________________________________________
________________________________________________________________
8
MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 1 Lesson: Three
Topic: General Responses to Situations
Sub-topic: General CSEC situations
Actividad # 3
Write in SPANISH the information required for EACH of the situations given below. Do Not
write more than one sentence for each situation. For some situations a complete sentence may
not be necessary. Do Not translate the situations given. Do Not use abbreviations.
YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.
(a) Your friend messages you asking you to guess what he/she has bought you for your
birthday. Write your response asking two questions about the gift.
____________________________________________________________________
____________________________________________________________________
(b) Your mother cannot take you to the mall this evening. Write the text she sends suggesting
two ways you can get there.
_____________________________________________________________________
_____________________________________________________________________
(c) Your teacher asks students in the class to write TWO things that they would like to do
during the August holidays. What do you write?
_____________________________________________________________________
_____________________________________________________________________
9
(d) Your father had to leave home suddenly. Write the note he leaves to your mother saying
where he went and why.
______________________________________________________________________
______________________________________________________________________
(e) You did something that really upset your sister. Write the note of apology you leave her
mentioning what you did.
______________________________________________________________________
______________________________________________________________________
(f) Your neighbour’s dog has gone missing. Write the notice he puts on the community
notice board saying TWO pieces of information about the lost dog.
______________________________________________________________________
______________________________________________________________________
(g) Your brother’s flight is delayed. Write the message he sends giving ONE reason for the
delay and when he is expected to arrive.
_______________________________________________________________________
_______________________________________________________________________
(h) You are caught misbehaving in class. Write the note that the principal sends to your
parents telling them what you did and how you will be punished.
_______________________________________________________________________
_______________________________________________________________________
(i) You received a text from your telephone provider advising you of ONE thing you should
do and ONE thing you should NOT do during a storm. Write the text message.
_______________________________________________________________________
_______________________________________________________________________
(j) You received a note on your desk from a secret admirer mentioning TWO things that
he/she admires about you. Write the note.
_______________________________________________________________________
________________________________________________________________________
(Situations were taken from 2019 Paper 2)
10MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 2 Lesson: One
Topic: Nuestra Salud – Our health
Sub-topic: Revision on talking about feelings of discomfort.
Content
Even though this particular topic has been taught in the lower grades, we find that it still appears
parts of the exam.
Students must know parts of the body and know how to say what kind of feelings of discomfort
are there.
Phrases used expressing discomfort
Me duele la cabeza – My head hurts
Me duele el estómago – My stomach hurts
Me duele la garganta – My throat hurts
Me duelen los ojos – My eyes hurt
tengo una migraña – I have a migraine
Tengo dolor de cabeza – I have a headache
Tengo resfriado – I have a cold/I have the chills
Tengo gripe – I have the flu
Tengo un dolor en la espalda – I have pain in the back
Tengo dolor de diente – I have a toothache
Tengo fiebre – I have the fever
Tengo tos – I have the cough
11Estoy mareada – I am dizzy
No me siento bien – I am not feeling well
Me siento débil – I am feeling weak
Me siento enfermo/a – I am feeling sick
Quiero vomitar – I want to vomit
Él/Ella no se siente bien – He/she is not feeling well
Other vocabulary used
El hospital – hospital
La clínica – clinic
La medicina – medicine
El doctor – doctor (m)
La doctora – doctor (f)
El médico – doctor
La médica – doctor
El enfermero – male nurse
La enfermera – female nurse
La oficina del doctor – The doctor’s office
Una cita – An appointment
Hacer una cita – To make an appointment
Me gustaría hacer una cita, por favor – I would like to make an appointment, please.
Me gustaría ver al médico, por favor – I would like to see the doctor, please.
12Actividad # 1
Read and complete the sentences below using the content. Use the blanks to translate the
completed sentences in English.
1. Ana tiene dolor de muelas. Tiene que visitar _____________, inmediatamente.
_______________________________________________________________________.
2. En la clase estoy mareada porque hace mucho calor. Tengo que visitar ____________ de
la escuela.
_______________________________________________________________________.
3. Alicia tiene que _________ _______ ______ porque ella no se sintió bien durante cinco
días.
_______________________________________________________________________.
4. Tengo dolor de estómago. Yo sé que no me siento bien, quiero __________.
_______________________________________________________________________.
5. Mi abuela se siente muy _________. Ella necesita ______ ______ ______ con su
doctora, en seguida.
