Nombre: _____________________________________
Fecha: __________________
Clase: ________
SPANISH III KNOWLEDGE AND SKILLS REVIEW
This packet includes information that the curriculum says you should have learned in Spanish Level I and II.
However all classes are different so you may not have covered everything. This packet is designed to
activate your existing Spanish knowledge and get you thinking about what you already know. It also helps
me know where you are starting out.
You already know a lot  Let’s see how much! Do not worry if you don’t know everything 
*Remember that your Spanish learning builds year upon year. Therefore you are responsible for both what
was taught in Spanish I and in Spanish II as you enter Spanish III.
First, this is a list of the Spanish I vocabulary and grammar you should already know. Check
off those you are comfortable with. If there is a lot that seems unfamiliar to you, please
see me for a Spanish I practice packet. It is your responsibility to study these items again if
you cannot recall them.
Vocabulary
Grammar:
Spanish-speaking countries (capitals, geography, history)
The alphabet and pronunciation
Greetings
Colors
Numbers 0 – 1 million
Telling Time
Calendar / Seasons / Weather
Adjectives
School (materials, activities, classes)
Celebrations & Holidays
Food
House
Store
Restaurant
Emotions
Likes / dislikes
Family / pets
Health / body
Gender of nouns (definite & indefinite articles)
Learn to ask and answer questions to obtain information
Negation
Subject pronouns
Adjective / noun agreement; placement of adjectives
Subject / verb agreement
Present tense of regular, stem changing and irregular verbs
Ser vs. Estar
Conjugated verbs followed by an infinitive
Present progressive
Using numbers to tell time and to purchase items
Possessive adjectives
Comparatives and Superlatives
Demonstrative adjectives
Direct object pronouns
The bottom line here is that you should have a lot of vocabulary knowledge from Spanish I.
You also should be able to talk simply in the present tense about the above topics.
Present tense includes: I eat (Yo como), I am eating (Yo estoy comiendo), I am going to eat (Yo voy a
comer).
The following is a more in-depth review of the skills and knowledge you should have from Spanish II. These
standards are in addition to what is above for Spanish I.
Vocabulary - Write down as many words as you can think of for each topic below:
Describe yourself and others (physical characteristics, personality)

School related activities (classes, activities, classroom vocabulary)
After school activities (sports, clubs)
Getting ready for the day and special events (daily routine, clothing)
Shopping (stores, cost of items)
Holidays (names of holidays, foods, traditions)

Activities in the past/ When we were children (childhood, games, toys)
Getting around the city (places, directions, location)
Emergencies and disasters (types of natural disasters, people who help, news, actions)
Accidents (types of accidents, body parts, words for injuries, hospital)
Food and Cooking (how to cook, foods, kitchen items, outdoor cooking)
Grammar
For this section fill in what is requested for each grammar item or answer the question asked. Do not worry
if some things are unfamiliar, you may not have gotten to learn them in Spanish I or II.
Present tense regular, irregular and stem-changing verbs
Conjugate these verbs and write what they mean:
COMER
yo
nosotros
tú
ellos/ellas/Uds.
él/ella/Ud.
HABLAR
VIVIR
o-ue stem change: DORMIR
e-ie stem change: EMPEZAR
i-e stem change: PEDIR
IR
DAR
Ser vs. Estar
Both mean what? _____________________________
When do we use ser? _____________________________________________________________
SER
When do we use estar? ____________________________________________________________
ESTAR
Present progressive – to say you are doing something (right now)
Use estar (present tense) + participle (-ando, -iendo)
I am eating. ______________ _________________________
You are studying. _____________ _______________________
She is playing. _____________
_______________________
We are talking. ______________ ______________________
They are cooking. ________________ _______________________
Affirmative/negative words
something
nothing
somebody
nobody
some
none
always
never
also
neither
Making comparisons
more
less
better
worse
older
younger
as many
as much
Write the sentence in Spanish:
Maria is taller than Juan. ___________________________________
Juan has as many books as Maria. _______________________________________________
Tomás is as smart as Teresa. ______________________________________
Reflexives and reciprocal actions
*Remember these are verbs about things you do to yourself or each other
For example: get a bath, brush your hair, hug, greet each other
Reflexives have two parts – what pronouns go in front of the verb for I, you, he, we, they?
I
we
you
they
he/she
Give me 2 conjugated examples of reflexives:
VERB:
VERB:
Saber vs. Conocer
Both mean what? ____________________________________
What do you use saber to say? ________________________________________________________
What’s the yo form of saber? _________________
What do you use conocer to say? _____________________________________________________
What’s the yo form of conocer? _____________________________________
Hace + Time Expressions – to tell how long something has been happening
I’ve played soccer for 5 years. _____________________________________
It’s been 2 months that I’ve studied Spanish. _______________________________
Possessive adjectives – to tell who something belongs to
Fill in the chart for possession.
my/mine
our/s
your/s
their/s
his/her/s
Put these in Spanish.
