AP Spanish Language
Glenbard West High School
¡Bienvenidos!
We
welcome
you
and
your
student
to
AP
Spanish
Language.
Learning
a
language
has
many
benefits
and
we
are
excited
to
continue
to
strengthen
students’
language
proficiency.
The
content
of
this
course
reflects
a
wide
variety
of
academic
and
cultural
topics
(art,
current
events,
culture,
history,
sports,
etc.)
The
main
book
used
is
the
advanced
Spanish
language
text,
A
toda
vela!.
This
comprehensive
program
fully
integrates
reading,
writing,
listening
and
speaking
in
Spanish.
Besides
the
main
text,
students
will
read
various
short
stories
and
articles
in
Spanish
and
participate
in
daily
speaking
,
listening
and
writing
activities.
Our
new
World
Languages
Lab
takes
student
learning
to
the
next
level.
Students
are
able
to
use
the
lab
technology
to
improve
their
speaking
and
listening
skills,
as
well
as
practice
for
the
AP
Spanish
Language
Exam.
As
with
all
World
Languages
courses
at
Glenbard
West,
the
grade
distribution
in
AP
Spanish
5
Language
is
as
follows;
Written
Proficiency
Work‐
20%,
Oral
Proficiency
Work‐
20%,
Formal
Assessment‐
60%.
Because
our
goal
is
for
students
to
develop
a
strong
command
of
the
Spanish
language,
summer
preparation
and
practice
will
be
required.
Students
will
be
asked
to
keep
a
listening
journal
of
Spanish
television
and
radio
programs
and
complete
several
reading
and
writing
activities
over
the
summer.
Specific
assignments
and
instructions
will
be
given
to
students
at
the
end
of
May.
Please
consider
enrolling
in
the
AP
Spanish
Bridge
program
for
additional
improvement
opportunities
with
your
future
classmates.
See
the
district
website
for
more
information.
For
additional
resources,
you
and
your
student
may
visit
the
following
websites;
1. BBC
en
español
–
http://news.bbc.co.uk/hi/spanish/news/
2. El
mundo.es
–
http://www.elmundo.es/
3. AP
Spanish
Language
‐
http://www.collegeboard.com/student/testing/ap/sub_spanlang.html
¡Hasta
agosto!
The
AP
Spanish
Team
AP
Spanish
Learning
Targets
First
Semester‐
2010‐2011
Teachers:
Maria
Belgrave
and
Alicia
Washburn
*The
main
goal
of
the
AP
Spanish
Program
is
to
strengthen
and
improve
student
reading,
writing,
listening,
speaking
and
vocabulary
skills
in
the
Spanish
Language
and
increase
student
knowledge
of
the
many
Spanish
speaking
cultures.
*The
learning
targets
listed
below
are
targets
specific
to
the
class
text.
Text
:
A
toda
vela!
Chapter
1A
Travel
Vocabulary
The
present
indicative‐
present,
imperfect,
preterite
Chapter
1B
Travel
Vocabulary
The
concepts
of
preterite
vs.
imperfect
Chapter
2A
Vocabulary
–
youth
related
Reflexive
verbs
and
constructions
The
uses
of
the
verbs
ser,
estar
and
haber
Chapter
2B
Vocabulary‐
youth
and
free
time
related
The
future
tense
Passive
voice
The
present,
past
and
future
perfect
Past
participles
Chapter
3A
Vocabulary
–
food
related
The
present
subjunctive
and
its
use
in
noun
clauses
Chapter
3B
Vocabulary‐
food
related
The
subjunctive
and
its
uses
Chapter
4A
Vocabulary‐
personality
related
The
subjunctive
with
impersonal
expressions,
adverbial
and
adjective
clauses
Chapter
4B
Vocabulary‐
personality
related
Prepositions
Pronouns
Comparisons
The
AP
Spanish
Language
Exam
Format
The
AP
Spanish
Language
Exam
is
not
based
on
specific
course
content
but
instead
attempts
to
evaluate
levels
of
performance
in
the
use
of
the
language,
both
in
understanding
written
and
spoken
Spanish.
