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SPANISH 10 SUBSTANTIVE ASSIGNMENT BOOKLET
Completion of this assignment is one of the requirements for registration.
This assignment has three objectives. First, it will allow you to use cognates as a reading
strategy to facilitate your understanding of a Foreign Language. Second, it will allow you
to explore the cultural element of the target language. The last part will teach you about
using an online translator, how to put accents in Spanish and a bit about stress syllables
in Spanish. If you need any help doing this Substantive Assignment please do not
hesitate to contact Mrs. Bérubé at [email protected]
Part A: Cognates (35 marks); Part B: Cultural project (40 marks) Part C: Important
aspects to know about the language like how to put accents in Spanish using a word
document. (25 marks)
Total Marks: 100 (5% of the final mark)
Important : This is the booklet and not where you write your answers.
Only write your answers in the Spanish 10 SA document.
Part A- COGNATES
A cognate is a word that looks like a word in another language and has the same meaning. For
example, the Spanish word profesor means professor in English.
I.) Recognizing cognates. Write the equivalent of the following Spanish words. _/6
1. Aire
2. Conversación
3. Centro
4. Nacional
5. Problema
6. Teléfono
II.) The following words were borrowed from the English language. What do they mean? _/4
7. Hamburguesa
8. Béisbol
9. Suéter
10. rosbif
. Look at the following list of words 11-20. Look at the following list of words. You will be able to
understand their meanings. There are only ten (10) that can only be in Spanish. Identify these
ten (10) Spanish words. Write the correct letter in the answer sheet. To facilitate marking, follow
the alphabetical order.
Example: If the first Spanish word you find is B, write this letter (B) next to 11. _/10
a.Televisión
b. Formal
c. Profesor
d. Principal
e. Hotel
f. Música
g. Animal
h. Ideal
i. Computadora
j. Hospital
k. Cristal
l. Taxi
m. Plástico q. Problema
u. Actor
n. Director r. Artificial
v. Piano
o. Pasión s. Universidad w. Color
p. No
t. Base
x. Chocolate
IV.) Look at the map of Mexico below. Answer the following questions using your prior
knowledge and recognition of cognates.
_/4
- What do the following Spanish words mean in English?
21. Los Estados Unidos
22. Golfo de México
23. Trópico de Cancer
- 24. Look at the words Estados Unidos, Océano Pacífico and Trópico de Cancer. The spelling
is different from English. What ELSE is also different?
http://www.istockphoto.com/photo/mexico-6016908?st=80f442e
V.) Stacey Meyers has just moved from New Mexico to a Puerto Rican area of Los Angeles,
where she become friends with Graciela Salas. Read their conversation below and answer the
question that follows.
/1
Graciela : Are you hungry Stacey? You can come to my house for lunch. Papá will fix you
some typical Puerto Rican food. He is a great cook!
Stacey:
That sounds great! I’m dying for some good old frijoles, tacos or enchiladas! I
haven't had them since I moved to L.A.
Graciela: Tacos? Enchiladas? We don’t eat those! We’re Puerto Rican!
25. Why does Graciela seem upset with Stacey?
a. Graciela’s father doesn’t know how to make tacos or enchiladas.
b. Graciela hates tacos and enchiladas.
c. Stacey assumes that all Spanish-speaking people each tacos and enchiladas.
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VI.) Look at the pictures and read the captions below them. Look for the cognates and choose
the English statement that matches the caption. _/2
26. “Soy dentista y soy de Miami.”
a. “I like to go to the dentist in Miami.”
b. “I live in Miami with the dentist.”
c. “I am a dentist and I am from Miami.”
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27. “Soy fotógrafo y soy de Costa Rica.”
a. “I am a photographer and I am from Costa Rica.”
b. “I take photographs of Costa Rica.”
c. “Costa Ricans are good photographers.”
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VII.) Here is a list of different professions in Spanish. Try to identify them in English. Notice that
some of the professions have two endings, -o for masculine and –a for feminine nouns. _/8
28. el arquitecto / la arquitecta
29. el ingeniero / la ingeniera
30. el mecánico / la mecánica
31. el médico / la médica
32. el científico / la científica
33. el / la chofer
34. el actor / la actriz
35. el/la receptionista
Part B Hispanic Culture
The Learning Outcomes of this assignment include:
retrieving, researching and using relevant information from Spanish language resources to
complete meaningful tasks
summarize acquired information in visual and written form
identify the contributions of Hispanic people to the world
compare and contrast their own customs to those in Hispanic cultures
identify language, expressions, and behaviors that reflect cultural context
This research project is intended to allow you the opportunity to study one cultural aspect of a
Spanish-speaking country that interests you.
Some possible cultural aspects that may be of interest to you: Flamenco dance/guitar (Spain),
Bullfighting (Spain), Salsa dance (Cuba), Tango (Argentina), Machu Picchu (Peru), Mexican
cuisine, festivals or any other aspect of culture that may interest you!
You must fulfill the following criteria: (all in English)
I.) Provide a brief history of your chosen topic: when, where and how did it originate?
How has it developed / evolved through the years? What is it like today? _/20
II.) Provide a picture of your chosen topic. Comment on the cultural content of your
picture. _/5
III.) Compare and contrast your own customs to those represented in your picture._/ 10
IV.) Include a map that identifies the capital city and bordering countries. Include the
country’s flag. _/5
Part C : Una historia de estudiante
Question 1: SHORT ANSWER
Once upon a time, there was a STUDENT who wanted to finish a Spanish course
with little work and at the speed of lightning. So the STUDENT came up with a
brilliant idea : “I will use an online translator. My teacher will be so impressed.”
The first assignment was due. The STUDENT had to write: “I don’t like to get
low marks” in Spanish. The STUDENT went to the internet, typed the sentence in
English and clicked to get the translation. STUDENT copied the Spanish sentence
and sent it to the instructor. What a pity STUDENT did not know that the sentenc
e meant “I don’t like in order to get low marks.” An hour later, the teacher sent the
review’ “Dear student: Your work seems to be a word by word translation from
an online translator. Por favor, do the work yourself and resend for marking.
Gracias.”
As you go through the course, what is ONE thing you will avoid concerning online
translators? Write a complete sentence to answer this question.
QUESTION 2:
SHORT ANSWER
The use of a dictionary or an online translator is not always bad. They can be us
eful tools, particularly when you want to talk about yourself, but the course does
not include that word or expression. If you find yourself in this situation, you ca
n use a dictionary or an online translator as long as you know how to use the wor
ds. You must know what part of the speech you need and in what context you w
ill use the word or expression. Let's use an example: "cup."
A. If you mean a cup of flour to prepare a meal or a cup of coffee to drink, the
Spanish word is "taza." In this case, cup is a noun.
B. If you mean a cup a team wins at the end of a tournament, the Spanish word i
s "copa." In this case, cup is a noun.
C. If you mean a glass used to pour in wine or champagne, the Spanish word is
"copa." Yes, the same as B. In this case, cup is a noun.
D. If you mean to cup your hands to get something, the Spanish expression may
be "juntar las manos." In this case, to cup is a verb. In Spanish and English, ther
e are different expressions to describe an action.
Your task: You will use an online translator in order to get two sentences in
Spanish. In English, these two sentences convey the same idea, but they use
different verb tenses (present and past).
Complete the assignment as instructed.
Go to an online translator of your choice. You may use a dictionary.
Type (copy and paste; look up): "He cups his hands to get some water."
Copy the Spanish sentence in the space provided.
Repeat the procedure for the next sentence: "He cupped his hands to get some
water."
Observe the two Spanish sentences and briefly comment on your impressions
concerning their similarities and differences.
Observación: When an instructor used a very famous site with a "translate" tool
in order to complete this task, neither one of the two sentences in Spanish was
100% correct.
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QQUESTION 3:
FILL IN MULTIPLE BLANKS
1.
Writing is such a powerful tool. Love letters, laws to abolish slavery,
texting, and tweeting have used and will continue using writing. As
important as it is, writing tends to be the hardest language skill to master
even for native speakers. The purpose of this activity is to allow you to
practice spelling words in Spanish. You will use acentos gráficos (the
ones you write down). Some may say acentos are not important. After
all, we end up understanding the meaning of a sentence. Paper is
unforgiving when it comes to mistakes in writing. Your Spanish
instructor agrees with paper even in an online course. Read the following
examples and you will understand why.
a) mono (monkey) IS NOT moño (hair bow)
b) mamá (mom) IS NOT mama (medical term for female breast OR - th
e baby - breastfeeds OR -the kitten - feeds)
c) sí (yes) IS NOT si (if)
d) oso (bear - the animal) IS NOT osó (she or he dared)
e) papa (potato) IS NOT papá (dad)
As you may have noticed, you can only put acentos over vowels (a, e, i, o
, u).
Although you may still think acentos may not be that important, they hav
e another function. Los acentos help you pronounce the word in Spanish
. By looking at the word, you already know which syllable to stress.
Ejemplo: papá, mamá, mansión. In this regard, Spanish is a very
predictable language. French has a similar rule: stressing the last syllabl
e you pronounce. English does not have this predictability. This is wh
y some non-native English speakers, many of them used to simple pronu
nciation rules, make mistakes.
Since you may lose marks for "forgetting" los acentos, you will now
practice to excel.
How to include acentos: If you are using a PC, use the following
instructions.
1. Press the ALT command.
2. While pressing the ALT command, you must enter three digits on
e by one.
o 130 for é
o 160 for á
o 161 for í
o 162 for ó
o 163 for ú
o 164 for ñ
o 165 for ñ
o 168 for ¿
o 173 for ¡
 Release the ALT command. The letter you want will appear.
Mac Users
To get accents on the Mac, hold down the Option key, and while
holding it down, type the letter e; then release those keys and type the
letter that you want the accent to appear on :