______________________________________________________________________.
6. Mami, estoy enferma y tengo fiebre. Esta chica tiene que ir
_______________________________________________________________________.
7. Tengo síntomas como tos, fiebre y escalofríos. Creo que voy a tener ___________.
______________________________________________________________________.
8. Tengo dolor de diente por una semana. Estoy asustada pero tengo que ir a ver ________.
_______________________________________________________________________.
9. De repente la mujer no se siente bien, se duele el estómago. Ella quiere ___________.
________________________________________________________________________
13MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 2 Lesson: Two
Topic: Nuestra Salud
Sub-topic: Dialogue Completion
Using the content on ‘Health’, complete the dialogue in Spanish.
Actividad # 2
You received a phone call from your brother telling you that your mother is not feeling well.
During the day you realized that you were not well also.When you arrived at the hospital you
saw her weakness.
Mamá: Hola mi hijita. Estás aquí finalmente.
Yo: __________________________________________________________________________
___________________________________________________________________________
Mamá: No se que pasó? De repente, tuve una fiebre terrible y me sentí mareada cuando estaba
cocinando. Y tú, ¿qué pasa contigo?
Yo: __________________________________________________________________________
__________________________________________________________________________
Mamá: ¡Oh Dios mío! Creo que tienes gripe. Creo que mis síntomas son diferentes a los tuyos
porque después de un tiempo me desmayé. ¿Has hablado con el doctor?
Yo: __________________________________________________________________________
___________________________________________________________________________
14Mamá: Está bien. ¿Qué te dijo?
Yo: __________________________________________________________________________
___________________________________________________________________________
Mamá: ¿Qué? ¿Tengo que quedarme tanto tiempo aquí? ¿Qué prescribió?
Yo: __________________________________________________________________________
__________________________________________________________________________
Mamá: Ok, bueno. Necesitas traer algunas cosas de casa para mí, ya que tengo que quedarme en
el hospital.
Yo: __________________________________________________________________________
___________________________________________________________________________
Mamá: Espero que te recuperes pronto también, hija mía. Nos vemos mañana.
Yo: __________________________________________________________________________
__________________________________________________________________________
Mamá: Chao.
15MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 2 Lesson: Three
Topic: Nossa Salud
Sub-topic: Translation exercises
Actividad # 3
Translate the paragraph in English.
Importancia de la Salud
La salud es uno de los elementos más relevantes para el desarrollo de una vida larga
y cualitativa. En este sentido, la importancia de la salud reside en permitir que el
organismo de una persona, o de un animal, mantenga buenos estándares de
funcionamiento y pueda así realizar las diferentes actividades que están en su
rutina diaria. La salud es un fenómeno que se logra a partir de un sinfín de acciones
y que puede mantenerse por mucho tiempo o perderse debido a diversas razones. La
salud es algo que se puede recuperar también pero muchas veces puede costar
lograrlo. Cuando hablamos de importancia de la salud estaremos entonces
16refiriéndonos al valor que la salud tiene para que una persona pueda llevar una buena
calidad de vida en todos sus diversos aspectos.
Vocabulario
El desarrollo – development
Cualitativa – qualitative
Resider – to reside
Permitir – to permit/ allow
Mantegar- to keep
Estándares – standards
Lograr – to achieve
Sinfín de – endless
Recuperar – to recuperate
17MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 3 Lesson: One
Topic: Dialogue Writing
Sub-topic: Revision on ‘Los Deportes’
Content
Revision must be done on ‘Los deportes – Sports’.
-Types of sports
Common Vocabulary used
un/ una atleta – Athlete
un/ una jugador/a– player
un deportista – sports man
una deportista – sports woman
Los jugadores – players
los juegos – games
El equipo – team
La Copa Mundial – The World Cup
Las Olimpiadas – The Olympics
El entrenador – male coach/trainer
La entrenadora – female coach/trainer
El Estadio Nacional – The National Stadium
18El campo – field
El partido – game
Cues of writing a ‘Contextual Dialogue’ in Spanish.
When completing a contextual dialogue in Spanish, you are required to know the following:
1. You must be aware of all forms of tenses, use of adjectives and pronouns, direct and indirect
object pronouns, the imperative mood, the present subjunctive, punctuation, expression and
correct use of vocabulary and spelling.
2. Word limit is also important. Within the dialogue, you are required to write 80-100 words.
CSEC acceptable length is 70-110 words. Make sure when writing, avoid one word answers and
short sentences.
3. Responding to questions from the dialogue is also very important. You are required to use
exclamations using the subjunctive and the imperative mood. When completing the dialogue, it
is like if you are talking directly to the person.