It
measures
the
students’
ability
to
write
and
speak
with
ease
in
correct
and
idiomatic
Spanish
in
Interpersonal
and
Presentational
modes.
The
exam
consists
of
two
sections.
Section
I,
a
multiple‐choice
section,
tests
listening
and
reading
comprehension
in
the
Interpretive
mode.
Section
II,
a
freeresponse
section,
tests
the
productive
skills
of
speaking
and
writing.
Tasks
in
Section
II
include
integration
of
skills,
as
well
as
tasks
that
measure
a
student’s
use
of
Interpersonal,
Interpretive,
and
Presentational
modes.
In
Section
I,
Part
A,
students
respond
to
multiple‐choice
questions
to
demonstrate
their
comprehension
of
spoken
Spanish
in
a
variety
of
tasks.
The
oral
stimuli
may
be
authentic,
unabridged
sources
or
rerecorded
versions.
This
listening
comprehension
section
is
divided
into
two
subsections.
In
the
first,
students
hear
a
series
of
several
brief
dialogues
or
narratives,
after
which
they
hear
questions,
in
Spanish,
from
which
they
select
the
best
answer
from
among
the
choices
printed
in
the
test
booklet.
The
short
dialogues
and
narratives
do
not
include
the
printed
questions.
Students
will
be
able
to
view
the
answers
but
listen
only
once
to
the
question.
In
the
second
subsection
of
Section
I,
Part
A,
students
hear
two
longer
passages
that
may
be
interviews,
broadcasts,
or
other
appropriate
spoken
materials;
again,
they
select
the
best
answers
to
questions
that
appear
in
the
test
booklet.
The
long
selections
have
printed
questions
and
space
for
students
to
take
notes
during
the
audio
selection,
and
students
are
given
time
to
read
the
questions
prior
to
listening
to
the
audio.
The
reading
component
in
Section
I,
Part
B
consists
of
journalistic
or
literary
selections
with
multiple‐choice
questions.
Some
of
the
written
texts
may
include
a
visual
component
or
a
Web
page.
Students
are
asked
to
identify
the
main
points
and
significant
details
and
make
inferences
and
predictions
from
the
written
texts.
Some
questions
may
require
making
cultural
inferences
or
inserting
an
additional
sentence
in
the
appropriate
place
in
the
reading
passage.
Section
II,
Part
A
is
divided
into
two
parts.
The
first
exercise
is
an
Interpersonal
writing
task.
This
task
is
derived
from
one
prompt;
it
could
be
addressing
an
e‐mail
message,
a
letter,
or
a
postcard,
for
example.
Students
have
10
minutes
to
read
the
prompt
and
write
their
responses.
©
2008
The
College
Board.
All
rights
reserved.
Visit
the
College
Board
on
the
Web:
www.collegeboard.com.
The
second
part
of
Section
II,
Part
A
is
a
document‐based
question
that
integrates
listening,
reading,
and
writing
skills
(another
example
of
the
Interpretive
and
Presentational
modes).
Students
are
required
to
read
documents,
listen
to
a
related
source/recording,
and
then
respond
to
a
written
prompt.
All
sources,
both
written
and
aural,
are
authentic,
either
in
their
original
format
or
rerecorded.
Students
are
encouraged
to
make
reference
to
all
of
the
sources.
Students
have
7
minutes
to
read
the
printed
sources
and
then
listen
to
a
stimulus
of
approximately
3
minutes.
They
then
have
5
minutes
to
plan
their
responses
and
40
minutes
to
write
their
essays.
The
total
time
allotted
for
this
part
of
the
exam
is
approximately
55
minutes.
Section
II,
Part
B
consists
of
two
distinct
parts,
integrating
reading,
listening,
and
speaking
skills.
Students
are
asked
to
synthesize
information
and
respond
to
two
different
types
of
speaking
exercises.
The
Interpersonal
component
is
a
role‐play
situation,
where
students
are
asked
to
interact
with
a
recorded
conversation.
There
are
five
or
six
opportunities
for
students
to
answer,
and
each
response
can
be
up
to
20
seconds
in
length.
