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Quiz Week 1


1. Complete the sentences with a conjugation of the verb “ser” (to be).

1. ¿De dónde ____ María?
2. Yo _____ de Ecuador.
3. Mi tía ______ profesora.
4. Mariana y Francisco _______ estudiantes.
5. El profesor _______ mexicano.
6. Nosotros __________ brasileños.
7. ¿De dónde ______ ustedes?
8. ¿De dónde ______ (tú)?
9. Karen y Laura _______ cocineras.
10.¿De dónde _____ usted?
¿Como estas?


11.¿Cómo te llamas?
12.¿Cómo se llama usted?
13.¿Cuál es tu número de teléfono? (Tú)
14.¿Cuál es su número de teléfono? (Usted)
15.¿Tienes el número de teléfono de María?
Si, su número de teléfono es 910-121-2233

El verbo ser

16.Nosotros __________ españolas.
17.¿De dónde ______ ustedes?
18.¿De dónde ______ vosotros?
19.Ulrich, Matthew y yo _______ estudiantes.
20.¿De dónde _____ tu profesor?

El verbo tener

1. (Yo) __________ un libro de español.
2. Nosotros ______ clase de español a las 11:30 a.m.
3. ¿Tú ______ una pluma?
4. La estudiante argentina no _______ correo electrónico.
5. Mario y Julio ________ móvil de España.

Completa la conversación.

María: ¡Hola! Me llamo María. ¿___________________?

¡Que gusto! . Pero estudio en Manhattan.Guillermo: ¿Qué tal? Me llamo Guillermo: Va. te mando un correo enseguida. es mariarobles@gmail. ¿______________? María: No. ¿________________________? María: No. vivo en Nueva Jersey. ¿________________? Guillermo: Yo también soy estudiante. no tengo celular todavía. Guillermo: ¿ ______________________? María: Si.


J. The order in which they took the test was assigned randomly. & J. Fifteen students took both versions of the test. for instance. . After each test. with content sampled from the curriculum of a beginner Spanish class (A1 according to the CEFR). there is not enough research in the foreign classroom context. 2013). and a focal group was selected to further inquire their experience with the test. Nonetheless. Steinberg. for example. L. T. O’Reilly. This study was conducted in an effort to explore the comparability of the usefulness and validity of a Spanish achievement test when delivered in a scenario-based format as opposed to the traditional test format. The two versions of the test were criterion-referenced tests. Weeks. Halderman. as well as grammar and vocabulary. as determined by the readability indexes Coh-Metrix and Lexile. in assessing test-takers reading comprehension while also promoting learning throughout the test (T. 2014. and a comparison of the processes and information collected through this type of assessment should be compared to that of traditional (non-scenario) tests. the listening materials were determined to pertain to the A1 level of the CEFR and selected from a well-known Spanish textbook. students completed a questionnaire. Scenario-based testing has shown potential as an alternative to the traditional approach to standardized testing. questionnaire responses. and the attitudes and perceptions as described in the focal group session will be compared and analyzed in order to provide an account of the possible similarities and differences in the perception of these two types of tests. Both versions covered the four skills. J. Test scores. Sabatini. Sabatini. The texts for the reading section were selected based on their equivalence. Similar procedures were followed for other skills. Each test took about 45 minutes to be completed. O’Reilly & J.