4. Your dialogue must have a smooth flow and must demonstrate an adequate conversation in
Spanish.
5. It is wise to read the entire dialogue from the beginning to the end and understand what is it
about. Respond to questions but make sure that whatever is said must flow with the other part of
the conversation with the other person in Spanish.
6. The cues that are given MUST be included in the dialogue.
Actividad # 1
Use the instructions from the content and complete the dialogue in Spanish.
ANNA: ¡Buenas tardes, Felip! ¿Cómo estás?
FELIP: _____________________________________________________________________
19_____________________________________________________________________
ANNA: ¿Quieres ir a la playa con nosotros hoy? ¡Será divertido!
FELIP: _____________________________________________________________________
_____________________________________________________________________
ANNA: ¡Sí, tienes razón! Hoy tenemos un partido de voleibol con el equipo de Argentina.
¿Te gusta este tipo de juego?
FELIP: _____________________________________________________________________
______________________________________________________________________
ANNA: ¿Qué? ¿Por qué no te gusta?
FELIP: ______________________________________________________________________
_______________________________________________________________________
ANNA: Vale, lo entiendo, pero creo que es un juego divertido. ¿Quién es tu deportista favorito y
por qué?
FELIP: _______________________________________________________________________
________________________________________________________________________
ANNA: Sé que fuiste a la última Copa Mundial para ver el juego de fútbol ¿Cómo era?
FELIP: _______________________________________________________________________
_______________________________________________________________________
ANNA: ¡Wow! ¡Parece emocionante estar allí! ¿Cómo es el Estadio Nacional de Argentina?
FELIP: ______________________________________________________________________
______________________________________________________________________
ANNA: Y la gente, ¿cómo son?
FELIP: _____________________________________________________________________
_____________________________________________________________________
20ANNA: ¿Prefieres un juego de fútbol? Voy a pedir dos entradas para el partido de fútbol en el
estadio. ¿Qué piensas?
FELIP:______________________________________________________________________
______________________________________________________________________
ANNA: ¡Bien! Te voy a llamar e informarte sobre el día y la hora del partido.
FELIP: _______________________________________________________________________
________________________________________________________________________
21MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 3 Lesson: Two
Topic: Dialogue Writing
Sub-topic: Translation and Comprehension exercises
Actividad # 2
This dialogue can be a role-play between two friends talking about their favourite sports. Notice
how the conversation between the two friends goes with a flow.
Translate the dialogue in English.
Carlos: ¿Cuál es tu deporte favorito Leo?
Leo: Uhmm… me gustan varios deportes, pero mi favorito es el fútbol.
Carlos: A mí me gusta más el béisbol ¿Por qué te gusta el fútbol?
Leo: Porque es un deporte fácil y divertido. Siempre me divierto mucho jugando con mis
amigos.
Carlos: Leo, ¿quieres jugar baloncesto?
Leo: Sí, claro vamos a jugar, pero después jugamos tenis ¿sí?
Carlos: Por supuesto, aunque ya sabes que siempre gano.
Leo: Esta vez no te dejaré ganar… De todas maneras yo siempre gano en tenis de mesa.
22Carlos: Pero es porque haces trampa.
Actividad # 3
Using the dialogue from activity # 2, respond to the questions in English.
1.What is Leo’s favourite game out of all?
_________________________________________________________________________
2. What is Carlos’s favourite game?
________________________________________________________________________
3. Why does Leo like his favourite game?
________________________________________________________________________
4. What are they going to do next?
________________________________________________________________________
5. Who wins all the time?
_________________________________________________________________________
6. What challenge does Leo give to Carlos?
_________________________________________________________________________
7. What game does Leo always win in?
_________________________________________________________________________
8. What Carlos tells Leo about the game he always wins?
_________________________________________________________________________
23MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 3 Lesson: Three
Topic: Dialogue Writing
Sub-topic: General Dialogue (CSEC Standard)
Content
Using the instructions from the first lesson, complete the dialogue in Spanish.
Actividad # 4
Using between 80-100 words, complete the dialogue between Soledad and her neighbour. Julio,
giving Soledad’s responses.
You have moved to a new town and you are meeting your neighbor for the first time. Responses
to all the cues listed below. They Must be included in the completed dialogue.
(i)Greetings and identification
(ii) Reason(s) for moving
(iii) What you like about your new neighbourhood
(iv) What you miss most about your former neighbourhood.
(v) Plans to do some activities together
Julio: Hola, Buenos días. ¿Te has mudado aquí recientemente, no?