Students
have
time
to
read
an
outline
of
the
simulated
conversation
and
the
instructions
for
responding
before
participating
in
the
exercise.
The
second
part
of
Section
II,
Part
B
includes
the
Interpretive
and
Presentational
modes
and
integrates
reading,
listening,
and
speaking
skills.
Students
give
an
oral
presentation
in
a
formal
or
academic
setting.
They
are
asked
to
read
one
document
and
listen
to
a
recording,
after
which
they
have
2
minutes
to
prepare
for
the
presentation
and
2
minutes
to
answer
a
question
related
to
the
sources.
Students
are
encouraged
to
make
reference
to
all
sources.
The
relative
weight
of
each
skill
in
calculating
the
final
AP
grade
is
as
follows:
Listening—20
percent,
Reading—30
percent,
Writing—30
percent,
and
Speaking—
20
percent.
This
allocation
corresponds
to
the
emphasis
on
reading
and
writing
in
advanced
college
and
university
courses.
©
2008
The
College
Board.
All
rights
reserved.
Visit
the
College
Board
on
the
Web:
www.collegeboard.com.
AP
Spanish
Language
I.
Course
Objective
The
Advanced
Placement
Spanish
Language
Course
seeks
to
develop
language
skills
in
the
four
competencies
of
writing,
speaking,
reading
and
listening.
The
AP
course
includes
the
study
of
Spanish
language,
the
people
and
culture
associated
with
it.
The
goals
of
the
AP
Spanish
Language
course
are:
1. The
ability
to
understand
spoken
language
both
formally
and
in
conversation.
2. The
ability
to
speak
with
accuracy
and
fluency
using
appropriate
pronunciation
and
intonation.
3. The
acquisition
of
vocabulary
and
grasp
of
structure
that
enables
students
to
read
articles
and
literature
easily
and
accurately.
A.
The
grading
scale
for
the
World
Languages
Department
is
as
follows‐
100
%
‐
90
%
‐
5
89
%
‐
80
%
‐
4
79
%
‐
70
%
‐
3
69
%
‐
60
%
‐
2
59
%
&
lower—1
B.
The
grading
categories
for
the
World
Languages
Department
are
as
follows
‐
Formal
Assessment=
60%
(tests,
quizzes,
major
projects)
Oral
Proficiency=
20%
(speaking
assessments,
dialogs,
etc.)
Written
Proficiency=
20%
(essays,
short
projects,
other
activities)
C.
Homework
Policy
Homework
is
an
important
component
of
the
learning
process
and
we
use
it
as
practice,
not
assessment.
Our
expectation
is
that
our
students
will
complete
all
homework
assignments
carefully
and
thoroughly
and
come
to
class
prepared
to
actively
participate
in
the
daily
activities
that
incorporate
these
concepts.
“Drill
and
Practice”
or
“D
&
P”
assignments
will
be
recorded
in
Powerschool
so
that
parents/guardians
may
monitor
their
child’s
completion
effort
as
well
as
keep
track
of
their
child’s
involvement
in
their
own
learning.
Please
note
that
the
point
value
of
D
&
P
assignments
will
not
be
calculated
into
the
grade.
We
will
list
these
types
of
assignments
as
D
&
P
along
with
the
following
effort
scale:
2‐
Completed
1‐ Attempted
but
not
completed
0‐ Incomplete
II.
Class
attendance
and
absence
policy
A. Please
be
on
time
to
class.
The
first
3
tardies
are
teacher
consequenced.
The
fourth
and
following
tardies
are
dean
consequenced.
Any
truancies
are
processed
according
to
the
Castle
Keys
guidelines.
B. If
you
are
absent,
please
see
your
teacher
for
make
up
work.
Test
and
quiz
make
up
is
Tuesday
and
Thursday
during
a
study
hall
or
lunch
in
the
World
Languages
Office
(Room
306).
Get
a
pass
from
your
teacher,
then
sign
in
the
attendance
book
when
you
arrive
at
the
office
for
make
up.
The
other
option
for
make
up
is
Thursday
before
school
(7‐7:30)
and
after
school
(2:35–
3:30).
You
have
2
weeks
to
make
up
a
missed
quiz/test
for
full
credit.
