note: I cannot guarantee that this study guide covers all the information on the test, nor that all the information on this study guide will be on the test.

vocabulary

vocabulary for unit 3 is linked in the folder for this study guide. make sure you study it!

https://knowt.com/flashcards/5ec39eda-4c9b-4588-abfd-96d0e6eec9ab

verb conjugation principles

for verbs that end in -ar, -er, and -ir, there are specific rules for conjugating in all five forms.

following are examples of common and regular verbs that follow these patterns:

stem-changing verbs

verbs may be stem-changing, meaning a vowel (the stem) changes in all forms except for the nosotros form. the rules still apply to the verbs after their stem changes.

following are examples of stem-changing verbs:

notice how the stems change in all forms except for “nosotros.”

verbs irregular in the “yo” form

verbs may also be irregular in the “yo” form, meaning that they will not follow the rules for the “yo” conjugation. however, they will follow the rules in the regular pattern for all other forms.

following are examples of verbs irregular in the “yo” form:

notice that the verbs do not follow the rules in the “yo” form, but continue in a regular pattern for the other forms.

contraction words

contractions are used to combine two words. two contractions may be used in this unit.

a el = al (means “to the”)

de el = del (means “from the” or “of the”)

following are examples of these contractions in sentences as well as their translations.

• Me gusta ir al parque.

  →I like to go to the park.

• Quiero ir al restaurante.

  →I want to go to the restaurant.

• La computadora del maestro es grande.

  →The teacher’s computer is big. (The computer of the teacher is big.)

• El libro es del aula.

  →The book is from the classroom.

“tener que”

the principle of “tener que” is used to describe what someone has to do. to use it, conjugate “tener” (which means “to have”) in the correct form and use it in a sentence with “que” (which means “to”) and an infinitive (the unconjugated verb of what someone has to do).

following are examples of “tener que” in sentences as well as their translations.

• Tengo que estudiar.

  →I have to study.

• Tenemos que almorzar.

  →We have to eat lunch.

• Tienen que practicar deportes.

  →They/you guys have to practice sports.

“ir a”

“ir,” which means “to go,” is used with “a” (which means “to”) to describe where someone is going. to use it, conjugate “ir” in the correct form (unless a conjugated verb comes directly before it), and use it in a sentence with “a” and the place someone is going. don’t forget the corresponding article of the place (“el,” “la,” “los,” “las,” etc).

following are examples of “ir a” in sentences as well as their translations.

• Ella va a la escuela.

  →She goes to school.

• Vamos a la biblioteca.

  →We go to the library.

• Me gustaría ir a la ciudad.

  →I would like to go to the city.

this is where contractions may be implemented. for example:

• Ellos van al jardín.

  →They go to the garden.

• Voy al aula.

  →I go to the classroom.

• Te gusta ir al laboratorio.

  →You like to go to the laboratory.

“para”

“para,” which means “in order to,” is used to describe the reason someone is doing something. to use it, add it to what someone is doing, and then add the infinitive (unconjugated verb) that describes the reason why they are doing it.

following are examples of “para” in sentences as well as their translations.

• Voy a mi dormitorio para dormir.

  →I go to my bedroom in order to sleep.

• Tienes que estudiar para pasar el examen.

  →You have to study in order to pass the test.

• Nos gustaría jugar deportes para hacer ejercicio.

  →We would like to play sports in order to get exercise.

cultural information

the cultural information studied in this unit may be present on the test. it can be found on pages 147, 149, 153, 155, 156, and 188 of the textbook.

following is a summary of the information.

nuevos modelos de familia (new family models) - page 147

• from 1975-present, spain changed from a dictatorship to democracy and a member of the eu.

• traditional catholic family structures became less common, and spanish families now resemble structures found in other european countries and the us.

• this includes divorced/remarried couples, same-sex married couples, single-parent families, and unmarried couples.

• both precise vocabulary and labels that show the emotional relationship are accepted for these new family models:

  • el padrastro - stepfather

  • la madrastra - stepmother

  • la pareja de hecho - partner

  • el hermanastro - stepbrother; half-brother

  • la hermanastra - stepsister; half-sister

  • el medio hermano - half-brother

  • la media hermana - half sister

  • el esposo de mi madre - my mother’s husband

  • la esposa de mi padre - my father’s wife

  • la pareja de mi padre/madre - my father’s/mother’s partner

  • los hijos de mi padre/madre - my father’s/mother’s children

los apellidos (the surnames) - page 149

• in spain and many latin american countries, it's common to give a child two given names, accompanied by two surnames.

• for example, a girl named “maría paula garcía elizondo” would go by “maría paula” and a nickname based on both names, “maripau.” her surnames come from her father’s family name “garcía” and her mother's family name “elizondo.”

familias icónicas (iconic families) - page 153

• felipe vi has been the king of spain since 2014, and his family is the royal family of spain.

• there are four people in the royal family: felipe, the father; letizia, his wife; and leonor and sofía, their daughters.

• their grandmother sofía is also pictured (in the textbook).

los espacios donde vivimos (the spaces where we live) - page 155

• the names of the parts of a house vary across the spanish-speaking world.

• where we live: piso, apartamento, departamento

• spaces we share: la sala (de estar), el salón, el líving (argentina, chile); el patio, el jardín, el solar, la yarda (us)

• high buildings: la planta baja (bottom/ground floor), la primera planta (second floor)

• in some cases the variants are regional synonyms, but in others they reveal details about the local culture.

• for example, “la yarda” in us spanish refers to a typical north american suburban yard, but since most spaniards live in apartments without individual outdoor green spaces, el jardín in spain suggests a public park/common garden area. in costa rica or venezuela, el solar is the green space around a freestanding house.

salir del nido de hogar (leaving the nest) - page 156

• in many spanish-speaking countries, children can live with their parents until they finish university. there isn’t much pressure for them to leave the home and become independent.

• in many occasions, children still live at home when they are 30 years old.

intercambios familiares (exchange families) - page 188

• many spanish families value opportunities to learn other languages and cultures.

• some families travel to other countries during vacations for an intercultural experience.

• other families give their children the experience of studying or living in another country, or they host a young foreigner in their home.

• the host family shares their culture and their language with the student.

• the student becomes a member of the family and forms relationships for a lifetime—a connection between two families, two towns, and two countries.

I hope this study guide helps! feel free to reach out if you have any questions. good luck! :)