Soledad: ____________________________________________________________________
_____________________________________________________________________
Julio: ¡Dos semanas! Muy bien. Me llamo Julio y vivo muy cerca de aquí.
24Soledad: _____________________________________________________________________
_____________________________________________________________________
Julio: El placer es mío. Y ¿De donde se mudaron ustedes?
Soledad: ______________________________________________________________________
Julio: ¡Vivieron tanto tiempo allí! ¿Por qué se mudaron?
Soledad: ______________________________________________________________________
______________________________________________________________________
Julio: ¡Qué casualidad! Mi papá también trabaja con la misma compañía. Él es el ingeniero de la
palnta. ¿Te gusta este barrio?
Soledad: ______________________________________________________________________
______________________________________________________________________
Julio: Sí, es verdad. Mucha gente dice lo mismo. Pero pienso que a veces es demasiado
tranquilo. ¿No te hacen falta tus amigos?
Soledad: ______________________________________________________________________
______________________________________________________________________
Julio: No te preocupes. Vas a hacer nuevos amigos aquí en Buen Barrio y no tendrás que hacer
tantas llamadas telefónicas. Y. ¿Qué más te hace falta?
Soledad: ______________________________________________________________________
______________________________________________________________________
Julio: Tenemos todo eso muy cerca. Además, hay un parque de diversiones. ¿Cuales son tus
actividades preferidas?
Soledad: ______________________________________________________________________
______________________________________________________________________
Julio: Sí podemos. Voy a hablar con mis padres y vamos a organizar algo.
Soledad: ______________________________________________________________________
______________________________________________________________________
Julio: Sí, voy a llamarte. El mío es 734-6690. Nos vemos muy pronto.
Soledad: ______________________________________________________________________
_____________________________________________________________________
(Taking from CSEC paper 2, 2009)
25MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 4 Lesson: One
Topic: Letter Writing
Sub-topic: Revision on ‘Direct and Indirect Object Pronouns’
Content
Simple steps of informal letter in Spanish
When writing a letter in Spanish, there are steps we normally take for the letter to go with a flow.
In this content, ideas will be demonstrated and given to you for developing good writing skills.
As we know, for a language to come alive we need words to express such.
In order to write a letter in Spanish, there are tenses and parts of speech that we need to use for
clarity, correct grammar usage and profound use of the Spanish vocabulary.
These tenses and grammar usages may include:
-The Preterite Tense -Use of the Subjunctive
-Present and Past Continuous tense -Conditional tense
-All forms of pronouns -Direct and Indirect Object Pronouns
-The Future Tense -The Pluperfect Tense
-Perfect and Imperfect
-Adjectives
Points to consider:
-Make a list of names of persons in Spanish. This has to be included in the letter since the
instruction clearly says not to use your real name.
26-Make a list of Spanish countries with names of villages under them. This will also help in your
letter writing and make it more realistic.
How to write address and date in the letter?
The address and date is always written on the top right hand side of your paper.
For Example: Santa Crúz, 20 de mayo del 2020.
Note: You must not write your real name and address.
Form of greeting
Querido (M) Dear
Querida (F)
-A colon is placed after a person or the name of a person.
Querida Elena: - Dear Elena:
Querido Sanchéz: - Dear Sanchez:
Querido amigo mío: - My dear friend: (M) Querida amiga mía: (F)
Querida mía: - My dear …(Talking about a close relative or friend)
Queridísima mama: - Dear mom
First paragraph
In the first paragraph, we must also include other forms of greetings to see how the person is
doing and ask about their well being. Also you must state the reason for your letter.
Some beginners
-¡Qué tal! – What's up!
-¿Cómo sigue su familia? – How is your family doing?
-Espero que estés bien de salud – I hope you are in good health
-Espero que tengas buena salud - I hope you are in good health (Another way)
-Por aquí todo bien – here everything is fine
-Disculpa que haya tardado tanto en contestar tu carta – Sorry, I was late to answer your letter.
-Espero que al recibir esta carta te encuentres muy bien de salud – I hope this letter reaches you
in good health.
- Espero que tu también estés bien - I hope you are fine as well
27- por aquí todo está muy bien y espero que a ti también te vaya todo bien - Here everything is
just fine, hopefully with you as well
How to start by giving reason
Estoy escribiendo esta carta para decirte acerca de (sobre) … – I am writing you this letter to tell
you about …
The body of the letter
-The body of the letter entails two paragraphs. Each paragraph must have a balance of 48-50
words in Spanish.
-In an instruction of a letter, you are asked to include four points the most. Two points should be
used for each paragraph.