After
2
weeks,
there
is
a
10%
reduction
of
your
quiz/test
grade.
If
it
is
not
made
up
by
the
end
of
the
quarter,
it
is
a
0.
III.
Materials
Please
bring
your
text,
¡A
toda
vela!,
workbooks,
dictionary
and
journal/notebook
to
class
each
day.
IV.
Academic
dishonesty
and
plagiarism
policy
If
you
are
found
cheating
or
plagiarizing,
you
may
receive
a
0
on
you
test,
quiz.
project
or
paper.
You
may
also
receive
a
dean’s
consequence
and
a
parent
conference.
Please
refer
to
your
Castle
Keys
for
further
information.
V.
Assistance
For
additional
help,
please
see
any
AP
Spanish
Language
teacher.
If
you
have
a
study
hall,
you
may
also
visit
the
World
Languages
Office
(Room
306)
on
Tuesdays
and
Thursdays
for
help
from
a
Spanish
Teacher.
You
may
also
reach
your
teachers
through
e‐mail;
[email protected]
or
[email protected]
******I
have
read
the
above
document
with
my
daughter/son
and
understand
the
policies
of
this
course.
Date:____________________________________
Student
name
&
signature:___________________________________/__________________________________
Parent/guardian
name
&
signature:_______________________________/___________________________
AP Spanish Language
Summer Activity Log
Dear AP Spanish Language Students and Parents,
You are asked to keep an activity log to maintain your Spanish over the summer. Your
work will keep your listening, reading, writing and speaking skills active and thus benefit you
when you begin school in the fall. You will be expected to log at least 2 activities per week, for
a total of 22 activities. The log is due when school starts in August and you will be given a
written proficiency grade for your work. The activities fall into the categories listed below.
Speaking:
Engage in conversation with other Spanish speakers. This might be through a
local cultural event, summer job, volunteer work, or getting together with other Spanish
students.
Listening:
Listen to music, television shows, podcasts and/or the news.
www.Notesinspanish.com is a website that has podcasts of many current topics.
Writing:
Journal, write a short story, a reaction to something you read, an e-mail to a
friend or your Spanish teacher, create a Spanish blog!
Reading:
Subscribe to People en Español, check out books from the library, look for
articles that interest you on the internet, pick up local newspapers. Keep a list of new words as
you read.
Grammar:
Look for activities on the internet. Some good websites are;
www.quia.com
http://spanish.about.com/
http://www.colby.edu/~bknelson/SLC/index.php
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.html
Vocabulary: Go to Mrs. Washburn’s conference site on First Class. There is a list of terms
that you need to familiarize yourself with for the school year.
Activity Recording:
Record your activities using the format given on this sheet.
When you need a new sheet, you may use your own paper or print a new sheet from Mrs.
Washburn’s folder on the West Student Conference – World Language site on First class.
Grading Expectations:
5
4
3
2
(90‐95%
)
(80‐89%)
(70‐79%)
(60‐69%
Date
***Logs are due the first week of school.
22‐23
summer
log
entries
(100%
for
24
+
log
entries)
20‐21
entries
19‐18
entries
17‐16
entries
Type of Activity
3‐5 Spanish sentences summarizing your activity
AP
Spanish
Language
I.
Course
Objective
The
Advanced
Placement
Spanish
Language
Course
seeks
to
develop
language
skills
in
the
four
competencies
of
writing,
speaking,
reading
and
listening.
The
AP
course
includes
the
study
of
Spanish
language,
the
people
and
culture
associated
with
it.
The
goals
of
the
AP
Spanish
Language
course
are:
1. The
ability
to
understand
spoken
language
both
formally
and
in
conversation.
2. The
ability
to
speak
with
accuracy
and
fluency
using
appropriate
pronunciation
and
intonation.
3. The
acquisition
of
vocabulary
and
grasp
of
structure
that
enables
students
to
read
articles
and
literature
easily
and
accurately.
A.
The
grading
scale
for
the
World
Languages
Department
is
as
follows‐
100
%
‐
90
%
‐
5
89
%
‐
80
%
‐
4
79
%
‐
70
%
‐
3
69
%
‐
60
%
‐
2
59
%
&
lower—1
B.