á = Opt + e, then a

é = Opt + e, then e

í = Opt + e, then i

ó = Opt + e, then o

ú = Opt + e, then u
For the ñ, hold down the Option key while you type the n; r
elease and type n again.

ñ = Opt + n, then n
The inverted punctuation marks are achieved as follows :

¡ = Opt + 1

¿ Opt + shift + ?
YOU MAY ALSO JUST WRITE YOUR ANSWER BY HAND for
now but make sure that you keep this for future reference as you will
need it. Remember that papa has a total different meaning than
papa with an accent on the last a.
Your turn to write the words in the blanks provided. You must type the
entire word with acentos over the indicated vowels, question marks,
exclamation marks, or ñ.
a) Canada acento sobre LAST "a."
b) Mexico acento sobre "e."
c) Si acento sobre "i."
d) Institucion acento sobre "o."
e) uvula acento sobre FIRST "u."
f) pinata with symbol sobre "n."
g) Que? with question mark upside in front of que down AND acento
sobre "e."
h) Bravo! with exclamation mark upside down in front of Bravo!.
i) Como? with question mark upside down AND acento sobre FIRST "o.
"
j) ultimo con acento sobre "u."
FOR PC or MAC, you can also write the word in a document and use the
INSERT SYMBOL command. You can then copy and paste the word in
the appropriate blank.
¡Buena suerte!