Concluding paragraph
-Bueno amigo, me despido por ahora, cuídate mucho y espero que me escribas muy pronto. –
Ok, I am going now, take care and write me soon.
-Cuídate mucho y espero pronto tener noticias tuyas - take care and hope to hear news from you
soon.
-¡Que tengas un buen día! – Have a nice day!
- Es un placer estar en contacto contigo. ¡ Cuídate! - It’s a pleasure staying in touch with you,
take care!
- Da mis saludos a tu familia –Say hi to the family for me.
-Con muchos abrazos y besos. – with lots of hugs and kisses
- Escríbeme pronto – write me soon
-This final ending must always be placed on the bottom left-hand corner of the letter.
Su amigo,
Juán
On the following page, there is an example of how a letter is written in Spanish. Here is an
exercise.
Using the following outline as a guide, write a letter of NO MORE THAN 130-150
words in SPANISH. Use the tenses appropriate to the topic.
YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.
28The sister of your Mexican friend is getting married and has invited you to the wedding. Write
the letter you send to your friend in which you.
(i) Say how you feel about being invited
(ii) Talk about preparations you have made for your trip to Mexico
(iii) Ask advice on what gift you should bring
(iv) Mention some of the things you hope to do at the wedding and the rest of your stay in
Mexico
(Do not write your real name and address, but include the date in Spanish and use the
appropriate beginning and ending)
(Taking from CSEC paper 2, 2019)
Santa Lucía, 12 de septiembre del 2020.
Querida Anabela:
¡Qué tal! ¿Cómo sigue tu familia? Espero que tengas buena salud. En este momento, estoy
escribiendo esta carta para expresar mi entusiasmo por venir a la boda de su hermana.
Mi familia y yo estamos muy emocionados con la boda y desearon haber venido. No pueden
venir porque los pasajes a México son muy caros. En su lugar he decidido venir. Fui a comprar
un vestido elegante, un par de tacones rojos y algunas joyas hermosas, los amo.
En la ciudad, mientras estaba de compras, quería comprar un regalo para los novios. Por
favor, dame tu opinión de qué comprar. Cuando llegue a México, decoramos la iglesia juntos y
me gustaría que me mostraras la belleza de tu país como la ciudad de México y la famosa,
Chichén Itzá.
Da mis saludos a tu familia. Escríbeme pronto. Con muchos abrazos y besos.
Tu amiga,
Cristina.
29Actividad # 1
Read the letter in Spanish and translate in English.
Actividad # 2
From your translation of the letter, respond to the questions in English.
1. Who is Cristina writing to?
_____________________________________________________________________
2. What event made both girls excited?
_____________________________________________________________________
3. Why did Cristina's family not go to the event?
_____________________________________________________________________
4. What have Cristina decided to do instead?
_____________________________________________________________________
5. What has she bought to be prepared for the wedding?
_____________________________________________________________________
6. What did she would have bought but felt uncertain?
_____________________________________________________________________
7. What did she ask Anabela to do?
_____________________________________________________________________
8. What did Cristina tell Anabela what she wants to do when she arrives in Mexico?
_____________________________________________________________________
____________________________________________________________________
9. What is the famous Chichén Itzá?
_____________________________________________________________________
____________________________________________________________________
10. What did she tell Anabela to do at last?
_____________________________________________________________________
30MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 4 Lesson: Two
Topic: Letter Writing
Sub-topic: Use of descriptive adjectives.
Content
When writing a letter, make sure you use correct adjectives to describe people, places or objects
in the environment.
Adjectives play a key role to make the letter come alive.
Actividad # 3
Using the following outline as a guide, write a letter of NO MORE THAN 130-150
words in SPANISH. Use the tenses appropriate to the topic.
YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.
Your class went on a science expedition in the mountains and forest in Sierra Nevada, Spain.
Write the letter you send to your cousin in which you
(i) Planned for the trip with the teacher and class
(ii) Travelled to our destination
(iii) Tell him/her about your amazing experience
(iv) Invite him/her for the exciting trip and experience much more
(Do not write your real name and address, but include the date in Spanish and use the
appropriate beginning and ending)
31MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 4 Lesson: Three
Topic: Letter Writing
Sub-topic: General Letter Writing
Content
Students must write the letter using the layout from the letter in Spanish.
Actividad # 4
Using the following outline as a guide, write a letter of NO MORE THAN 130-150
words in SPANISH. Use the tenses appropriate to the topic.
YOU WILL BE PENALIZED FOR DISREGARDING THESE INSTRUCTIONS.