The
grading
categories
for
the
World
Languages
Department
are
as
follows
‐
Formal
Assessment=
60%
(tests,
quizzes,
major
projects)
Oral
Proficiency=
20%
(speaking
assessments,
dialogs,
etc.)
Written
Proficiency=
20%
(essays,
short
projects,
other
activities)
C.
Homework
Policy
Homework
is
an
important
component
of
the
learning
process
and
we
use
it
as
practice,
not
assessment.
Our
expectation
is
that
our
students
will
complete
all
homework
assignments
carefully
and
thoroughly
and
come
to
class
prepared
to
actively
participate
in
the
daily
activities
that
incorporate
these
concepts.
“Drill
and
Practice”
or
“D
&
P”
assignments
will
be
recorded
in
Powerschool
so
that
parents/guardians
may
monitor
their
child’s
completion
effort
as
well
as
keep
track
of
their
child’s
involvement
in
their
own
learning.
Please
note
that
the
point
value
of
D
&
P
assignments
will
not
be
calculated
into
the
grade.
We
will
list
these
types
of
assignments
as
D
&
P
along
with
the
following
effort
scale:
2‐
Completed
1‐ Attempted
but
not
completed
0‐ Incomplete
II.
Class
attendance
and
absence
policy
A. Please
be
on
time
to
class.
The
first
3
tardies
are
teacher
consequenced.
The
fourth
and
following
tardies
are
dean
consequenced.
Any
truancies
are
processed
according
to
the
Castle
Keys
guidelines.
B. If
you
are
absent,
please
see
your
teacher
for
make
up
work.
Test
and
quiz
make
up
is
Tuesday
and
Thursday
during
a
study
hall
or
lunch
in
the
World
Languages
Office
(Room
306).
Get
a
pass
from
your
teacher,
then
sign
in
the
attendance
book
when
you
arrive
at
the
office
for
make
up.
The
other
option
for
make
up
is
Thursday
before
school
(7‐7:30)
and
after
school
(2:35–
3:30).
You
have
2
weeks
to
make
up
a
missed
quiz/test
for
full
credit.
After
2
weeks,
there
is
a
10%
reduction
of
your
quiz/test
grade.
If
it
is
not
made
up
by
the
end
of
the
quarter,
it
is
a
0.
III.
Materials
Please
bring
your
text,
¡A
toda
vela!,
workbooks,
dictionary
and
journal/notebook
to
class
each
day.
IV.
Academic
dishonesty
and
plagiarism
policy
If
you
are
found
cheating
or
plagiarizing,
you
may
receive
a
0
on
you
test,
quiz.
project
or
paper.
You
may
also
receive
a
dean’s
consequence
and
a
parent
conference.
Please
refer
to
your
Castle
Keys
for
further
information.
V.
Assistance
For
additional
help,
please
see
any
AP
Spanish
Language
teacher.
If
you
have
a
study
hall,
you
may
also
visit
the
World
Languages
Office
(Room
306)
on
Tuesdays
and
Thursdays
for
help
from
a
Spanish
Teacher.
You
may
also
reach
your
teachers
through
e‐mail;
[email protected]
or
[email protected]
******I
have
read
the
above
document
with
my
daughter/son
and
understand
the
policies
of
this
course.
Date:____________________________________
Student
name
&
signature:___________________________________/__________________________________
Parent/guardian
name
&
signature:_______________________________/___________________________
AP
Spanish
Learning
Targets
First
Semester‐
2010‐2011
Teachers:
Maria
Belgrave
and
Alicia
Washburn
*The
main
goal
of
the
AP
Spanish
Program
is
to
strengthen
and
improve
student
reading,
writing,
listening,
speaking
and
vocabulary
skills
in
the
Spanish
Language
and
increase
student
knowledge
of
the
many
Spanish
speaking
cultures.
*The
learning
targets
listed
below
are
targets
specific
to
the
class
text.
Text
:
A
toda
vela!