My book
______________
____________________
Her shirt
______________
____________________
Our car
______________
____________________
Demonstrative adjectives – to say which item you are talking about
Fill in whether each is “this”, “that”, “that (over there)”
eso
esa
esto
esta
aquel
aquella
Direct object pronouns – replacing a noun with a pronoun
For example: Instead of the book, saying “it” – Fill in the pronouns
me
us
you
them/you all
him/her/You/it
The preterite of regular, irregular and stem-changing verbs
Conjugate these verbs in the past/preterite:
COMER
yo
nosotros
tú
ellos/-as/Uds
él/ella/Ud
HABLAR
VIVIR
JUGAR
EMPEZAR
BUSCAR
IR
DAR
TENER
PODER
DECIR
HACER
SER
ESTAR
The imperfect of regular verbs and irregular verbs
Conjugate these verbs in the imperfect:
ALL BUT 3 VERBS ARE CONJUGATED USING THESE REGULAR ENDINGS
COMER
yo
nosotros
tú
ellos/ellas/Uds.
él/ella/Ud.
HABLAR
VIVIR
THESE ARE THE ONLY THREE IRREGULARS IN THE IMPERFECT!
IR
SER
VER
Uses of the preterite versus the imperfect
Fill in the chart with the different uses for preterite versus imperfect, you can include key words that help
you remember which to use.
PRETERITE
IMPERFECT
Imperfect progressive – used to talk about ongoing actions in the past
Use estar in the imperfect + participle (ie. comiendo)
CONJUGATE ESTAR IN THE IMPERFECT
Put these sentences into Spanish using the preterite and imperfect.
I was sleeping when the phone rang. ___________________________________________________
We were walking when Juan tripped. ___________________________________________________
They were shouting when the fire started. _______________________________________________
Commands – telling people to do something
*Remember this is not to be used with should or need or have to. These are direct commands (DO IT!!)
Affirmative tú commands – telling someone you know to do something
How do you form it? What verb form do you use?
________________________________________________________________________________
Talk! _____________________
Listen! ____________________
What are these irregular affirmative tú commands?
decir
salir
hacer
ser
ir
tener
poner
venir
Negative tú commands – telling someone you know NOT to do something
Ud/Uds commands – telling someone you don’t know well or a group of people to do or not do things
These are all formed following the same rule:
Start with what verb form? ____________________________
Drop what? __________________________________
Add what for tú? ____________________________________
Add what for Ud.? ____________________________________
Add what for Uds.? ____________________________________
To make the command negative, you add what word? _____________________________
Examples:
Don’t talk (tú)! ________________________________
Don’t leave (Uds.)! ________________________________
Listen! (Ud) _____________________________________
Irregular command forms – the same for tú/Ud./Uds.
Fill in the commands for these irregular verbs:
DAR
IR
tú
tú
Ud.
Ud.
Uds.
Uds.
SER
ESTAR
tú
tú
Ud.
Ud.
Uds.
Uds.
Write 5 sentences describing yourself and your family.
Write 5 sentences about what you like to do outside of school.
Write 5 sentences about what you did last weekend.
Write 5 sentences about how you were as a child.
Write 5 commands about what to do or not do in school.
Essential Skills – the five C’s
I am providing you this information so that you can see the types of activities and skills expected of you as
you begin this level III course. Please read each item and rate yourself on a scale of 0-5 as to how
comfortable you are doing those things. This is only a reference point for you and myself 
Communication
Listening and speaking
1. Ask and/or respond to questions, statements, and commands about common social situations,
classroom procedures, school activities, and daily routines using familiar vocabulary.
2. Use repetition and recitation to practice intonation and pronunciation of newly acquired vocabulary
items.
3. Give and follow simple instructions or commands to participate in familiar situations.
4. Acquire new vocabulary in order to describe objects, people, activities, and events in context.
5. Comprehend the main idea of extended conversations using contexts clues and cognates.
6. Express emotions, preferences, and opinions about people, events, and everyday activities.
7. Comprehend and/or respond to short messages and conversations when listening to peers, familiar
adults, and providers of public services in face-to-face interactions.
Reading
8. Read and demonstrate comprehension of authentic materials within given topics.
9. Read selected vocabulary words and sentences aloud in chorus and individually.
Writing
10. Write simple paragraphs.
11. Write familiar vocabulary from dictation.
12. Write in the target language to convey a message or to exchange information using appropriate level
vocabulary.
Culture
1. Recognize important holidays of the target cultures.
2. Describe some of the daily activities of the people of the target language and how this is reflected in
their culture and language.
3. Use maps to locate target language countries and navigate public transportation systems.
4. Learn and participate in songs, rhymes, dances and games that are level appropriate.
Connections
1. Make connections with CORE subjects through appropriate grade level content.
2. Use newspapers, magazines, television and the internet to obtain information about the target
language and cultures.
Comparisons
1.
2.
3.
4.
5.
Compare and contrast cultural practices from one culture to another.
Use cognates to compare languages using level appropriate vocabulary.
Compare and contrast one language to another.
Recognize idioms and other unique features of the target language.
Utilizing previously studied comparisons, demonstrate the use of self-correction in language study.
Communities
1. Identify and visit local communities where the target language is spoken.
2. Use language in real-world situations, such as, supermarkets, travel agencies, etc. both within and
beyond the school setting.
3. Use safe internet sites where the target language is used.
4. Participate in school and community situations related to the target language and culture.