You had been studying overseas but for some reason you had to return home indefinitely. Write
a letter to your Puerto Rican friend in which you include
(i) Information about your studies
(ii) The reason for returning home
(iii) How your friends at home reacted to your return
(iv) The plans you have made to continue your studies
(Do not write your real name and address, but include the date in Spanish and use the
appropriate beginning and ending)
(Taking from CSEC Paper 2, 2010)
32MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 5 Lesson: One
Topic: General Questions (Oral component)
Sub-topic: Home and Family – En casa y la Familia
Content
At the CSEC level, paper three is the oral component where general questions would be asked on
a few topics taught by your foreign language teacher.
Some clues and topics you must know in order to respond to these questions.
- The list of ‘Family members’
- Adjectives to describe members of the family
- Professions and occupations
- Parts of the house
- Prepositions saying where things or places are located
- Description of your house
You must also know your ‘Beginners questions’.
Beginners’ questions
¿Qué? – What?
¿A qué? – At what?
¿En qué? – In what/which?
¿Qué tipo de? – What type of …?
¿Cuántos/as? – How many? How much?
33¿Cuándo? – When?
¿Dónde? – Where?
¿Adónde? – Where?
¿En dónde? – Where?
¿De dónde? – From where?
¿Dónde está? – Where is?
¿Dónde están? – Where are?
¿Cómo? – How?
¿Cómo es? – What is it?
¿Cómo son? – What are they?
¿Cuál es? – What/which is?
¿Cuáles son? – What/ which are?
¿Por qué? – Why?
¿Cuánto cuesta? – What is the cost of/ How much does it cost…?
¿Cuánto cuestan? – what do they cost/ How much do they cost…?
¿Cuál es tu opinión de ...? – What is your opinion of…?
¿A qué hora …? – At what time?
¿Quién/es? – Who/whom
Describe/a – Describe
34Actividad # 1
These questions can be done in writing or orally.
Home and Family
1.¿Cuántos niños hay en tu familia?
____________________________________________________________________________
2. ¿Con cuál miembro de tu familia compartes tus secretos y por qué?
____________________________________________________________________________
3. ¿Por qué el día domingo es diferente en tu familia?
_____________________________________________________________________________
4. ¿Prefieres tener tu propio dormitorio? ¿Por qué?
_____________________________________________________________________________
5. ¿Puedes hablarme un poco del pariente más viejo de tu familia?
_____________________________________________________________________________
6.¿Cuáles son las diferencias de personalidad entre tú y tus hermanos?
_____________________________________________________________________________
7.¿Qué es lo que más te gusta de tu familia?
_____________________________________________________________________________
8.¿Quién es la persona más cariñosa de tu casa?
_____________________________________________________________________________
9. Describe a esta persona.
_____________________________________________________________________________
_____________________________________________________________________________
10. Describe un fin de semana típico en tu casa.
_____________________________________________________________________________
_____________________________________________________________________________
11. Describe la casa de tu familia.
_____________________________________________________________________________
_____________________________________________________________________________
35MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 5 Lesson: Two
Topic: General Questions (Oral Component)
Sub-topic: Travel – El viaje
Content
At the CSEC level, paper three is the oral component where general questions would be asked on
a few topics taught by your foreign language teacher.
Some clues and topics you must know in order to respond to these questions.
- Types of transportation
- Reason for travelling
- Know Spanish countries, life style, places and traditions
- Types of Spanish foods
- Time
- Documents when you have to travel
- Describing a country, you visit
Notes and activities were given on transportation in the Easter Term worksheets.
Please use the beginners’ questions to complete the next activity.
36Actividad # 2
These questions can be done in writing or orally.
Travel
1.¿Cuánto pagas en transporte público todos los días?
______________________________________________________________________________
2. ¿Tienes que viajar a la ciudad/al campo con frecuencia? ¿Por qué?
______________________________________________________________________________
3. ¿Cómo es el servicio de transporte público en tu comunidad?
______________________________________________________________________________
4. ¿A qué horas hay más embotellamientos en la ciudad? ¿Por qué?
______________________________________________________________________________
5. De lo que sabes, ¿Por qué es eficiente el metro como medio de transporte?
______________________________________________________________________________
6.¿Cuáles son los documentos necesarios para ir de viaje al extranjero?
______________________________________________________________________________
7.¿Cómo se puede comprar un boleto de viaje y hacer reservaciones en un hotel sin salir de casa?
______________________________________________________________________________
8.Si tuviera la oportunidad de visitar un país latinoamericano, ¿Qué país visitarías y por qué?