Chapter
1A
Travel
Vocabulary
The
present
indicative‐
present,
imperfect,
preterite
Chapter
1B
Travel
Vocabulary
The
concepts
of
preterite
vs.
imperfect
Chapter
2A
Vocabulary
–
youth
related
Reflexive
verbs
and
constructions
The
uses
of
the
verbs
ser,
estar
and
haber
Chapter
2B
Vocabulary‐
youth
and
free
time
related
The
future
tense
Passive
voice
The
present,
past
and
future
perfect
Past
participles
Chapter
3A
Vocabulary
–
food
related
The
present
subjunctive
and
its
use
in
noun
clauses
Chapter
3B
Vocabulary‐
food
related
The
subjunctive
and
its
uses
Chapter
4A
Vocabulary‐
personality
related
The
subjunctive
with
impersonal
expressions,
adverbial
and
adjective
clauses
Chapter
4B
Vocabulary‐
personality
related
Prepositions
Pronouns
Comparisons
The
AP
Spanish
Language
Exam
Format
The
AP
Spanish
Language
Exam
is
not
based
on
specific
course
content
but
instead
attempts
to
evaluate
levels
of
performance
in
the
use
of
the
language,
both
in
understanding
written
and
spoken
Spanish.
It
measures
the
students’
ability
to
write
and
speak
with
ease
in
correct
and
idiomatic
Spanish
in
Interpersonal
and
Presentational
modes.
The
exam
consists
of
two
sections.
Section
I,
a
multiple‐choice
section,
tests
listening
and
reading
comprehension
in
the
Interpretive
mode.
Section
II,
a
freeresponse
section,
tests
the
productive
skills
of
speaking
and
writing.
Tasks
in
Section
II
include
integration
of
skills,
as
well
as
tasks
that
measure
a
student’s
use
of
Interpersonal,
Interpretive,
and
Presentational
modes.
In
Section
I,
Part
A,
students
respond
to
multiple‐choice
questions
to
demonstrate
their
comprehension
of
spoken
Spanish
in
a
variety
of
tasks.
The
oral
stimuli
may
be
authentic,
unabridged
sources
or
rerecorded
versions.
This
listening
comprehension
section
is
divided
into
two
subsections.
In
the
first,
students
hear
a
series
of
several
brief
dialogues
or
narratives,
after
which
they
hear
questions,
in
Spanish,
from
which
they
select
the
best
answer
from
among
the
choices
printed
in
the
test
booklet.
The
short
dialogues
and
narratives
do
not
include
the
printed
questions.
Students
will
be
able
to
view
the
answers
but
listen
only
once
to
the
question.
In
the
second
subsection
of
Section
I,
Part
A,
students
hear
two
longer
passages
that
may
be
interviews,
broadcasts,
or
other
appropriate
spoken
materials;
again,
they
select
the
best
answers
to
questions
that
appear
in
the
test
booklet.
The
long
selections
have
printed
questions
and
space
for
students
to
take
notes
during
the
audio
selection,
and
students
are
given
time
to
read
the
questions
prior
to
listening
to
the
audio.
The
reading
component
in
Section
I,
Part
B
consists
of
journalistic
or
literary
selections
with
multiple‐choice
questions.
Some
of
the
written
texts
may
include
a
visual
component
or
a
Web
page.
Students
are
asked
to
identify
the
main
points
and
significant
details
and
make
inferences
and
predictions
from
the
written
texts.
Some
questions
may
require
making
cultural
inferences
or
inserting
an
additional
sentence
in
the
appropriate
place
in
the
reading
passage.
Section
II,
Part
A
is
divided
into
two
parts.
The
first
exercise
is
an
Interpersonal
writing
task.
This
task
is
derived
from
one
prompt;
it
could
be
addressing
an
e‐mail
message,
a
letter,
or
a
postcard,
for
example.
Students
have
10
minutes
to
read
the
prompt
and
write
their
responses.
©
2008
The
College
Board.
All
rights
reserved.
Visit
the
College
Board
on
the
Web:
www.collegeboard.com.
The
second
part
of
Section
II,
Part
A
is
a
document‐based
question
that
integrates
listening,
reading,
and
writing
skills
(another
example
of
the
Interpretive
and
Presentational
modes).