______________________________________________________________________________
9.¿Por qué quieres visitar un país extranjeros?
______________________________________________________________________________
10.¿Has viajado alguna vez en avión?
______________________________________________________________________________
11.¿Has probado un plato español? ¿Cuál?
12. ¿Cómo viajas a la escuela?
______________________________________________________________________________
37MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
SPANISH
TERM 3
GRADE: 10
Week # 5 Lesson: Three
Topic: General Questions (Oral Component)
Sub-topic: School and career – La Escuela y la carrera
Content
At the CSEC level, paper three is the oral component where general questions would be asked on
a few topics taught by your foreign language teacher.
Some clues and topics you must know in order to respond to these questions.
- Use the ‘Future Tense’
- Types of subjects with reasons of preference
- Vocabulary based on the school environment. (Students, teachers, parts of the school etc.)
- Description of the school, head teacher, teachers, students, classes and other rooms.
- Talking about future plans
- Types of careers and job opportunities
- Choosing a job and why
- Saying what you would like to do in the future
- Places of study
- Place of work
38Actividad # 3
These questions can be done in writing or orally.
School and Career
1.¿Cuàndo es la graduación en tu escuela?
____________________________________________________________________________
2. ¿Tienen ustedes un baile de fin de curso?
____________________________________________________________________________
3. ¿Dónde tendrá lugar?
____________________________________________________________________________
4. ¿Cómo vas a vestirte para la ocasión?
____________________________________________________________________________
5. ¿Cuál es la profesión que te parece más atractiva? ¿Por qué?
____________________________________________________________________________
6.¿Cuáles son las materias que más te preparan para esa profesión?
____________________________________________________________________________
7.¿Crees que tú serás buen/a profesor/a? ¿Por qué?
____________________________________________________________________________
8.¿Cuáles son las características de un buen estudiante?
____________________________________________________________________________
10.¿Qué quieres hacer cuando termines tus estudios?
____________________________________________________________________________
11. ¿Qué quieres ser en el futuro?
____________________________________________________________________________
12. ¿Qué planeas hacer cuando termines tus estudios secundarios?
____________________________________________________________________________
39MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
TERM 3
SPANISH
GRADE 10
Week # 6
Lesson: One
Topic: Multiple Choices (General Topics)
Sub-topic: Picture study and Open ended situations
Content
Questions are compiled from previous topics taught.
Points to note for picture study during aural exam.
1. The sentence would be read once to students. Students are instructed to observe the
pictures and then the sentence will read to them.
2. Students must listen to key words that will help them with the correct selection.
3. You must know as much vocabulary as possible to understand these sentences read to
you.
1Actividad # 1 – Picture Study
The teacher can use this activity as a listening exercise also. Select the correct letter/picture that
relates to the sentence.
1.No se sienten bien.
a. (b) (c) (d)
2. El jóven camina con su perro.
a. (b) (c) (d)
3. Ambos van a nadar en el mar.
a. (b) (c) (d)
24.El perro persigue al pollo.
(a) (b) (c) (d)
5. El hombre está limpiando las ventanas del edificio.
(a) (b) (c) (d)
6. La mujer se va de vacaciones.
a. (b) (c) (d)
3Actividad # 2
Read the statements given, followed by questions and select the correct answer.
1.-No me quedan bien. Son demasiados grandes. ¿Dónde está este cliente?
(a) en la aduana
(b) en el hospital
(c) en el hotel
(d) en la zapatería
2. –Ay, qué tráfico! ¿A qué hora voy a llegar a casa? ¿Dónde está esta persona?
(a) en el banco
(b) en el mercado
(c) en la calle
(d) en la plaza
3. –Por favor, ¿Tiene Vd. Alguna medicina para el dolor de cabeza? ¿Dónde está la persona?
(a) en una fábrica
(b) en un mercado
(c) en una farmacia
(d) en una bodega
4. –El jefe no está aquí hoy. Está de vacaciones. ¿Quién habla?
(a) un medico (b) una secretaria (c) una cocinera (d) un visitante
5. - ¡Venta de plátanos maduros fritos! ¿Quién vende?
(a) una profesora
(b) una pianista
(c) un vendedor
(d) un hombre pobre
46. - Se acerca una tormenta porque hace viento y está lloviendo mucho. ¿Qué tiempo hace?
(a) El clima es terrible.
(b) El clima es seco.
(c) Está nevando.
(d) Hace mucho calor
7. ¿Por qué no vamos al partido de fútbol esta tarde? ¡Según el periódico va a ser fenomenal!