Students
are
required
to
read
documents,
listen
to
a
related
source/recording,
and
then
respond
to
a
written
prompt.
All
sources,
both
written
and
aural,
are
authentic,
either
in
their
original
format
or
rerecorded.
Students
are
encouraged
to
make
reference
to
all
of
the
sources.
Students
have
7
minutes
to
read
the
printed
sources
and
then
listen
to
a
stimulus
of
approximately
3
minutes.
They
then
have
5
minutes
to
plan
their
responses
and
40
minutes
to
write
their
essays.
The
total
time
allotted
for
this
part
of
the
exam
is
approximately
55
minutes.
Section
II,
Part
B
consists
of
two
distinct
parts,
integrating
reading,
listening,
and
speaking
skills.
Students
are
asked
to
synthesize
information
and
respond
to
two
different
types
of
speaking
exercises.
The
Interpersonal
component
is
a
role‐play
situation,
where
students
are
asked
to
interact
with
a
recorded
conversation.
There
are
five
or
six
opportunities
for
students
to
answer,
and
each
response
can
be
up
to
20
seconds
in
length.
Students
have
time
to
read
an
outline
of
the
simulated
conversation
and
the
instructions
for
responding
before
participating
in
the
exercise.
The
second
part
of
Section
II,
Part
B
includes
the
Interpretive
and
Presentational
modes
and
integrates
reading,
listening,
and
speaking
skills.
Students
give
an
oral
presentation
in
a
formal
or
academic
setting.
They
are
asked
to
read
one
document
and
listen
to
a
recording,
after
which
they
have
2
minutes
to
prepare
for
the
presentation
and
2
minutes
to
answer
a
question
related
to
the
sources.
Students
are
encouraged
to
make
reference
to
all
sources.
The
relative
weight
of
each
skill
in
calculating
the
final
AP
grade
is
as
follows:
Listening—20
percent,
Reading—30
percent,
Writing—30
percent,
and
Speaking—
20
percent.
This
allocation
corresponds
to
the
emphasis
on
reading
and
writing
in
advanced
college
and
university
courses.
©
2008
The
College
Board.
All
rights
reserved.
Visit
the
College
Board
on
the
Web:
www.collegeboard.com.
AP Spanish Language
Summer Activity Log
Dear AP Spanish Language Students and Parents,
You are asked to keep an activity log to maintain your Spanish over the summer. Your
work will keep your listening, reading, writing and speaking skills active and thus benefit you
when you begin school in the fall. You will be expected to log at least 2 activities per week, for
a total of 22 activities. The log is due when school starts in August and you will be given a
written proficiency grade for your work. The activities fall into the categories listed below.
Speaking:
Engage in conversation with other Spanish speakers. This might be through a
local cultural event, summer job, volunteer work, or getting together with other Spanish
students.
Listening:
Listen to music, television shows, podcasts and/or the news.
www.Notesinspanish.com is a website that has podcasts of many current topics.
Writing:
Journal, write a short story, a reaction to something you read, an e-mail to a
friend or your Spanish teacher, create a Spanish blog!
Reading:
Subscribe to People en Español, check out books from the library, look for
articles that interest you on the internet, pick up local newspapers. Keep a list of new words as
you read.
Grammar:
Look for activities on the internet. Some good websites are;
www.quia.com
http://spanish.about.com/
http://www.colby.edu/~bknelson/SLC/index.php
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/3499.html
Vocabulary: Go to Mrs. Washburn’s conference site on First Class. There is a list of terms
that you need to familiarize yourself with for the school year.
Activity Recording:
Record your activities using the format given on this sheet.
When you need a new sheet, you may use your own paper or print a new sheet from Mrs.
Washburn’s folder on the West Student Conference – World Language site on First class.
Grading Expectations:
5
4
3
2
(90‐95%
)
(80‐89%)
(70‐79%)
(60‐69%
Date
***Logs are due the first week of school.
22‐23
summer
log
entries
(100%
for
24
+
log
entries)
20‐21
entries
19‐18
entries
17‐16
entries
Type of Activity
3‐5 Spanish sentences summarizing your activity