¿Adónde van estas personas?
(a) al cine
(b) a la plaza
(c) a la playa
(d) al estadio
8. -¡Qué día tan maravilloso! ¡Qué alegría! ¿Cómo se siente esta persona?
(a) sorprendida
(b) casada
(c) contenta
(d) frustrada
5Week # 6
Lesson: Two
Topic: Multiple Choices (General topics)
Sub-topic: Sentence completion
Content
It is recommended that students must have a profound knowledge of vocabulary, subject and
verb agreement in all tenses and topics taught in the syllabus.
Actividad # 3
Each of the following sentences contains a blank space. Below each sentence are four choices.
Select the one which is BEST in each case.
1.Voy a leer y hacer mis deberes en ____________.
(a) la biblioteca (b) la librería (c) la librera (d) la estantería
2. Los empleados se niegan a entrar en la fábrica porque hay _____________.
(a) trabajo (b) dinero (c) huelga (d) empleo
3. Hace dos meses que no llueve, la tierra está muy __________.
(a) lluviosa (b) seca (c) cansada (d) fresco
4. No me gusta el pollo hervido. Prefiero comerlo ___________.
(a) Rosado (b) enfriado (c) asado (d) barbecho
5. He perdido la __________ y ahora no puedo abrir la puerta.
(a) memoria (b) voluntad (c) cerradura (d) llave
6. Para lavar la ropa tengo todo menos ___________.
(a) la sopa (b) el jamón (c) el jabón (d) la llave
7. Acabo de ganar la lotería. Me siento __________.
(a) descontento (b) feliz (c) triste (d)
desanimado
68. Todos podemos ir en su cochecito, pero estaremos muy ___________.
(a) amontonados (b) limitados (c) comprometidos (d)
apresurados
9. Mañana por la mañana María _________ en la aldea.
(a) sera (b) sería (c) estará (d) entraba
10. Él quiere que ella la _________.
(a) acompañe (b) acompañara (c) acompañaría (d) acompaña
7Week # 6
Lesson: Three
Topic: Multiple Choices (General topics)
Sub-topic: Advertisements or Announcements
Content
It is recommended that students must have a profound knowledge of vocabulary, subject and
verb agreement in all tenses and topics taught in the syllabus.
Actividad # 4
Read and understand the announcement below and select the correct answer.
81. ¿Qué evento especial se menciona aquí?
a. Un concierto (b) una boda (c) una fiesta (d) una competencia
2. ¿Quiénes están invitados a la ocasión?
a. Nadie (b) los jefes (c) las familias y los amigos (d) el hombre
3. ¿Dónde será el evento especial?
a. en la iglesia (b) en el jardín hermoso (c) en el lago (d) en el pasillo
4. ¿Cuánto dura el evento?
a. Tres horas (b) una hora (c) cuatro horas (d) cinco horas
9MINISTRY OF EDUCATION
SECONDARY ENGAGEMENT PROGRAMME
TERM 3
SPANISH
GRADE 10
Week # 7
Lesson: One
Topic: General Oral Questions
Sub-topic: La Rutina Diaria – Daily Routine (A hora y el verbo reflexivo)
Content
At the CSEC level, paper three is the oral component where general questions would be asked on
a few topics taught by your foreign language teacher.
Some clues and topics you must know in order to respond to these questions.
The use of the ‘Reflexive verbs’ in Spanish.
Use time correctly in a sentence.
Numbers in Spanish.
Vocabulary on a list of routines done daily.
(Use of normal verbs and Reflexive verbs)
Knowledge of questions’ beginning.
To say what you normally do on a typical day in Spanish.
Beginners’ questions
¿Qué? – What?
¿A qué? – At what?
¿En qué? – In what/which?
¿Qué tipo de? – What type of …?
¿Cuántos/as? – How many? How much?
¿Cuándo? – When?
¿Dónde? – Where?
¿Adónde? – Where?
¿En dónde? – Where?
¿De dónde? – From where?
¿Dónde está? – Where is?
¿Dónde están? – Where are?
¿Cómo? – How?
10¿Cómo es? – What is?
¿Cómo son? – What are?
¿Cuál es? – What is?
¿Cuáles son? – What are?
¿Por qué? – Why?
¿Cuánto cuesta? – What is the cost of…?
¿Cuánto cuestan? – What are the cost of …?
¿Cuál es tu opinión de ...? – What is your opinion of…?
¿A qué horas …? – At what time?
¿Quién/es? – Who/whom
Describe/a – Describe
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